SEND Annual Report

 

Grange Park Primary school - SEN Information report – June 2016

Grange Park Primary school - Annual SEND Information report – June 2016

 

1. HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP?

At Grange Park Primary school, children continue to be identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:

Liaison and records from previous school or pre-school setting.

Child performing well below ‘age expected’ levels or equivalent this is reviewed regularly through data.

SEND staff meet with parents regularly at parents evenings or through meetings and act on concerns.

This year the school has worked closely with external agencies –  speech and language, Learning support

Advisory service, Educational Psychologists and CAMHS.         

Flagged up through  assessments such as: Reading tests and  screening, (Reading/Phonic/ Speech and language)

2. HOW DO I RAISE CONCERNS IF I NEED TO?

This year parents have spoken to staff and contacted the SENCO – face to face, by telephone and by email. Parents have also raised concerns at parents evenings. Nicky Browns email and direct line is available on the school website as part of the school offer. Also this year staff have met with parents to discuss children’s additional needs as part of provision mapping – parents were invited into school to have a 20 minute discussion with staff alongside their child this proved very effective and was appreciated by all.  Please contact school if you have any concerns or worries.

3.HOW WILL THE SCHOOL SUPPORT MY CHILD?

 WHO WILL OVERSEE, PLAN AND WORK WITH MY CHILD AND HOW OFTEN?

Class teachers oversee, plan and work with each child identified with additional needs in their class to ensure that appropriate progress is made in every curriculum area; they will seek advice from the SEND team in school for additional resources or strategies to support the child. This support may be for something very specific and be very short or may be part of differentiation in the classroom and may last for a longer period of time.

Our SENCo and the SEND team oversee the progress of any child identified as having SEND.

This year class based Teaching Assistants have worked with children on a daily basis either individually or as part of a group this happens in the classroom. However sometimes children need extra more specialist support so our team of SEND TA’s have provided 1-1 and small group sessions in Base 2 away from the classroom. These sessions are short and happen 3 or 4 times a week – they include Phonic support, spelling and writing support, Maths support as well as Speech and language support. If a child receives this extra support parents will be consulted and invited in to meet with staff. All support is reviewed and discussed  during termly provision map meetings where classroom staff and SEND staff all meet together and review progress there are also discussions with the child and with parents.

WHO WILL EXPLAIN THIS TO ME?

Class teachers will meet with you on at least a termly basis (this could be part of parent meetings ), in order to discuss your child’s progress and explain the support that they are receiving.

Staff are always happy to discuss children’s needs if you have questions or concerns at any time. Please speak to them directly to arrange this. Alternatively you can contact the SENCO Nicky Brown and meet with her to discuss needs you can also meet with the SEND team of TA’s.

Provision map meeting are arranged during the year where you and your child together with staff can meet and discuss provision and progress.  You and your child’s input is vital to the Provision map process at Grange Park. We have held one round of these meetings this year and we will continue to hold them next year in the Autumn and Spring terms.

4 WHAT SUPPORT WILL THERE BE FOR MY CHILD’S OVERALL WELL BEING?

WHAT IS THE PASTORAL, MEDICAL AND SOCIAL SUPPORT AVAILABLE IN THE SCHOOL?

Grange Park is an inclusive school that values a child’s well- being as a priority

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class.

At Grange Park our pastoral manager Angie Atkinson continues to lead the pastoral team of Teaching assistants and a Family support worker (Julie Carmichael). We have had 9 children in our TARDIS provision on a daily basis with Angie Atkinson and Maxine Dudley. 3 of the children are now transitioning back into their main stream classroom this has been very successful. Julie Carmichael our Family support worker continues to support families in a variety of ways; housing, benefits, debt, reward systems to help with children’s behaviour. She has supported up to 9 families at a time setting objectives with the families and reviewing progress on a regular basis. The lunchtime club in the TARDIS for children who find the playground challenging continues to support children’s social needs and helps ensure afternoons start successfully and calmly.

HOW DOES THE SCHOOL MANAGE THE ADMINISTRATION OF MEDICINES?

The school’s policy regarding the administration and managing of medicines,  is available on the policy page of the school website. Parents can request a ‘hard copy’ of this policy from the school office

First aiders continue to oversee medication use, parents are informed by the use of sticker if children have received paracetamol during the day and log is kept in the school office of time and dosage. Staff update their certificates when required. Children who have had accidents during the day at school may be given a note to take home to explain what has happened or in some cases parents may be contacted during the day.

As a staff, we have had Epipen and Tracheotomy training this year. 

WHAT SUPPORT IS THERE FOR BEHAVIOUR, AVOIDING EXCLUSION AND INCREASING ATTENDANCE?

The school behaviour policy has been updated this year and is available on the school website. Staff carefully track behaviour and behaviour forms are completed and passed to the Deputy for collation she analyses the number of forms from each class and for individual children - collated information is then shared with the governing body on a termly basis.  Meetings with parents may be arranged if necessary.

Attendance of every child is monitored on a daily basis by the school. Lateness and absence are recorded and are discussed at monthly EWO meetings (Education Welfare officer) the government has set an attendance target of 96% which all schools including Grange Park have to aspire to. As a school we try hard to encourage all children to arrive at school on time and offer support to help with this.

HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS?

Staff arrange provision map meeting with parents and children to discuss targets, progress and outcomes every year.

We have 3 children who have Education, Health and Care plans and 1 child who have a Statement their views along with parents are sought during the referral process and at review meetings – 2 other EHCP referrals have been sent in to the local authority again views have been sought.

We run a pupil survey for all children in the summer term and results are shared on the website and with the governing body.

The School council who continue to act as the pupil voice for all classes have been active this year they have chosen to support Leukaemia UK and are raising funds for them. The children have held an ice cream sale and run a stall at the summer fayre.

5. HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?

Grange Park continues to be an accessible sight. The site manager reviews the site daily and ensures everyone is safe and all accesses are clear.  Accessibility is reviewed annually and is linked to children’s additional needs when they arise or when new children enter the school.

6. HOW WILL THE CURRICULUM BE DIFFERENTIATED TO MATCH MY CHILD’S NEEDS?

Our long term curriculum plans have been updated this year to take account of the new curriculum are available to parents on the school website, alongside ideas for how parents can support their child’s learning at home.  This will be changing for next year.

All learning continues to be carefully planned and differentiated at an appropriate level, so it is accessible for all children. 

Children who are identified with additional needs access support and resources in order to help them to make progress  and access the curriculum e.g.  1-1 support, small group withdrawn support sessions, coloured overlays, pencil grips etc. This year we have made Phonic phones for the children to use and have been using yellow highlighted lines to help children become independent writers.

Mrs Kate Everitt is the governor responsible for SEND she meets regularly with the SENCo to monitor teaching and support as well as progress.

HOW WILL WE KNOW IF THIS HAS HAD AN IMPACT?

Staff track children’s progress formally three times a year using new curriculum tests and on - going teacher assessments. The data is analysed and progress and achievement measured. The senior management team continue to scrutinise the data and track the progress of specific groups.  Progress and attainment is shared with parents at Parent meetings and is in the end of Year report.

7. HOW WILL I KNOW HOW MY CHILD IS DOING AND HOW WILL YOU HELP ME TO SUPPORT MY CHILD’S LEARNING? WHAT OPPORTUNITIES WILL THERE BE FOR ME TO DISCUSS MY CHILD’S PROGRESS?

As always you are welcome to make an appointment to meet with either the class teacher or SENCo / SEND team at any time throughout the year and discuss how your child is getting on. They can offer practical advice and resources that can help you to support your child at home

Some children will have a Provision map that will identify outcomes and support. Parents are given the opportunity to discuss these during the year and  are provided with a copy at parent and child provision map meetings or parent evenings. When a child’s Provision map is reviewed, comments are made against outcomes to show the progress the child has made.

If a child has complex SEND needs they may have an Education, Health and Care Plan. Parents and children  are involved in the request and review process.

8. HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING?

As a school we continue track and analyse the children’s’ progress in learning against national expectations and age related expectations regularly. Staff assess all the time, they assess children during every lesson and through marking in books. Formal assessments and tracking take place termly and data is scrutinised. Children’s progress and attainment is tracked and teaching and provision adjusted if necessary.

Pupil Outcome Meetings are held every three weeks in each Key stage. In these meetings, a discussion takes place about progress in English and Maths, children are discussed and evidence in books moderated and attainment levels agreed. These meetings feed into SEND provision and support is reviewed and adjusted when necessary.

9. HOW WILL MY CHILD BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM,   INCLUDING SCHOOL TRIPS?

Grange Park is an inclusive school and all children have been included in all parts of the school curriculum and we include all children in all school visits. We have put in the support and planning to ensure that all visits this year have been successful for all children.

Risk assessments are carried out prior to any off site activity to ensure children’s health & safety.

Grange Park offers a variety of clubs during lunchtimes and after school.  We have 2 lunchtime clubs Key stage 1  and Key stage 2 which focus on social skills.  We often provide additional staff to support clubs in order for children to be included.

10. HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD WHEN JOINING THE SCHOOL OR TRANSFERRING TO A NEW SCHOOL?

Grange Park staff have visited all new children prior to starting Nursery/ Reception this year. Reception staff have visited all new children in their pre -school settings and Nursery staff have visited children at home.

We have recently reviewed our induction booklets for children and parents and these are to be given to all the new Reception families. This year we have introduced a Grange Park transition teddy bear which has been given out during initial staff visits to the child’s Nursery setting or home. The parents and children will also be given a sheet which they complete in the holidays and bring back to school in September.  It is hoped this will help children settle in more effectively and help staff get to know the children. We are also offering a participation event – Tea at Grange Park where parents and new entrants can come and sample a school meal for tea, meet other parents and children who will be starting in September and get to know staff and take part in activities in classrooms.

We also are holding a more formal induction meeting for parents to give them information about the school. Also the new reception children will spend 2 mornings in the Reception class in the second half of the Summer Term.

We have built up very positive relationships with child minders and pre -school settings who feed Grange Park as part of our Hub project. We meet with pre -school staff to discuss each individual child, staff visits all children in their settings and all settings pass on a transition sheet with developmental information about each child.

Children who have an EHC plan have transition planning meetings to which all staff involved with the child are invited to.

Transition between year groups and key stages within the school continue to be part of our annual programme of transition and handover to the next class teacher.

At any point where a child with SEND has left our school this year we have contacted the receiving school and set up meetings or telephone calls to discuss needs. We also arrange a transition program with Telford Park to ensure Year 6 targeted children have additional visits to support a smooth transition to Secondary school. 

11. WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY THE SCHOOL?

Within the school we have a culture of sharing good practise and expertise; this enables us to ensure our staff have as much knowledge as possible to support children with additional needs.

Our school environment supports children with additional needs, classrooms have : visual timetables, Maths tool boxes, phonic mats, coloured overlays, word banks and displays.

As a school we continue to work closely with all external agencies that we feel are relevant to supporting individual children’s’ needs. This year we have worked with: Behaviour support Service, Health services including: GPs, school nurse, CAMHS (Child and Adolescent Mental Health Service), paediatricians, speech and language therapists, and  children’s services including: locality teams, social workers; educational psychologists and specialist advisory teachers.

12. WHAT TRAINING HAVE THE STAFF SUPPORTING CHILDREN WITH SEND HAD OR ARE CURRENTLY HAVING?

At Grange park we ensure that we have a variety of skills among our staff, in order to enable us to support all children in the best possible way.

This year staff have accessed Autism training, behaviour update training, English as an additional language training. We have also achieved a Dyslexia accreditation. In July all staff will have the opportunity to review support and strategies for dyslexia to update knowledge led by Mike Baker our Learning support advisory teacher.

Grange Park also operates an internal training programme for support staff, facilitated by staff every term. 

13. WHO CAN I CONTACT FOR FURTHER INFORMATION?

As always please speak to your child’s class teacher in the first instance. You can also contact Nicky Brown SENCO by email, telephone or via the office. 

General information relating to SEND can be found on the school website, including the school offer and the SEND policy.

You might also wish to visit the following website:

Telford and Wrekins Local Offer, outlining services available for children and young people who have SEND, can be found at:  http://www.telfordsend.org.uk 

14.  WHO SHOULD I CONTACT IF I AM CONSIDERING WHETHER MY CHILD SHOULD JOIN THE SCHOOL?

Please contact the School Business manager (Lisa Dugmore ) for further information about the school and to arrange a tour of the school and a meeting with a member of staff.

The school website also provides information which may help you in your decision about our school being right for your child before you arrange a visit.

Tel: 01952 387490