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SEN Information Report

Grove Road Primary School SEN Information Report

 

Grove Road Primary School is a family school in which every member of our community is supported to reach their full potential.

 

All Hounslow schools have a similar approach to meeting the needs of students with Special Educational Needs and are supported by the Local Authority to ensure that all students, 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 students with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.

 

 

Question

School response

1

  1. How does the school know if children need extra help?

 

  1. What should a parent do if they think their child may have special needs?
  • When any member of our staff has concerns about a pupil, they raise them with the Leadership team or Special Needs Co-ordinator (SENCo) who may offer support.
  • Class teachers, subject leaders and the senior leadership team track the progress of our pupils closely so we can quickly identify pupils who may benefit from extra support.
  • Pupils themselves can also ask for extra support and help.
  • Parents should bring concerns or information about their child’s needs to the class teacher.
  • If you think your child may have special educational needs, please see the class teacher initially.
  • You can also contact the SENCo (Miss Rachel Howard) or Headteacher (Mrs Lyn Gray) via the school office. (office@groveroad.hounslow.sch.uk  Tel: 020 8570 6132)

2

  1. How will school staff support a child?

 

  1. Who will oversee, plan work with children and parents?

 

  1. How often will this happen?

 

  1. Who will explain to parents what is happening for the child?

 

  • Senior staff and governors monitor the quality of the support given to pupils with special educational needs
  • Class teachers are responsible for the children’s learning and will be able to explain what is happening for your child.
  • Extra support, which is additional to and different from the usual classroom experience, is planned by the class teacher with the SENCo and/or Specialist teachers. This additional support may be provided by a teacher, higher level teaching assistant (HLTA) or learning support assistant (LSA), in a small group or 1:1.
  • All additional support is overseen by the SENCo.
  • Our school maintains a provision map which shows the range of interventions in place, which we use to support children.
  • All interventions are monitored closely for impact by the SENCo and Inclusion leader they are modified when necessary.
  • Governors are also responsible for monitoring the effectiveness of the provision in place for pupils identified with SEND (Special educational needs and disability) and they receive reports from the SENCo on the progress of pupils with SEND. Governing Body meet Termly and discuss whole school progress and achievement data including SEN data.
  • Children are involved in information gathering as part of the process to inform their provision. Outcomes are discussed with the child and parent.
  • Talk to your child’s class teacher or make an appointment at the office to see the SENCo if you would like to know more about your child’s additional support.

3

  1. How will the curriculum be matched to a child’s needs?

 

  1. What is the schools approach to differentiation?

 

  • We expect all our teaching staff to deliver high quality lessons and ensure that every child can access the curriculum and is supported to do so. They will adapt lessons and resources for the children in their class.
  • High quality classroom teaching is the key to learning at school. A broad, balanced and creative curriculum offers learning matched to pupils’ ability.
  • Learning opportunities are designed so that all pupils in the class can take part.
  • In some lessons, pupils are grouped with others that are working on similar targets.
  • Additional adult support may be used in a variety of ways: small groups, one to one support in or out of class, or to support the class teacher to plan for or work with a pupil or pupils with special needs.
  • All teachers are provided with information on the needs of individual pupils so that they can plan the learning within the curriculum to ensure that all pupils are able to make progress.
  • Teachers are regularly provided with training to support them in providing for pupils with SEND.
  • We have strong links with specialists in SEND who come in to our school to support staff in ensuring all pupils can access the curriculum.

4

  1. How will both the school and parent know how a child is doing?

 

  1. How will the school support parents to help their child’s learning?

 

  1. When will parents be able to discuss a child’s progress?

 

  • At pupil progress meetings children who are making less than expected progress despite high quality teaching are identified.
  • From the SEN Code of Practice 2014 ‘less than expected progress’ can be categorised by progress which:
  • Is significantly slower than that of their peers starting from the same baseline.
  • Fails to match or better the child’s previous ate of progress.
  • Fails to close the attainment gap between the child and their peers.
  • Widens the attainment gap.
  • Senior leaders decide what intervention groups will take place in the school and allocate children according to needs. Aims and outcomes are defined at the start and are monitored for impact.
  • Regular and robust monitoring of pupils progress takes place termly. Children requiring additional support are identified. Parents will be informed so that they may support their child at home.
  • Parents meetings are held in the autumn and spring terms and a report goes out in the summer term. Children with Education, Health and Care Plans (EHCPs) have an annual review meeting.
  • Parents receive a curriculum newsletter every term that details what their child will be learning and how they can support them.
  • If appropriate, homework may be personalised for a child with special needs.
  • A home-school agreement will tell you what we expect from parents and pupils.
  • Children identified with special educational needs will be supported by a learning support plan.  This plan is shared with parents and the pupil and reviewed on a termly basis.
  • When agencies from outside school have been involved, they usually provide suggestions and advice that can be followed up at home. This information will be shared with the child and parent and built into the Learning Support Plan.
  • Parents are welcome to make an appointment to see the class teacher or other relevant members of staff at other times.

5

  1. What support will there be for a child’s overall well-being?

 

  1. Pastoral, medical, social emotional in and out of school?

 

  • At Grove Road Primary School all staff have responsibility for the welfare of the pupils. The Welfare Assistant and relevant staff are trained to support the medical needs of pupils including those with allergies. Medical care plans are used where appropriate, for example when a child needs to be given medicine in school; you will need to speak with Mrs Holah.
  • Safeguarding and child protection procedures are in place. The named person is Sara Colenso.
  • Our behaviour policy is followed by all staff.
  • All pupils are supported with their social and emotional development through the curriculum, assemblies and playtimes.
  • Learner voice is central to our ethos and this is encouraged in a variety of ways such as school council, peer mediators and sport champions.
  • Interventions are in place to help some children with life skills, these include social skills, friendship groups and access to a mentor or play therapist where appropriate.
  • Attendance is monitored regularly to ensure all children have good attendance and arrive punctually. Please speak to Mrs Gordon in the school office if you would like more information about attendance.
  • We have a strong links for transition with our local feeder schools.

6

What specialist services and expertise are available or accessed by the school?

 

  • Where a pupil continues to make less than expected progress despite evidence based support and interventions that are matched to the pupils area of need, the school will consider involving specialists, including those secured by the school itself or from outside agencies. These may include:
  • The Early Intervention Service (specialist learning and behaviour advisory teachers)
  • The SEN Specialist Support Team (advisers for visual and hearing impairment and physical needs)
  • The Educational Psychology Service
  • CAMHs (Child and Adolescent Mental Health Service)
  • Social Services
  • Heart of Hounslow Health Centre (School Nurse, Paediatricians, Speech and Language Therapists and Occupational Therapists)
  • We obtain parental permission before referring a pupil to an outside agency for support with their learning.
  • We share the outcomes of specialist support with parents and incorporate their advice into the Learning Support Plans alongside the agreed outcomes, deadlines for review/completion.
  • We have a speech and language therapist in school one day a week.
  • We have a play therapist in school half a day a week.
  • All external partners we work with are vetted in terms of safeguarding.

7

What training will the staff supporting children and young people with SEND have had or receive?

  • All staff are trained in teaching pupils with special educational needs through whole staff training sessions. Individual staff members have also undertaken additional specialist training in a range of areas, including speech and language work and TEACCH.
  • Our Special Needs Co-ordinator (SENCO) is in the process of completing the mandatory National SENCO Award and is a qualified and experienced teacher.

8

How will children be included in activities outside the classroom, including school trips?

  • Our outside learning activities and trips are accessible for all our pupils. If necessary, additional adults are arranged to support a pupil with special educational needs or a disability. This information is recorded on the risk assessments that are prepared for all trips.
  • Our Inclusion Policy promotes all of our learners accessing the curriculum including activities outside of the classroom.

9

How accessible is the school environment?

 

  • Pupils’ specific learning needs are supported through the use of technology where appropriate.
  • ‘Soundfeld’ amplification systems are installed in every classroom.
  • There is a disabled parking space, with a linked path to the school office.
  • The school is on one level, with wheelchair accessible doorways a ramp to the playground and a disabled toilet.
  • We have an accessibility plan in place.
  • We value and respect diversity in our school and we build this in to our school’s ethos.
  • All staff and Governors are responsible for the learning environment created, which we endeavour to keep tidy, clear and safe.

10

  1. How will the school prepare and support a child to join the school.

 

  1. Transfer to a new school or the next stage of education or life?
  • Induction is important to us and we invest time in welcoming new children and their families to our school.
  • Children coming from other schools will be given a buddy who will meet them on planned visits to the school.
  • Year 6 children have transition days at their secondary school and the secondary staff come in and talk to the children in the summer term. Children with SEND are often invited for extra transition sessions.
  • All the information on children with SEND is passed on to the new setting. SENCo’s will hold meetings with each other to do this.
  • Our curriculum also helps to support children in changes and moving on.

11

How are the school’s resources allocated and matched to children’s special educational needs?

 

  • The leadership team and governors monitor our finances carefully.
  • Budgets are closely monitored and aligned to the School Development Plan.
  • We use our resources to support the aims of our school as well as individual learner needs. Where appropriate this may include procuring additional equipment and facilities to support children with SEND e.g. writing slopes, move and sit cushion, pencil grips.
  • Where a pupil needs substantial support, we apply to the local authority for additional funding to meet their needs and/or apply for statutory assessment for the local authority to consider whether an Education, Health and Care Plan (EHCP) is necessary. This is likely to be necessary where the child is not making expected progress despite relevant and purposeful action having been taken by the school.
  • We regularly measure the impact of our interventions against the cost to ensure we are getting value for money. The school’s provision map includes costings.

12

How is the decision made about the type and how much support a child will receive?

 

 

  • Each pupil’s need is examined on an individual basis.
  • Initial support is through specific strategies carried out by class teachers.
  • Intervention groups have entry and exit criteria based on more than one factor, and are flexible. Some pupils may need additional support throughout; other pupils may only need it for a short time. The decision on the level and duration of support and intervention will be based on evidence and regular reviews of evidence around progress being made.
  • For pupils with EHCPs, the type of support needed will be detailed on their plan. This is discussed at an annual review meeting with parents and professionals.
  • For a very few pupils, we may request that an assessment for an EHCP be made by the local authority. As above, this is likely to be where despite the school putting in place relevant evidence based support and intervention, the child has not made expected progress.  Please ask if you would like more information about this process.

13

How are parents involved in the school, and how can they become involved?

 

  • We welcome and value parent volunteers in our school. Parents contribute to the life of the school through regular classroom help and adult support for one off trips and activities.
  • We have an active Parents and Teachers Association (PTA) who organise fundraising activities.
  • We regularly involve parents/carers in discussions about their child’s learning through parents’ evenings which take place termly.
  • We communicate with parents using a variety of means; these include regular newsletters and information as well as updates on our website.
  • Our Governing body includes parent representatives.

14

Who can parents contact for further information, or raise concerns?

  • If you think your child may have special educational needs please see the class teacher. You may also contact the SENCo, Deputy Headteacher or Headteacher via the school office.
  • Hounslow Helping Handz, the parent partnership service, is a free, independent and confidential service that supports parents of children with special needs. You can contact them at the Civic Centre.
  • The school has a complaints policy (http://www.groveroadprimary.co.uk/policies/ ) which parents can access to make formal complaints about the provision made by the school for their child.
  • Children take part in discussions around the support they receive and the expected outcomes.

15

How does the school listen to pupils views?

 

  • We have an active school council where pupils can share their views and ideas.
  • Pupils are involved in policy development where appropriate.
  • Pupils’ views are taken into account when we plan our work. Our subject leader interview pupils about their learning.
  • Pupils take part in regular surveys, for example the PASS Survey.

16

How do Governors monitor attainment and progress of SEN pupils ensuring their needs are met by the school?

  • We have an appointed SEN Governor, Kerrina Winslade who meets with the SENCo termly to discuss the provision of support for pupils with special educational needs and the outcomes of the provision.
  • The leadership team present information about pupil progress to Governors on a regular basis, including that of pupils with special educational needs.
  • Governors visit the school regularly and observe provision in place.

17

How do pupils gain admission to specialist units/provision on the school site?

 

This school hosts a specialist Centre for pupils/students with ASD which is funded by the London Borough of Hounslow.  Places at the Centre are commissioned by the Local Authority for pupils who meet the criteria for admissions, set out below:

 

General Description of Need:

This Centre is for children with long-term difficulties in the autistic spectrum affecting their access to the curriculum. There should be involvement from agencies including educational psychology, and CAMHS or the Child Development Team, confirming a description of ASD.

 

Cognition/Ability Range:

  • Children between 4-11 years with an ability within the broad average range. They may present with an uneven cognitive profile.

 

Learning:

  • There should be evidence that the child’s autistic spectrum disorder is affecting their learning so that the child is likely to need additional support in core subjects for some of the time.
  • There should be a need for a differentiated curriculum, adjusted for the child’s particular type of learning style.
  • There should be evidence that the child is able to learn visually.
  • The child should be able to manage the demands of a mainstream environment with some support where necessary and should be able to manage some independent learning.
  • The child should be able to benefit from a balance of mainstream and small group teaching.
  • There should be evidence that the child is able to learn with mainstream peers.

 

Communication:

  • The child should have difficulties with communication such as: limited non-verbal communication skills, difficulties with verbal comprehension, understanding abstract language and non-literal language, restricted, unusual use of language.
  • Spoken language should be the child’s main method of communication.
  • The child needs regular support from a speech and language therapist to develop their communication skills and/or use of language.

 

Social Interaction:

  • The child should have difficulties with social interaction such as: not initiating or avoiding contact with others, inappropriate social and emotional behaviour.
  • The child should need regular specialist support to develop their social understanding and social skills.

 

Behaviour:

  • The child should have difficulties with thinking and behaviour such as: restricted imagination and inflexible thinking such as repetitive rather than imaginative play, fixed or limited areas of interest, difficulty coping with unplanned change.
  • There should be evidence that the child’s autistic spectrum disorder is affecting their social and emotional development such that it is causing anxiety or social problems.

 

Self-help Skills:

  • The child should have broadly age appropriate self-help skills (in relation to toileting, feeding etc.)

 

Exit Criteria:

  • The child is able to manage in a mainstream school with some support.
  • The child shows more significant difficulties indicating that they are likely to need a greater input or more intensive specialist support.

 

All pupils/students placed in the Centre must have a Statement of Special Educational Needs or an Education, Health and Care Plan which names the Centre as the required provision.  The school cannot consider requests for placement in the Centre that have not been agreed by the London Borough of Hounslow SEN Team.

 

 

Draft: September 2014

  • Grove Road Primary School,
  • Cromwell Road,
  • Hounslow, Middlesex, TW3 3QQ
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