Firs Primary

School

SEN Handbook

May 17

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Our Provision at Firs Primary

Types of need Examples of support in our

school How we check it is

working

Cognition and Learning Small teaching groups 1-1 support with

personalised targets Daily Reading Targeted Phonics Targeted Maths skills Experienced SENTA support

The Language & Literacy toolkit and Maths Toolkit create personalised targets which are regularly reviewed. Planning for individuals and small groups. Pupil Progress Meetings. Review of EHCP’s.

Sensory difficulties Staff Trained in Hearing Impairment Staff trained in Visual impairment

Regular visiting from Teacher of the Deaf or Visually impaired. Personalised targets that are regularly reviewed.

Communication and Interaction

Experienced SENTA support Use of communication approaches – Makaton, visual support- photographs/symbols and objects of reference Provision of independent Speech Therapy Pines Outreach – communication support Personalised targets

Communication targets are regularly reviewed and monitored by the school team and independent agencies termly. Personalised targets that are regularly reviewed. Review of EHCP’s. Speaking and Listening skills tracked on the Language and Literacy Toolkit.

Autistic Spectrum Conditions

Staff trained in autism ASD lead practitioners Lunchtime social group Parent Support Group Specialist equipment

Personalised targets and planning for individuals Review of social and parent groups. Parent Questionnaires

Social Emotional and Mental Wellbeing

Experienced Learning Mentor support 1-1/in class Evolve Health Mentor Support Bereavement counselling- Beyond the Horizon Bully busters

Personalised targets and support plans reviewed

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Firs Primary School firmly believes that through empowering young people, whatever their needs will ensure they and their families are given choice. Choice for anyone opens many doors to a happy, successful and fulfilling life. We work tirelessly to identify young people as early as possible at Firs who may require support and/ or extra intervention. We are then able to consult with Professionals to secure the most appropriate provision for each child. We work hard to support families whose children require extra support and recognise the impact this has on their daily and future lives.

SEN Needs at Firs Primary

We currently have children on the SEN register with a wide range of needs. Children are identified on the census as a ‘K’ code – SEN support. Many have more than one need that may need additional support from teaching staff. We identify children in three ways: Children who have an EHCP (Education Health Care Plan) from the Local Authority Children who are identified with Enhanced Needs Children who are identified with Additional Needs If you would like any information on a child and their EHCP, please contact Mrs Hives, the SEND Co-ordinator. If you require any information on a child regarding their additional needs please see Miss Moon who can liaise with the specialist SENTA’s. If you would like any information on a child with welfare issues please contact Miss Donaghey or Miss Moon, the Learning Mentors. We will be happy to discuss their needs and the support available.

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Meet the Team

Miss Shantelle Sturridge SENCo

BSc Human Psychology (Honours) PGDipEd in Primary Education with QTS

Mrs Janette Hives – SENCo for EHCP’s. BA in Education (Hons) QTS, PGCE National SENCo Award, UCL Reading Recovery Teacher LACES Teacher

Miss Lisa Mooon - Inclusion Co-ordinator CACHE Level 3 NVQ in Children's Care, Learning & Development

Accredited Learning Mentor DSL

Miss Debbie Donaghey – Senior Learning Mentor and Attendance Officer & Deputy DSL Accredited Learning Mentor, Merit in Psychological Aspects of Childcare, Level 2 - Initial Counselling, Protecting Girls from FGM.

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Mrs Karen Weaver – SENTA, Diploma in Professional Development in Special Educational Needs, ASD Lead Practitioner, I CAN Talk Boost, Foundation

Makaton

Mrs Vanessa Beacham – SENTA, Diploma in Professional Development in Special Educational Needs, ASD Lead Practitioner, Foundation Makaton

Mrs Jayne Sturridge – ASD Lead Practitioner NVQ Level 3, Tier 2 and 3 Autism Education Trust

Mrs Heather Clarke – EAL TA DSL

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Miss Sonia Straker – TA & SEMH Mentor (Social, Emotional, Mental Health)

Level 3 NVQ, Pearson EDI Level 2 Certificate for the children & Young People's Workforce (QCF)

Mr Lee Chapman SEMH Mentor (Social, Emotional, Mental Health) Play Leader

Mrs Nicky Green TA and EAL Support

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The SEN code of practice

The new SEN Code of Practice (April 2014) made some significant changes to how we manage, identify and deal with pupils with a Special Educational Need.

At Firs School we have adopted the following approach;

If a child is identified with learning difficulties they will be included on the SEN register within school.

If a child has been identified to have additional needs an All about Me profile will be completed. The Language and Literacy toolkit/Maths Toolkit will track progress and identify specific targets to be supported.

If a child needs enhanced support they will have a student profile completed by the Inclusion team, this incorporates targets the child will be focusing on. The profile targets identify what your child needs support with, what strategies will support this progress and who is responsible for providing that support. These targets are available to all staff through the school curriculum site and linked documents in Bromcom.

If a child has emotional/behavioural concerns that involve an outside agency then an IBP (Individual Behaviour Plan) will be written. They may also have a Positive Handling Plan and a Risk Assessment highlighting possible triggers and strategies to support the child.

If a child has complex medical needs a medical management plan will be

written and completed with the parent and health professional. TA’s have received First Aid Training through the Red Cross in February 16. Epipen, Asthma, Allergy and Diabetes training was provided to all staff in October 16.

If a child has more complex needs and are not making satisfactory progress a formal assessment will take place with multi agency professionals. A request for an EHCP (Education and Health Care Plan) will be made to the local Authority. An EHCP will be reviewed annually and teaching staff will be invited to attend.

The SENCo will monitor the support a child is receiving to make sure it is

appropriate and effective. Progress is reviewed half termly, through tracking of the KPI’s within the curriculum. Progress is also monitored though the Toolkit. All staff should be aware of the pupil profiles and toolkit when planning and delivering lessons.

Sometimes children catch up with the national level set for them and they no

longer need to be identified on the SEN register.

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Support at Firs

Quality first teaching

At Firs Quality First Teaching is the basis of classroom practice. It encompasses the following characteristics:

Highly focused lessons with clear objectives High demands of pupil involvement and engagement with their learning High levels of interaction for all pupils Appropriate use of teacher questioning, modelling and explaining An emphasis on learning through discussion with regular opportunities for

pupils to talk both individually and in groups An expectation that pupils will accept responsibility for their own learning

and work independently Regular use of encouragement and praise to engage and motivate pupils Differentiated activities based on prior knowledge

Wave 1 support is about what should be on offer for all children. Effective inclusion of all pupils in high-quality everyday personalised teaching. Teaching will be based on clear objectives shared with the children, carefully explained new vocabulary; lively, interactive teaching styles; making maximum use of visual and kinaesthetic as well as auditory/verbal learning.

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Additional Support is provided through our SEN Team

EAL Children new to the school are identified for Proficiency in English and assessed using the STEPS. Dependent on need the children receive a package of support. Children on STEP one are often bilingual. STEP two advice is given to teaching staff. STEP 3 children receive in class support and STEP 4 children receive small group or 1-1 support for language acquisition and learning of key skills.

Speaking and Listening Speech and Language assessment is provided from an outside agency. The two SEN TA ‘s lead language groups and provide 1-1 Speech Sessions.

Maths Work is differentiated and children are set across some year groups. To target our children who have difficulty with Maths we are starting to use the Maths Toolikit to identify and target areas of need. Targeted interventions are put into place by SENTA’s and TA’s. Pocket Folders are used as an intervention to learn number bonds and times tables. Phonics Targeted phonics intervention groups have been identified across the key stages. Additional phonic intervention is through the use of Pocket Folders to develop sound knowledge and key words. Forest Intervention 5 children in year 1 with a high level of need and difficulties with their learning have been identified. They are currently being tracked on EYFS Outcomes, P levels or KPI’s. They receive focused support from the SENCo and SENTA every morning for English, Maths and Phonics. The curriculum expectations and planning for the year is highly differentiated and adapted to follow the KPI’s and meet their needs.

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Support in the classroom

The SEN team can offer support in a number of ways:

Supporting Children

Developing an understanding of the specific needs of the SEN children Establishing a supportive relationship with children to develop and promote

self-esteem Helping children to learn in group situations and on their own Clarifying and explaining instructions through simplified language Providing the children with materials and equipment as needed Motivating and encouraging children when necessary Providing interventions to help them in weak areas such as English, maths,

phonics, handwriting or behaviour Helping children to stay on task and finish the work set.

Supporting the Teacher

Observations of children of concern

Assessments of difficulties

Liaising with the class teacher to devise differentiated learning activities

Coaching Planning

Liaising with the named key worker for a child

Contributing to the maintenance of children’s records.

Supporting the school

Contributing to established links between home and school

Liaising with other members of the team and outside agencies to support SEN children

Arranging appropriate training

Being aware of established school procedures

Referring parents for advice and support

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Pupil needs at Firs Primary

Children on the register are now identified within the four areas of need;

Communication and interaction Cognition and learning Social, Emotional and mental health difficulties Sensory and/or physical needs .

Within the four areas of need we cater for many difficulties at Firs Primary school.

ASD ADHD Hearing Impairment Dyslexia Down Syndrome Fine motor difficulties Gross motor difficulties Visual difficulties Speech and Language difficulties Communication needs Literacy difficulties Numeracy difficulties Auditory Processing Disorder Behaviour Social and Emotional Needs

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Multi-Agency Working As a school if we need extra help and advice to support a child we currently use the following agencies:

Educational Psychologist – Karen Scott

She can assess a child to see if there is a specific learning difficulty. She will give advice on how to support the child and support the request for an EHCP,

Speech and Language Therapist – Lisa Christophorou WMIST

School pay for this independent Speech and Language Therapist to support

us once a term.

EVOLVE – Chris Sturgeon and Dave Hamer

They provide support for PE and professional Health Mentor programme

Beyond the Horizon Bereavement counsellor - Yasmin Salim

She comes into school once a week and works on a 1-1 with identified children.

Pines Outreach – Mrs Murphy

She provides support for children with language and communication difficulties.

Pupil School Support – Anne Farmer

She can assess a child to pinpoint their learning difficulty and give advice on how to support the child,

Communication and Autism Team – Viv Walters She provides support and strategies for children with a diagnosis of Autism and communication difficulties

Sensory Support Visual Impairment Team – Mrs Grogan

She provides support, training and resources for children with a visual problem.

Sensory Support Hearing Impairment Team – Fabienne Perron

She provides support, training and resources for children with a hearing

difficulty

Brays Physical Disabilities Outreach Team.

School Nurse Team - Wendy Patterson

Firs Primary also work with welfare services to support our families:

Family Support Workers

Social Workers

PCSO - Adam Roscorla

Bromford Housing Jean Gill

ADHD clinic - Peter Hodgkinson

Admissions and appeals

Probation for parents

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ADHD Paediatrician Dr Rabb

Home start

Travelling children missing in education - Phil Denley

Missing in education - Karen Prosser

Families needing support – Rev. Al Barrett

Food Bank – Glenis

Open Door – Sarah Maxfield

The Hub - Paul Wright

Domestic Violence - campaign and support group

Homeless- campaign

Autism Awareness member of the community - Jo Green Personal Learning and Thinking Skills Tutor

Children’s Rights and Advocacy Officer - Zahira Khan

Firs liaise with other schools to share good practice and information about new pupils and school leavers.