Special Educational Needs
The welfare and progress of all individual pupils is of the most importance and we strive to support each child in developing towards their full potential. We recognise that some pupils, either for a short period or throughout their time in school require additional support due to a range of Special Educational Needs.
What is SEND?
These children may need extra help, support or special provision that goes beyond the differentiated approaches and learning arrangements that are normally provided in class.
If your child has special educational needs or a disability their needs will fall into one or more of the four main areas of SEN;
1. Communication and interaction
2. Cognition and learning
3. Behavioural, emotional and social
4. Physical and sensory
We rigorously track and monitor the progress of all our pupils. Teachers in conjunction with the SENCo and where appropriate external agencies will look at those pupils who are not making the progress we would expect and extra support and interventions will be put in place. We regularly monitor and review the SEN Register.
What Special Educational Needs are catered for?
Claydon Primary School is an inclusive school. We welcome all pupils and we work hard to provide the best provision possible for them, whatever their additional need might be. These might include: Speech, Language and Communication Difficulties, Literacy and Numeracy difficulties including dyslexia and dyscalculia, Autistic Spectrum Disorders (ASD), Attention Deficit Disorder (ADHD), Foetal Alcohol Syndrome (FASD), Tourette’s, Sensory difficulties, Attachment Difficulties, hearing impairments, medical and physical needs.
Who is the best person to talk to about Special Educational Needs/Disabilities?
In the first instance, it is best to always talk to the class teacher.
The following people in school can help you and you can contact them via the school office:
You could also contact
How do we identify if a child needs extra help or has Special Educational Needs?
We continually monitor the progress of our pupils and follow our Graduated Approach to Assess, Plan, Do and Review, this is a cyclical process and the first step are explained below. If you have concerns then please make an appointment to discuss this with your child’s class teacher.
There are various ways that we assess children to decide whether they need to go on to the SEN register. These include:
The above information will be discussed by the SENCo, class teacher, parent, child and support staff.
If this process identifies a concern and additional need and we all consider that it was appropriate, we would add your child on to our Special Needs Register.
What happens if my child is identified as having Special Educational Needs?
Firstly, we work hard to meet the needs of our children. Our first priority is to really get to know them and to understand their strengths and difficulties. Once this has been established we are then in a position where we can work together to ensure that their support is appropriate and timely, throughout their school day. This might include additional support and/or reasonable adjustments.
We continually monitor the progress of our pupils and follow our Graduated Approach to Assess, Plan, Do and Review, which is a cyclical process.
Following assessment, if it has been identified that your child has Special Educational Needs the next steps are explained below:
All children will benefit from and have access to Quality First Teaching, where work will be differentiated appropriately to meet the individual needs of the children. Reasonable adjustments will be made and additional resources that are required will be made available.
Once an additional need has been identified a plan, called a provision map will be written by the class teacher in consultation with the child and parent. Additional advice might also be sort from the SENCo. The provision map will identify reasonable adjustments that are required and anything that is different or additional that needs to be put in place in order to meet the child’s individual needs.
Once the plan is in place the reasonable adjustments and the additional and different provision will begin.
Teachers will continually be reflecting on their lessons and the child’s outcomes so that gaps in learning and misconceptions can be identified and addressed. It is often a privilege to be able to teach children with additional needs as this provides opportunities to see all the small steps that are required in order for progress to be made.
The class teacher remains responsible for any additional provision that is in place for the child, even if the child is completing an intervention outside of the classroom.
Each term the provision map will be formally reviewed (October, February and May). This will be completed by looking at impact of the interventions. You will be invited into school to discuss this. Decisions will be made as to whether the additional and different provision should continue or change in any way. Pupil progress meetings which take place with the class teacher and member of the leadership team will assist with this process.
If progress has not been made then the SENCo may give further advice or consider seeking support from outside agencies such as Speech and Language Therapist (SALT), Occupational Therapist (OT), Educational Psychologist (EP), County Inclusive Support Service (CISS), School Nurse etc.
What is done to support children within their class?
We aim and endeavour to provide an inclusive learning environment. We support our teachers to ensure that Quality First Teaching (QFT) is provided. We endeavour to ensure that all reasonable adjustments are made and additional and different provision is provided. Additional resources that we provide for children include: pencil grips, writing slopes, move’n’sit cushions, fiddle toys, coloured books, overlays and ‘white’boards for the children to write on, practical resources for maths, laptops, sound buttons etc.Lessons are differentiated and activities scaffolded to support and meet the individual needs of the children. Teaching Assistants are also available in some lessons to support the teaching in meeting the needs of all children. Occasionally, some pupils have full time 1:1 support.
What interventions are used to support pupils?
We use a range of interventions, these include:
Speech and Language
Social, Emotional and Mental Health
How do we know if the support and interventions have an impact?
This is part of the ‘Review ‘ process. Children who are on the School SEN register will have a provision map. This is reviewed by the class teacher on a termly basis and the impact will be monitored. The SENCo will also be collecting information and monitoring the progress and data of children who are completing interventions. Class teachers also have termly pupil progress meetings with Senior teachers.
This process enables us to evaluate the impact of interventions and so informing us of how best to use our resources.
How are children supported when they join or leave the school and move between classes?
We are very aware of how difficult transitions can be for some children so we endeavour to carefully support children through this process. We are a welcoming, caring and nurturing school. New children will be shown around so that they can get their bearings. They will be paired up with a buddy who will look after them and adults will also ‘check in’ with any new pupil to check that they are okay.
At the end of a school year lots of transition work is completed. This will involve visits to meet the new teacher and see the new classroom and a full transition day. This enables the children to become more familiar with the new adults and surroundings.
Some children will be given a transition booklet to take home. This will include information and photographs so that they can go over and familiarise themselves further with the forthcoming changes.
We also have very good links with our Claydon High School. There are transition opportunities throughout the year and as the high school is situated next door, it is very easy for these opportunities to take place. For some pupils, who require additional transition support, extra visits take place so that the children are able to familiarise themselves further with the new school environment and staff. The SENCo’s of the two schools meet regularly throughout the year, this also helps ensure that this transition goes smoothly for our children.
How do we support children with social, emotional and mental health difficulties?
We work very hard to support children who are experiencing difficulties with their social, emotional and mental health. We have a Pastoral Support Leader who liaises closely with parents, SENCo, class teacher, TAs, outside agencies and the child. Through discussions and working together we aim to understand the difficulties, offer support and interventions and sign post to other agencies.
When appropriate, a CAF referral will be completed with the parents. If this is accepted, regular Family Network Meetings (FNM) meetings will take place. These are led by a Family Support Worker (FSW) and all the agencies involved in supporting the child meet to discuss progress, further actions and next steps.
How do we support children who have SEND to engage with those who don’t?
We are proud to be an inclusive school where mutual respect is an integral part of our ethos and values. We positively encourage all of our children to respect and support each other both in and outside of the classrooms. All children are encouraged and supported to participate fully with school life.
How accessible is the school?
Our school is on one level, except the current year 6 classroom. There are ramps to access the main entrances. Year 6 classrooms which are situated on a lower level, within the school building are accessed by steps. These classrooms can be accessed via the outside door with the use of portable ramp. We have two accessible toilets, these are located in different parts of the school. We have 4 portable soundfield systems which are used in classrooms where a need has been identified. These systems improve the listening experience for all children but in particular children who have been identified as has having a hearing loss.