SEND Information

Part of the Suffolk Local Offer for Learners with SEND

Local Offer SEND Policy 2017 SENDIASS

Introduction

Welcome to our SEN information report which is part of the Suffolk Local Offer for learners with Special Educational Needs (SEN). All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published must be updated annually.

At Kessingland Church of England Primary Academy we are committed to working together with all members of our school community. This local offer has been produced with pupils, parents/carers, Governors, and members of staff. We would welcome your feedback and future involvement in the review of our offer, so please do contact us. The best people to contact this year are:

Name of SEN Governor: Mrs Jill Horne

Name of SENCO: Miss Sarah Smith

Name of Head teacher: Mr. Adrian Crossland

If you have specific questions about the Suffolk Local Offer, you can find out more information on their website. Alternatively, if you think your child may have SEND please speak to their Class Teacher or contact our SENCO (Miss Sarah Smith).

 

Our approach to teaching learners with SEND

At Kessingland Church of England Primary Academy we believe in participation for all. We want all adults and children to participate in learning and we celebrate all members of our community. We have an inclusive culture in our school and we aim to be more responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.

We value high quality teaching for all learners and actively monitor teaching and learning in the school.

Our Single Change Plan is about developing learning for all and this includes continuing professional development for all our staff.

We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We monitor progress of all learners, and staff continually assess ensuring that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and staff engage in coaching and team teaching.

At Kessingland Church of England Primary Academy, our vision is:

  • To create a supportive, inclusive and caring school community, with high aspirations, where everyone feels happy, safe and valued.
  • To create an inclusive school environment where all pupils have access to the support and provision needed to ensure they achieve their full potential.
  • To ensure that we are a school where high quality teaching enables children to learn and encourages personal development to achieve success.

How we identify SEND

At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEND as:

“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

(a)   have a significantly greater difficulty in learning than the majority of others of the same age: or

(b)   have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”

 

If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.

Learners can fall behind in school for lots of reasons. If a pupil is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal personalised curriculum, intended to overcome the barrier to their learning. Barriers to learning are identified by Ofsted 2011 as:

  • Communication and language
  • Poor Attendance
  • Parental Experiences of school
  • Low Aspirations
  • School issues
  • Limited experiences of life
  • Health issues
  • Low Aspirations

At Kessingland Church of England Primary Academy we are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will put in additional intervention. This does not mean that all vulnerable pupils have Special Educational Needs.  Only those with a learning difficulty that requires special educational provision will be identified as having SEN.

Our SEND profile for 2017-18 shows that we have 26% of pupils who have identified SEND.
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Assessing SEND at Kessingland Church of England Primary Academy

Class teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Kessingland Church of England Primary Academy we ensure the assessment of educational needs directly involves the learner, their parents/ carers and the teacher.

The SENCO will also support with the identification of barriers to learning.

For some learners we may need to seek advice from specialist teams. The agencies currently used by the Academy are:

  • Educational Psychologists
  • CISS (County Inclusive Support Service)
  • Speech and Language therapists
  • The Newberry Child Development Centre
  • CAMHS (Child and Adolescent Mental Health Service)
  • School Health
  • Dyslexia Outreach Service
  • Attendance Officers
  • Social Workers and Family Support Practitioners
  • Sensory and Communication Service
  • Suffolk Young Carers

We currently employ 17 Learning Support Assistants (some part time) including 3 Higher Level Teaching Assistants and 1 Nursery Nurse, who support quality first-class teaching in the classrooms and deliver interventions as needed, monitored on the provision map, as coordinated by our SENDCo.

What do we do to support learners with SEN at Kessingland Church of England Primary Academy?

Every teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards 2012 detail the expectations on all teachers, and we at Kessingland Church of England Primary Academy are proud of our teachers and their development.

Our teachers will use various strategies to adapt access to the curriculum, which might include using:

  • Visual timetables
  • Writing frames
  • Laptops or other alternative recording devices
  • Positive behaviour rewards system
  • Thrive strategies
  • Referral to our Student and Family Support Team
  • In class interventions and support
  • Individual support for emotional needs.

Each learner identified as having SEN, is entitled to support that is additional to or different from a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified.

Our provision map is shared with the Governors, who are able to ensure that we monitor the impact of these interventions on learning throughout the school. We update the provision map regularly, and it changes every year, as our pupils and their needs change.

Children can have access to our Student and Family Support Team to support emotional needs and any family issues. The team is made up of:

Miss Sarah Smith – SENDCo

Mrs Jane Cooper – Pastoral Support

Mrs Lynda Hood – Alternative Safeguarding Lead

Mrs Laura Knowles – Intervention lead

Mrs Suzanne Downie – Attendance and Office Manager

We are developing a whole school approach to emotional and social issues via Thrive and our Pastoral Lead is available to support parents and pupils daily.

Funding for SEN

Kessingland Church of England Primary Academy receives funding directly to the school to support the needs of learners with SEN. This is described in an SEN memorandum. The amount of funding we received for 2017-18 is: £144, 103

Kessingland Church of England Primary Academy receives funding directly to the Academy from the Local Authority to support the needs of learners with SEND.  This is described in an SEND memorandum.

We also receive funding from the Local Authority which is distributed as ‘top up’ funding for learners who require support that exceeds that available to the Academy. Our ‘top up funding’ is applies for termly.

How do we Find Out if this Support is Effective?

Monitoring progress is an integral part of teaching and leadership within our school. Pupils, staff and increasingly, parents, are involved in reviewing the impact of interventions for learners with SEN.

We follow the ‘assess, plan, do, review’ model. Before any additional provision is selected to help a child, the SENCO, Teacher, parent/carer and learner, agree what they expect to be different following this intervention. Baseline, or starting information will also be recorded, which will be carried out again, to demonstrate the impact of the provision.

Children, parents/carers and their teaching and support staff will be directly involved in reviewing progress. This can be built into the intervention itself, or it can be a formal meeting held, where we discuss progress and next steps. If a learner has an Education, Health and Care Plan (EHC plan,) the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.

The SENDCo collates the impact data of interventions, to ensure that pupils are making progress with their learning. This is reviewed through provision mapping.

Progress data of all learners is collated by the whole school and monitored by teachers, Senior Leaders and Governors.

Other opportunities for learning

All learners should have the same opportunity to access extra-curricular activities. At Kessingland CE Primary Academy we offer a range of additional clubs and activities. Please ask at the school office for further details.

All staff at Kessingland Church of England Primary Academy have regular training on the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments.’

The Equality Act 210 definition of disability is:

“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities.”

Section 1(1) Disability Discrimination Act 1995

This definition of disability in the Equality Act includes children with long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEND, but there is a significant overlap between disabled children and young people and those with SEND. Children and young people may therefore be covered by both SEN and disability legislation.

Preparing for the next step

Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving into employment. Kessingland Church of England Primary Academy is committed to working in partnership with children, families and other providers to ensure positive transitions occur.

Planning for transition is a part of our provision for all learners with SEND. Moving classes will be discussed with you and your child at their Summer Term review meeting. Transition to Secondary schools will be discussed in the Summer Term of Year 5, to ensure time for planning and preparation.

Have your say

Kessingland Church of England Primary Academy can shape and develop provision for all of our learners, thus ensuring achievement for all. This SEN report declares our annual offer to learners with SEN, but to be effective it needs the views of all parents/carers, learners, Governors and staff. So please engage with our annual process to ‘assess plan, do and review’ provision for SEN.