The best people to talk to in school are your child’s class teacher in the first instance.

Class Teachers are responsible for:

• Ensuring that all children have access to Quality First Teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation).
• Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support, adapting resources etc..) and discussing amendments with the SENDCO as necessary.
• Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable them to be included and make progress.
• Ensuring that all staff working with your child in school are supported in delivering the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
• Ensuring that the school’s Inclusion Policy is followed in their classroom and for all the pupils they teach with any SEND.

You can also talk to Mrs Oxborough, the SENDco who will be happy to arrange an appointment to meet with you.

Special Educational Needs and Disabilities Coordinator SENDCO is responsible for:

• Coordinating all the support for children with special educational needs (SEN) and or disabilities, and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
• Ensuring that you are, involved in supporting your child’s learning, involved in reviewing how they are doing and is part of planning ahead for your child.
• Liaising with all the other people who may be coming into school to help support your child’s learning e.g. The Learning Support Service, The Speech and Language Therapy Service, The Educational Psychologist.
• Making sure that there are accurate records of your child’s progress and needs.
• To provide specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEN and/or disabilities in the school) to achieve their potential.
• Supporting your child’s class teacher to write SEND Support plans and to set targets for your child.
• Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.

Teaching Assistants (TAs)

• Teaching Assistants support children in class, sometimes on their own and sometimes in a group)
• A Teaching Assistant (TA) may be allocated to a pupil with special educational needs and/or disabilities and their duties may include:
  – Supporting the child in class
  – Delivering specific intervention work as specified on an Provision Map
  – Liaising with external agencies
  – Pastoral and personal care support
  – Recording and reporting on the child’s progress in lessons to the teacher and SENDCO
  – Attending SEND Reviews

The Headteacher is responsible for:

• The day to day management of all aspects of the school, this includes the support for children with SEN and/or disabilities.
• Making sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

SEND Governors are responsible for:

• Making sure that the school has an up to date Inclusion Policy.
• Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school.
• Making sure that the necessary support is made for any child who attends the school who has SEN and/or disabilities.

At Brinsworth Whitehill Primary, we have a whole school approach to SEND and it is part of our strategic plans every year. The progress of children with SEND is evaluated, is on our school development plan and a part of staff performance management.

As part of our whole school approach:

• We make sure that adjustments are in place so that children with SEND can access all the activities available in school.
• We may provide additional resources or support, or we may adapt activities to make it accessible.
• We provide high quality support for improving everyone’s emotional and social development by encouraging and making every opportunity for children to make their views and feelings known.

Class Teachers

• The teacher will have the highest possible expectations for your child and all pupils in their class.
• All teaching is based on building on what your child already knows, can do and can understand.
• Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child.
• Putting in place specific strategies (which may be suggested by the SENDCO or staff from outside agencies) to enable your child to access the learning task.
• The teacher will keep in touch with you about your child and the progress they are making, you can also share any anxieties you might have about your child.

Specific small group work:

• Children’s progress is carefully monitored and if your child is struggling or has gaps in their understanding/learning they may need some extra support.
• The Teacher/specialist will plan group sessions for your child with targets to help your child to make more progress.
• A Teaching Assistant/teacher will run these small group sessions using the teacher’s plans, or a recommended programme.
• Groups of children may access learning and support with reading, writing or maths or with social skills.

Referrals:

• If your child has been identified as needing more specialist support in addition to quality first teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress.
• Before referrals are made the Teacher/SENDCO will talk to you about your child’s progress and help plan possible ways forward.
• If it is agreed that the support of an outside agency is a way forward, you will be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better.
• The specialist professional will work with your child to understand their needs and make recommendations, which may include:
• Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better
• Support to set targets which will include their specific professional expertise.
• Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g. a social skills group or sensory circuit
• The school may suggest that your child needs some agreed individual support or group support in school. They will tell you how the support will be used and what strategies will be put in place

• If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
• If you are not satisfied that the concerns are being managed and that your child is still not making progress you should speak to the SENDCO or Headteacher.
• If you are still having concerns you can speak to the school SEN Governor.

We believe in working closely with parents and carers for children of all abilities.

Our system for early identification of SEND is that we begin by gathering evidence in the form of observations, which we record. We discuss our concerns with parents, then if they are in agreement, we place the children on our Inclusion register.

We may set individual targets and put in place resources and support to enable them to progress, taking into account how the child learns best. These can be set by the class teacher or by a Learning Support Service Teacher (LSP targets) The targets are measurable and are reviewed termly or more frequently if appropriate. Parents are invited to review meetings to discuss their child’s progress towards their targets and to plan for next steps.

If we feel that further support is required, we speak to parents, and we may refer to LSS/ EMHST or ACT. We arrange for parents to meet with the professional involved as required and then implement the recommendations of any report promptly.

Everyone:

• is asked about their child’s needs when their child starts at Brinsworth Whitehill Primary;
• has the opportunity to come into school before or after lessons, or at a pre-arranged time to meet the class teacher;
• can telephone the SENDco or Head Teacher with any concerns or queries;
• is invited to parents and carers meetings on a termly basis;
• receives a termly Pupil Progress Report whether they attend Parents’ Evenings or not;
• receives an annual report;
• is invited to school events

Some parents:

• whose child is receiving extra support in class are informed about it at Parents’ Evenings or at additional review meetings;
• whose child is chosen to go on an intervention programme will know because the teacher will discuss this with them;
• may notice things at home that we do not observe at school (please let us know any information that we need to know about your child’s needs and developments). A few parents:
• whose child needs more specialised support, because they have SEND, will be invited to have additional meetings in school with the SENCO, class teacher and staff from other services involved, to decide how best to meet their child’s needs. These meetings happen at least once a term or more often, if needed. Children who are looked after by the local authority will have planning meeting

Our system for early identification of SEND is that class teachers begin by gathering evidence which they share with parents and the SENDco. We discuss our concerns with parents during our Parent Consultation Days, then if they are in agreement, we place the children on our Inclusion register and then on a provision map. We set short term targets and put in place resources and support to enable them to progress, taking into account how the child learns best. We track the impact of these interventions on the provision map half termly and update the targets every 3 weeks.

• It is the class teachers responsibility to deliver quality first teaching
• The SENDco ensures that adjustments are in place so that children in school can access all activities. They may provide additional resources or support.
• The SENDco supports teaching assistants in delivering intervention programmes.
• The school identifies the training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school, such as ASD and dyslexia.
• Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class

At Brinsworth Whitehill Primary, we have a whole school approach to SEND. The progress of children with SEND is evaluated, is on our school development plan and a part of staff performance management. As part of our whole school approach:

• We make sure that adjustments are in place so that children with SEND can access all the activities available in school.
• We may provide additional resources or support, or we may adapt the activity to make it accessible.
• We provide high quality support for improving everyone’s emotional and social development by encouraging and making every opportunity for children to make their views and feelings known.
• We have a rigorous report and monitoring system for bullying and investigate any complaint thoroughly and seriously

Funding by the local authority for SEN is based on a formula which takes into account:

• The number of students on roll.
• The prior attainment of pupils at the school

This funding is used to support all pupils with SEN whether or not they have a statement/EHC. The needs of individual students are assessed within the school’s monitoring systems and resources are deployed according to need. Needs may be met by in class support or by intervention programmes delivered individually or to small groups. A very small number of pupils who are identified as having significant needs are allocated special funding by the Local Authority (Exceptional Needs Funding). The school is responsible for ensuring that this funding is used to the benefit of the individual concerned.

Students with EHCP’s are encouraged to have an active involvement in the annual review process where appropriate. Children’s views are gathered three times a year at the Person Centred Planning/SEND Review Meetings. Children’s views are also gathered during lessons and interventions.

• Your child’s progress is continually monitored by class teachers on a daily basis through their class work.
• A variety of assessment tools are used to keep track of their progress, which is discussed with senior staff at termly Pupil Progress meetings to ensure all of our children are making good progress. We also review the provision for individual children and if required this is then adjusted to meet their specific needs.
• We share children’s attainment and progress with parents at parent meetings.
• We will congratulate your child on their progress.
• We will tell you verbally if your child is doing well.
• At the end of Year 2 and Year 6 all children are formally assessed using Standard Assessment Tests (SATS).
• At the end of Year 1 the children are formally tested using the Phonics Screening Check.
• In July your child will be provided with a written report which details their attainment.
• Your child may move off the SEND register.

All parents are encouraged to contribute to their child’s education. We feel that this has a greater effect on the child’s progress when school and home are working collaboratively.We can suggest activities and games that you can do with your child to support their learning.Parents meetings are held termly to allow parents to talk to staff about their child’s learning. Parents are always welcome to talk to staff about their child’s progress, or any difficulties they might be experiencing in between parents’ meetings.

Everyone:

• is asked about their child’s needs when their child starts at Brinsworth Whitehill Primary;
• has the opportunity to come into school before or after lessons, or at a pre-arranged time to meet the class teacher;
• can telephone the SENDco or Head Teacher with any concerns or queries;
• is invited to parents and carers meetings on a termly basis;
• receives a termly Pupil Progress Report whether they attend Parents’ Evenings or not;
• receives an annual report;
• is invited to school events

Some parents:

• whose child is receiving extra support in class are informed about it at Parents’ Evenings or at additional review meetings;
• whose child is chosen to go on an intervention programme will know because the teacher will discuss this with them;
• may notice things at home that we do not observe at school (please let us know any information that we need to know about your child’s needs and developments).

A few parents:

• whose child needs more specialised support, because they have SEND, will be invited to have additional meetings in school with the SENCO, class teacher and staff from other services involved, to decide how best to meet their child’s needs. These meetings happen at least once a term or more often, if needed.
• Children who are looked after by the local authority will have planning meetings as a matter of course, these may be more frequent if they have Special Educational Needs.

At school we are happy to discuss individual access requirements and adapt our Access Plan as required so that it meets the needs of all of our children. At present in school we have:

• All classes are at ground level.
• A height adjusted changing bed.
• For children with interaction and communication difficulties we use visual timetables, Makaton and Sign Language.

• Activities and trips are made as inclusive as possible and available to all children.
• Risk assessments are carried out prior to a trip and reasonable adjustments will be made where necessary to ensure all children can access the enrichment opportunities fully.
• Where necessary, individual risk assessments are carried out and procedures put in place to enable all children to participate. This may require 1:1 support from a teacher or teaching assistant.
• Brinsworth Whitehill Primary School has a variety of extra-curricular clubs that are available for every child to access regardless of ability.

Moving into a new Year group?

We have a structured transition programme that lasts approximately 3 days where children spend time in their new class getting to know their new teachers On the final day, parents are invited into school to complete an activity with their children. This allows parents to meet their new teacher. Some children need additional visits and a transition passport can be completed where appropriate.

Moving onto a new school?

The SENCO invites the SENCO from the receiving school to review meetings at Brinsworth Whitehill Primary before the child leaves to plan everything that needs to happen to ensure a successful transition to the child’s new school. Transition plans are tailored to individual children’s SEND Information Report October 2017 needs and staff from Brinsworth Whitehill can support children in additional visits to their new school.

If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling, pleased contact the school office to arrange a meeting with your child’s class teacher, the SENDCo or the Head Teacher.  You may also wish to contact our SEND Governor.

CONTACTS

SENDCo/Head of School: Caroline Oxborough

SEND Governor: TBC

Deputy Head Teacher:  Karla Dobson / Leanne Knight

At Brinsworth Whitehill Primary School, the admission of children with disabilities is considered in the first instance in the same way as non-disabled children.  Further considerations are made in the light of need and accessibility and the school would work with parents/carers and other agencies involved to ensure that appropriate provision could be provided.  It is the school policy to accommodate children with disabilities should parents wish and individual needs are planned for to prevent any children with disabilities being treated less favourably than other children. Staff organise human and physical resources within the school to increase access to learning and participation by all children.

Education does not only happen during lessons and during the school day.  Our teaching staff strive to provide a range of extra-curricular activities which are open to all students.

Subject to risk assessment, we ensure that all our students but particularly those with SEND are included in the activities available, accepting that sometimes this will mean additional arrangements to allow them to take part in activities.  For example, sometimes one-to-one support on trips may be provided, depending on the level of need.

Where specific access arrangements need to be made, we involve parents/carers by:

• discussing support and risk control measures with parents/carers;
• taking advice from the place to be visited in terms of their facilities and accessibility.

Existing facilities provided to assist access to the school by children with disabilities:

• Wheelchair access onto school grounds via the entrance.
• Car park has disabled access.
• Disabled parking space
• Wheelchair access into the school.
• Carpeted classrooms to aid hearing impaired children’s learning.
• Exterior lighting to improve evening access.
• Routes to the main entrance are clearly signed and free from obstructions
• Disabled toilet
• Adjustable changing bed
• No steps – the whole school is accessible