Support for Learners - SEND Information Report (S.I.R)
Supporting pupils with Special Educational Needs (SEN) / Disabilities and their families.
We will let families know about any concerns about a pupil’s learning by:
• Contacting families directly to discuss any concerns.
• Providing opportunities for families to discuss pupil’s progress and learning needs at Parent/Carer Evenings.
• Contacting families if SEN information is shared when your child transfers from another School.
• Contacting families to arrange a meeting with the Special Educational Needs Coordinator (SENCO).
How does Adswood Primary School know if my child needs extra help?
• Information about your child is shared by their current school to ensure that provision can be made for any additional needs in good time for their arrival at Adswood.
• Pupils’ progress is regularly assessed and monitored. If a child is not making expected progress, their teachers will target teaching at the pupil’s area of difficulty. Teachers will contact families directly to discuss these concerns.
• Should a child continue to not make progress, their teacher will seek further advice from the SENCO to assess whether there may be a barrier to learning.
• The SENCO will contact you to arrange a meeting to plan support based on your child’s needs and identify the responsibilities of the parent/carer, pupil and School. Your child will be identified for ‘School Support’.
What should I do if I think my child may have a Special Educational Need or Disability?
• If you have any questions or concerns, you can contact the school to discuss your child with your child’s teacher or the SENCO.
How will I know how Adswood Primary School supports my child?
• If your child has been identified for ‘School Support’, their needs, effective strategies and the provision to meet their needs will be will be recorded in your child’s Assertive Mentoring file.Your views and those of your child are important, therefore targets and progress in the Assertive mentoring file will be discussed and agreed with you and all staff involved with your child.
How will the curriculum be matched to my child’s needs?
• The School’s self-evaluation process will look at teaching and learning for pupils with Special Educational Needs and Disabilities.
• All teachers are responsible for providing high-quality teaching, differentiated to meet the needs of their pupils.
• Your child’s Assertive Mentoring file will support teachers in planning to meet their needs in the classroom.
How will I know how my child is doing?
• Adswood Primary School shares details of progress through termly parent’s evenings and a final school report at the end of the school year.
• Pupils identified for extra support for behaviour or learning will have a six monthly review to which parents / carers will be invited to discuss your child’s progress and address any queries you may have.
• Your child’s Individual Education Plan will be shared with you.
• The class teacher / SENCO will contact you to keep you updated as to their progress.
How will you help me to support my child’s learning?
• Your child’s teachers will be able to identify areas that you can work on together and effective strategies and approaches.
• Details of current topics for each year group will be communicated to you via the half termly ‘Activity Bag’ correspondence. Your child will have a short piece of homework each evening. If you have any concerns about the level of the homework and your child’s ability or inability to complete it, please notify the class teacher.
The School’s website has links which give details of successful strategies and approaches to support your child’s learning as well as any specific programmes and resources that may help support their progress.
What support will there be for my child’s overall well-being?
• All pupils have a Class Teacher and a Classroom Assistant who have daily contact with your child. Pupils who receive 1-1 reading intervention have additional time with a Teaching Assistant for 20-30 minutes each day.
• Support is available from the Learning Mentor for those pupils who require provision for unstructured time; we have a supported lunchtime provision in the Learning Mentor’s room to provide opportunities for structured social interaction.
• The Learning Mentor is also available to provide advice, support and guidance to pupils who may experience personal or emotional difficulties.
What specialist services and expertise are available at or accessed by the School?
The other professionals, agencies and teams providing services to children with a Special Educational Need /Disability in School include:
• Support Assistants.
• Learning Mentor.
• School Nurse.
• Health services to meet individual’s specific needs.
• Speech and Language Therapy.
• Educational Psychologist.
• Sensory Support Service.
• Occupational Therapy.
• Learning Support Service.
• Primary Behaviour Support Service.
• CAMHS (Child and Adolescent Mental Health Service).
• Inclusion Team.
• Primary Jigsaw
• Educational Welfare Officer.
What training have the staff supporting children and young people with SEND had or are having?
All staff have completed, and will continue to receive, on-going training in Special Educational Needs and Disabilities.
All staff have had recent training in assisting pupils with Special Needs and or disabilities and training for staff in Assertive Mentoring, Positive Behaviour Management, ‘Sign and Shine’ and ‘Funky Phonics’ reading interventions and ‘Talk for Writing’ are ongoing each half term. The school prides itself on multi-sensory learning and teaching across the curriculum as this approach meets the needs of all pupils and caters for a range of learning preferences.
All teachers have access to training around specific learning needs provided by the Local education Authority and our fully-qualified Special Educational Needs Coordinator provides advice and guidance to staff and is committed to ensuring all staff are fully supported and receive opportunities to develop their knowledge and understanding of the range of needs and effective strategies for supporting all pupils’ learning.
Our SEND support staff have a range of experience and qualifications and are committed to their own professional development, actively seeking opportunities to further their own knowledge and understanding in order to provide the best quality support.
How will my child be included in activities outside the classroom, including School trips?
• All school-related activities are evaluated in terms of their benefit to the learning and inclusion of pupils with SEND.
• We pride ourselves in being fully inclusive and aim to include all pupils in trips and activities outside the classroom; wherever there may be a challenge to this, we will doour best to make alternative arrangements.
• Should your child need specific provision, please contact the SENCO to discuss requirements.
How accessible is the School environment?
• The School has accessible entrances, some with ramps to allow for wheelchair access.
• There are toilets and a shower with disabled access.
How will the School prepare and support my child when joining Adswood Primary School or transferring from, or to, a new school?
We will work in partnership with other education providers to ensure that pupils make a successful transition to the next stages of their learning, through careful and coordinated planning of the transition. There will be close liaison between Schools to ensure appropriate transfer arrangements are in place.
• Additional transition visits may be appropriate for some pupils (to be arranged jointly by SENCOs).
• Transfer of any records/ information prior to pupil’s arrival at School, will be arranged.
How are the School’s resources allocated and matched to children’s Special Educational Needs?
• Support staff are placed where they are needed throughout the school to ensure pupil progress, independence and value for money.
• Support staff may be present in lessons to support identified pupils under the direction of the class teacher.
• Other pupils may be identified for small group work to support a specific area of their learning, such as reading, spelling, numeracy or social skills and communication.
How is the decision made about the frequency and type of support my child will receive?
• Levels of support are dependent on the child’s needs and levels of progress; decisions are taken following discussions with you, your child and your child’s teachers.
• For some pupils, outside agencies will be involved to give advice, guidance andrecommendations about appropriate types and levels of support. This will be takeninto consideration in discussion held with pupils and families when allocating support.
• Some pupils will be allocated specific support as identified by their Statement/Education, Health and Care plan. This support will be allocated by the SENCO, in discussion with the pupil and their family.
How will I be involved in discussions about and planning for my child’s education?
• If your child is identified for ‘School Support’ you will be invited to meet with the SENCO and any other relevant agencies or services involved with your child to discuss and plan for your child’s education.
Who can I contact for further information?
• If you would like further information about what we offer here at Adswood Primary then please contact the Special Educational Needs Coordinator on 0161 483 5003.
• Parents can contact the Stockport Parent Partnership Service for impartial information, advice and support in relation to their child’s special educational need and / or disability on 0161 286 4230.
• Other useful documents such as our Special Educational Needs and Inclusion Policy are also available on the School website.
School offer to pupils with Special Educational Needs or Disabilities.
AREA OF NEED & Support available within School
Autistic Spectrum Disorders
• Visual timetables
• Areas of low distraction
• Support / supervision at unstructured times of the day- lunchtime club and supervised outside area.
• Social skills programme / support including strategies to enhance self-esteem.
• Small group work to improve skills.
• ICT is used to support learning where appropriate.
Speech and Language
• Planning, assessment and review
• Work with pupils, parents, carers and staff to develop and review plans based on the needs of the pupil.
• Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
• Differentiated curriculum and resources
• Home/School book to support communication,
• Strategies to reduce anxiety / promote emotional wellbeing. Home/School book to support communication, where necessary.
Cognition and Learning Needs
• Strategies to promote/develop literacy and numeracy.
• Provision to support access to the curriculumand to develop independent learning.
• Small group targeted intervention programmes are delivered to pupils to improve skills in a variety of areas, i.e. reading skills groups etc.
• ICT is used to reduce barriers to learning where possible.
• Support and advice is sought from outside agencies to ensure any barriers to success are fully identified and responded to.
• Planning, assessment and review.
• Access to teaching and learning for pupils with special educational needs is monitored through the schools self-evaluation process.
• Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
• Work with pupils, parents, carers and staff to develop and review plans based on the needof the pupil.
• Differentiated curriculum and resources
Social, Mental and Emotional health
• The school ethos values all pupils.
• Behaviour management systems encourage pupils to make positive decisions about behavioural choices. The schools behaviour policy identifies where reasonable changes can be made to minimise the need for exclusions.
• Risk assessments are used and action is taken to increase the safety and inclusion of all pupils in all activities.
• The school provides effective pastoral care for all pupils.
• Support and advice is sought from outside agencies to support pupils, where appropriate, e.g. Mosaic (for families experiencing drug or alcohol abuse)
• Small group programmes are used to improve social skills and help them deal more effectively with stressful situations.
• There is a nurture group at lunch times / break times to support pupils
• Information and support is available within school for behavioural, emotional and socialneeds.
Sensory, Medical and Physical Needs
• Support and advice is sought from outside agencies to support pupils, where appropriate.
• ICT is used to increase access to the curriculum.
• Support to access the curriculum and to develop independent learning.
• Advice and guidance is sought and acted upon to meet the needs of pupils who have significant medical needs.
• Access to Medical Interventions.
• Access to programmes to support Occupational Therapy / Physiotherapy.
• Support with personal care if and when needed.
• All Staff receive training to ensure they understand the impact of a sensory need upon teaching and learning.
• All Staff understand and apply the medicine administration policy.
• The Special Educational Needs Coordinator completes any necessary training in order to offer advice and guidance to staff about the needs of pupils.
• All main entrances to the school allow wheelchair access.
• The school has disability friendly toilets
• Opportunities to participate in sporting events for children and young people with Disabilities are the same as for all pupils.
If you have any concerns about your child’s Special educational needs, disability or medical needs, their progress or the support you receive, we would ask that you make contact with the School in order to discuss matters further with the Special Educational Needs Coordinator.
The School complies with the Stockport Local Authority complaints procedures but we would always hope to resolve any issues or concerns informally by working in partnership with Parents and Carers.