SEN

Illogan School

SEND Information Report

Our SENDCo (Special Educational Needs and Disability Co-ordinator) is Mrs Julie Webber. Mrs Webber is a qualified teacher and has recently achieved her SEN National Award; she is currently involved in updating the school’s procedures to recognise the changes brought in by the new SEND system. She also leads and teaches within the Year 6

The school welcomes children and adults of all abilities and needs and we will make every effort to provide facilities that are required, in partnership with the Local Authority. Admission procedures for pupils with disabilities are the same as for all children, although special arrangements may be negotiated. We aim to ensure that disabled pupils are treated with the same high regard as all other pupils.

As a school that values an inclusive approach, all children have access to after school clubs, trips and outdoor learning. The school has an access plan which timetables the improvements to the school that will enable access for all, children and adults alike.

The Code of Practice for Special Education Needs gives the school responsibility for identifying children with special educational needs and ensuring appropriate provision is made. We aim to identify any child with a special educational need at the earliest possible age; those experiencing on going difficulties will, after consultation with parents, be placed on the SEN register. Children with special educational needs may include those with physical disabilities, hearing or visual impairment, social, emotional and mental health needs, language or specific learning problems.

Specific intervention groups for English and Maths, plus 1:1 support (in reading, writing, memory skills, physical skills and maths) are provided for children who are finding progression in a specific area of the curriculum difficult. We have a collection of resources for use in school which are practical and fun. Children receiving intervention are placed On Alert on the Record of Need.

Each child receiving SEN Support, with additional learning needs, has an IEP (Individual Education Plan). The IEP is written with input from the child and parents.  The best progress is always made when home and school work together.  IEPs are evaluated by teaching staff every 6 to 10 weeks.  The role of the parents in identifying and helping their child with special difficulties is vital, and the school consults with parents fully to maintain a close working relationship. Our policy for Special Educational Needs is available to all.

We run regular sessions for children with difficulties with motor skills or with sensory processing needs.  We have a member of the teaching staff who co-ordinates Speech and Language Provision and carries out 1:1 sessions to meet these children’s particular needs. 

Pupils with SEN are assessed against their individual targets as well as against age related expectations. Information about their progress is collected through evidence in books, discussions with the child and teacher assessments. Progress of children with SEN is monitored closely by teachers, the SENCo and the Senior Leadership Team. Children with SEN generally make good to accelerated progress in many areas of the curriculum. Children with EHC (Education Health Care) plans in Year 6 will be given additional time and rest breaks when completing their SATS tests. For a very small number of children a formal assessment of educational need is made; an EHC plan is then written which appropriate targets and actions. The procedure involves the Educational Psychologist, the teaching staff and support staff, plus other professional bodies who may be able to offer advice. This can be a lengthy process and the school will offer as much support to parents as possible. The provision that is made for children with EHC plans is varied and may consist of short periods of specialist teaching, TA support, physiotherapy, or possibly a place in another school offering specialist provision. The formal statements of the children are reviewed annually, and parents are fully involved in this process.

We work with a number of external agencies and have close links with our Educational Psychologist, Speech and Language Therapist and the local autism team. We have staff who are trained to attend Team Around the Child (TAC) meetings and all staff work closely with parents to ensure we are all meeting the child’s needs and supporting the family in any way we can.

We understand that for a number of children with additional needs transition periods are extremely difficult. Within our school we work alongside parents to ease the move to the next class and the transition to secondary school or new schools within the locality. All teaching assistants are experienced in supporting children through transitions and help them by making transition books with photos of new teachers, layout of classrooms and cloakroom etc to share with parents at home. This ensures that the child can talk about their new class / school openly at home and discuss any worries. Additional visits to their new class / school are arranged for children we feel are emotionally vulnerable and need support.

When children move from Year 6 to secondary school a meeting will be held with the primary school, parents, the children and the SENCo from the secondary school. This ensures that all information about the child's needs is passed on effectively.

We will soon be working towards achieving our Inclusive Dyslexic Friendly School Status. We have trained staff who support children with emotional needs and learning mentors who work closely with families in the community who need support or advice. The learning mentors work with children and deal with issues around family and emotions, grief, bereavement and falling out with friends.  Our learning mentors are experienced at providing support for children with needs recognised to be part of the autistic spectrum.  We are fortunate to share a site with Curnow Special School and make good use of their sensory room and wall. 

Children with medical needs are catered for and a named adult is responsible for administering medication in consultation with parents. Medication is kept in a safe place, only accessible by staff. Staff are trained to use specific equipment i.e. epi pens for children with severe allergic reactions.

For additional information on how we support children please see the following policies which are available either on our Policies page or on request from reception.

SEN policy

·         Anti-bullying policy

·         Behaviour policy

·         Positive handling policy

·         Assessment policy

·         Child protection policy

·         Children in care policy

·         Intimate care policy

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Nikki Lawry,
Jan 19, 2017, 2:49 AM
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Nikki Lawry,
Nov 9, 2017, 1:20 AM
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Charlotte Coldham-Wood,
May 6, 2015, 12:48 AM
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Charlotte Coldham-Wood,
Jan 30, 2015, 7:02 AM
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