SEND

SEND Introduction

“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age.” (SEND Code of Practice, pg15)

At Christopher Pickering Primary School, we recognise that all pupils are entitled to a quality of provision that will enable them to achieve their potential. We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all our pupils including those with a special educational need or disability. At Christopher Pickering Primary School, we ensure that all pupils, regardless of their specific needs make the best possible progress.

Our school recognises there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their SEN.

This SEND Information Report should be read alongside the school’s SEND Policy, the Equalities Information and Objectives and the Accessibility Plan.

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Supporting SEND at Christopher Pickering Primary School.

Here at Christopher Pickering Primary School, we have experience of supporting children with a range of needs, including:

  • Speech, language and communication needs
  • Autistic Spectrum Disorder
  • ADHD
  • Attachment
  • Gross and fine motor difficulties
  • Sensory processing difficulties
  • Social, emotional and mental health needs
  • General and specific learning difficulties
  • Hearing and Visual Impairment

We have staff who have undergone training to deliver our bespoke Hub provision which aims to deliver focussed interventions for children with areas of difficulty which may create barriers to accessing learning within a mainstream classroom. We also have two trained ELSAs who provide emotional and social skills support to children across the school.

Christopher Pickering Primary School`s approach to teaching children & young people with SEN

Inclusion at Christopher Pickering means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Christopher Pickering Primary School prides itself in being very inclusive and we endeavour to support every child regardless of their level of need.  All pupils follow the Early Years Foundation Stage Curriculum / National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented or children are supported in our bespoke Hub Provision to support their specific need.

To successfully support children across the curriculum here are some actions taken to achieve this:

  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • Help all children achieve to be the best they can be, despite any difficulty or disability they may have.
  • Ensure that all staff are aware of and sensitive to the needs of all pupils, supporting pupils in a way that is appropriate to their needs.
  • Support children to gain in confidence and improve their self-esteem.
  • Ensure we work in partnership with parents/carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • Ensure we identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • Ensure we provide a suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensure we promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
  • Ensure we regularly review policy and practice in order to achieve best practice to support all children..

 

How Christopher Pickering Primary School adapts the curriculum and learning environment for children with SEND

We adapt the curriculum and learning environments to support children with SEN. Most children will have their special educational needs met in the mainstream classroom through Quality First Teaching (QFT) and here are details of how we adapt the curriculum and make it more accessible for pupils with SEND:

Support for English:

  • Additional phonics interventions (RWI)
  • Lexia (Online resource)
  • Reading Plus  (Online resource)
  • Additional 1:1 reading
  • Handwriting interventions (as well as fine and gross motor interventions to support this)
  • Bespoke reading and writing interventions on an individual child basis
  • Differentiated curriculum based on individualised targets
  • Use of technology
  • Small group teaching
  • Additional support in lessons

Support with Mathematics:

  • Numbots/TT Rock stars
  • Over-teaching of specific skills
  • Bespoke maths interventions on an individual child basis
  • Differentiated curriculum based on individualised targets
  • 1:1 activities
  • Small group teaching
  • Additional support in lessons
  • Use of manipulatives to support understanding
  • 2020/22 EYFS/KS1 NCETM Mastering Number Program to improve number fluency.

 Support for children with speech, language and communication needs:

  • Support/advice from SENDCO
  • PECS
  • Lego Therapy
  • Social skills groups
  • Additional appropriately skilled adults routinely used to support flexible groupings
  • Access to targeted small group work with class teacher or TA.
  • Access to intervention group work with class teacher or TA.
  • Access to speech language and communication support materials
  • School staff access awareness, enhanced and specialist training including training regarding meeting the needs of pupils
  • Additional appropriately skilled adult (e.g. TA) for focused support during unstructured times e.g. lunchtime supervision/ targeted extra- curriculum activities, supervision in the playground.
  • Access to a quiet, distraction-free environment in which to deliver intervention groups
  • TA and class teacher to liaise with SALT as appropriate
  • Access to specific SALT sessions
  • School may consult the teachers from the The Language Unit for SLCN for advice on best practice
  • Allocated time for professional meetings

Support for children with physical needs:

  • IPass (Integrated Physical and Sensory Service) support in school
  • Information about the child or young person’s difficulties is shared with relevant staff, in partnership with parents.
  • Individual targets agreed and monitored, following discussion with child/young person and parents, to share advice on successful strategies and set targets.
  • Access to a portable writing aid or the use of ICT for recording.
  • Adapted/modified equipment and teaching materials (e.g. spring-loaded scissors).
  • Provide a range of communication methods (digital camera, voice recorder, symbol cards).
  • Use of visual supports
  • Development of organisational skills.
  • Access to specific motor skills programme
  • Classroom Teaching Assistance (TA) is targeted towards support for access for specific tasks/settings and is not necessarily needed for learning.
  • Sensory regulation in Hub Provision and access to soft play.

Support for children with a hearing, visual or multi-sensory impairment:

  • Information about the child or young person’s difficulties is shared with relevant staff, in partnership with parents.
  • Individual targets agreed and monitored, following discussion with child/young person and parents, to share advice on successful strategies and set targets.
  • Sharing of advice on successful strategies and set targets e.g. use of visual supports, developing organisational skills.
  • Classroom Teaching Assistance (TA) is targeted towards support for access for specific tasks/settings and is not necessarily needed for learning.
  • Manage group dynamics enabling the pupil to have access to other pupils verbal/visual contributions
  • Provide a wide range of reading materials around a subject to facilitate inclusion
  • Provide opportunities for reading aloud at instructional level
  • ICT used to support with adapting/ accessing specific content or materials

Support for children with Social, Emotional and Mental health difficulties:

  • We consult with a wide range of agencies and partnerships to ensure the pastoral, medical and social needs of SEND children are met. The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact.
  • If further support is required the class teacher liaises with the SENDCO for further advice and support. This may involve working alongside outside agencies such as S&L Therapy, Northcott Outreach Support and IPass support.
  • We have two ELSAs who are available to support emotional and self-esteem difficulties.
  • Access to bespoke/recommended interventions from professionals.
  • Comic Strip Conversations/ Social stories
  • Bespoke/personalised curriculum
  • Hub Provision
  • Some staff members have accessed Attachment Lead Training delivered by Touchbase

Support for children with medical needs:

  • The school has a policies regarding the administration and managing of medicines on the school site.
  • Parents need to contact the school office if medication is recommended by Health Professionals to be taken during the school day and appropriate forms must be completed by parents/carers and staff.
  • On a day to day basis the Admin Staff generally oversee the administration of any medicines or a child has an Healthcare Plan to support their specific needs
  • As a staff, we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations.
  • Advice/liaison with the school nurse.

Support for children with English as an Additional Language:

  • In many ways, the task faced by EAL children is the same as all new children.They want to feel welcome, provided with support, begin to make friendships and building on their current levels of attainment and learning needs.
  • Children will be provided with a range of visual support to develop understanding.
  • Teachers will act as clear role models for language.
  • Many children will come with a wealth of knowledge in their first language and this should be built upon and developed.
  • The child’s first language will be valued.
  • Where appropriate support will be sought from EAL teams.

Support for Looked after Children with SEND:

We use the following strategies:

  • Have regular meetings and discussions with parents/carers about what we have planned for their child and how to link this with interests and passions demonstrated at home
  • Where appropriate we consult directly with children in an age appropriate manner
  • Make close observations during school to identify the types of activities and experiences that most engage each child so these can be developed further and be used inform future planning
  • Involve SEND children with planning their own activities and encouraging them to share what they would like to learn and participate with
  • Extend any resources that they show a preference for
  • Most importantly, ensure the children with SEND are happy, motivated and make expected levels of progress throughout their time in school.  As with all children with SEND, will be tracked on a termly basis using teacher assessment against individualised targets.

How the children with SEND at Christopher Pickering Primary School are engaged in all activities

Here at Christopher Pickering Primary School we ensure all children to engage fully in all aspects of school life. To do this, we:

  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • Ensure that all pupils have access to the school curriculum.
  • Ensure that extended provision (Breakfast Clubs & After School Clubs) is offered to all children
  • Ensure that all children are offered the opportunity to engage in curriculum enhancement after school clubs ran by teaching and support staff.