SEN Information Report
Approach to teaching pupils with SEN
At Thorpe Hall Primary School, we believe that all pupils deserve a high quality education which engages, inspires and challenges; so that everyone meets their full potential. We strive to create a safe and happy learning environment which promotes independence and high expectations of all. We are committed to providing opportunities which promote open mindedness, empathy and celebration of the rich and diverse community which we serve; so that everyone is able to contribute positively to society. We are dedicated to promoting healthy lifestyle choices so that our pupils develop physically, emotionally and morally. We are determined that our pupils will be successful and will leave us as confident, highly educated pupils.
Adapting the Curriculum and Environment
Great emphasis is placed on Quality First Teaching to ensure that all lessons deliver the best opportunities for each pupil to make progress. Learning activities may be adapted in a variety of ways to support individual pupils’ learning. For example, modified learning objectives, scaffolded independent tasks, differentiated outcome, adult supported learning either inside or outside the classroom, intervention groups, targeted support e.g. social skills groups.
Role and responsibilities of the Special Needs Coordinator (SENCO)
The SENCO is responsible for the operation of the SEN policy and coordination of specific provision made to support individual children with SEN.
The SENCO will liaise with staff to monitor pupil’s progress and support the class teacher in planning further interventions where necessary.
The SENCO has contact with a wide range of agencies that are able to give more specialised advice.
Identifying pupil’s additional needs
All pupils are continually assessed as part of their daily learning. Statutory assessment is undertaken at the end of reception, year 2 and year 6.
Where pupils are identified as underachieving, they are targeted for appropriate support and intervention and their progress tracked carefully.
Where significant barriers to learning are identified then intervention via the schools SEND team is offered. The Inclusion team, lead by the SENCo, ensures that parents are fully involved and informed in all stages of their children’s learning and regular contact through ‘Person Centred Planning’ meetings takes place.
Teaching staff meet with the SENCo and relevant senior staff regularly to discuss pupil progress. Progress and outcomes for all pupils are very closely monitored.
If a teacher has a concern about a child’s learning they will discuss and seek advice from their line manager and/or the school’s SENCo. Teachers will then employ a range of strategies to support the child’s learning and monitor closely to see if these have made an impact. Teachers will discuss their concerns with parents either at the scheduled open evenings or they will make a separate appointment to discuss their concerns. If parents have concerns and think that their child may have a special educational need, they should discuss this with the child’s class teacher. Together they will agree strategies to try at home and school. A range of school based assessments such as Running Records, Maths skills checks and classroom/playground observations may be undertaken. The child will be monitored closely at school over the next period (usually a half term). If concerns remain, a referral will be made to the school’s Inclusion Team and the child may be registered as requiring SEN support. Parents will be informed if this action is taken. Where a child has a severe need the SENCo will arrange for an initial assessment to take place with the SEN Officer to apply for an EHC (Educational Health Care Plan).
Support and training for school staff
All staff attends regular staff meetings and training sessions relating to high quality teaching and learning.
The appropriate Teaching Assistants within the inclusion team have received training on supporting pupils with Autistic Spectrum Disorder, Dyslexia, Sensory Processing, Speech and Language Difficulties, Down Syndrome, PECs (Picture Exchange Communication System), Working Memory Difficulties and Makaton.
The SENCo evaluates provision, training and the effectiveness of the inclusion team on a yearly basis and updates a clear ‘Action Plan’ and provides a comprehensive report to Governors.
Transitions - starting or changing schools
The SENCo, liaises with all Secondary School SENCos in order to support a successful transition. The frequency of extra visits to the child’s new school depends on the needs of the child. If a child leaves to start a new school, the SENCo speaks to the SENCo of the new school to ensure that all relevant and essential information is passed on straight away and ensures that all relevant records are sent as soon as possible. The SENCo offers drop in sessions to support parents and carers with completing forms for transition (e.g. into reception and year 7).
Arrangements for assessing and reviewing pupil progress
Assessing pupils’ learning progress is a continuous process and an integral part of the teaching and learning cycle. Plans are adapted for future lessons based on the outcomes of current tasks. Learning progress is formally assessed at a number of points throughout the year and across key stages. An assessment period is timetabled during each term and these are followed by formal pupil progress meetings. During a pupil progress meeting, teachers and leaders review the progress of individual pupils and groups and adapt action plans to respond to current needs.
Pupil progress is shared with parents in a number of ways. A written report is provided once during the academic year and there are two open evenings that are scheduled to provide parents/carers with an opportunity to discuss their child’s learning with the teacher and to review their child’s books.
Parents or teachers may request a meeting at any time to discuss concerns or share successes.
A Person Centred Annual Review is undertaken each year for every child with a Statement of Special Educational Need/Education Health Care Plan.
Additional Support for learning available for Pupils with SEN
The school may also access support from services such as Speech and language Therapy, Educational Psychology, Occupational Therapy, Physiotherapy, Child and Family Consultation Service, School Nurse, Whitefield Outreach Service or other appropriate agencies.