SEND Information Report
1. What should I do if I think my child has special educational needs?
i. Speak to the class teacher. The class teacher is the person working with your child day to day and is always happy to speak to you about any aspect of school life.
ii. Make an appointment to speak to the special educational needs and disabilities coordinator (SENDCo Mrs Sophie Waters).
2. How will the school respond to my concern?
ii. The teacher may initiate and complete a cause for concern. This information will be shared with you and monitored regularly.
iii. Information may be passed on to the SENDCo.
iv. An observation, further assessment or meeting may be arranged with the SENDCo to discuss concerns and support.
v. If after further assessments there is still a concern your child may be entered onto the SEND register – in this case information will be shared with you at every stage and the teacher will set up an Individual Provision Plan.
vi. Please also see the SEND policy which follows guidance from Lincolnshire County Council. The supporting document can be found by clicking the link below.
3. How will the school decide if my child needs extra support?
i. Class assessments may be used to inform this decision.
ii. Further assessments or observations may be used.
iii. If relevant another agency may be referred to for further assessment (for example the speech and language therapy service)
iv. Please also see the SEND policy.
We will use a cycle of Assess, Plan, Do and Review. Once children have been identified and the needs have been assessed staff will plan the support which will be delivered and then reviewed at least three times per year.
A diagnosis does not necessarily automatically mean that a child will be referred to the SEND register.
If your child does not have a diagnosis but is experiencing difficulties in school a referral to the SEND register may still be considered appropriate and support will be planned to meet the needs of the individual child.
We will never make assumptions about children based on a diagnosis and we do not base support solely on a diagnosis, all provision is based on individual needs and learning styles.
There are four broad areas of need that we provide for. These are;
a) Communication and interaction
i) Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, Page | 6 understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
ii) Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
b) Cognition and learning
i) Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
ii) Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
c) Social, emotional and mental health difficulties
i) Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
ii) We follow processes set out in our “Behaviour Policy” and “Positive Handling Policy” to support children and young people, so it does not adversely affect other pupils.
d) Sensory and/or physical needs
i) Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health
ii) Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
4. What will the school do to support my child?
i. If appropriate the class teacher will set up an Individual Provision Plan. This will highlight strengths and areas of difficulty for the child and set realistic short term targets.
ii. Interventions may include small group work, individual support programs, use of visual supports, individual work stations, use of extra resources, support at play time or transition times.
iii. Please also see the SEND policy.
5. Who will support my child in school?
i. It is the responsibility of all class teachers to plan for all children in the class including those with SEND and the first step in our graduated response to SEND will always be quality first teaching and differentiated learning opportunities within the classroom.
ii. Intervention groups and individual support may be led by a teacher or a teaching assistant.
iii. Please see the list below of qualifications or certificates held by staff in school relating to SEND support.
The graduated approach means that children will first be supported through quality first teaching in the classroom. The SENDCo may become involved to offer advice and support where children’s needs cannot be met solely through this approach. Where children have more significant needs that require specialist support, external agencies may be called upon. The support of external agencies can involve specialist assessments, specialist taught sessions, group work and individual support. Other support offered by external agencies provides staff and parents with specialist advice to implement with children in school and/or at home so that staff develop the skills and expertise to support children’s individual needs in the long term.
6. What training and experience do staff have for the additional support my child needs?
National SENDCo Award:
The National SENDCo Award is a masters level course that is statutory for all SENDCos appointed newly to the role since September 2008.
Precision teaching involves working with a child individually for a short time (5-10 minutes) It is used to address a very specific gap in a child’s knowledge by repeating teaching over and over again; the same teaching takes place every day and progress is measured and tracked.
Counselling skills level 2:
We currently have some staff members who are qualified counsellors.
We also have members of staff who are trained ELSAs (Emotional Literacy Support Assistants) and members of staff who are qualified in:
Solutions focused coaching;
Bereavement, Grief and Loss support;
FRIENDS For Life;
Elklan deliver training on supporting children with speech and language difficulties. We have four members of staff qualified in this area.
In addition we work closely with Speech and Language Therapists, Occupational Therapists, Physiotherapists, Educational Psychologists, Working Together Team, Specialist Teaching Team, an Independent Councillor and other agencies to provide specific support programs for individual children.
Please also refer to the Local offer for Lincolnshire.
Team Teach is the promotion of de-escalation strategies and the reduction of risk and restraint, to support teaching, learning and caring, by increasing staff confidence and competence, in responding to behaviours that challenge, whilst promoting and protecting positive relationships.
7. Who else might be involved in supporting my child?
Speech and Language Therapist
Please also refer to the local offer for Lincolnshire
For more information about the agencies we work or to find out who is likely to work with your child please see the class teacher or the school SENDCo.
8. What support will be there for my child’s emotional and social well-being?
At Grimoldby Primary School the well-being of our children in paramount. We believe that the mental health and well-being of our children is critical to success in school and in life. Children learn better and are happier in school if their emotional needs are addressed.
Every class provides a wide range of activities to promote emotional health and mental well-being. More details of this can be found in our Wellbeing section.
We employ a Family Support Worker who will liaise with class teachers about children’s well-being. She is available to support children in a range of ways including emotional and social inclusion support and can sign post to support groups for families.
For more information around wellbeing please visit the wellbeing section of our school website.
9. How will my child be involved in the process and be able to contribute their views?
Children are involved in writing their Individual Provision Plans.
Children are always asked to self-assess their own targets before a review takes place. They use colours to show if they feel a target has been achieved, partly achieved or not achieved and have the opportunity to share their thoughts and feelings. Children also have regular opportunities to add to or change the information on the front page of their Individual Provision Plan about their strengths and interests.
10. How will the curriculum be matched to my child’s needs?
The curriculum is taught through whole school themes and class teachers differentiate work to match the needs of all children;
Pupils with SEND are encouraged to engage in all activities, including physical activities together with children who do not have SEND. Individual provision will be made where appropriate;
Interventions will be planned where appropriate (see 5i and 5ii).
11. What opportunities will there be for me to discuss my child’s attainment and achievement? How will I know how well my child is progressing?
SEND reviews take place three times per year and parents will be invited to attend. Parent’s evenings also take place in term 2 and term 4 and we have regular Parent 'Drop In' sessions.
If further meetings are appropriate these can be arranged with the SENDCo (Mrs Sophie Waters).
If at any time you become concerned about the progress your child is making, please do not hesitate to contact the class teacher or the school SENDCo who will be happy to discuss this with you.
12. How does the school know how well my child is doing?
Assessments are on-going throughout the year and in addition assessment data is processed three times per year to track the progress of all pupils. For children with additional needs, where appropriate, access arrangements will be considered to allow the children maximum opportunity to show what they can do.
Progress is measured against individual targets regularly and discussed at SEND reviews, as part of the Assess, Plan, Do, Review cycle.
13. How will my child be included in activities outside the classroom including school trips?
All children will be able to access after school clubs and school trips regardless of needs and abilities. A risk assessment will always be carried out and if needed will include information about access arrangements.
If at any time you are concerned about your child’s inclusion in extracurricular activities or school trips, please in the first instance see the class teacher and then if appropriate arrange a discussion with the school SENDCo.
14. How accessible is the school environment? How accessible is the curriculum?
Grimoldby Primary School is all on one level, with wheelchair access from roadside into school with access to all classrooms, group rooms and outdoor learning areas. There is also a disabled toilet available
The curriculum is taught in themes (click here to learn more). Please also see the School Accessibility Policy for more information.
15. How will the school prepare and support my child to join the school and to transfer to a new setting?
Transition support includes visits to other settings, extra visits to the school, transition books and visual supports where appropriate and meetings with parents/carers.
Staff and SENDCos from a child’s future setting will always be invited to attend meetings to enable an easy transition for children.
Transition for children with SEND will always be carefully planned and transition plans will be put in place, often including a transition book. The transition book can be prepared for new children to the school to show entrances into the school, staff, the new classroom, the toilets, the hall, timetables etc. They are also prepared for children moving on to new settings or for moving to their next year group (where appropriate). Usually a member of staff will arrange to accompany the child on a special visit to take photographs and prepare the transition book.
For more information about transition or if you have concerns about transition for your child please see the school SENDCo who coordinates the transition across the whole school.
16. How can I be involved in supporting my child?
Individual Provision Plans will include information about how parents/carers can support children at home.
You will have regular opportunities to come into school and see class teachers and the SENDCo as appropriate.
17. How can I access support for myself and my family?
Appointments can be made to meet with the SENDCo and/or Family Support Worker as needed.
Some useful websites and support groups:
www.lincolnshire.gov.uk - provides information on the local offer, local schools and information for parents including links to support groups. Find links here for 4all – a magazine with up to date information on SEND and activities for children, young people and families. Also find links here for short breaks for children and young people with SEND.
www.lincspcf.org.uk - a registered charity that represent parents and carers of children with disabilities and Special Educational Needs.
www.ipsea.org.uk - IPSEA stands for Independent Parental Special Education Advice.
https://youngminds.org.uk/ - Young Minds: The voice for young people’s mental health and wellbeing.
Young minds Parent Helpline: 08088025544.
www.camh.org.uk - Child and Adolescent Mental Health Service.
Working Together Team Helpline: 01775 840250 (Parent Helpline is available during school hours).
www.lincolnshire.gov.uk/fsd - Lincolnshire Family Services Directory.
www.lincolnshire.gov.uk/liaise - SEND information, advice and support.
18. What can I do if I am unhappy with the provision being provided for my child?
If you feel concerned or are unhappy with any aspect of provision for your child, you should in the first instance contact the school and arrange a meeting with the SENDCo. If you feel that there are still concerns, you may wish to contact the Head Teacher who may refer this to our SEND Governor (Mr Guy Williams).
19. Who can I contact for further information?
Key members of staff (and order of contact):
SENDCo – Mrs Sophie Waters
Family Support Worker – Mrs Caroline Jaines
Head Teacher - Miss Antonia Brooks
20. A Glossary of terms
Special educational needs and disabilities.
SENDCo: Special educational needs and disabilities coordinator:
The special educational needs and disabilities coordinator is responsible for overseeing the provision for pupils with special educational needs and disabilities and ensuring that staff receive appropriate training to support additional needs in the classroom.
The graduated approach means that children will first be supported through quality first teaching in the classroom. The SENDCo may become involved to offer advice and support where children’s needs cannot be met solely through this approach. Where children have more significant needs that require specialist support external agencies may be called upon. The support of external agencies can involve specialist assessments, specialist taught sessions, groups work and individual support.
Assess, Plan, Do, Review cycle:
Teachers will assess pupils regularly which will then allow them to plan appropriate support to be delivered in school and this will then be reviewed regularly. Assessment is part of the review and so the cycle begins again.
Individual Provision Plan:
At Grimoldby Primary School we use Individual Provision Plans to build information about the child’s strengths and interests. We will always include the latest assessment information. The Individual Provision Plan identifies what the child finds difficult and details what provision is in place for an individual child. This could be provision that is additional to and different from the provision usually available through quality first teaching in the classroom. The Individual Provision Plan also includes individual targets that are set after consultation with the child, parents/carers, the class teacher and occasionally through assessments from The Specialist Teaching Team. These identify the next steps for the individual child. It also includes ideas that parents/carers can use at home to support the child’s learning. Each time the Individual Provision Plan is reviewed the child, parents/carer and any other professionals supporting the child are consulted and their thoughts are recorded on the review page. The pupil profile is reviewed at least 3 times per year.
Transition is when children move from one year group, setting, class or school into a new year group, setting, class or school. This can be difficult for children with SEND and we will plan additional support at these times for those that require it.
Provision is the support and the teaching that we provide for the children. For children with SEND the staff will provide support that is additional to and different from the provision that is routinely available to children in the classroom. This provision may still take place in the classroom or outside in a different room or space. The provision may be individual or in a small group and it may involve separate or specialist resources. Some examples of SEND provision are: a physiotherapy program, a speech and language program of support, small group extra phonics or maths work.
A diagnosis can only be made by a medical professional such as a Community Paediatrician, Specialist Doctor or Consultant. A diagnosis will identify a specific named condition that may or may not impact upon a child’s ability to access the curriculum. Some examples are Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Dyslexia, Cerebral Palsy.
Progress refers to a measurement of how much children have learnt or improved over time. If a child has SEND they may progress differently and at a different rate from other children in their year group. At reviews and parents evenings staff will talk to you about how much progress your child is making and will identify whether they are meeting age related expectations. If they are making significantly less progress than other children or achieving significantly lower outcomes they may be identified as having a special educational need.