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SEND - Special Education Needs and Disabilities

At Our Lady’s Primary school we strive to ensure that there is equal opportunity for all children to be successful in their learning and to make good achievements. Children enjoy learning in a warm, safe and caring environment with dedicated staff where every teacher is a teacher of SEND (Special Educational Needs and Disability).
‘Pupils who are disabled and those with special educational needs make the same good progress as their peers. These pupils benefit from the effective support of teaching assistants and extra small group sessions devoted to supporting them in work they find especially difficult.’   Ofsted 2012 
As our latest Ofsted inspection highlighted, these standards have been maintained as  'Pupils of all abilities, including disabled pupils, those who have special educational needs, those who are disadvantaged, and those at the early stages of learning English as an additional language, make good progress.' ( March 2015)  

Key people who have responsibility for Special Educational Needs in school:
Miss Ann Dutton (NASEN CO)  is the Special Educational Needs and Disability Co-ordinator and with the support of the Head Teacher and governing body is responsible for the day to day operation of provision and support for children who are identified with Special Educational Needs or a  Disability (SEND).
The SENDCo successfully completed the National award for the Co-ordination of Special Educational needs in 2011.
Mrs Maureen Creaghan is the governor with responsibility for Special Educational Needs. 
What is a Special Educational Need?
As the Special Educational Needs and Disability code of practice:0 to 25 years (p15) states 
Children have special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for them.  Children have a learning difficulty or disability if they: 
Have a significantly greater difficulty in learning than the majority of children of the same age; or 
Have a disability which prevents or hinders them from making use of facilities of a kind generally provided for children of the same age in mainstream schools. 
 
Our SEND profile across the school    
To date (18th January 2017) we have a total number of 29 (13%) of the whole school population (211) who are  identified with special educational needs or a disability and are in receipt of additional and different support to enable them to be successful in their learning. This equates to a national average of 14.4% - (taken from the Department for Education – First Release, January 2016 census).
The highest primary needs in our school are jointly  Communication and Learning and Cognition and Learning  - mainly Moderate Learning Difficulty (MLD).
 A description of the needs highlighted in table two and be found on the following page. 
As the January 2016 census highlights - the highest primary need nationally in primary schools was Moderate Learning Difficulty (MLD), which under the new Code of Practice now falls under the heading of Cognitive and Learning. 
 

Level of need

Blue numeral = Educational Health Care Plan child

Green numeral = High Needs Funding child

Nursery

(25)

Year R

(26)

Year 1

(28)

Year 2

(29)

Year 3

(26)

Year 4

(29)

Year 5

(30)

Year 6

(24)

Total

217

Communication and Learning

 

 

1

1

1

1

1

 

5

Cognition and Learning

        1

(MLD)

 

 

2

(MLD)

1

(MLD)

1

(MLD)

2

(MLD)

4

2x (MLD)

2x (SLD)

11

Social, mental, and emotional needs

        1

 

2

1

1+1

 

2+1

 

9

Sensory and/or physical needs

1

1

1

1

 

 

 

 

4

% of the total SEN population

3 =

  10 %

   1 =

  3%

4 =

14%

5 =

17%

4 =

14%

2 =

7%

6  =

21%

4  =

14%

29

SEN % of the class population

25

12%

26

4%

28

14%

29

17%

26

15%

29

7%

30

20%

24

16%

 

How we identify
Children are identified through the four areas of need (primary need) set out within the Special educational needs and disability code of practice:0 to 25 years. As described in the document the four primary areas of need are:
Communication and Interaction = Speech, language and communication. Children may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. 
Children with ASD (Autism Spectrum Disorder), including Asperger’s Syndrome and Autism, are likely to also have particular difficulties with social interaction.
Cognition and Learning = Support can be offered for children who learn at a slower pace than their peers, even if the given tasks have been differentiated for him/her. Learning difficulties can be described as ‘moderate’ or  ‘severe’ – where children are likely to need support in all areas of the curriculum and may have associated difficulties with mobility and communication. ‘Profound and multiple learning difficulties’ describe severe and complex difficulties as well as a physical disability or sensory impairment.
       
Social, emotional and mental health difficulties = Children may be withdrawn, as well as show challenging, disruptive or disturbing behaviour.  As the Code of Practice highlights – these behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptons that are medically unexplained. The document emphasises that children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. 

Sensory and Physical Needs
These may include vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment – a combination of vision and hearing difficulties (MSI) and may require specialist support and/or equipment to access their learning.  Children with a physical disability (PD) may require additional ongoing support and equipment as they work alongside their peers.  
Children are identified through careful and continuous assessment in the classroom or through specialist diagnostic assessments which are carried out by other professionals.  We have developed good strong working links with external agencies. These include: 
•    Educational Psychologist
•    Breakthrough Education Support (Behaviour) 
•    Speech and Language 
•    CAMHS 
•    St Joseph’s counselling service 
•    Family support 
•    School Health advisors /Health visitors 
•    Pyramid Education
•    Paediatric/medical
•    Inclusion teacher for learning (ITL) – Sensory Impaired service 
•    Occupational Therapist
•    New Horizons pupil referral unit 


•    The SENCo  provides continuous professional guidance and advice to staff in our school, in order to ensure high quality learning opportunities for children with SEND.  Staff are clearly aware of the pending changes to the SEND policy in the light of legislative changes to teaching and learning for children identified with SEND. 
Prior to September 2014, the Code of Practice reflected a tiered response to meeting the needs of children with SEN. This was known as school action, school action plus and  statemented provision. However, under the new changes there is now one single level of need, known as SEN Support.
Children have access to a wide and varied range of strategies to ensure inclusive practice. These are highlighted on the school website www.ourladys-primary.co.uk within the documents ‘Equality Policy’ and ‘The SEND Local Offer’. (Link – Key Information)  
It is important to us to ensure there is equal opportunity for all children to be successful in their learning and to make good achievements within a warm safe and caring environment. 
We continue to prioritise and involve both pupils and parents/carers in our individual planning for children with SEND. During the Autumn of 2014,  we have continued to use Individual Educational Plans (IEPs).  They are an integral part of a well-considered graduated approach and system of provision management.  
The Provision Management Process 
There is a clear and concise provision map across our school. We plan this strategically to take into account the SEND spend. The provision map takes into account the full scope of provision, including high quality, whole class teaching, guided and group work and individual interventions in order to identify and overcome potential barriers to learning and meet the needs of all children within our school. The additional and different support and intervention programmes set out within the provision map are carefully planned together with class teachers and include:
Rapid phonics programme (Phonics focus)
Rapid reading programme 

First Class at Number numeracy intervention 
Narrative therapy
One to one intensive reading programme 
Pupil conferencing 
Teaching assistant led SLCN group 
Specialist teaching assistant led emotional therapy group
ADHD Foundation – programme for parents.
Our provision map is reviewed termly by the head and deputy head teacher. The progress of learners with SEND is assessed and tracked continuously.  Our carefully managed provision management process enables us to: 
•    Know what works to prevent underachievement in each class at group and individual  
                   level
•    Monitor the progress of children with SEND for whom pupil premium is a support
•    Identify any barriers to learning for each pupil
•    Know what else we need to do, both now and in the future, to meet the needs of all pupils and prevent underachievement
•    Monitor and audit the effectiveness of practical and ICT resources
•    Continuously review all provision and its impact upon learning and progress,
          and to know how well children identified with SEND are learning.

We value our close working links with parents who are welcome to meet with the head teacher or SENDCo to discuss their concerns or to review their child’s progress.
Our Raise on Line data is analysed annually in relation to SEND. The SENDCo liaises closely with the head teacher and class teachers to analyse data and individually track pupils, through formative, summative and diagnostic assessment. 

Our  SEND  plan (Academic year 2014 -2015)
Has focused upon:
Planning and implementing the provision mapping process
Planning the management and evaluation of the provision map 
Assessing the impact of the additional and different support and interventions 
Ensuring that good learning and progress is made for children with identified SEN 
Work with the guidance which is provided in the SEND Code of Practice 2014. This includes:
Amending job description and systems of record keeping
Renewing existing policies
Where necessary create new policies and statutory paperwork
Update statutory website information  
When appropriate transfer children over from statements to Education Health Care Plans with the support of the Education Health Care Plan Co-ordinator. 
Hold Annual Reviews.    
Hold meetings with Mrs Maureen Creaghan - SEND Governor in order to provide an update on the changes to SEN legislation.
Update Medical Policy 

In addition -  throughout 2015 -16 we have : 
Updated Health Care Plans and shared these with staff.
Continued to update SEND register termly. 
Continued to make referrals to Complex Case Panel.
Continued to make Education Health Care Plans referrals and carry out Annual Reviews.  
Held meetings with Mrs Maureen Creaghan - SEND Governor in order to provide an update on the changes to SEN legislation.
Prepared a SEND report for Governors each term.
Continued to attend trainings which are relevant for our school in terms of SEND.
Attend SEND local authority briefings.
Continued to work with the Warrington Speech and Language (SALT) team in order for our SALT trained teaching assistant to deliver the activities in school.
 
In addition from January 2016 – to the present day (February 2017)
Training has taken place for all staff on 
1)    Attachment issues by the Educational Psychologist linked to our school) 
2)    ADHD, by the ADHD Foundation.
3)    Hearing loss from the Deaf Society.

The SENDCo has been trained to deliver ADHD Foundation sessions for parents and along with a further SENDCo aim to deliver the second cycle of these in the Summer Term of 2017. 

How we monitor and review provision
We are aware of the importance of monitoring and evaluating provision through: 
•    Learning walks 
•    Book scrutiny
 •    Case study
•    Audit of progress for underachievers 
•        Observation of Teaching Assistants working with SEND pupils
A clear analysis and review of the percentage of children currently in receipt of additional and different support is completed termly.
The SENDCo has a strong working knowledge of alternative interventions and teaching strategies to enable access to the curriculum for children with SEND. The interventions, support and additional provision outlined within the provision map are closely monitored and evaluated termly. There is a good working knowledge of both the old Code of Practice and the new SEND Code of Practice 0-25 which was introduced in September 2014 which values the idea that every teacher in our school is a teacher of Special Educational Needs. 
If you need further information please contact Miss Ann Dutton (SENDCo)

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