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Mrs Claire Smith Special Educational Needs Coordinator |
Ms Georgina Watkins Special Educational Needs Governor |
At the Nawton and Rosedale Abbey Federation we have robust systems to identifying children within school who may have additional Educational Needs. This group includes both Able, Gifted & Talented children, who require appropriate extension within the curriculum and also children who may have Specific Learning Difficulties or Special Educational Needs.
The four broad ‘areas of need’ are identified as:
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health Difficulties
Sensory and Physical Needs.
Information about the North Yorkshire SEN Local Offer can be found at:
1.Your child’s Classteacher:
Responsible for:
Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENDCo know as necessary.
Writing and updating support plans, and sharing and reviewing these with parents at least once each term and planning for the next term.
Ensuring that all staff working with your child in school are helped to deliver the planned work or programme for your child, so 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 implemented in their classroom.
2. Our SENDCO (Special Educational Needs and Disability Co-Ordinator) – Mrs Claire Smith.
Responsible for:
Coordinating all the support for children with special educational needs or disabilities (SEND) 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 your child is getting
- involved in reviewing how they are doing
- Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc…
- Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
- Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
3. The Headteacher – Miss Nichola Oxtoby
Responsible for:
The day to day management of all aspects of the school, this includes the support for children with SEND.
They will give responsibility to the SENDCO and class teachers but is still responsible for ensuring that your child’s needs are met.
They must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
4. The SEND Governor – Miss Georgina Watkins
Responsible for:
Making sure that the necessary support is made for any child who attends the school who has SEND.
Children are identified as having additional or special educational needs through a variety of ways which may include the following:
- Communication with previous settings, including nurseries and pre-schools
- Child performing below age expected levels and making limited progress
- Concerns raised by parent
- Concerns raised by teacher, for example behaviour or self-esteem is affecting performance
- Consultations between class teachers and members of the leadership team where progress data is discussed.
- Use of standardized assessments
- Collaborative working with external agencies e.g. Educational Psychology Service, Speech and Language
There are two stages of need identified in the Code of Practice for SEND which are SEND Support and Education health and Care Plan (EHCP). Within the Nawton and Rosedale Federation we have a third layer as part of our early identification which we call inclusion.
Inclusion Support:
High quality support for learning within lessons is the most important factor in helping pupils with SEND or possible SEND to make good progress alongside their peers. For your child this would mean:
- That the teacher has the highest possible expectations for your child and all pupils in their class.
- That all teaching is based on building on what your child already knows, can do and can understand.
- That adaptions to teaching are in place so that your child is fully involved in learning in class, for examples more practical learning, use of aids.
There may be occasions when it is felt that some additional small group or one-to-one work is required. This group, often called an Intervention group, may be run in the classroom or outside. It will be led by a teacher or most often a Teaching Assistant who has had training to lead such groups. This type of support is available for any child who has specific gaps in their understanding of a subject / area of learning.
Children on inclusion continue to make good progress with adaptations in place.
SEN Support:
High quality support for learning within lessons is the most important factor in helping pupils with SEND to make good progress alongside their peers. For your child this would mean:
- That the teacher has the highest possible expectations for your child and all pupils in their class.
- That all teaching is based on building on what your child already knows, can do and can understand.
- That different ways of teaching are in place so that your child is fully involved in learning in class, for example more practical learning.
- Children will have specific individualized targets they are working on to address gaps or difficulties in their learning.
There may be occasions when it is felt that some additional small group or one-to-one work is required. For your child this means he / she will engage in group sessions with specific targets to help him/her to make more progress. This is planned by the class teacher with support from the SENCo and usually delivered by a teaching assistant.
It may be that some of these children are identified as needing some extra specialist support in school from a professional outside the school. This may be from:
- Local Authority central services such as the localilty hubs (who specialise in SEND e.g. Communication and Interaction, Social, Emotional and Mental health, Specific Difficulties – Cognition and Learning, or Sensory Service (for children with a hearing or visual need)
- Outside agencies such as the Speech and Language therapy (SALT) Service, Emotional Health and Resilience team.
For your child this would mean:
Your child will have been identified by the class teacher/ SENDCO (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
You may be asked to give your permission to the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you understand your child’s particular needs better and be able to support them better in school.
The specialist professional will work with your child to understand their needs and make recommendations, which may include:
- Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better
- Support to set better targets which will include their specific expertise
- A group run by school staff under the guidance of the outside professional e.g. a social skills group
- A group or individual work with outside professionals
As a school we may suggest that your child needs some agreed individual support in school. We will tell you how the support will be used and what strategies will be put in place. This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
Education Health Care Plan (EHCP):
This means your child will have been identified by the class teacher/ SENDCO as needing a particularly high level of individual or small group teaching and very specific support (more than 20 hours a week), which cannot be provided from the budget available to the school.
Usually, your child will also need specialist support in school from a professional outside the school. This may be from:
- Local Authority central services such as the Inclusion Locality hubs who specialise in SEND e.g. Communication and Interaction, Social and Emotional Needs, Specific Difficulties – Cognition and Learning, or Sensory Service (for students with a hearing or visual need)
- Outside agencies such as the Speech and Language therapy (SALT) Service.
For your child this would mean:
The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
After the school has sent in the request to the Local Authority they will decide whether they think your child’s needs seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs.
If they do not think your child needs this, they will ask the school to continue with the support at ‘SEND support’.
After the reports have been submitted the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more than 20 hours of support in school to make good progress. If this is the case, they will write an Educational Health Care Plan (EHCP).
The EHCP will outline what level of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short-term goals for your child.
An additional adult may be used to support your child with whole class learning, running individual programs or run small groups including your child.
Your knowledge and understanding of your child’s needs is essential to support school plan the best provision for your child.
If your child has been identified as having SEND, we will probably already have discussed any concerns previously via parents evenings or by informal chats with the class teacher. Once it has been recognized that additional or a different provision is required you will be invited to a meeting with your child’s class teacher and the SENDCO to discuss how best to support your child.
We aim to consider the whole child, including their hopes, personal goals and strengths as well as any areas of difficulty. A support plan will be drawn up, highlighting the support needed and setting out clear targets along with a review date. At the review date, usually termly, you will be invited to discuss progress to date and plan the next steps.
On-going communication between parents/carers and school is very important. This may take the form of regular contact through a home school book, notes in a reading record or on homework, via Class Dojo, and more regular meetings to update you on your child’s progress or information and guidance about how you may support your child at home.
You are also welcome to make an appointment at any time to meet with the class teacher, SENDCO or head teacher to discuss how your child is getting on.
If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
If you are not happy that the concerns raised are not being managed and that your child is still not making progress you should speak to the SENDCO or Head teacher.
If you are still not happy you can speak to the school SEND Governor.
If your child is identified as not making expected progress the school will set up a meeting to discuss this with you in more detail and to:
- listen to any concerns you may have
- plan any additional support your child may receive
- discuss with you any referrals to outside professionals to support your child’s learning
The school budget, received from North Yorkshire LA, includes money for supporting children with SEND.
The Headteacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
The Headteacher and the SENCO discuss all the information they have about SEND in the school, including:
- children already getting additional support
- children needing additional support
- children who have been identified as not making as much progress as would be expected
All resources/training and support are reviewed regularly and changes made as needed.
All resources/training and support are reviewed regularly and changes made as needed.
Teaching Assistant support – paid for centrally by the Local Authority but delivered in school.
Locality Hubs (assessment, advice and resources for children with Communication and Interaction Difficulties, Specific Learning Difficulties, EAL or Social, Emotional and Mental Health issues.
CAMHs
Educational Psychology Service
Sensory Service for children with visual or hearing needs
Provided and paid for by the Health Service (Scarborough and Ryedale NHS Trust) but delivered in school:
Occupational Therapy
Physiotherapy
Early Help Family Support Workers
Speech and Language Therapists
We are committed to continued professional development for all Staff. The SENCO’S job is to support the class teacher in planning for children with SEND. SENCOs undertake specific training for the post, she also attends termly network meetings. The information is then shared with all staff at regular staff meetings.
The school has a training plan for all staff to improve the teaching and learning of children including those with SEND.
Staff have recently had training in supporting children with sensory differences, running sensory circuits, Gestalt Language Processing, Dyslexia awareness.
Staff also access training courses run by outside agencies which are relevant to the needs of the children in their class, these can be face to face and online.
We have also received training in the delivery of different interventions which are used successfully throughout school (RWI one-to-one tutoring, fresh start, lego based therapy)
High quality teaching for learning within class is the most important factor in helping children with SEND to make good progress alongside their peers. Our SENCo will work closely with all our staff to ensure that provision is relevant and appropriate. Where it is felt that more support is required, we use a variety of approaches. These include:
- Adapted teaching styles and adapted work (chunked into smaller tasks)
- Speech and language support
- Groupings- 1:1 or small groupings
- Resources –fiddle toys, ear defenders/loops, sloping boards
- Use of ICT
- Meet and Greet
- Cool down time – sensory movement breaks
- Overlays and coloured paper
- Visual timetables
The teacher will explain what extra support your child is receiving.
There may be some occasions when the school feels that some additional support may help your child to make better progress and this may take the form of small group or one to one support.
We use a range of evidence -based interventions to support pupils with SEND to make better progress. Interventions are highly structured learning programmes, usually run for a fixed number of weeks and with a specific focus and targets which progress can be measured against.
The support plan will identify:
- What interventions your child is receiving
- When and for how long the intervention will be delivered
- Who will deliver the intervention (usually a well- trained teaching assistant)
- How it will be monitored to make sure your child is benefitting.
Currently we are running the following interventions in school:
| Class 1
EYFS/KS1 |
Write from the start (Fine Motor/Pencil Control) RWI: Pinny Time (daily reinforcement of new sounds) RWI: 1:1 tutoring (intense support for blending and segmenting) Write Dance Finger Gym activities Speech and language interventions |
| Class 2 | RWI: Pinny Time (daily reinforcement of sounds) RWI: 1:1 tutoring Multi-sensory handwriting Speech and language interventions |
| Class 3 | Read, Write Inc Handwriting Intervention Speech and Language personalized intervention Inference and fluency reading intervention Maths fluency intervention |
| Class 4 | Fresh Start – phonics Keep Up Maths Intervention Inference and fluency reading interventions |
Where the school feels that something additional or different is needed to support your child because they have SEND we will discuss this carefully with you. This information may well be recorded in a document for you and your child known as a support plan. This will include:
- details of any strategies being used to support your child in class
- details of any extra support or interventions for your child
- your child’s learning targets
- the next date when your child’s progress will be reviewed
Most pupils will benefit from SEN support, but some pupils who need high levels of support, or who have complex needs will need to be referred for an education, health and care plan (EHCP).
Your child’s progress is continually monitored by his/her class teacher and by the Senior Leadership Team and Governing Body.
His/her progress is reviewed formally every term and measured against a challenging curricular target.
At the end of each phase (i.e. at the end of Reception, Year 2 and Year 6) all children are required to be formally assessed to ensure they are working at Age Related Expectations as set out in the National Curriculum (Key Stage 1 and 2) or the Early Years Statutory Framework (Reception).
The progress of children with a EHC Plan is formally reviewed at an Annual Review with all adults and professionals involved with the child’s education.
Children on support plans will have their targets reviewed at least termly.
The SENCO will also check that your child is making good progress within any individual work and in any group that they take part in.
By reviewing children’s targets termly as set out in Support Plans and ensuring they are being met. Parents will be involved in the review meeting and the setting of new targets if necessary. A copy of the targets will be given to the parent.
The child is making progress academically against national/age expected levels, discussed at Progress Meetings, attended by Class Teachers, the SENCO and the Headteacher.
Verbal or written feedback from the teacher, parent and pupil.
Children may be taken off the Special Educational Needs register when they have made sufficient progress or no longer require additional and different support to their peers (adaptions that have been successful for your children will still remain in place as this will be part of their everyday practice and no longer require specific intervention).
The class teacher is regularly 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 is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
Support Plans will be reviewed with your involvement.
Homework will be adjusted as needed to your child’s individual needs.
A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.
The SENCo will regularly post on the School Story on Class Dojo to signpost parents to support groups or local training aimed at parents and carers from the Local Authority.
A link to the North Yorkshire local offer is on the school website and also below.
https://www.northyorks.gov.uk/children-and-families/send-local-offer
Prior to admission to Rosedale accessibility needs for children with physical needs will be discussed with the Headteacher and the SENCO for necessary adjustments to be made to access the upstairs classroom.
We try to ensure that equipment used is accessible to all children regardless of their needs.
After school clubs are open and accessible to all children including those with SEND.
Please discuss your child’s individual needs with our SENCO.
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.
If your child is moving to another school:
- We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
- We will make sure that all records regarding your child are passed on as soon as possible.
- We will arrange for your child to make additional visits to their new school, if necessary.
When moving classes in school:
- Information will be passed on to the new teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher.
- Support Plans will be transferred to the new teacher.
- If your child is helped by a book or Social Story, to support their understanding of moving on, then it will be made for them.
In Year 6:
Our SENCO/ your child’s class teacher will meet with the SENCO of the receiving school to share information and discuss support needs prior to any transition.
As part of our PSHE curriculum children learn about transition periods and are provided with strategies to help cope.
If possible, your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.
Moving into our school
If you are a new parent and have a child with SEND or you have concerns about your child. The SENCo and Headteacher will meet with yourselves in the first instance and then your child to discuss their needs and the support we can offer.
The SENCo and/or Class teacher will contact the previous school and setting to discuss your child’s needs and strategies that are in place to support. If possible, we may arrange to visit your child in their current setting. Individualised transition plans can be arranged if required.
Some children with more complex and significant difficulties may require specialist services to support what the school can offer. The inclusive education service specialist support staff work together to provide advice and support to schools and educational settings to help them to meet the needs of children and young people with SEND.
Staff are centrally based and some are based in locality hubs. The service consists of specialists in the areas of:
- educational psychology;
- early years SEND;
- communication and interaction (autism and speech, language and communication needs);
- cognition and learning (such as specific learning difficulties, dyslexia or dyscalculia);
- sensory and physical (hearing impairment, visual impairment, physical and medical needs); and
- social, emotional and mental health.
The school’s ethos and values underpin all we do in school and are central to our behaviour and anti-bullying policies.
PHSE and Circle Time allow children time and space to reflect and offer suggestions or highlights concerns.
Staff have undertaken Compass Buzz training to provide allow us to listen to pupils in order to explore the reasons/triggers for any emotional and social difficulties
For some children we allocate key workers, a member of staff who is known and liked by the child that checks in during the day.
As a Federation we use the My Happy Mind scheme of learning from nursery to year 6.
Referrals can be made to the Emotional Health and Resilience team for more targeted support.
Mrs Claire Owuor is our trained mental health champion. She can be contacted through our Federation Office on 01439 771245.
