St Michael’s Federation: Lydbury North & Onny C of E (A) Primary Schools

SEN Information Report

 

Introduction and Overview

St Michael’s Federation is a partnership of two small rural primary schools with shared heads and governing body. The schools have children from the age of three to eleven years. Both schools have a nursery; with Onny having three classes and Lydbury two. Our ethos is one of Christian care and concern that welcomes all children and their families to become part of our school communities. We are inclusive schools that nurture and support all children to reach their potential and grow in confidence to become enthusiastic life long learners who take an active part in their local communities. We offer skilled sensitive support to children with additional needs and our recent SEN inspections judge our schools to be good with outstanding features.

People who support children with special educational needs and/or disabilities at St Michael’s Federation

Head teacher/SENCO is responsible for:

  • Coordinating all the support for children with special educational needs (SEN) and or disabilities, and developing the school’s SEND policy to make sure all children get a consistent, high quality response to meeting their needs in school
  • Ensuring that you are involved in supporting your child’s learning, kept informed about the support that your child is getting, involved in reviewing their progress and part of planning next steps in their learning.
  • Liaising with all the other agencies that come into school to help your child; such as The Speech and Language Therapy Service (SALT) , Occupational Therapist (OT) or Educational Psychologist (EP)
  • Updating and monitoring your child’s needs; recording programmes and interventions. (This ensures that all the special educational, physical and sensory needs of your child are known and understood.)
  • To provide specialist support for teachers and support staff in the schools so they can help your child to achieve their potential.
  • Supporting your child’s teachers to write Individual Education Plans
  • Organising training for staff so they are aware and are confident about how to meet the needs of your child and others within the school.
  • Monitoring staff delivering additional support programmes and interventions.
  • Meeting with the SEN Governor each term to keep them up to date with developments in SEND and the progress of the children.

 

Class teachers are responsible for:

  • Ensuring that all children have access to good/outstanding teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation).
  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need ( such as targeted work, additional support, adapting resources etc.) and discussing amendments with the SENCO as necessary.
  • Writing learning targets and sharing and discussing these with parents at least once a term and planning for the next term.
  • Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments needs to be made to enable them to be included and make progress.
  • Ensuring that all staff working with your child in school is supported in delivering the planned work/programme for your child, so that they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the children that they each with SEND.

 

Teaching Assistants/Special Support Assistants

 

  • They are responsible for completing additional intervention programmes and supporting your child within the classroom under the direction of the class teacher and/or SENCO.
  • They are responsible for monitoring the daily support that your child receives to feedback to the class teacher and/or SENCO.
  • Teaching assistants will also give additional pastoral support and welcome daily dialogue with you about your child.

 

Parent Support Advisor

 

  • Gives additional support to families
  • Delivers parent classes
  • SEN admin liaising with SENCO

 

 

The Governing Body are responsible for :

  • Making sure that the Federation has an up to date SEND Policy.
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school.
  • Making sure that the necessary support is made for any child who attends the school who has SEN and /or disabilities.
  • Making visits to understand and monitor the support given to children with SEND in school and being part of the process to ensure your child achieves his/her potential in school.

How we consult with Parents and Carers of pupils with Special Educational Needs

Communication between the teachers and parents and carers is of great important to us and it is important that we all work closely together to ensure that the best possible provision is in place for your child. We have a strict code of confidentiality.

  • The class teachers are available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The SENCO will also meet with you to discuss intervention programmes and ways to support your child.
  • Each term the Individual Education Plan will be reviewed and shared with you.
  • Any need for additional assessment will be discussed with you and referrals for specialist support will be made with your consent. There are a number of agencies that schools work with such as; speech and language support. They provide very valuable expertise. When assessment visits are made you will be invited to speak with the professionals and be given feedback reports.
  • A home/school communication book may be used to support communication with you.
  • We hold an open door policy so all parents and carers can talk to their class teachers at the start or end of the day.

How we consult with our pupils with Special Education Needs

  • The teachers and teaching assistants discuss the targets on the IEP with the children to make them aware of what they need to work on,
  • The children are encouraged to actively participate on working on their targets during class in collaboration with the teacher and TA.
  • Older children draw up child friendly versions of their targets.
  • Children’s self esteem is vital and regular conferences are held with the children to gauge their thoughts and feelings about themselves.
  • We work with the children to help them recognise how they learn best and what motivates them to learn.
  • Older children are encouraged to join in with their annual review meetings to share their contributions.
  • Create a Personal Passport with each child. http://www.shropshire.gov.uk/special-educational-needs-(sen)/one-page-pupil-profiles/ (Please refer to this link)

How we support our pupils at times of transition

When children enter the Nursery

  • The SENCO and class teacher will liaise with the pre school setting and any additional agencies that have been involved with your child if coming into Nursery on Early Years Action.
  • The class teacher and teaching assistant offer home visits to you and your child.
  • An individual induction plan will be developed and any adaptations to the nursery day or environment will be made.
  • Staff will give you time to talk about your child and involve you in their learning so that they can get to know you and your child and give all the support that they can.

When Moving into older classes within the schools

  • The new teachers and classroom assistants will already be fully informed about your child’s needs and will have often worked with them in our small family environments.
  • They will work with the previous teachers on the children’s Individual Education Plans.
  • You will have an opportunity to meet with them to discuss the needs of your child.

In Year 6 

  • The SENCO will liaise with the SENCO at the feeder secondary school to ensure that all SEN records and essential information is transferred to inform work with your child in Year 7.
  • Planned induction visits to secondary schools will be set for all children in Year 6, but additional visits will be arranged for children with SEN.
  • Parents and carers will be encouraged to meet with the secondary SENCO and in the case of statemented children meet their children’s key worker.
  • Additional induction days are also run for Year 6 children on the ASD spectrum and/or speech and language difficulties.
  • The secondary SENCO will be invited to any Year 6 annual review meetings.

How do we adapt our curriculum and learning environment to include pupils with Special Educational Needs

We have a holistic approach to education and see each child as unique. We will create a curriculum and environment that will nurture and enable your child to progress. These are some of the ways that we do this:

  • Up to date access plan – disabled access, disabled toilet facilities etc
  • Access any additional specialist training for staff
  • Classrooms and outdoor areas are well resourced and well organised to accommodate children’s needs.
  • Follow advice from outside agencies and purchase any additional specialist equipment or programmes.
  • Use of targeted support by a teaching assistant one to one or in a small group.
  • Implementation of specially tailored support strategies and programmes as devised by an Educational Psychologist, occupational therapist or speech therapist.

 

 

 

Our Provision for pupils with SEND

Communication and Interaction:

1.Speech,language and Communication Needs

 

How we identify needs, assess and review progress

How we adapt teaching to ensure access to the curriculum

How we provide support and intervention for those with identified needs

  • The class teachers and teaching assistants in Nursery and Reception observe and monitor the children closely through quality learning stories and note early language development
  • If concern is expressed then the SENCO will also make careful observations and after speaking with parents will refer to the speech and language therapy service.
  • The speech and language therapist will assess the child at school or at a clinic visit and if necessary design an individual support programme which the SENCO and class teachers and teaching assistants will implement
  • Speech and language target on IEP which is reviewed each term.
  • Differentiated curriculum, with needs indentified in teachers planning

Articulation of speech sounds

  • Children with speech and language difficulties will have additional intervention sessions e.g.: allowing practise of final sounds
  • Staff will speak clearly and model speech sounds that need focus
  • Staff will listen carefully to the children and give the children time to talk
  • Much use of patterned language texts with opportunities to repeat and reinforce language in fun contexts

Receptive Language

  • Make sure that instructions are simple and clear
  • Use of visual symbols and timetables
  • Repeated  instructions by teaching assistant

Expressive language

  • Pre teach new vocabulary and topic words prior to new units of work

Children who communicate through signs and symbols

  • Label learning environment with Makaton symbols
  • Staff use signs when talking with children
  • Teach other children Makaton so they will be able to talk with signs ( three members of staff are able to use Makaton signing)
  • Add symbols to books and provide special learning resources through Communicate with it programme
  • Each term visits will be made by the speech therapist to review and assess the progress of the child and make any adaptations to the programme.
  • Additional support will sometimes be delivered by a speech and language assistant  or more specialist support delivered by the SLICC team
  • A teaching assistant will shadow the speech therapist and carry out the suggested speech programme.
  • Regular feedback to parents and carers – use of communication book
  • Liaison with Severndale Outreach for children who need to communicate with signs and symbols

 

 

2.Autistic Spectrum Disorder/Condition 

How we identify needs, assess and review progress

How we adapt teaching to ensure access to the curriculum

How we provide support and intervention for those with identified needs

 

  • The class teachers and teaching assistants in Nursery and Reception observe and monitor the children closely through quality learning stories. Reference would be made to EYFS outcomes

 

  • If a child continues to be a concern the SENCO would observe and note any traits in behaviour.

 

  • The SENCO would then work with parents/ carers and teachers to identify some supportive strategies and set up an individual Education Plan.

 

  • This plan would be reviewed each half term and the child would be referred to specialist support agencies dependent on need.

 

  • Complete Woodlands Check lists and Connor’s questionnaire.

 

  • The specialist advice and support would be acted on, written into the Individual Education Plans and reviewed each term.

 

 

  • Ensure that the learning environment is well structured, constant and organised clearly with labelling.

 

  • Reduce sensory stimulation – be aware that loud noises or bright lighting may affect children.

 

  • Visual timetables for classroom routines

 

  • Diary for child that is shared with parent/carer to talk through each week

 

  • Prepare children for changes in routine in advance where ever possible.

 

  • Use social stories to explore issues that are causing anxiety.

 

  • Clear literal instructions given, with information in small chunks.

 

  • Allocate a teaching assistant to the child to help them make sense of situation

 

  • Provision for some time out space

 

 

  • Identify strong interests and utilise as contexts for learning
  • Refer to a specialist outside agency like Woodlands for advice.

 

  • Set up an EHAF with parents/carers and refer to CAHMNS for a possible diagnosis

 

  • Regular feedback to parents/carers with suggestions of how to support their child at home; developing consistent strategies at home and in school

 

  • Refer parents/carers to Autism West Midlands and local support groups

 

  • The child may be referred for a statement of Educational Need in order to support their long term needs. As of September 2014 statements will be replaced by EHCP – Education, Health and Care Plans

 

 

Cognition and Learning

1.General/Moderate Learning Difficulties

How we identify needs, assess and review progress

How we adapt teaching to ensure access to the curriculum

How we provide support and intervention for those with identified needs

 

  • The class teachers and teaching assistants in Nursery and Reception observe and monitor the children closely through quality learning stories.

Reference would be made to EYFS outcomes.

 

  • The children will continue to be monitored carefully as they move through the school.

 

  • Target children (children whose progress is causing concern – not making as much progress as they should) would be picked up at key stage moderation meetings and interventions planned.

 

 

  • These children would have an individual or group plan set up for them to follow. Parents/carers would be fully informed and involved with this plan.

 

  • This Individual or Group Education Plan would be put in place and reviewed each term. (School Action)

 

 

  • If child continues to be a concern the SENCO will observe and either suggest further intervention strategies or refer to an external agency for advice and support. (School Action Plus)

 

 

 

 

  • Children are given opportunities to work in small groups supported by an additional adult

 

  • Work is carefully differentiated and children work in ability groupings within mixed aged classes

 

  • Multi sensory learning that is active and motivating

 

  • Range of structured support materials such as: bead strings, number lines and 3D letters.

 

  • Letters and Sounds programme

 

  • Additional intervention phonics

 

  • Daily reading

 

  • Reinforcement of mathematical concepts

 

  • Fischer Family Trust Wave 3 Literacy Intervention programme for Year 1

 

 

 

2. Specific learning Difficulties e.g. Dyslexia, Dyscalculia

How we identify needs, assess and review progress

How we adapt teaching to ensure access to the curriculum

How we provide support and intervention for those with identified needs

  • Identification by class teacher picking up signs of possible dyslexic spectrum difficulty through pupil tracking and monitoring of progress.

 

  • Assessment by SENCO and interventions and support strategies put in place.

 

  • Analyse Year 1 phonics screening and use of Active Literacy Kit assessments

 

  • Set up Individual Education Plan that is shared with parents/carers and reviewed each term.

 

  • Monitor progress and assess need for formal diagnosis’
  • Calm, structured orderly environment

 

  • Multi sensory activities

 

 

  • Use of visual timetables

 

  • Simple clear instructions

 

 

  • Given time to process understanding and respond

 

  • Given extra time to complete tasks

 

  • Given tasks in small steps

 

  • ICT support programmes

 

 

  • Set up coloured screens and font for individual children – encouraged to work on computer as much as possible and learn to touch type.

 

  • Use of beige and blue on white boards

 

 

 

 

 

 

 

 

 

 

  • Follow Active literacy kit programme in Year 2

 

  • 1 to1 multi sensory Hickey programme in KS2

 

 

  • Use of daily reading with supportive phonic based texts such as Jelly and Bean

 

  • Additional intervention phonics

 

Social, Mental and Emotional Health

How we identify needs, assess and review progress

How we adapt teaching to ensure access to the curriculum

How we provide support and intervention for those with identified needs

  • The class teacher and the teaching assistant keep a careful track of the child and record any observations.

 

  • The SENCO will observe and suggest intervention strategies or referral will be made through an Early Help Assessment Form. This form is filled out with parents with the purpose of identifying the needs of the child and his or her family.

 

  • If appropriate a referral may be made to CAHMs (Child and Adolescent Mental Health)

 

  • This may lead to a referral for counselling support through ENHANCE.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Ethos of care, concern and nurture

 

  • SEAL curriculum

 

  • Whole school behaviour policy

 

  • Consistent routines and boundaries of expectations of behaviour

 

 

  • Circle times
  • Time to talk

 

  • Time out spaces

 

  • Circle of friends

 

  • Anger management

 

  • One to one or small group nurture

 

  • Additional support at playtime and on off site visits

 

  • Parent support advisor providing support and counsel for families

Sensory and /or Physical

1.Hearing Impaired

How we identify needs, assess and review progress

How we adapt teaching to ensure access to the curriculum

How we provide support and intervention for those with identified needs

 

  • The class teachers and teaching assistants in Nursery and Reception observe and monitor the children closely through quality learning stories.

Reference would be made to EYFS outcomes.

 

  • If concern is raised about a hearing difficulty referral can be made by the SENCO to an external agency such as the sensory inclusion team.

 

  • Parents/carers can also request an assessment by visiting their GP.
  • Wear mike if required

 

  • Always face child when speaking

 

 

  • Speak clearly and repeat instructions to child after class introduction

 

  • Be aware that child will miss comments made by others in class discussions

 

  • Offer home visit to the young child at home and work with parents to understand the level of hearing impairment and the difficulties they are encountering

 

  • Liaise with the Sensory Inclusion Team and link up with assigned teacher of the deaf who will visit school on a regular basis to monitor progress and check on hearing aids.

 

  • Train an allocated teaching assistant to maintain hearing aids and mikes and ensure that they are working effectively each day.

 

  • Do sound check of classrooms to try to minimise background noise – curtains and carpets

 

  • One to one support on visit out of school

 

  • Awareness of additional vigilance with health and safety issues such as noise level of fire alarm.

 

 

 

 

 

 

 

 

 

2.Visually Impaired

How we identify needs, assess and review progress

How we adapt teaching to ensure access to the curriculum

How we provide support and intervention for those with identified needs

 

  • The class teachers and teaching assistants in Nursery and Reception observe and monitor the children closely through quality learning stories.

Reference would be made to EYFS outcomes.

 

  • If concern is raised about a visual difficulty referral can be made by the SENCO to an external agency such as the sensory inclusion team.

 

  • Parents/carers can also request an assessment by visiting their optician

 

 

  • Reception age children will have a sight test in school and if concern is raised will be referred to an optician

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Ensure that children who wear glasses are clear about when they are to be used and learn to take care of them.

 

  • If Pupils have significant visual impairment the class will need to be arranged carefully with very clear labels and well thought out storage.

 

  • Pupils will sit near the front of class.

 

 

  • They will need large print books and may need coloured overlays to assist reading

 

  • Use of ICT to adapt resources.
  • Offer home visit to the  child at home and work with parents to understand the level of visual impairment and the difficulties they are encountering

 

  • Liaise with the Sensory Inclusion Team

 

 

  • Train an allocated teaching assistant for children with significant visual impairment to support them and adapt resources accordingly

 

  • Do a specialist health and safety check of the school grounds such as painting white edges on all steps.

 

3. Physical Difficulties

How we identify needs, assess and review progress

How we adapt teaching to ensure access to the curriculum

How we provide support and intervention for those with identified needs

 

  • The class teachers and teaching assistants in Nursery and Reception observe and monitor the children closely through quality learning stories.

 

  • Particular note will be taken of the physical development focussing on mark making and gross and fine motor control.

 

 

  • Additional experiences will be planned to encourage development, but if there is concern the SENCO will suggest additional intervention strategies or refer to an Occupational Therapist for additional advice.

 

  • A referral will be made with the parent/carer consent and an assessment will take place. A support programme will then be put in place with exercises to do at home and at school.

 

  • On occasions a block of physical therapy will be offered to a child for 6 weeks.

 

  • Liaise with school nurse or health visitor

 

 

  • Liaise with paediatrician

 

 

 

 

 

 

 

  • Provide suitable equipment for children on advice of outside agencies e.g. writing slopes, pencil grips, stress balls, wobble cushions

 

  • Ensure that tables and chairs are the correct height

 

  • Ensure that the staff and children keep the classroom free of clutter, pushing chairs in etc to ovoid trip hazards

 

  • Regular PE sessions with additional adult support

 

 

  • Forest school sessions for Foundation Stage children -  encouraging skills such as climbing and balancing

 

  • Access to horse riding sessions at North Farm for Onny and Walcot Stables for Lydbury North Children.
  • Offer home visit to the  child at home and work with parents to understand the level of physical  impairment and the difficulties they are encountering

 

  • Liaise with the Sensory Inclusion Team

 

 

  • Teaching assistant to work with small groups on programmes such as Cool Kids

 

  • Use specialist equipment in classrooms

 

 

  • Teoderescu programme
How we involve parents and carers in the assessment and review process
  • Parents/carers are fully involved with the assessment and review process and good communication with home and school is vital to the quality of the support given to a child.

 

  • When a need has been identified the school will meet with parents/carers to discuss an Individual Education Plan for their child; which describes the support that is being put in place to help the child to progress.

 

  • This will be reviewed each term and further steps put in place. This review will be shared with the parent/carer. A copy will be given to them for their reference.

 

  • If additional assessment is thought necessary a referral will be made to an outside agency and parents/carers will meet with the SENCO class teacher to complete this and sign permissions.

 

  • Parents/carers will be able to meet with the specialist who comes to do the assessment so that they may ask any questions and receive feedback about their child. They will also be given a written report.

 

  • These reports will give additional advice and suggest strategies for further support that can then be written into Individual Education Plans.

 

  • In the case of Speech Therapists and Occupational Therapists a programme will also be designed for the parent/carer to complete at home.

 

  • If the child has a Statement of Educational Need then each year there will be an “Annual Review” when all professionals working with the child and the child’s parent/carer will meet to review the progress that the child has made.

 

  • Our schools have an open door policy and parents/carers are encouraged to talk with their child’s class teachers on a regular basis. The SENCO is always willing to meet with parents/carers to offer further guidance and support.

 

How we involve our pupils with Special Educational Needs in the assessment and review process
  • Children work together with their class teachers and teaching assistants to put together a child friendly Individual Education Plan

 

  • They work together to review the targets on this plan and make new ones

 

  • Children with a statement are also involved with their annual review; attending the meetings when they are older.

 

 

 

 

How we assess and evaluate the effectiveness of our SEN provision and how we involve parents, carers and pupils in this process

  • Pupil progress and tracking data provides some of the evidence of the effectiveness of SEN provision in our schools.

 

  • The SENCO monitors and reviews the Individual Education Plans to ensure that targets are realistic, achievable and relevant. Children are involved in the review of these plans and this information is reported back to parents/carers.

 

  • Lessons are monitored by the Head teachers.

 

  • SENCO monitors the effectiveness of intervention programmes.

 

  • Local authority SEN monitoring.

 

  • SEN Governor monitoring. The SENCO meets with the SEN Governors each term and feeds back to the Governing body.
How we ensure access to facilities for all our pupils
Please refer to:

  • SEND Policy

 

  • Equality Policy

 

 

  • Access Plan

 

What activities are available to our pupils with Special Educational Needs, in addition to the curriculum?
  • A range of after school clubs including: cooking, gardening, art and crafts, range of sports and music/drama. An additional adult will attend these clubs to enable any child to attend that needs additional support.

 

  • Off site visits for curriculum enhancement – additional adults will accompany the children if necessary and note taken of any additional needs when planning visits in risk assessments.

 

  • KS2 Residential visits in Year 4 to 6. Individual care plans will be written for children needing additional support.

 

 

  • Horse riding sessions at North Farm for Onny Children and Walcot Stables for Lydbury North Children.

 

 

 

What training have our teachers and other staff had to enable them to support pupils with Special Educational Needs effectively?
  • Teachers and support staff are well trained and have a range of valuable experiences in teaching children with Special Educational Needs.
  • Child protection training
  • First aid ( key members of staff additional medical training e.g. asthma, epilepsy )
  • IDP materials with all staff
  • Early language development
  • Dyslexic Spectrum Training – Hickey Programme
  • “Speed Up” writing programme
  • “Cool Kids”
  • Wave 3 intervention training
  • Key members of staff work closely with multi agencies on specialised programmes for individual children and receive training

 

How we obtain the services, provision and equipment required by our pupils with Special Educational Needs
We refer the children to the following agencies that work with our Federation 

  • Speech and Language Therapy Services

 

  • Occupational Therapy Services

 

  • Educational Psychologist

 

  • Education Welfare Officer

 

  • Sensory Inclusion

 

  • Severndale Outreach

 

  • Woodlands Outreach

 

  • CAMHS

 

We work closely with these agencies and are able to act on their advice and source specialist equipment from them if necessary.

 

 

 

How we support the emotional and social development of our pupils with Special Educational Needs
  • Ethos of Christian care and concern for all our children

 

  • Personal, Social, Health Education programme

 

  • The federation has its own Parent Support Advisor who provides additional pastoral support for children and their families and runs the Solihull Parent Support training in school.

 

  • Each school has a fully trained Learning Mentor

 

  • Key members of staff have attended specialist courses run by mental health team (TAMH’s)

 

  • Each school had a grant to carry out a project aimed at the children’s emotional well being

 

  • Liaison with school nurse for support and advice

 

  • Liaison with Community Support Officer for support, advice and training

 

  • Nurture groups and one to one nurture times set up across the schools

 

If you have any questions, concerns or complaints or compliments about our provision for pupils with Special Educational Needs
Please contact the schools if you wish to talk to or make an appointment with: 

 

Head teacher/SENCO : Mrs Penny Knight – Head teacher St Michael’s Federation –

Lydbury North C of E (A) Primary School  01588 680277  Onny C of E (A) Primary School 01584 856320

adminlydbury@stmichaelsfed.shropshire.sch.uk   adminonny@stmichaelsfed.shropshire.sch.uk