SEND Information Report:

 

1. The kinds of special educational needs for which provision is made at the school

 North Ferriby C.E Primary School values the abilities and achievements of all pupils, and is committed to providing for each pupil the best possible environment for learning. The school recognises that the curriculum must be relevant to all pupils and so takes SEN into account in the formulation and implementation of all policies throughout the school. The school believes that it is the role of teachers to help pupils to reach their potential and that every person should be given full access to their educational entitlement and encouraged to respond positively to challenges. This positive approach is supported within the school environment, including a weekly worship celebrating pupils’ achievements. The school aims to identify any child having a difficulty with learning as early as possible and for that child to receive appropriate provision.

 

2. Information, in relation to mainstream schools and maintained nursery schools, about the school's policies for the identification and assessment of pupils with special educational needs.

 Termly support meetings take place each term for pupils with SEN. At the support meetings staff, parents and where appropriate the child discuss progress and set targets to help support the child in the coming term. Where pupils are not able to attend the meeting a one page profile is completed to ensure the child’s voice is heard. From these reviews the class teacher is able to track and identify children who are not making expected national progress. Interventions/support programmes are then implemented and monitored to ensure that the child makes accelerated progress. Chn who need extra support may complete interventions such as ELS in Year 1, Speaking and Listening/Social Skills groups, Talk boost, Time to Talk, Toe by Toe and/or Plus One/Power of 2 or other specific small step programmes with appropriate support staff to help them achieve their targets and make progress. Any children with specific speech and language difficulties follow the plan created for them by the East Riding Speech and Language team. In addition to this the TAs are used to support pupils termly support plan targets.

 

 

3. Information about the school’s policies for making provision for pupils with special educational needs whether or not pupils have EHC Plans, including—

(a)  how the school evaluates the effectiveness of its provision for such pupils;

Those children identified as benefiting from intervention/support are monitored against the progress they are making at half termly pupil progress meetings. The SENCO governor is informed termly and reports to all governors. Progress is measured using otrack targets taken from the National Curriculum and where appropriate termly support plan targets. Impact of intervention record sheets and provision maps are also completed to show the progress children are making during their interventions.

(b)  the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs;

 Initially, the class teacher will highlight their concerns with the child’s parents. The class teachers then fills in a cause for concern form to highlight children with additional needs to the SENCO. An initial support meeting is then arranged between the class teacher, SENCO and parents. Where appropriate a termly support plan is created in the meeting to help support the child. Those children identified as benefiting from intervention/support are monitored against the progress they are making at half termly pupil progress meetings and via impact of intervention records.

(c) the school’s approach to teaching pupils with special educational needs;

The school believes that it is the role of teachers to help pupils to reach their potential and that every person should be given full access to their educational entitlement and encouraged to respond positively to challenges. North Ferriby CE Primary School aims to:

  • Promote justice, equality of opportunity and fair treatment for all and thereby allow all pupils, irrespective of their need, to achieve the level of success and self-respect that they deserve.
  • Ensure the curriculum is appropriate to the individual’s needs and abilities.
  • Have equally high expectations of all pupils.
  • Ensure all children have their needs met by offering a broad, balanced and relevant education, including an appropriate curriculum for the Foundation Stage and National Curriculum.
  • Ensure parents/carers of all pupils are kept fully informed of their child’s progress and attainments as parents have a vital role and responsibility in supporting their child’s education.
  • Encourage pupils to be involved where practical, in decisions affecting their future provision and take the views of the child into account.
  • Access guidance and support from outside agencies.
  • Ensure all staff in school have a responsibility for maximising achievement and opportunity of vulnerable learners.
  • Ensure that all staff are aware of their responsibilities towards vulnerable learners and make sure that a positive and sensitive attitude is shown towards all pupils at all times.
  • Ensure all pupils are included and as fully involved as possible in all school activities.
  • Recognise the strengths of pupils as well as their additional needs.
  • Identify all pupils requiring additional provision, as early as possible in their school career.
  • To identify any child having a difficulty with learning as early as possible and for that child to receive appropriate provision.
  • To keep the Governing Body informed through meetings with the SEND Governor

(d) How the school adapts the curriculum and learning environment for pupils with special educational needs;

The curriculum has been extensively reviewed and is in line with the new regulations. Our aim is to provide a curriculum that is relevant and broad and helps children to become as functionally literate, numerate, communicative and as independent as possible in an environment that promotes positive learning experiences.

(e) Additional support for learning that is available to pupils with special educational needs;

The school provides various interventions/support that meet the individual needs of the children through pupil progress meetings, provision mapping and termly support plans. Children who may require higher levels of support have access to appropriately trained support staff. Children may be taught 1:1 or in small groups depending upon the activity. Interventions may include:

  • Toe by Toe
  • Plus 1/Power of 2
  • Speech and Language Programmes
  • Target Intervention Groups
  • SEAL
  • Talk Boost
  • Time to Talk
  • ELS
  • Marvellous Maths
  • Social Skills Groups
  • ELSA

(f) Activities that are available for pupils with special educational needs in addition to those available in accordance with the curriculum;

At North Ferriby Primary School every child has the opportunity to access trips including a Year 6 residential if parents wish. All chn are given the opportunity to access extra curricular clubs. All children are included in activities at North Ferriby Primary School.

(g) support that is available for improving the emotional and social development of pupils with special educational needs.

Children access the SEAL (Social Emotional Aspects of Literacy) curriculum. The school have two qualified ELSAs (Emotional Literacy Support Advisors) who work with children on a one to one or small group basis with social, emotional needs. In addition social skills groups/activities are also available through the social communication pathway.

 

4. In relation to mainstream schools and maintained nursery schools, the name and contact details of the SEN co-ordinator.

SENDCO

J. Hill

North Ferriby CE Primary School

Church Road

North Ferriby

HU14 3BZ

01482 631200

 

5. Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secured.

The SENDCO is currently completing the National SENDCO award. The SENDCO works closely with schools within the South Hunsley partnership to share expertise and relevant resources. All staff delivering interventions are appropriately trained. Training includes:

  • SENDCO Forum briefings
  • Regular briefing updates to staff and governors.
  • Team teaching
  • ASD awareness briefing
  • Poor Working Memory
  • Speech and Language

 6. Information about how equipment and facilities to support children and young people with special educational needs will be secured.

 Our school is fully accessible with dedicated disabled parking bays and toileting facilities. We have ramp access into both KS1 and KS2 buildings. We have changing facilities for children who require adult support. Our grounds are inclusive. We also have a range of inclusive PE equipment to ensure all children can access the PE curriculum.

 

7. The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child.

North Ferriby actively encourage parents to be partners in their child’s education through; informal discussions, telephone contact, parents evenings, home school diaries, termly support planning/provision map discussions, progress reviews and yearly written reports.

Parents of children with SEND will be invited to attend SEND review meetings, additional to parents’ evenings, to discuss their child’s targets and progress and to create the next steps in their child’s school journey. Where external agencies are involved, parents will be involved in each stage of the process and invited to attend any feedback meetings which take place.

 

 

8. The arrangements for consulting young people with special educational needs about, and involving them in, their education.

All children, regardless of SEND, are aware of their next steps. Children who have additional needs have targets which are created by staff, the child and their parents collaboratively, discussed and worked upon with those members of staff who are providing their additional support. In addition to this, each SEND child will complete a one page profile detailing how they would like to be supported in school.

 

9. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school.

Parents may see the Headteacher, the class teacher, or the SENDCO, by appointment regarding complaints about SEN provision for their child.

 

10. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils.

In order to meet the individual needs of the pupils, staff at North Ferriby C.E. Primary School will work with and seek advice from numerous outside agencies including an educational psychologist, speech and language therapists and health colleagues to support academic and social progress.

 

11. The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32.

The East Riding Local Offer details support available in the local area. This can be found at www.eastridinglocaloffer.org.uk

The ERYC Inclusion Support Services are based at County Hall Beverley, HU17 9BA and can be reached on 01482 392501.

 he Educational Psychology and Behavioural Support Team are based at County Hall Beverley, HU17 9BA and can be reached on 01482 392254. 

 

12. The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living.

 In order to ensure that transitions between phases of education run smoothly, the class teachers at North Ferriby C.E Primary School will:

  •  Consult with parents/carers during parents evenings to discuss how they can best meet the academic, social, emotional and medical needs of the child.
  • Consult with the local secondary school to arrange visits to the new setting for the child and their parents where necessary and to pass on information regarding the needs of the child.
  • Consult with professionals as to how they can best support the needs of the child.

 

13. Information on where the local authority’s local offer is published.

More information on the Local Offer can be found on the East Riding of Yorkshire website:

www.eastridinglocaloffer.org.uk