Special Educational Needs and Disability

Identifying children’s additional needs

The school focuses on the needs of individuals through a highly developed system of assessment.  Monitoring of pupil performance is robust and thorough. Any child who does not progress significantly and performs below individually expected levels receives an individual assessment, which includes observation and assessment of basic skills. Thorough discussions take place with teachers, parents/carers, SENCo (Special Educational Needs Coordinator) and any other relevant professionals to target progress and implement strategies to support needs if a child appears to be significantly under-performing and is making well below expected levels of nationally expected progress.

Mr Evans, our SENCo, works closely with parents, pupils and class teachers to help identify special educational needs and ensure our children are supported and challenged. In addition to our experienced teaching staff, the school is also supported and advised by:

  • Hatton Outreach Service
  • Newbridge School
  • Redbridge Audiology Service
  • The New Rush Hall Group
  • Churchfields Language Unit
  • Redbridge Educational Psychology Service
  • NHS Speech and Language Therapy

If you think your child has SEN or a disability

If you think your child has SEN or a disability, then do please come and speak to us. Start with the class teacher or Mr Evans, our SENCo.

If we believe your child has SEN, we will talk to you to see what you think and gather evidence such as reports about your child’s progress. If we decide to provide your child with support for their SEN, they will tell you.

If your child has SEN, we will do our very best to give your child the support they need. That could include getting advice and support from specialists outside the school (such as an Educational Psychologist or advisory service).

Interventions

“The great majority of pupils can succeed through quality first, class based teaching.  However, even in a classroom where personalised learning is effective, for some pupils this approach will not be sufficient. These pupils will benefit at key moments, from additional small group or one-to-one interventions to enable them to make the progress needed to achieve their full potential. Intervention is therefore a key component of personailised learning.”
(Personalised Learning – A Practical Guide DCSF 2008)

We support a number of children with small intervention groups in addition to their work in class. These are managed by class teachers and the SENCo. The aim of these groups is to compliment and enhance the work done in class and to give children space and time to consolidate their learning.

Measuring children’s progress

All children identified as having a special educational need are carefully monitored and their need assessed at regular intervals.  We hold review meetings and regular parent consultations. Here we discuss the strategies we have used to help the child and we review and set targets. Parents are encouraged to consult class teachers or senior leaders if there are any concerns.

We are always looking to improve these meetings and we’d ask that after attending a review you complete a SEND Meetings Response questionnaire as honestly as possible. The comments you add to this brief survey  will really help with drive to deliver a first class service of support to all our children with special educational needs and disabilities.

Support and training for school staff

All staff receive regular training, including National Developments and Safeguarding.  SEND staff draw on the expertise of external professions they work with, eg educational psychologist, New Rush Hall, and Hatton Outreach.  Staff additionally attend training on whole school development, eg Maths.

Accessibility of the school

As a new build, the school has full disabled access and is fully accessible.

Inclusion

We always ensure that thorough Risk Assessments are in place for all school trips and visits, in line with Borough policy.  We are an inclusive school and expect all children to fully participate in all aspects of school life.

Starting or changing schools (Transitions)

Each child with SEN has a unique programme of transition which is discussed between schools and with parents.  The programme ensures provision appropriate to the child’s needs.

SEND Handbook

Details of our SEND provision for children can be found in our policy and our SEND handbook.

Interventions

A detailed breakdown of our current intervention programme is contained in the Interventions booklet.

Teaching where to place comma

Range of available SEND support

  • Curriculum adaptations/differentiation
  • Specific teaching interventions
  • Support for behaviour
  • Specified individual support
  • Support for health needs
  • Specific individual support
  • Specialist teaching groups

Support and training for parents/carers

  • Parent/ learning support groups
  • Coffee mornings with parents

Further Information

How will the school involve me as a parent and my child in our SEND needs and in general school life?

  • Planning and review meetings
  • Advice on how to support learning at home
  • Regular contact between home and school, e.g. home/ school book, email or text
  • Individual pupil/ teacher conversations
  • Specifically focused intervention groups