SEN Offer

Background Information

Age group:  3-11                               Number on roll: 149

Number on SEN register               : 20            Number with a statement: To be confirmed

SEN Co-ordinator:  Kirsty Ridley

Lead governor for SEND:  Mr Ray Griffiths

At Eastwood Village Primary School we passionately believe that all children should be equally valued in school.  We strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.  As a school we feel that it is essential to build a strong partnership between school and parents where we work together to support all children to reach their full potential and achieve to the best of their ability.

Eastwood Village Primary School is committed to inclusion.  We aim to provide a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.  This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.

At our school we aim to:

  • Identify at the earliest opportunity pupils who need support.
  • Ensure pupils are given appropriate support to ensure they can access the curriculum.
  • Enable pupils to reach their full potential.
  • To ensure that pupils are given every opportunity to be included in all activities.
  • Monitor and support pupils and continue that support for as long as it is needed.
  • Work in partnership with pupils, parents and other external agencies to provide for the pupil’s individual needs.
  • To integrate all pupils to ensure they feel respected within the school environment.

Within our setting we offer:

  • Learning support programme (LSP) – planned by Learning Support Services.
  • Language Acquisition Zone to facilitate the development of language skills.
  • Small group teaching.
  • Access to Hearing Impairment services
  • Guided talk to boost co-operation and speaking and listening skills.

Learning support programme – Planned by LSS but delivered by TAs.

Nurture group provision to support and meet the children’s social, emotional and well being needs.

 

Guided Talk – Offered to children who are new to English or those who need a boost with speaking and listening skills.

Personalised learning – Offered to all children for over learning or 1:1 support with specific learning gaps.

Speech and language therapy – Offered to those children who are regularly seen by the Speech and language service.

We offer these specialist services:

  • Early Years Inclusion Outreach Support (EYIOS)
  • Learning Support Services (LSS)
  • Educational Psychologist Service (EPS)
  • Hearing Impairment Service (HI)
  • Speech and Language Team
  • Clifton Learning Partnership Team – offering support at home as well as at school.

How can I get help for my child?

If you are worried about your child’s progress then speak to your child’s class teacher in the first instance.  They can offer initial support and advice.  They will also pass on this information to the SEN team.

If you are still worried that your child is not making progress then you can speak to the Special Educational Needs Leader

If you continue to have worries then you should speak to the Head Teacher about your concerns.

How would school identify that my child might have additional needs?

Teachers may notice within class that a child within their care needs additional support, they may then discuss this with parents/carers and the Special Educational Needs Co-ordinator.

Every half term teachers have a pupil progress meeting where class teachers discuss children who are and are not making expected progress.  Teachers will then discuss the strategies or interventions that need to be put into place to best support your child.  At this time we will discuss what expectations of what is in place in the classroom and an IEP mat (Individualised Education Plan) would be written.  This will have three simple targets that your children will work on to try to accelerate their progress.

Please see the flow chart below which outlines our current identification system.

EWV-Flowchart-2

What are the teacher’s responsibilities?

  • To deliver quality first teaching.
  • To identify children at the earliest opportunity.
  • To make the SENCO aware of any concerns.
  • To plan and prepare resources needed for any child/children with SEN.
  • To plan specific interventions in small groups.
  • To be aware of any medical needs.
  • To implement actions identified by the SENco.
  • To record and review progress against IEP targets.
  • To record and update diaries of intervention regularly.
  • To ensure TAs are informed and able to fully support those children with Special Needs.

What are the SENCOs responsibilities?

  • Supporting class teachers to plan and resource for children with SEN.
  • Liaising with and advising teaching staff and TAs on SEN matters.
  • Monitor provision of everyday practice.
  • The daily implementation of the school SEN policy.
  • Setting up with the collaboration of the teacher a provision map for each class.
  • Co-ordinating the provision for children with SEN.
  • Overseeing the records of all children with SEN.
  • Contributing to training of staff.
  • Observing lessons and monitoring the differentiation of planning.
  • Liaison with parents and external agencies including the LA’s support, Educational Psychologist, Health and Social Services and Voluntary bodies.

What are the Head Teacher’s responsibilities?

The Head Teacher has overall responsibility for all the children within school as well as those with Special Educational Needs.

What training is offered to the staff?

We offer a range of in house and external training for both teachers and teaching assistants.  Recently that has included Group Therapy, Hearing Impaired training, Educational Psychology led Inclusion training and Autism training.

How will my child be included in outside activities?

Wherever possible children will be supported to ensure that they can be included in outside activities and go on out of school visits.  If a child has a specific physical or medical need we act upon the advice of specialists and individual risk assessments are carried out.

How will the school support my child?

Initially school will offer your child quality first teaching.  Work will be appropriately differentiated for children and provide activities that are more challenging or at an appropriate level.  Where it is necessary children will work in small groups or one to one when a child needs additional help.