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SEN Information Report

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

a)  Information about your child’s special educational needs comes from a number of sources:

  • Liaison with the First School or previous School
  • Cognitive Abilities Tests
  • Screen tests for reading and spelling
  • Observations
  • Teacher/ Teaching Assistant feedback
  • Parental concerns
  • Pastoral Leader concern

b)  If the child’s progress in any area of the four broad areas of Special Educational Needs provision (Communication and interaction, Cognition and learning, Social, mental and emotional health and Sensory and/or physical) :is significantly lower than that of their peers starting from the same baseline

  • fails to match or better the child’s previous rate of progress
  • fails to close the attainment gap between the child and their peers
  • widens the attainment gap

c)  Diagnoses from Paediatrics, Speech and Language, Occupational Therapy, CAMHs, etc.

(From SEN Code of Practice 2014)

2          How will I be able to raise any concerns I may have?

If you have any concerns regarding your child please contact the Tutor or subject teacher in the first instance.

The SENCo, Lorna Steward, can also be contacted 01373 – 462798 LSteward@educ.somerset.gov.uk


3          How will school staff support my child/young person?

Quality First Teaching by the teachers is differentiated and personalised to meet the needs of each pupil. Teachers will monitor the effectiveness of their provision and make changes if necessary. A specific intervention may need to be put in place.

Where a pupil is still not making the expected progress class teachers will liaise with the SENCo for advice. An assessment will be made as to whether the pupil has a significant learning difficulty. Agreement will be reached between the teacher, SENCo and Parent\Carer as to the next course of action. This could include 1-1 or small group support or liaison to external agencies.


4          Who will be planning the provision for my child, what will be their roles and who will explain this to me?

The class teacher has overall responsibility for every child in their class. Specific interventions are overseen by the SENCo, and usually run by TAs. The SENCo is available to discuss progress, interventions, and any other area of the pupil’s development with parent carers by e-mail, telephone or in person.


5          How will the curriculum be matched to my child’s needs?

When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily. Teaching Assistants may be allocated to work with the pupil in a 1-1 or small intervention group to target and support more specific needs where appropriate.  Where a pupil has Physical Impairment or Medical need their provision will take account of their individual plans.

Where a pupil has an Educational Health Care Plan (EHCP), currently termed a Statement of Special Educational Needs, the curriculum provision will be tailored to your child’s needs.


6          How will I know how my child is doing and how will you help me to support my child’s learning?

Yearly at the end of Term 1 there is a ‘Meet the Tutor’ Parents Evening in addition to a monitoring report, regarding National Curriculum levels and effort. Two other monitoring reports are issued throughout the year.

Each year group also has a subject parents evening.

Each year group has a full written academic report.

Pupils who are at Element 3- High Needs will also have an Annual Review which pupils are involved in and to which they are invited.

Pupils have a link Book where staff and Parents can keep up-to date with each other.


7          What support will there be for my child’s overall wellbeing?

All children and young people are entitled to an education that enables them to:

  • achieve their best;
  • become confident individuals living fulfilling lives

The pupil’s Tutor has overall responsibility for the pastoral, medical and social care of every child in the class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the Pastoral Team Leader or with the SENCo for further advice or support.

The Learning Support Base supports pupils with a morning Breakfast Club, Break Time support and a Lunch Club.

The school has access to a Parent Support Adviser, a Parent and Family Support Adviser and a PAT (Parent as Teacher) worker who available to work with pupils and parent carers, and visit the home if necessary.

Where a pupil needs support with behaviour it is essential the Behaviour Policy is followed. This would be the responsibility of the Tutor and Pastoral Team Leader.


8           How does the school manage the administration of medicines?

Here at Selwood Academy we are happy to administer medications for your child should it be required either on a short-term or long-term basis. We can authorise this if a Health Care Plan is completed in full and sufficient training is in place (dependent on type of medication).  Please contact the school to speak to the Finance and Premises Manager for further advice and guidance.


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

External agencies the school can access include:

  • Autism and Communication Adviser
  • Educational Psychologist
  • CAMHS (Child & Adolescent Mental Health Service)
  • Vision support service
  • Hearing support service
  • Education Attendance Officer
  • Physical Impairment and Medical Support Team
  • Childrens Social Care
  • Integrated Therapy Service (Speech & Language/Occupational Therapy/Physiotherapy)
  • Paediatricians
  • Learning Support Service
  • Critchill Special School resource base
  • Frome Community Learning Partnership (FCLP) Behaviour Strategy Panel


10         What training have the staff supporting children with SEN and disabilities had or are having?

Staff receive training in the following areas:

  • Dyslexia Friendly Strategies, ADHD, ASD, Language and Communication
  • Visual Impairment and Medical issues where applicable.

Teaching Assistants also have training in many SEN areas including:

  • ILI – Individualised Literacy Intervention
  • RWI – Read, Write Inc phonics programme.
  • Elklan Speech and Language.
  • Behaviour Management.
  • Narrative Intervention Programme
  • Use of Numicon in Numeracy
  • Nurture

Training is also given in many medical areas:

  • Diabetes – use of insulin pump and injection method.
  • Use of an epipen.
  • Moving and Handling
  • EVAC training

Staff training is regularly up-dated on a rolling programme and where necessary to support the needs of new pupils.


11        How will my child be included in activities outside the classroom including school trips?

Each pupil’s needs are considered individually and trips are organised to suit the needs of the majority.

Where necessary a Teaching Assistant may need to accompany the pupil or occasionally a parent carer may be asked for their support.

Risk assessments are carried out for all school trips.

Medical Plans are used to prepare for the trip. The content of a trip may be modified to allow a pupil to access as much as possible.


12        How accessible is the school environment?

Selwood Academy is composed of 3 main buildings, one of which is on two levels. This block does have an accessible lift/elevator. There are ramps to provide access to all buildings and points of access. So the building is fully wheelchair accessible and the rest of the school.

There are two accessible toilets, one being newly refurbished in 2014 and having fully adjustable toilet seat and ceiling hoists. Both accessible toilets are spacious to allow for disabled changing.

Where the first language of parent carers is not English, the school personnel always meet the parents and arrange how communication will occur to benefit the pupil. This may involve family relatives or access to LEA personnel, and software translation programmes.


13       How will the school prepare and support my child to join the school and transfer to a new school?

The Pastoral Team Leader and SENCO meet staff at the transferring school. A school entry plan is set up and reviewed after a set period of time at Selwood Academy.

Pupils who are deemed vulnerable and/or with Special Educational Needs will also have visits to the school. They may also receive their timetable in advance, possibly in visual form and photos of their new teachers.

For pupils transferring at the end of Year 8, a similar process occurs with meetings and visits arranged.

The PFSA also organises transition sessions/visits and summer holiday activities.


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

The SEN budget varies yearly. The amount of funding a school receives is based on a formula that takes into account factors like free school meals, social deprivation and how well the children are achieving when they join the school (Element 1 and 2 )

Element 3 is provided by the local authority and is called ‘High Needs’ funding. This funding has to be applied for and is used to provide additional support for an individual pupil.

The budget is mainly used to engage Teaching Assistants, but also for resources and specialist equipment.


15        How is the decision made about what type and how much support my child will receive?

The decision regarding support will be based on many factors from outside agency recommendations, to assessments to progress.

Adequate progress can include progress which:

  • is similar to that of peers starting from the same baseline;
  • matches or betters the child’s previous rate of progress;
  • closes the attainment gap between the child and their peers;
  • prevents the attainment gap growing wider. Tutors, subject teachers and team leaders will be part of the decision-making process, with parents involved regarding support that is different from and additional to the majority of pupils. Support will be monitored and its effectiveness assessed by teachers in conjunction with the SENCo.


16        Who can I contact for further information?

The first point of contact for any further information is the class teacher or tutor.

After this, if there is still a concern, contact the Pastoral Team Leader or SENCo.

Where a matter is still unresolved, the Head Teacher should be contacted.

 

Click here to view Somerset County Council’s Local Offer

Click here to view Selwood Academy’s Complaints Policy

Permanent link to this article: http://www.selwood.somerset.sch.uk/sen-information-report/

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