SEN

Special Educational Needs

SEN Information report 2015-16

Introduction

All Bedford Borough Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities (SEND) are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.
The four broad ‘areas of need’ are:
• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health Difficulties
• Sensory and Physical Needs.

The LA Local Offer

The Children and Families Bill was enacted in 2014. From this date, Local Authorities and schools have been required to publish and keep under review information about services they expect to be available for the children and young people with SEND aged 0-25. This is the ‘Local Offer’. The intention of the Local Offer (link to https://sendguide.bedford.gov.uk )is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.

If our Child has a Special Educational Need or Disability, what can we at Cople Lower School offer you?

Cople Lower School, is an inclusive school and 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 and Disabilities.

Who are the best people to talk to in school about my child’s learning difficulties, special educational needs or disabilities?

The Class Teacher  – Relationships are built up between school support staff, teaching staff and parents informally on a day-to-day basis. If any concerns arise about your child’s learning or progress, parents are initially encouraged to request a meeting with their child’s Class Teacher. Further meetings can be arranged to discuss strategies and progress as required.

SENDCo (Special Educational Needs and Disabilities Coordinator): Miss Danica Parella –  Further conversations between the SENDCo, the Class Teacher and parents can be arranged as appropriate to discuss any developing needs. The SENDCo is responsible for coordinating any additional support that your child may need. If appropriate an Individual Education Plan (IEP) will be written and shared with parents. This will detail any specific targets that your child will be working towards.

Headteacher: Mrs Helen Johnson – The Headteacher oversees all areas of the school’s provision. If appropriate, the Headteacher will be involved in meeting with parents to discuss children’s progress and deciding upon how the school can best meet your child’s needs.

SEND Governor: Mrs Mary Whitehead – Our SEND Governor supports the school in ensuring that the needs of all children are met in line with the SEND Code of Practice (2014)

How accessible is Cople Lower School?

Cople Lower School is fully compliant with DDA requirements. The school is all on one floor and there is a disabled toilet on site. Reasonable adjustments would be made to support any children with additional needs in our care from our SEN budget. For more information see our ACCESSIBILITY PLAN

How does Cople Lower School support children with SEND on a day-to-day basis?

Our provision at Cople Lower School is inclusive and we promote an environment where all children feel safe and valued. We actively seek to identify any barriers to learning and support children to enable them to achieve their full potential. All teaching is differentiated to accommodate a range of learning styles. Specific resources are used to support individual children’s learning as needs are identified. Teaching assistants are used in a variety of ways to support 1:1 and small group learning both in the classroom and through targeted intervention.

How does Cople Lower School assess and review pupils progress?

Class teachers continuously monitor the progress of all children in their class through a range of informal and formal assessments. On a termly basis Class Teachers meet with the Headteacher to discuss progress made by all children in the school. Parents with children who are identified as having a Special Educational Need or Disability (SEND) meet with their child’s Class Teacher at least twice per academic year to discuss their progress in line with school targets and expectations. The school records and monitors any 1:1 or group intervention on a whole school Provision Map, and this is reviewed and updated at least once per term.

How does Cople Lower School support and prepare children with transition between educational settings?

All children joining our Reception Class are offered a home visit from our Early Years team during the summer term before they start school. Our Early Years team also visit children in their Preschool settings prior to them starting school. We liaise closely with Preschool staff to ensure that there is a smooth transition between the two settings. We also liaise closely with Year 5 teachers to ensure that there is a smooth transition for our children when they leave us at the end of Year 4. If your child has an Education and Health Care Plan (EHPC) or a Statement of Educational Needs, parents will be consulted and encouraged to discuss their wishes regarding the next stage of their child’s education.

What expertise do Cople Lower School have that enable them to support children with SEND?

All school teaching and support staff participate in regular CPD training throughout the school year. Our SENDCo will be starting the National Qualification for SENDCos during this academic year. We have a specialist teaching assistant who receives regular training on new initiatives in order to deliver high quality intervention to individuals and small groups of children.

As appropriate the school will involve external agencies, for example Educational Psychologists Speech and Language Therapists to support staff and children on specific occasions.

How will Cople Lower School support your child’s emotional and social development?

At Cople Lower School we recognise that some children have additional emotional and social needs that need to be developed and nurtured. Through Personal, Social and Health Education (PSHE) lessons we support children in understanding their own emotions and feelings. Our weekly whole school Values based assemblies also help children to recognise their own and others’ feelings. Throughout the school day there are many opportunities for children to develop their social skills, both during lesson times and at playtimes. For children with specific emotional and social difficulties an IEP may be required in order to help address specific areas of need. This will be written by the Class Teacher and /or SENDCo and shared with parents.

How are children with SEND encouraged to engage with other children in school?

All educational experiences at Cople Lower School are inclusive for all. When out of school trips are organised, thorough risk assessments are carried out by the school to ensure that any individual needs are identified and supported during the visit. Our adult:pupil ratio is always as high as possible and at least in line with the Local Authority guidelines. Our onsite Before and After School Club and all of the clubs run by school staff or outside agencies are inclusive and available to all, with some age restrictions.

Who should I speak to if I have concerns about the SEND provision is receiving at Cople Lower School?

We encourage parents to speak to the Headteacher in the first instance if they have a concern about the school’s provision. Please contact her via the School Office on (01234) 838827

If parents consider that the issue has not been satisfactorily resolved they should see Complaints policy.