Little Weighton Rowley C of E Primary

Little Weighton Primary School’s Special Educational Needs Information Report for 2014-2015

Welcome to our Special Educational Needs Information Report which is part of the East Riding of Yorkshire Local Offer for learners with special educational needs and disabilities and sets out our school’s provision for such pupils.

1. School Name:

Little Weighton Rowley Primary School

White Gap Road

Little Weighton

Cottingham

HU20 3XE

School Telephone & Email

01482 844743

littleweightonrowley.primary@eastriding.gov.uk

Special Educational Needs Co-ordinator (SENCO) name

Miss Susie Varley

SENCO Contact Details-telephone and email address

Little Weighton Rowley Primary School

White Gap Road

Little Weighton

Cottingham

HU20 3XE

Special Educational Needs (SEND) Governor name

Mrs Fleur Stevenson

SEND Governor Details-telephone and email address

Please contact the school on the above details stating F.A.O. the SEND Governor.

Who to contact if you have a compliment, concern or complaint about this school

Please talk to us about any issues you have by firstly contacting your child’s class teacher. If there are still unresolved issues then contact the Head teacher. If you are still not happy then you can contact the school SEN Governor.

We pride ourselves on building positive relationships with parents/carers. We are open and honest with parents/carers and hope they are able to be the same with us.

2. What is the ethos of this school regarding Children and Young People with Special Educational Needs and Disabilities (SEND)?

Little Weighton Primary School upholds the right to education for all children and recognises the diverse educational needs within its community. We acknowledge those needs may change and require a range of provision. We believe we have a duty to offer that provision where we can, to foster inclusion and provide full educational access.

Some children need increased support to access learning because:

• They have significantly greater difficulty in learning than the majority of children the same age;
• They have a disability as defined under the Equality Act, which affects their ability to access and benefit from the educational opportunities generally enjoyed by children of the same age.

We will try to ensure that all barriers to equal access in our school are removed or overcome. We monitor and track progress of all children so that the support we provide is as effective as possible. We welcome full engagement of parents and carers and where necessary seek support and advice from specialists outside school to ensure we develop and maintain a range of flexible resources to meet the needs of all children.

3. SEND Policy

Anti-Bullying

Health & Safety

Safeguarding

Click this link to view all of our school policies

4. The standard admissions numbers

Children on roll:

Children with SEND: 14

Children with a statement: 1

5. How does this school identify and assess Children with SEND?

We know when pupils need help if:

• Concerns are raised by parents/carers, teachers or the child;
• Limited progress is being made;
• There is a change in the pupil’s behaviour or progress;
• Liaison with external agencies i.e. physical/sensory;
• Health diagnosis through paediatrician or GP.

Discussions will take place between the class teacher, you and your child to discuss any areas of concern. The SENCO and class teacher will meet on a regular basis when your child has been identified and will discuss and monitor your child’s progress for a short period of time (time frames will depend on individual circumstances). The SENCO and class teacher may carry out initial assessments to provide opportunities for differentiated learning or small intervention work in the first instance. It may be necessary for outside agencies to become involved in assessments and parents/carers will be informed. Communications between home, school and outside agencies will be paramount in the early stages of the process.

How does this school evaluate the effectiveness of provision for children with SEND?

• Daily moderation by class teachers that informs planning.
• Termly assessments and data analysis by the Class Teacher, SENCO/ Head teacher.
• Headteacher/SENCO undertakes pupil interviews, book scrutiny, lesson observation and monitors planning.
• SEN Governor is kept informed of pupil data and meets with the SENCO termly.  
• Communication with parents on a regular basis to discuss your child’s progress including twice yearly parents’ evenings and a yearly written report.

How does this school assess and review the progress of children with SEND?

• Your child’s progress is continually monitored by his/her class teacher.
• His/her progress is reviewed formally every term and a National Curriculum level given in reading, writing, numeracy and science.
• If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.
• At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and parents are informed of their child’s results.
• Where appropriate children will have an Individual Education Support Plan (previously referred to as an Individual Education Plan or IEP) which will be reviewed regularly to identify and set out the support for their learning. Such support will be monitored and progress regularly reviewed.
• The progress of children with a EHC Plan (Educational Health Care Plan) (previously referred to as a statement of SEND) is formally reviewed at an Annual Review with all adults involved with the child’s education.
• 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.

6. Who are the best people to talk to in this school about my child’s difficulties with learning or SEND?

SENCO 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 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.

Class Teacher 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.
• Ensuring that all staff working with your child in school are helped to deliver the planned work/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 followed in their classroom and for all the pupils they teach with any SEND.

Head teacher Responsible for:

• The day to day management of all aspects of the school, this includes the support for children with SEND.
• Gives responsibility to the SENCO and class teachers but is still responsible for ensuring that your child’s needs are met.
• Makes sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

7. What are the different types of support available for children with SEND at Little Weighton?

Ensuring that children are happy and achieving their full potential is our priority.  In order to achieve this there are a number of stages:

Quality First Teaching

In the first instance all our teachers aim to provide the best possible teaching this is also known as Quality First Teaching.

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.
• Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
• Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
• Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress.

Additional Support

If after reviewing progress your child is identified by the class teacher as needing extra support in school then group work may take place within a smaller group of children to support learning. This group, often called an intervention group by schools, may be

• Run in the classroom or outside.
• Run by a teacher or most often a Teaching Assistant who has had training to run these groups.
• Use a specialist computer package to support learning.

For your child this would mean:

• He/she will engage in group sessions with specific targets to help him/her to make more progress.
• A Teaching Assistant/teacher or outside professional (like a Speech and Language Therapist) may run these small group sessions using the teacher’s plan.

This type of support may be available for any child who has specific gaps in their understanding of a subject/area of learning.

Sometimes specialist advice and support is required from a relevant professional outside the school e.g Educational Psychology, Speech and Language therapy or occupational therapy groups.

This may be from:

• Local Authority central services such as the ASD Outreach Team or sensory Service ( for students with a hearing or visual need).
• Outside agencies such as the Speech and Language therapy Service.

For your child this would mean:

• Your child will have been identified by the class teacher/SENCO (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 for 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 yourself 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 professional.

• The school may suggest that your child needs some agreed individual support in school. They 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.

Specified Individual support

This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual or small group teaching (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 ASD Outreach Team or sensory Service ( for students with a hearing or visual need);
• Outside agencies such as the Speech and Language therapy 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 have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), 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 additional support at school.
• After the reports have all been sent in 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 a Statement of Special Educational Needs or an EHC Plan. If this is not the case, they will ask the school to continue with the additional support in school and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
• The Statement or EHC Plan will outline the number of hours of individual/small group support your child will receive from the Local Authority 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.
• Any additional adult identified in the EHC Plan may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

This type of support is available for children whose  learning needs are:

• Severe, complex and lifelong;
• Need more than 20 hours of support in school.

Where children have emotional, mental and social development needs these will be addressed either within the school through running social skills groups which help children develop such skills and/or by seeking appropriate external help.

8. How will this school ensure all staff are aware and understand your child’s SEND?

• Through weekly staff meetings; staff not directly involved with your child will be informed about their needs as and when needed.
• Any concerns raised by you will be passed on to the relevant staff.
• Discussions through all staff working with your child.
• Staff working directly with your child will read all the relevant documentation.
• Transition meetings as your child moves into a new class.
• Regular training on specific conditions so all staff are aware and up to date.

9. How will this school let you know if they have any concerns about your child’s learning?

If your child is then identified as not making 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 too;
•  plan any additional support your child may receive;
•  discuss with you any referrals to outside professionals to support your child’s learning.

10/11. How is extra support allocated to children and how do they move between the different levels? 

• The school budget, received from East Riding Local Authority, includes money for supporting children with SEND.
• The Head Teacher 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 Head Teacher and the SENCO discuss all the information they have about SEND in the school, including:
• the children getting extra support already;
• the children needing extra support;
• the children who have been identified as not making as much progress as would be expected.

And decide what resources/training and support is needed.

• All resources/training and support are reviewed regularly and changes made as needed.

12. Who are the other people providing services to children with SEND in this school?  

Paid for centrally by the Local Authority but delivered in school (this list is not exhaustive but provided by way of illustration):

• Autism Outreach Service
• Educational Psychology Service
• Sensory Service for children with visual or hearing needs
• Speech and Language Therapy

Provided and paid for by the Health Service but delivered in school:

• School Nurse
• Occupational Therapy

The school will involve which ever other professionals it considers appropriate to help and support your child. Where such provision is made the contact details of the relevant professionals will be provided to you.

13. How are the teachers in this school helped to work with children with SEND and what training do they have?

• The SENCO’s job is to support the class teacher in planning for children with SEND.
• The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as dyslexia and speech and language difficulties.
• Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.

14. How will the teaching be adapted for my child with SEND?

• Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
• Where appropriate Teaching Assistants may support your child with their learning as directed by the class teacher.
• Specific resources and strategies will be used to support your child individually and in groups.
• Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.

15. What support do we have for you as a parent of a child with a SEND?

• 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.
• Individual Education Support Plans will be reviewed each term and discussed.
• Homework will be adjusted as appropriate 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.

16. What are the arrangements for involving your child with SEND in their education?

• Your child’s teacher will be talking to your child daily about their education.
• In addition and where appropriate your child will be asked for their views and input into their education by not only their teacher but the SENCO, headteacher and any relevant outside professionals such as speech and language therapists.

17/18. How is Little Weighton accessible to children with SEND and what facilities are available?

• The building is accessible, across the site, to children with physical disabilities.
• We have a disabled toilet together with a separate room with a bed, hoist and washing facilities which were previously adapted for a particular need. These could be readapted with a short period of notice.
• We have one designated parking space for disabled access.
• We ensure that any equipment used is accessible to all children regardless of their special educational needs.
• We strive to provide a curriculum which accommodates and inspires children with special educational needs.
• After school provision is accessible to all children including those with SEND.
• Extra curricular activities are accessible for children with SEND.

19. How will we support your child when they are leaving this school?

Transition is a part of life for all learners, whether that involves moving to a new class or moving to a new school. We recognise that transition is an important time for all children, but especially so for a child with special educational needs. Consequently, we work closely with parents, children and staff to ensure that transitions run as smoothly as possible.

Planning for transitions within school will take place in the Summer Term; arrangements for transition to secondary school for pupils with SEN will be planned according to individual need.

During Year 6, information (previously agreed with parents) will be shared with the Special Education Needs Co-ordinator (SENCO) at their next school. This information will outline any individual needs of the child and any support that has proven effective. Where possible, children will visit their new school and in some cases staff from the new school will visit the child at Little Weighton or staff from Little Weighton Primary School will accompany the child on visits to their next school.

We recognise that transitions can be difficult for a child with special educational needs and take steps to ensure that any transition is as smooth as possible.

20. Where is the Local Authority’s SEN local offer published?

There is a button on our website which will allow you to access the local authority’s local offer. It is also available at the following web address: www.eastridinglocaloffer.org.uk/

21. Where can parents of children with SEND find additional support services?

Additional contact details of support services for parents of children with SEND can be found at the following web address: fish@eastriding.gov.uk 01482 396469