SEN Information Report – The Deans Primary School
Our Special Educational Needs Coordinator is Mrs Samuel
- The kinds of Special Educational Needs for which provision is made at the school
Our school is a Flagship Centre of Excellence for Inclusion that welcomes all who wish to attend whilst recognising that some face barriers to attendance, participation and achievement.
Our school SEN policy can be found below.
Our school SEN Coordinator has completed the National SENCO qualification, a number of specialist training courses, and has many years teaching experience.
We have trained Teaching Assistants in each Key Stage who have the ELKLAN qualification in supporting children with Speech and Language needs. One of our teachers also has the ELKLAN qualification in supporting children on the Autistic Spectrum. Each year group from Reception to Year 6 (where required) has its own small group session where a Teaching Assistant will deliver a speech and language session. This happens each week throughout the school year and the frequency per week depends upon the needs of the children. We also have Teaching Assistants who are trained to deliver the Talk Boost speech and language programme and sessions for this take place in Reception and KS1 3 times a week.
One Teaching Assistant is trained to deliver the First Class @Number programme to children in upper KS1/ lower KS2 who are having difficulty with Mathematics. Another teaching assistant is trained to deliver Beginning First Class @ Number to lower KS1.
We have a teacher who is timetabled each week to provide nurture support for those children in need of social and emotional support for a variety of different reasons. In addition to this we have taken part in the NHS England Child and Adolescent Mental Health Service (CAMHS) and Schools Pilot Scheme. Completing this pilot scheme has enabled us to directly refer children to CAMHS. It has also enabled us to take part in an additional CAMHS scheme called ‘I-Reach’ where we have an I-Reach worker, trained by CAMHs, timetabled in school every week. This support is designed for children we believe are at a ‘pre CAMHS’ stage.
The Deans is a Dyslexia Friendly School at Level 2. This means that all teaching staff use resources and teaching styles/methods that would support children with Literacy difficulties.
At The Deans we work with a range of external professionals in order to support our children. These include an Educational Psychologist, Speech and Language Therapists, Physiotherapists, CAMHS, the PIT (Primary Inclusion Team) team and the Salford Learning Support Service (Hearing/ visual impairments, social and communication difficulties including ASC and Dyslexia).
We work hard to ensure that all children, no matter what their individual needs may be, are able to fully access the curriculum and all the other experiences we provide to enrich each child’s learning.
- Information about the school’s policies for the identification and assessment of pupils with SEN
At The Deans Primary School we believe assessment can only truly be effective when it provides information to improve teaching and learning. To do this in our school we undertake two different, but complementary types of assessment: assessment for learning and assessment of learning.
Assessment for learning (formative assessment) is the daily, on-going assessment in the classroom which is used to raise pupil achievement. This includes careful questioning, observation and marking of children’s work. It is based on the idea that pupils will improve most if they understand why they are learning what they are learning, where they are in relation to this learning, how they can achieve and what they need to do to improve.
Assessment of learning (summative assessment) involves judging children’s performance against national standards. Teachers make these judgements using a combination of Assessing Pupil Progress guidelines and tests linked to the national curriculum.
Our assessment helps us to identify children who may have special educational needs. These children may be making less than expected progress which may be progress which is:
- Significantly slower 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
A child may also need to make additional progress with social skills in order to make a successful transition into adult life.
Some specific assessments we use in school:
- We use the Phonics Check in Year 1 (and above for those still waiting to pass) for all children. We also use specific tests such as The Salford Sentence Reading Test for all children.
- If a child’s progress is causing concern we are able to use the GL Assessment Dyslexia Screener from Year 2 upwards in Literacy and the SENCO could then further assess the child with the GL Assessment Dyslexia portfolio.
- In Mathematics we can use the GL Assessment Screener for Dyscalculia from Y2 upwards.
- For children in Y2 who are working below national standards we have a system of using the Early Sandwell Mathematics Test, provide an intervention called First Class @Number and test for progress and impact again at the end of the cycle.
- For children whose speech, language and communication skills are causing concern we have the TALC test from Reception age upwards and the British Picture Vocabulary Scale from Nursery. We also deliver Talk Boost to children in groups from Reception upwards.
- Eyesight checks are carried out for Reception children and hearing checks for all Year one children. These tests are carried out by the NHS.
If a child’s behaviour is causing a concern we will consider whether the behaviour is a result of other underlying difficulties such as communication or social difficulties. If there appear to be none, then we would:
- Speak to the child’s parent/carers about anything that might have happened at home.
- Gather information from staff about what sorts of incidents are occurring, at what time of day, during which lessons and so on and analyse this information to see if there are any patterns.
- Carry out timed observations in class or on the playground and record the way the child is behaving, taking account of who else is involved and any environmental factors.
- Observations are analysed and appropriate interventions are put in place.
- If there is no improvement then we will seek advice from external professionals in the Learning Support Service.
If we consider that a child has a special educational need then the child’s parents will be informed and involved in the planning to meet the need. We greatly value our partnership with all our parents and work hard to support them to ensure the best outcomes for their children.
- Information about the school’s policies for making provision for pupils with SEN whether or not pupils have EHC plans, including:
- How the school evaluates the effectiveness of its provision for such pupils
- The Deans evaluates its provision through analysing assessment information each half term. The results of this analysis are used to amend provision as a child progresses.
- Teachers evaluate Individual Education Plans each term.
- The SENCO evaluates the effectiveness of the provision for children with SEN through termly SEN meetings with teachers, which assists with the whole school SEN tracking document being completed.
- The SENCO tracks the attainment and progress of the children with SEN in reading, writing and mathematics across the school by year group. This enables the school to monitor both attainment and progress of pupils with SEN.
- Information is also gathered about trends over time in our work to close the gap between children with SEN and those without both in our school and nationally.
- The SENCO and Headteacher report to the Governing Body each term.
- Each parents’ evening, parents are asked to complete a satisfaction survey which adds to the information we use to evaluate our provision.
- We also use the Salford Interactive Provision Mapping Tool to evaluate the effectiveness of provision in terms of cost.
The school’s arrangements for assessing and reviewing the progress of pupils with SEN
Before a child transfers to the next class, each teacher has a meeting with the next teacher, providing the end of year assessment levels for all children, including those with SEN. At this meeting IEPs and all the strategies and interventions which work best for each child will be discussed.
As the children move into their new classes IEP targets are shared with parents and in most cases the child, in informal meetings during September. These targets are reviewed at the end of each term and shared with parents and where possible, the child. Parents are invited to contribute their ideas to the IEP and are expected to support the work done in school with their children at home.
The parents of children who are receiving a high level of support involving outside agencies may also have regular meetings each term with the school staff and the professionals involved with the child to review progress and set next steps for the provision.
Children who have a statement or Education Health and Care Plan will have an annual review meeting to review their progress in meeting each target written in their statement. Parents, school staff and all the professionals involved with the child are invited to the meeting. A report on the child’s progress is written by their teacher and the SENCO also writes a report. The parents and the child are asked to contribute their views on progress during the year. Professionals such as Speech and Language Therapists may also write a report for the review. All of the reports and copies of evaluated IEPs are sent to the SEN team, who make a decision on the arrangements for the Education Health and Care Plan for the next year.
The SENCO is available to meet with the parents of the children with Education Health and Care Plans informally throughout the year to provide support and advice. They will also be available during parents’ evenings to speak to parents of children with SEN.
The school’s approach to teaching pupils with SEN
All staff at The Deans have the highest expectations of all our children. We are an inclusive school and as such :
- When planning and teaching the National Curriculum all teachers set suitable learning challenges, respond to the diverse learning needs and work hard to overcome potential barriers to learning and assessment for all our children.
- All of our children have the opportunity to experience success in their learning and achieve as high a standard as possible. Teachers plan suitable learning for children with attainments significantly above or below the expected key stage levels.
In addition to this all teachers:
- provide opportunities for all children to achieve
- take account of legislation requiring equal opportunities
- create effective learning environments, secure children’s motivation and concentration, provide equality of opportunity, use appropriate assessment and set targets for learning.
For children with particular learning and assessment needs, teachers and teaching assistants support individuals and groups to enable them to fully take part in the curriculum and assessment activities.
- take account of the type and extent of a child’s special educational needs in planning and assessment
- provide support for communication, language and literacy needs
- plan, where necessary, to develop children’s understanding through the use of all available senses and experience
- plan to enable children to take full part in learning, physical and practical activities
- help children to manage their behaviour and take part in learning effectively and safely
- help individuals to manage their emotions, particularly trauma and stress, and to take part in learning.
Children with disabilities
Not all children with disabilities necessarily have special educational needs. However, our teachers take action to ensure that children with disabilities are able to participate as fully and effectively as possible in the National Curriculum and statutory assessment arrangements. We identify and address any potential areas of difficulty at the outset, without the need for disapplication.
Information about the school’s
- plan enough time for reasonable completion of tasks
- plan opportunities where needed for the development of skills in practical aspects of the curriculum
- identify aspects of the curriculum that may present specific difficulties for individuals
- There are rare occasions when pupils will need to access the curriculum or an intervention aimed at a different year group, e.g. Year 3 pupil into Year 2. This is handled with sensitivity and monitored carefully including the social and emotional impact on the child. Partner teachers will then plan for and monitor their children’s progress in response to the intervention
How the school adapts the curriculum and learning environment
Within each class in The Deans each teacher adapts the curriculum and the learning environment to take account of the learning needs of all the children, including those with SEN and disability. This may be in the form of:
- Grouping – small group, 1:1, ability groups (usually for phonics, reading, writing and mathematics), friendship, peer partners.
- Content of the lesson
- Teaching style – to take account of visual, auditory and kinaesthetic learners
- Lesson format – themed units of learning, role-play, games, discovery learning
- Differentiation of the pace of the lesson
- Alternative recording methods – such as scribing, use of ICT, mind mapping, photographs.
- Other adaptations to the learning environment can also be in the form of differentiation by outcome, by use of different materials, by the amount of support a child receives from a teaching assistant or class teacher, or by specific motivational rewards (for example those linked to behaviour).
The learning environment
- We are Dyslexia Friendly meaning that all teachers will use strategies and resources that support all children, including those with specific learning difficulties (reading rulers, coloured overlays, structured systems and processes). We also have many computer software programmes to enhance learning in spelling, reading and mathematics (including the Nessy Learning Programme which is a Dyslexia Friendly specific resource).
- We have a bank of strategies and resources for children with many different needs in the classroom. However, not all of these are suitable for each child and we pride ourselves on doing what is right for each individual.
- For some children with Autism teachers will set up an individual learning booth to remove distractions and enhance concentration during writing tasks where necessary. Other children with Autism may use task plans to keep themselves organised and focused. Some children will use both.
- All classrooms have a visual timetable so that children know what to expect for the rest of the school day.
- We are a Centre of Excellence for Inclusion so ensure that every child is included.
Additional support for learning that is available for pupils with SEN
At The Deans we believe that strong relationships between staff and pupils enhance learning. In addition to this, staff who work closely with the children with SEN, whether in small groups or 1-1, form a special bond which maintains high expectations in a climate of good understanding of the child’s needs.
Each class in Key Stage One and Reception has a teacher and a teaching assistant full time. The Nursery Class has two teaching assistants and a teacher and Key Stage Two has one teacher and teaching assistant apart from lower key stage two who share a teaching assistant.
If the TA is delivering an intervention the class teacher works closely with the TA to plan the nature and frequency of the additional support within lessons, and where needed, plan the learning for children with SEN in small groups or 1:1. However, we may, and often do, deem it more appropriate for the class teacher to deliver the intervention.
This additional support may include:
- delivery of speech and language programmes designed by a speech therapist and SENCO
- specific teaching of phonics
- delivery of further social and communication programmes such as Socially Speaking
- activities to develop fine motor skills
- activities to develop handwriting skills
- activities to develop co-ordination skills
- delivery of specific reading and spelling programmes (1-1) such as Toe by Toe and Hornet
- small group work to develop skills in number or calculation in mathematics
- precision teaching for spelling, reading or mental maths skills
- reciprocal teaching for comprehension skills
- activities to develop working memory using Meemo.
- small group work to develop sentence skills.
- before and after school tuition for Literacy & Mathematics
Activities that are available for pupils with SEN in addition to those available in accordance with the curriculum
At The Deans we offer a range of sporting extra – curricular activities which include, football, netball, cross country, athletics, rugby, street dance and multi-skills. These activities are available to all children including those with SEN.
After school clubs also include a choir, an orchestra, a computer code club, a science club, an infant gardening club and an infant choir. In addition there are before and after school tuition opportunities and a homework club for Upper KS2 children.
We have extended transition activities for all children, including those with SEN, from Nursery to year five in preparation for their next class. For some children there may be additional transition time.
Transition group and special visits to local high schools for year six children in preparation for high school. There are good links between The Deans and the two main feeder high schools so children in Year 4 will have attended both schools.
One teacher is timetabled each week to support those children in our school with emotional and social needs.
We have ELKLAN trained Teaching Assistants in most classes throughout school from Nursery up to Year 5. There are speech and language intervention groups in all classes from Reception to Year 5 (where necessary).
Support that is available for improving the emotional and social development of pupils with SEN
To improve the emotional and social development of our children we continually evaluate and adapt to individual needs. We have worked closely with Educational Psychologists to run ‘Theraplay’ sessions and to understand attachment theory. We work hard to build trusting, supportive relationships between all adults and children. Some children have a designated member of staff to which they can go in times of anxiety, stress or frustration.
We have used Circle of Friends, The Friendship Formula and Socially Speaking to support children who found it difficult to make and maintain friendships.
Teachers will often use a supportive peer to become a class buddy.
We have one teacher who is timetabled to work with children with social or emotional needs and has previously supported a child with ASD and a child who has had a bereavement.
The Deans has recently joined the NHS England Child and Adolescent Mental Health Service and Schools Pilot Scheme and we are further building our range of support in this area.
In relation to mainstream schools and maintained nursery schools, the name and contact details of the SENCO
Mrs N Samuel – 0161 728 2089 E-mail to be marked FAO Mrs Samuel firstname.lastname@example.org
- Information about how the expertise and training of staff in relation to CYP with SEN and about how specialist expertise will be secured
Our SENCO has completed the National Award for SENCOs as well as attending specialist training on special educational additional needs. Our Deputy Headteacher has a Masters degree in Special Educational Needs and Inclusion, as well as qualifications from the British Dyslexia Association and ELKLAN (Speech andLanguage).
Through group staff meetings and Teaching Assistant meetings as well as in 1:1 meetings , staff have been trained to differentiate and adapt their teaching and to different learning styles and needs. This has been delivered by the SENCo, specialists from the Learning Support Service, school nurses and medical staff and Educational Psychologists. Teaching Assistants have also accessed a variety of remote learning opportunities with relation to pupils with specific needs with whom they work regularly.
CPD (Continual Professional Development)
- In order to support staff in adapting teaching and learning to meet the growing need of speech and language difficulties and social communication difficulties in our school, we have Teaching Assistants from Nursery to Year 5 who have completed the ELKLAN qualification for in the classroom or under 5’s for speech and language. Our Deputy Headteacher has also completed the ELKLAN ASD course.
- Specialist medical staff have provided annual staff training for long term health needs including the administration of an Epi – pen for children at risk of anaphylactic shock, and the use of inhalers.
- All First Aid trained staff are also trained in the use of the AED (Defibrillator) to support pupils with cystic fibrosis or cardiac needs.
- All teachers have had training from the Hearing Impaired Service for how best to support children with hearing loss.
- Relevant staff receive advice from Occupational Health to support them in their work with children with physical needs.
- Relevant staff have been given support and advice from an Educational Psychologist on attachment, emotional coaching, bereavement as well as on academic support.
- We work with the Local Authority Learning Support Service for ASD in particular. They come to work with relevant staff and pupils, giving advice on how to support the pupils in school.
- Staff have received training from the PIT team.
Information about how equipment and facilities to support pupils with SEN will be secured
As part of our duty to make reasonable adjustments in terms of equipment and facilities to support children with SEN we have:
- Purchased hearing aids for children with hearing impairments
- Purchased large screens and shelters to provide a ‘safe space’ for children with emotional and mental health needs
- Ensured any work inside or outside the school is completed in such a way as to be accessible to those with mobility difficulties or visual impairment.
- Developed our provision of sensory equipment, in particular in our Early Years environment.
The Deans will make reasonable adjustments to ensure that any child with SEN is fully included in the life of the school should the need arise in the future. This is an anticipatory duty in line with our duties under the Equalities Act (2010). Interim and annual statutory review meetings will highlight and identify the needs. All professionals will be consulted and their views sought and considered.
The arrangements for consulting parents of children with SEN about, and involving such parents in, the education of their child
The relationship we have with all of our parents is very important to us. For parents of children with SEN the relationships we build are vital in supporting their child throughout their time at The Deans.
Parents are consulted and kept informed informally on a regular basis when they bring and collect their child. Sometimes communication may be in the form of a telephone conversation or written in their daily reading diary. If appropriate we may also communicate by text or through the school e-mail, or Class Dojo. Parents of pupils with SEN are also invited to discuss and contribute to their child’s Individual Education Plan at the start of each new term. Parents will be given copies so that they can continue to support their child at home. After the term has finished the teacher and parents will meet to discuss the outcomes and progress.
Meetings involving other professionals such as speech and language therapists, specialists from the learning support service, educational psychologist, occupational therapists or paediatricians may be called to review progress or discuss a concern. Parents are always invited and involved in these meetings and their views are sought and acted upon.
All parents are invited to complete a survey about school life and any improvements. These are analysed and acted upon by the Senior Leadership Team in school.
The arrangements for consulting young people with SEN about, and involving them in, their education
The Deans have a school council where children’s ideas are shared, discussed and acted upon. Elections are held at the start of the term and two children from each class in key stage one and two are elected to serve on the school council for that term. The children are invited to present their ideas and each child in the class votes for two children that they consider would best represent them. No child can serve on the school council more than once. The spaces on the school council are open to all pupils, including those with SEN.
We use a pupil survey to gather children’s views to help us understand their needs and improve our provision. There are suggestion boxes around school for children to contribute to.
We have an open culture in our school and children are welcome to talk to any member of staff.
All pupils complete a survey about school life and areas for improvement biannually. SEN pupils also complete a personalised target plan.
Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEN concerning the provision made at the school
At The Deans we work hard to build and maintain good relationships with all of our parents and seek to keep them informed about their child.
Should a parent of a child with Special Educational Needs wish to complain about the provision made at The Deans they should proceed as follows:
In the first instance please contact:
- The class teacher
Should the matter not be resolved please contact:
- The SENCO (Mrs Samuel) or another senior manager (Early Years – Mrs Hunter; Key Stage One & Deputy Headteacher – Mrs Samuel; Key Stage Two – Mr Douglas;).
If there is still no resolution, please contact:
- The Headteacher, Mrs. Sheppard
In the unlikely event that the matter is still not resolved, please contact in writing:
- Mr Andrew York, the Chair of Governors.
If you are still not satisfied, you may refer the complaint to the Local Authority Director of Children’s Services and ultimately to the Ombudsman/Secretary of State.
How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations in meeting the needs of pupils with SEN and in supporting the families of such children
At The Deans we have regular contact with a range of professionals who support teaching and non-teaching staff and families in planning for and meeting the needs of children with SEN.
- An Educational Psychologist
- Speech and Language Therapists
- CAMHS (Child and Adolescent Mental Health Services)
- The Learning support team – which provides support for children with social and communication difficulties, Dyslexia, Dyscalculia, Dyspraxia and Hearing Impairments
- Occupational Health
- Specialist Nurses (e.g. allergies, asthma)
- Educational Welfare Officer
- Social Services
- Early Help Team
- Primary Inclusion Team (PIT)
From September 2014, children who have received a Formal SEN assessment and have been given an Education, Health and Care Plan will benefit from more holistic support around their child and within their family to support their needs.
|0161 778 0538
For children aged 0-5
Early Support/Portage Home Visiting Team/Inclusion Officers
|0161 793 3275
|Statutory Assessment Team
10 Priestley Road
Wardley Industrial Estate
|0161 778 0410
Learning Support Service (LSS)
c/o Moorside High School
|0161 607 1671
Educational Psychology Service
|0161 778 0476
Children with Disabilities Social Work Team
Salford Civic Centre
|0161 793 3535