SEND Information Report
At Welford Primary School we are committed to ensuring that all children become independent learners and reach their full potential. We aim to identify children’s individual and specific areas of need early and make provision to meet their needs.
“Community, Opportunity & Achievement for all at Welford.”
• Quality First Teaching
• Small group targeted intervention
• Individual targeted interventions
The types of SEND that we support at Welford Primary School are:
• Cognition and Learning
- How your child thinks, learns and understands their world.
• Communication and Interaction
- How your child talks to, listens, responds, plays and learns with other children and adults.
• Emotional and Mental Health difficulties
- How your child shows their feelings, negotiates and solves problems in different situations and handles changes of routine.
• Sensory and/or Physical needs
- How your child responds to their environment and learning using their senses and any diagnosed medical issues.
Welford Primary School is a Fully Accessible Mainstream School (FAMS), meaning that it is fully accessible for pupils (five funded places) with mobility needs. The school does not have a resource unit attached.
We support children through Quality First Teaching
This means that:
• The teacher has the highest possible expectations for your child and all pupils in their class.
• All teaching is based on building on what your child already knows, can do and understands.
• Different ways of teaching are used so that your child is fully motivated to be involved in their learning.
• Your child’s progress is constantly checked to ensure that the teaching and any additional resources meets their needs.
We support children through targeted group work.
This is where your child works with a smaller group of children, who are at a similar place in their learning, often called an intervention or booster group.
For your child this would mean:
• Working in small group sessions on specific targets or objectives to support or boost their progress.
• These sessions are usually led by a Teaching Assistant, under the direction of the Class Teacher, with advice from the SENCo.
• Progress is constantly monitored to ensure that this small group work meets the group’s needs.
We support children through targeted individual work
For your child this would mean:
• Working 1 to 1 on specific targets to support their progress.
• These sessions are usually led by a trained Teaching Assistant under the direction of the Class Teacher, with advice from the SENCo and any outside agencies involved.
• Progress is constantly monitored to ensure that 1 to 1 interventions are meeting the child’s needs.
• School will implement and deliver gross motor programmes as advised by the Physiotherapy team. Staff are trained to deliver these in school and the programmes are closely monitored by Health Care Professionals.
How do parents/carers raise concerns?
Talk to us:
• Firstly contact your child’s class teacher
• SENCo /Inclusion Manager : Assistant Head Teacher
We pride ourselves on listening to and building positive relationships with our parents/carers.
How does the school identify a child’s Special Educational Need?
• Regular discussions with parents/carers about any concerns with your child’s learning or progress.
• Class Teachers will raise concerns with parents/carers and the SENCo following day to day teaching and observations or end of term assessments.
• Class Teachers, SENCo and Senior Managers will identify children who are not making expected progress from the schools tracking system. This is carried out at least three times a year.
• Advice is requested from appropriate outside agencies to identify specific needs using specialist assessment.
We:
• Set and review individual targets up to three times a year.
• Check that additional support the child receives is planned and monitored carefully by the class teacher and SENCo.
• Have regular meetings between Class Teachers, SENCo, Teaching Assistants and Senior Managers to discuss children’s progress and provision.
Who will explain this to me?
• Class Teachers will meet with parents/carers at least on a termly basis, this could be part of Parent’s evening or as a review of termly targets to discuss and review your child’s needs, support and progress.
• The SENCo is available for further information and discussion.
• Children with a Statement & EHC Plan will have annual reviews.
Welford Primary School is an inclusive school and all activities are available to pupils with SEND. If appropriate, reasonable adjustments will be made to meet the needs of the individual child so they can participate.
Class teachers will be able to tell you what before and after school clubs/activities are available. For further information, go to the school website.
We always encourage you to speak to your child’s class teacher about any concerns you may have about your child. However, if you have a specific concern about your child’s learning, special educational or additional need then the SENCo can be available to speak to you.
The SENCo is a teacher who is responsible for supporting members of staff, parents/carers/carers and pupils in meeting the additional needs of all children. They have specialised training in co-ordinating SEND across the school.
• We have an Assistant Head Teacher with specific responsibility for SEND and Inclusion:
Mrs L. Barnes
• We have two Higher Level Teaching Assistants (HLTA’s) with specific responsibility for:
SEND Interventions and Support - Mrs.M.O’Brien
• Fully Accessible Mainstream School Pupils (FAMS)/ First Aid and Medical Needs – Mrs. G.Kallar
They can be contacted by arranging an appointment through the school office.
To ensure our staff have the skills and knowledge to support children with SEND there is a programme of on-going training, both in school and off-site.
Recent training has included a focus on:
• Lead Practitioners in Autism
• Team Teach
• Downs Syndrome
• Attachment Disorder
• Inclusive Gymnastics
• Pupil Centred Reviews
• Asthma, allergy and Epipen
• Sickle Cell Anaemia
• Kagan Co-operative Learning
• Cerebral Palsy
• Dyspraxia
We have a teacher who is a lead teacher in Reading Recovery who will be supporting all Teaching Assistants with children’s reading.
At Welford Primary School, if we feel a child needs more specialist help we can work with a range of outside agencies. We may need your permission before some specialists will become involved with your child.
Agency or Service Who they work with
Educational Psychology Service Children with more significant and complex learning needs. Provide school staff with advice on teaching strategies, resources, individual and whole school training
Pupil and School Support (PSS) Provide school staff with advice on teaching strategies and resources, individual and whole school training to support pupils with difficulties in language, literacy and maths. Individual assessments of pupils who are not making progress in language, literacy and maths and advice on next steps.
Speech and Language Therapy
Service (SALT) Children who are referred by the GP or school who have specific speech or language needs. Provide school with advice on work that can be carried out in school as well as providing specific programmes in clinic.
Communication and Autism
Team Children with social and communication difficulties or a diagnosis of Autism. Provide individual and whole school training for staff with advice on teaching strategies, resources for pupils with Autism.
Sensory Support Service Children with visual or hearing impairments. Provide school with advice regarding resources and strategies to support children with sensory impairments
Physical Difficulties Support
Service Children with gross motor skill difficulties. Provide school with advice regarding resources and strategies to support children with physical difficulties.
Health professionals Provide advice and support for staff working with individual children with health needs. School Nurse Occupational therapist Physiotherapist Child Development Centre
CAMHS Children with specific mental health issues e.g. anxiety/ depression.
Big Community Provide advice and support to families and school through a multi-disciplinary team approach. Teams are made up of Emotional Health and Well-being Practitioners, Family Support Workers, Social Workers, Speech and Language Therapy and Health Care Professionals.
• Open door policy to listen to parents/carers about their concerns.
• Regular review meetings
• Parent’s evenings
• Annual reviews for children with statements
• Inspire workshops, class assemblies, some specific class workshops
All pupils are involved and encouraged to take part in their own learning journey, for example:
• Developing and achieving targets
• Attending parents’ evenings with parents
• Self-assessment and evaluation
• All children are encouraged to speak to members of staff if they have a concern or worried about anything. We have Learning Mentors who can support identified pupils.
• Pupil Voice/School Council
Children with a statement of SEND are also involved in:
• Annual Review Meetings
• One Page Profiles
• Child Friendly Individual Education Plans (IEP’s)
• Physiotherapy targets.
At Welford Primary School we have a designated Governor with responsibility for SEND who liaises with the AHT’s to ensure that the Governors are informed about provision, progress and well-being of our children with SEND. To ensure confidentiality any feedback or reports do not name individual children.
If you have concerns about how school deals with your child regarding any SEND issues you can discuss these with the Head Teacher or the Governing body.
The name of our SEND Governor is:
Carol Foster.
If you want to discuss any issues with our SEND Governor, she can be contacted by arranging an appointment through the school office.
Our school SENCo will be able to advise you on the support services available to you, both locally and nationally.
It is recommended that you contact your doctor to discuss any concerns you may have about your child’s needs and to seek medical support, guidance and assessments if appropriate.
Send Information and Advice Support Service (SEND IASS) formally Parent Partnership Services are a support service we also recommend to you. They can offer independent and unbiased advice and information about the assessment procedures and educational provision for your child. Their phone number is: 0121 303 5004
Before your child starts at our school:
• Visit to existing school or home visit where relevant.
• Meetings with families and staff in school
• Transition days – staggered at times of the day to meet the needs of the child e.g. after school, during class time.
When they are moving to a new school:
• Additional visits to the new school for children with specific needs
• Contacting key personnel at receiving school.
• Person centered reviews centered on the needs of your child involving yourself, staff and relevant agencies when appropriate (Person Centered Review).
• All relevant documentation about your child shared with new setting.
When children are moving into the next class:
• Your child’s new teacher will be informed of your child’s likes, dislikes and what works best for them (One Page Profile).
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