Additional and Special Needs

 

Curbar Primary School supports a wide range of children, including those with additional and special needs.  For some children these needs are on going, for others they are short term.  Whilst a small number of children join our school with clearly identified needs, other children’s needs emerge as they grow older and we seek to develop a deeper understanding of their needs.

 

At Curbar Primary School, we strive to deliver  quality first teaching where lessons are designed to meet the needs of all pupils.  Ultimately, we aim to develop confidence in our learners and move them forward, maximising their potential in every way possible.  All staff are responsible for regular, robust monitoring of children’s progress, both academically and emotionally.  Through close communication with parents and senior leaders, we are able to target our support in a range of ways, individually tailored to a child’s needs.  This can be delivered through quality first teaching, additional in class support, small group or one-to-one intervention support.

 

Curbar Primary School links closely with outside agencies to provide support for our children and families. We value the links with Speech and Language Service, the Multi Agency Team, Learning Support, Educational Psychologists and other services.  These external agencies provide advice and assessment when needed but also the reassurance to parents and carers that school is catering for vulnerable pupils.  The Multi Agency Team (MAT) can provide a wide range of services for our children and families and when required can provide support outside school.

 

We have a great deal of support from our staff and parents which we value on a daily basis.  Here at Curbar, all staff are dedicated to providing all children with quality teaching and provision in order for them to provide their full potential, regardless of ability.

 

SEND information report for Curbar Primary School 2017-2018

 

This is our schools information report about how we work with and support our children who may have additional needs.

 

Our school is aware of and supports the local authority local offer.

 

What is the Local Offer?

 

• The Children and Families Bill will become enacted in 2014. From this date, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs (SEN) aged 0-25. This is the ‘Local Offer’.

 

• The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.  Click on the link below for the Derbyshire Local Offer to find out more.

 

http://localoffer.derbyshire.gov.uk/

 

Our Governor for SEN is: Mrs Jane Taylor

 

Our SENCO is: Mrs Linda Berry

 

As SENCO I am responsible for co-ordinating all the specific provision that is put in place to support children with SEND.  I am also responsible for writing and implementing the SEND policy. I liaise with teachers to monitor pupils progress and arrange further or different provision if progress slows.  I arrange regular review meetings with parents too.  I also, as SENCO,  liaise with a range of external agencies, who give us more specialized advice and support.  If you have any concerns about SEN then please contact me at school.

 

At Curbar we hope that:

 

• By working in partnership through innovation, creativity and challenge our children will become successful motivated citizens who are equipped to face the challenges of the future regardless of disability or additional needs.

 

How do we ensure that children who need extra help are identified early?

 

Children are identified as having special educational needs through a variety of ways including the following:-

 

• Child performing below age expected levels
• 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.
• Liaison with external agencies e.g. Educational Psychology Service
• Health diagnosis through a paediatrician
• Liaison with previous school or setting, if applicable

 

What should a parent do if they think their child may have special educational needs?

 

• Talk to us – in the first instance contact your child’s class teacher; if you still have concerns you can contact the SENCO (Catharine Byron) or the Head teacher.
• We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.

 

Who will explain my child’s needs and progress to me?

 

• The class teacher will meet parents at least on a termly basis (this could be as part of Parent’s evening) to discuss your child’s needs, support and progress.
• Appointments can be made to speak to the SENCO or any other member of staff at a mutually convenient time.

 

How will school support my child?

 

• The SENCO and Head teacher oversees all support and progress of any child requiring additional help across the school.
• The class teacher will oversee, plan and work with each child with special educational needs or disabilities in their class to ensure that progress in every area is made by using effective differentiation.
• The teachers will regularly plan, review and assess a child’s needs and see if further intervention is needed.
• Some children are given a My Plan with specific targets so that it is easy to track.
• The class teacher will plan any interventions and the teacher will work with these individuals/groups.  There may be a teaching assistant working with your child either individually or as part of a group, if the class teacher sees this as necessary.
• The regularity of these sessions will be explained to parents when the support starts.
• If more targeted support is required then teaching assistants will be directed in using a specific interventions working alongside the teacher at each step.
• If children require specific programmes e.g. speech and language or nurture then these will be set up by the teacher with the help of teaching assistants.

 

How are the Governors involved and what are their responsibilities?

 

• The Head teacher, in consultation with the SENCO, reports to the Governors every term to inform them about the progress of children with special educational needs or disabilities; this report does not refer to individual children and confidentiality is maintained at all times.
• One of the Governors, Jane Taylor, is responsible for special educational needs and meets regularly with the SENCO.
• The Governors agree priorities for spending within the special educational needs budget with the overall aim that all children receive the support they need in order to make progress.

 

How do teachers match the curriculum to an individual child’s needs?

 

• Class work is pitched at an appropriate level so that all children are able to access it according to their specific needs. Typically this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated for a specific child.
• The benefit of this type of differentiation is that all children can access learning at their level.

 

How are the school’s resources allocated and matched to children’s special educational needs?

 

• We ensure that all children with special educational needs are provided for to the best of the school’s ability with the funds available.
• We have a team of teaching assistants and part of their responsibility is to deliver programmes designed to meet individual or groups of children’s needs.

 

How is the decision made about what type and how much support my child will receive?

 

• The class teacher and the SENCO will discuss the child’s needs and what support would be appropriate.  Guidance and advice will also be taken from any external agencies involved.
• Different children will require different levels of support in order to help them make progress and achieve their potential.

 

How does the school judge whether the support has had an impact?

 

• By reviewing children’s targets termly on My Plan (where needed) 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 and the Senior Leadership Team.
• Verbal or written feedback from the teacher, parent and pupil.
• Support for children who are making sufficient progress may be reduced or stopped in consultation with relevant stakeholders.

 

How will you help me to support my child’s learning?

 

• The class teacher or the SENCO can offer advice and practical ways that you can help your child at home.
• The class teacher can provide a home / school communication book which your child will bring home daily so that comments from parents and teacher can be shared.
• If your child is on the special needs register they will have a My Plan which will have individual / group targets.  This will be discussed with you on a termly basis and you will be given a copy . The targets set are SMART (specific, measurable, achievable, realistic, time scaled) targets, with the expectation that the child will achieve the targets by the time it is reviewed.
• If your child has complex special educational needs or a disability they may have a Statement of Special Educational Needs or an Education, Health Care Plan (EHCP), which means that a formal meeting will take place annually to review your child’s progress.
• Recommendations from external agencies e.g. a speech and language therapist will be shared with you so that strategies can be implemented at home and school.

 

How do you measure my child’s progress?

 

• As a school we measure children’s progress in learning against national age related expectations.
• The class teacher continually assesses each child and notes areas where they are improving and where further support is needed.  We track children’s progress from their admission through to Year 6, using a variety of different methods, including National Curriculum levels and some standardised tests, as appropriate.
• Children who are not making expected progress are identified through the termly Pupil Progress Meetings.  In this meeting a discussion takes place about those pupils experiencing difficulties and what further support can be given to aid their progress.
• When a child’s My Plan is reviewed, comments are made against each target to show what progress has been made.  If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.

 

How will my child be able to contribute their views?

 

• Children will discuss their targets with their class teacher.
• If your child has a Statement of Special Educational Needs or an Education, Health Care Plan their views will be sought at the review stage, if appropriate.

 

What specialist services and expertise are accessed by the school?

• Educational Psychology
• Clinical Psychology
• Visually impaired service
• Hearing impaired service
• Speech and language therapy
• Support service for SEN (SSSEN)
• Autism outreach
• CAMHS
• Occupational therapy
• Integrated Pathways Team

 

How will my child be included?

 

• Our admissions for pupils with special educational needs or educational health and disability plans are in line with Derbyshire’s policy. Parents should email adminsupportsen@derbyshire.gov.uk for more details.
• All children are included in all aspects of school life including school trips and residentials, as long as it is safe to do so.
• A risk assessment is carried out prior to any off-site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative arrangements will be made.
• The school environment is potentially not accessible for all children.  Discussions would take place to ensure your child has full access where possible.

 

How will the school prepare and support my child when joining the school or transferring to a new school?

 

• We encourage all new children to visit the school prior to starting with us.
• For children with special educational needs or a disability we may facilitate a phased transition to help your child to acclimatise to their new surroundings. We would also visit them in their current setting if appropriate.
• When children are preparing to leave us for secondary school, we arrange visits for them.
• We liaise closely with staff when receiving and transferring children to different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood.
• If your child has a Statement or an Education, Health Care Plan and is changing to a new school we will, whenever possible, arrange a review meeting with relevant staff from the receiving school.

 

 

SEND and Derbyshire

 

All Derbyshire Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible. The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.

 

 

 

 

Please find the ‘SEND Guide for Parents and Carers’ produced by the DfE in August 2014 to coincide with the new SEND Code of Practice of September 2014:

 

special_educational_needs_and_disabilites_guide_for_parents_and_carers – August 2014

 

SEND_Code_of_Practice_January_2015

 

 

Please click on the school’s SEND policy for further information:

 

special-educational-needs-policy-july-2016-final-draft  

 

Please also refer to the school’s ‘Teaching and Learning’ policy on the ‘School’s Policies and Procedures’ page.