SEND information report

At Coldfall we cater for all SEND needs.  We believe very strongly in a quality first provision model for most of our pupils, rather than removing children from class and vital lessons with their peers in order to provide ‘catch up’.  Our rational for this is that it is detrimental to children’s well-being to believe that they are not able to complete age appropriate work with their peers and that by missing lessons (due to intervention outside of the classroom) they are likely to fall even further behind, as are not covering an age appropriate curriculum.

There are some cases where we feel that specific intervention is warranted.  Where such intervention is deemed appropriate, we always try to substitute like for like.  For example, a dyslexic child may participate in Monster phonics sessions, rather than Destination reader.

In exceptional cases, where a child has very complex needs and is not able to access learning with peers, a bespoke program will be designed with the support of external professionals.

Quality first support is provided by:

  • Giving addition adult support either 1:1 or in small groups (as appropriate).
  • Ensuring that additional resources are available in order that children can access the curriculum (e.g. concrete resources, word banks, task plans).

External professionals

  • The school can make referrals to external specialists to help develop our understanding of how to support children with complex additional needs. This includes: The Educational Psychologist, Speech and Language therapist, Autism Team, Occupational Therapy Services and The Child Development Clinic.

Policies, assessment and leadership

Karen Robinson is the Assistant Head Teacher for inclusion and SENCo at Coldfall Primary.  She liaises with teachers and external professionals to ensure programmes are shaped to children’s needs.  The SEND policy is available on the website.

Children on the SEND register have reviews with the SENCo and class teacher at least twice a year.  External professionals are invited when involved.  At these meetings parent’s views are sought with regard to their children, alongside teacher perspective to evaluate provision and shape what intervention should look like.  Children are consulted regarding how to support them best where appropriate.

The SEND reviews are centred around the ‘plan, do, review’ format.  Intervention is therefore evaluated for effectiveness and further plans are considered and agreed between the school and parents.

In addition to SEND reviews, data from summative and formative assessments are discussed at termly Pupil Performance Meetings.  Pupils data is tracked and effectiveness of provision is evaluated.

Transition

There is a robust transition for any child on the SEND register prior to moving to another school, whether that be within a phase, or at the end of year 6.  Similarly, (where known) children transitioning from an early years setting to Coldfall.  This consists of either face to face meetings or telephone conversations with appropriate professionals in the previous, or next setting.

Additional transition visits may be considered necessary for those with complex needs.  Transition books may also be used.

Staff training

Either the SENCo, or external professionals provide appropriate training for staff (teachers, students and teaching assistants.  Sometimes this is generic training, involving multiple members of staff; however there may be bespoke training as part of professional involvement for individual staff who support specific children.

SEND budget

The school receives an annual budget to support children with additional needs, as well as a top up budget for those children who have an Educational Health Care Plan in place.  The allocation for 2020-2021 is £187,615.38.  The school’s spend for the same period is £265,980.  This money is spent on additional adults to work 1:1, or with small groups; resources and additional time to plan and gather/make resources.

Pastoral support

Many children with additional needs require a high level of pastoral support.  This is provided on a daily basis by class teachers, students and teaching assistants who work directly with pupils and supervise them at break times.  The Learning Mentor also supports children who have particularly complex needs and has some therapeutic training.  We also refer to external agencies such as the Child and Adolescent Mental Health Service (CAMHS), Grief Encounter, Lighthouse, the Autism Team and other organisations who can support both children and their families.

Safety of pupils

Children with additional needs are more at risk of bullying and abuse.

Internally our pastoral support systems, alongside vigilance by staff helps to protect children.  Our culture is very much centred around support being provided both in class and in the playground by members of staff who know the children very well.  Staff are knowledgeable about who may be at risk internally and ensure close supervision and support.  PHSE, Circle Time and Philosophy for Children provide excellent platforms to discuss and explore interpersonal relationships and to promote respect, equality and understanding.

We have very robust systems in place in order to Safeguard children.  A culture of ‘no concern is too small’ exists.  We have a team of three people who lead on safeguarding.  Please the Child Protection Policy for more information.

Concerns and complaints

If you have a concern, or wish to complain the procedure should be that in the first instance this should be raised with the class teacher.  If you feel dissatisfied and wish to take the matter further, you should speak to the Year Team Leader, then the SENCo and finally the Head Teacher, if you are still dissatisfied.  The school has a separate complaints policy, which you can refer to.

External Support Service

Every borough has an organisation called SENDIASS (SEND Information, Advice & Support Service).  They are able to provide support and advice to any parent with a child who has additional needs.  You must contact the SENDIASS organisation in the borough which you reside.  SENDIASS can support you with any concern e.g. feeling provision is not appropriate for your child, being turned down for an EHCP, needing to be signposted to appropriate therapeutic or support agencies, or just to give advice.   Training, short breaks, clubs etc are provided by some SENDIASS organisations.  Contact details:

The Local Offer

Each Local Authority publishes a local offer.   This outlines what services are available at both a school and LA level.