Chester Blue Coat C.E. Primary School Parents’ SEN Information
SEN information Report 2017
At Chester Blue Coat C.E. Primary School, we embrace the fact that every child is different, and therefore the educational needs of every child is different; this is certainly the case for children with Special Educational Needs.
From September 2014 all schools are now required to publish a Special Educational Needs (SEN) Information Report on their school website. This sets out detailed information about implementation of the government's policy for pupils with SEN and disabilities.
It includes arrangements for identifying, assessing and making provision for pupils/students with SEN and disabilities.The four broad ‘areas of need’ with regard to SEN are;
Communication and Interaction,
Cognition and Learning,
Social, Emotional and Mental Health Difficulties, and
Sensory and Physical Needs.
SEN at Chester Bluecoat
At Chester Blue Coat CE Primary School, children are identified as having SEND through a variety of ways, (usually a combination), which may include some of the following:
• Liaison with previous school or pre-school setting
• Child performing below ‘age expected’ levels
• Concerns raised by a parent
• Concerns raised by a teacher: for example, if behaviour or self esteem is affecting performance
• Liaison with external agencies e.g. a physical/ sensory issue
• Use of tools for standardised assessment such as: Dyslexia Portfolio, GL non-verbal and verbal assessments, York Assessment of Reading for Comprehension (YARC) reading test, Aston Index, British Picture Vocabulary Scales (BPVS).
• Children with a Statement / EHCP already have many of their needs clearly identified.
The staff who support your child include:
The class teacher who is responsible for
- Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support).
- Personalized teaching and learning for your child as identified by themselves in a termly pupil progress meeting, and if the need is severe, in your child's SEND profile.
- Ensuring that the school’s SEN Policy is followed in their classroom and for all the pupils they teach with any SEN.
The SENCo: Mrs C.Siddall who is a lead professional on Autism and holds the National SENCO Award. Mrs Siddall is responsible for:
- Developing and reviewing the school’s SEN policy.
- Co-ordinating all the support for children with special educational needs or disabilities (SEND)
- Ensuring that you, as a parent are;
i) involved in supporting your child’s learning
ii) kept informed about the support your child is getting on
iii) involved in reviewing how they are doing.
- Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapy, Occupational Therapy, Autism Team, Educational Psychology.
- Updating the school’s SEN register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
- Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.
She can be contacted by e-mail at - email@example.com
The Head teacher: Mr V. O Brien who is responsible for
- The day-to-day management of all aspects of the school; this includes the support for children with SEND.
- The Head teacher will give responsibility to the SENCo and class teachers, but is still responsible for ensuring that your child’s needs are met.
- The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND.
The SEN Governor: Ms S. Richardson who is responsible for
- Making sure that the necessary support is given for any child with SEND who attends the school.
Chester Blue Coat CE Primary School has an open door policy for all parents including those with SEND.
If you have a concern regarding your childs progress or well being please come into school and talk to us.
Contact your child’s class teacher about your concerns initially or if you feel that you would like to speak to a senior member of staff, ask to arrange an appointment with the SENCo (Cheryl Siddall) or the Deputy Head (Mrs Ellis-Rushton).
Appointments can be arranged in person, by phone or by email. School contact telephone number: 01244 981098
As part of the regular monitoring of progress which takes place between class teachers, and senior leaders, children are identified who are not making the expected progress or who have needs that are affecting their ability to engage in learning activities. If your child is identified as having SEN then the school is recognizing that your child requires something additional or different to enable them to make further progress. This is referred to as being in need of school support.
“SEN Code of Practice 2014: School Support (SS)”
At Chester Blue Coat C.E. Primary, we are able to support each child with SEN by ~
For your child this would mean ~
- That the teacher has the highest possible expectations for your child and all pupils in their class.
- That all teaching is built on what your child already knows, can do and can understand.
- That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning, or adapting the learning environment to meet individual needs.
- That Pupil Progress is regularly and carefully monitored, resulting in the additional provision required for your child to make or maintain progress.
- That specific advice suggested by outside experts, is in place to support your child to learn.
- Your child’s teacher and/or SENCo will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
And additional specific interventions ~
Examples of possible additional support:
- Pre teaching opportunities
- Small group sessions in and out of class
- One to one sessions
- Providing intimate care
- Scripting/modelling behaviours
- Support with tasks when differentiation is not appropriate
- Preparation for change of lesson or activity
- Chunking instructions
- Support during unstructured times
Additional strategies or programmes to support Communication & Interaction including
- Recommendations and programmes provided by Speech and Language
- Speaking & Listening groups such as LOLA
- In class co-operative learning groups
- Talk Partners
Additional strategies/programmes to support Cognition & Learning including
- Reading Buddies
- Wave 3 Fischer Family Trust Literacy Programme
- Toe by Toe
- Beat Dyslexia
- Word Shark
- Number Shark
- Big Cat Phonics
- Jelly and Bean reading programme
- Fuzzbuzz reading programme
- Additional guided group sessions
- LUCID Memory programme
Additional strategies/programmes to support Social, Mental & Emotional Health including
- Time to Talk
- Socially Speaking
- Additional transition support
- Intimate care needs
- Social & emotional needs through circle of friends, art therapy, nuture work plus individualised care plans
- Quiet spaces to reflect and calm
- Chester Blue Coat CE Primary School has a comprehensive anti-bullying policy which can be found on our website under 'Policies'.
Additional strategies/programmes to support Sensory or Physical Needs including
- Specific programmes designed by physiotherapists
- Specific programmes designed by occupational therapists
- Fine/Gross motor skill programmes including Funky fingers and Speed Up
Additional provision to facilitate and support access to the curriculum
- Additional support from a Teaching Assistant
- Differentiation or modification of resources including:-
- Task planners
- Coloured paper
- Writing Slope
- Chair cushion
- Pencil grips
- Easy use scissors
- Visual timetables
- Word banks
- Multi-sensory approaches to learning
- Home diaries
- Alternative methods of recording
- Thinking time given
- Time provided to process information
- Co-operative learning strategies
The Child's voice
Children are routinely asked to reflect on their learning and share how they feel they are progressing during the course of their daily learning journey.
Children who have a statement/EHCP discuss their progress and targets when these are reviewed, if it is appropriate. If your child has a statement, their views will be sought before any review meetings.
All children at Chester Blue Coat CE Primary School, including those with SEND, will be offered the same opportunities. Staff work closely with the parents of individual children to enable every child to participate fully in all activities.
Chester Blue Coat C.E. Primary School is a mainstream primary school on two levels. As a school we are happy to discuss any individual access requirements your child may have prior to starting. The facilities we have at present include:-
- A lift
- Ramps into the school
- 2 toilets adapted for disabled users
- Wide opening doors in corridors
Partnership with External Agencies and Staff Training
The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met.
- CWAC Special Educational Needs and Inclusion Advisory Service.
- Educational Psychology service
- Speech and Language Therapy
- Occupational Therapy
- Child and Adolescence Mental Health Service (CAMHS)
- Paediatric Services
- School Nurse
- Social Services
- Autism Team
- Sensory Service for children with visual or hearing need
- Parent Partnership Service
As a whole school we have worked with external agencies to provide whole school training. We have recently been trained in the following areas:-
- Supporting children with ASD
- Supporting children with ADHD
- Guided reading
- Guided writing
Individual support staff have also had specific training in:
- Speech and language
If after support school still have concerns with regard to your child’s learning ~
You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist, member of the Autism team, Community Paediatrician or Educational Psychologist. This is to help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.
The cycle of assess – plan – do – review
The Graduated Approach
The paperwork relating to the monitoring of a child who requires additional support is referred to as The Graduated Response.
The process for implementing SEN support is arranged into four stages as outlined in the new Code of Practice and parents are kept fully informed.
When concerns arise, information is gathered from a variety of sources (teacher, pupil, parent, outside agencies) so we can develop an accurate picture of the pupils’ needs, attainment, projected targets, and motivators and how they respond to teaching approaches.
After gathering information a support plan will be put together to outline the methods that will be used to achieve specific outcomes. This will be recorded on your child's SEN profile. Short-term targets are agreed which prioritise key areas of learning that are to be addressed and ways in which the progress will be measured. If external agencies are involved, their advice and recommendations are included in the support plan. Any actions agreed take in to account pupil’s strengths as well as their learning differences. In some cases additional resources may be allocated including teaching assistant support. This support is deployed to ensure the pupil makes progress and can engage in lessons and wider school activities and develop independent learning.
All SEN profiles are an on-going plan and will be adjusted if the class teacher in discussion with the SENCO feels that the plan is not working, for whatever reason.
All SEN profiles are reviewed termly. In this review all targets will be evaluated and the views of the pupil will be recorded. A further plan will then be devised, if required, to enable the pupil to achieve their next steps in learning. If a pupil has made sufficient progress the support plan will cease and the child will be closely monitored through their pupil profile. For children with more complex needs termly review meetings will be held with the class teacher, SENCO and any external agencies.
If your child is continuing to have significant difficulties after a period of intervention, further external expertise may be requested. An application for high needs top up funding may be made to the local authority. If a pupil is still not making progress despite having taken relevant and purposeful action over time, then parents or school can make an application to the local authority for an Education Health Care Assessment.
A request for a EHCP assessment is a legal process.
After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs.
After the reports have all been sent in, another Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan (EHCP).
If this is not the case, they will ask the school to continue with the current level of support.
The EHC Plan is a legal document which will outline the individual/small group support your child needs, how the support should be used, and what strategies must be put in place. It will also have long- and short-term goals for your child. An additional adult may be used to support your child with whole class learning, run individual programmes, run small groups including your child.
The allocation of additional support
The school budget, received from the Local Authority, includes money for supporting children with SEN. The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school. The Head Teacher together with senior managers and the SENCo discuss all the information they have about SEND in the school, including the children getting extra support already, the children needing extra support, the children who have been identified as not making as much progress as would be expected. From this information, they decide what resources/training and support is needed. The school identifies the needs of SEN pupils on a provision map and SEN profiles. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.
If your child is supported by an additional adult and the member of staff is absent for whatever reason, we will endeavour to provide additional support.
Chester Blue Coat Primary School has a community made up of a wide variety of different languages and cultures. We are able to access dual language staff and volunteers who are able to interpret and discussion with parents of children whose first language is not English. We also have access to a telephone interpreter service.
Transition can be a particularly anxious time for children and young people with SEN and we aim to provide as successful and smooth transition as possible.
When moving schools we will always contact the new schools SENCo and share information about the type of provision that is required to help your child achieve their learning goals. If appropriate, additional transition visits can be arranged for your child so they can experience their new school at different times of day. This will be arranged in liaison with the new school. All information we have on record will be passed up to the new school even if your child is no longer requiring SEN support.
When moving to a new class in the same school information sharing sessions will take place with the new class teacher. Regular opportunities will be provided in the summer term for your child to meet their new teacher and, if appropriate, transition work books will be completed.
In some cases multi-agency meetings may be arranged to create a more detailed transition plan.
The school has a policy regarding the administration and managing of medicines, which is available on the policy page of the school website. Parents can request a paper copy of this policy from the school office
Parents need to contact the school office if prescribed medication is recommended by healthcare professionals and needs to be taken during the school day. Any medication must be given to the school in the packaging that it was dispensed in by the pharmacy, with the child’s name and administration information clearly shown. A form must also be completed by the parent and medicines handed into and collected from the school office. On a day-to-day basis, the administrative staff generally oversee the administration of any medicines. Another member of staff will always witness any administration. As a staff we have regular training and updates on conditions and medication affecting individual children, so that all staff are able to manage medical situations. Many staff hold first aid qualifications, which are updated regularly.
Behaviour, Avoiding exclusion and Attendance causing SEN
If a child has significant behaviour difficulties, plan is devised to identify the specific issues, put relevant support in place and set targets with a view to identifying and addressing the underlying reasons behind the behaviour. The Acting Deputy Head (Mrs Ellis – Rushton) will coordinate this plan.
Attendance of every child is monitored on a daily basis by the school. Lateness and absence are recorded and reported to the Headteacher who may involve the Educational Welfare Officer or Children’s Services if this becomes a concern.
The Family Support Worker (Mrs Khalifa) can provide support for families.
Details on our admission arrangements for children with specific medical or social needs can be found in our Admissions Policy on the Policies page.
Our SEND policy can be found here