How We Support SEND
Bowburn Infant & Nursery School, prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn. However, many children, at some time in their school life, need extra help. Because of this we offer the following support for SEND children:
We talk to parents/carers if they think their child has a special educational need and let them know what special help the school is giving. Miss C Ormerod is appointed as the Special Educational Needs Co-ordinator (SENCO).
We have a written Special Educational Needs Policy and Accessibility Plan – both of which can be found in our School Policies section of our website.
Each child’s teacher will be finding ways to support them such as:
- Changing the way activities are planned and delivered
- Matching activities to the ability / need of each child (differentiation)
- Adapting learning materials such as equipment and activities to suit each child’s needs
- Offer small group and/or individual support to promote skills identified in the child’s Individual Support Plan
With the permission of parents we may seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:
- Carry out further assessment of the child’s needs
- Provide advice to schools on how to best support the child
- Suggest resources that would help the child make progress
Our teachers/teaching assistants work in partnership with parents and the SENCO to find ways to support each child with their needs, including giving parents ideas on how to help their child at home
Our school staff will set targets for SEND children which will be shared with parents, either during Parents’ Evening or a Review Meeting.
If your child has Special Educational Needs our SENCO will:
- Ensure the right support is put in place for each child
- Advise other teachers and teaching assistants on how to help each child and ensure they have an up to date Individual Support Plan detailing how their needs will be met in school
- Arrange training for staff so they understand each child’s needs
- Work closely with parents on a regular basis to talk with them about their child’s needs and listen to any ideas or concerns they might have
- Work with other professionals (if necessary) who may be able to help individual children, e.g. speech and language therapist /medical professional/educational psychologist
- Ensure that your child is included in all activities and provided with opportunities to engage and interact with all children throughout the school.
An Individual Support Plan details what the school, the class teacher and the SENCO plan to do to help individual children learn. All teachers should be aware that children learn in different ways. Some need to work at a slower pace to ensure they fully understand one thing before they move onto something new.
An Individual Support Plan will be written especially for any child with SEND. It should include:
- Short term outcomes are set for the child these are linked to their specific needs
- Details of any extra support the child will get
- Who will give the child help
- How often the child will get help
- How and when the school will monitor the child’s progress.
It is good practice for schools to share copies of Individual Support Plans with parents / carers. Support plans will be reviewed regularly (at least 3 times a year). At these review meetings, progress made towards outcomes will be discussed. If a child is making slow progress, support and intervention provided will be reviewed and adapted for the child.
If a child’s needs are very complex and/or severe we may ask the Local Authority to carry out an Education, Health and Care Assessment:
- This is a very detailed assessment of each child’s needs. Parents or carers, the school and a range of professionals will all be asked to provide written reports.
- At the end of the assessment phase the Local Authority will consider these reports to help decide whether or not to issue an Education, Health and Care Plan for the child.
- Parents/carers also have the right to ask the Local Authority to carry out this assessment although it is usually best if you can do this with the support of the school.
- Education, Health and Care Assessment is only appropriate for a small number of children. Your school SENCO or the Parent Partnership Service will be able to advise you about this.
Types of SEND
At Bowburn Infant & Nursery School, we have experience of supporting children and young people with a wide range of need including:
- Speech, language and communication (SLCN)
- Physical Disability (PD)
- Autistic Spectrum Disorder (ASD)
- Working memory
- Social, emotional and mental health difficulties (SEMH)
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
Teaching, Learning and the Curriculum
At Bowburn Infant & Nursery School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
For further information you can view the Teaching & Learning Policy in the School Policies section of our website.
How we identify and assess children with special educational needs
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Bowburn Infant & Nursery School, we follow a graduated support approach which is called Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.
A special educational need can be a number of different things. For example, a child may be having problems with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.
Types of special educational needs can include:
- General Learning Difficulties – children whose learning progresses at a slower pace
- Speech and Language Difficulties
- Behavioural Difficulties
- Dyslexia (difficulties with reading, writing and spelling)
- Dyspraxia (problems with motor skills, organisation)
- ADD (Attention Deficit Disorder – ADHD (Attention Deficit Hyperactivity Disorder)
- Downs Syndrome
- Cerebral Palsy
- Other Physical or Medical Needs
Full details can be found on the Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
Support for children with significant learning difficulties
- Children with a specific learning difficulty will be provided with additional adult support to work on specific targets identified on their support plan or Education Health and Care Plan. The school will liaise closely with outside agencies to ensure that the targets are measurable and achievable.
- Targets will be reviewed every half term with the class teacher; this may be done through parents evening appointments or additional meetings at the end of the school day. Some children may require an annual review, these meetings often take place towards the end of the academic year (Autumn term in Year 2), the class teacher, support staff and any outside agencies involved with the child will be invited.
- Some children will require individualised or personalised resources; these will be purchased by the school and can be used at home or at school as appropriate.
Support for children with physical needs:
- The school has got three accessible entrances (nursery entrance, reception entrance and a signposted accessible entrance for the main school building).
- Classrooms are organised to meet the needs of all pupils eg seating plans, timetables to allow the ease of access.
- We work closely with outside agencies to meet the needs of individual pupils, this might be to deliver 1-1 support packages or to make adaptations to the school building.
- We provide an inclusive PE curriculum (including participation in sports days and PE festivals). We are a member of the schools sport partnership, this enables the staff to access support and advice in meeting specific needs and requirements.
- There are two rooms in school which provide privacy for treatments or therapy as needed.
Support for children with speech, language and communication needs :
- We are aware that speech, language and communication impacts on all areas of learning and therefore has a high priority in school.
- As part of our quality first teaching all staff in EYFS are trained in using the Elklan and ‘I Can’ principles to support all children in their language and communication development.
- We use a wide range of speech and language intervention programmes for all children who present as requiring some additional support, for example identifying objects, being confident to speak in a group situation, listening to others and taking turns. Programmes such as: Talking time box, The Green Corridor, Time to Talk, Talking Tables and other relevant materials are used to support children with this.
- We buy into the Local Authority’s SALSP programme (speech and language support programme). This programme provides weekly intervention and support for several groups of children. Some of the work will focus on preparation for phonics (rhyme, alliteration, blending and segmenting), other work will focus on naming objects, developing vocabulary, taking turns and speaking in a group situation.
- In Reception, all children are assessed using the language link assessment tool; this identifies children who are presenting with a difficulty in understanding some aspects of language. Those children identified will receive some additional support in school and homework packs are sent home to complete with parents and carers.
- Children who present with speech difficulties are assessed using the speech link tool. Some children will be provided with programmes of work to complete at home and in school other children will need referring to the speech and language service. Parent permission is required for any referral to an external agency and the school will liaise with parents and carers closely during this process.
- The school works closely with the speech and language service, speech therapists will visit children in school, provide targets/programmes to be worked upon and discuss with staff how the programmes can be delivered.
Support for children with a hearing, visual or multi-sensory impairment
- We work closely with all agencies to ensure the needs of individual children are met.
- Resources are available to meet the needs of individual children.
- We work closely with parents and external agencies to plan an appropriate environment, taking into consideration the physical and sensory needs of all children eg, playground and classroom layouts, displays, signage and lighting.
Support for children with social, emotional and mental health difficulties
- All staff have excellent relationships with the children in their care which promotes positive behaviour.
- As part of our whole school behaviour policy children are provided with the opportunity to use ‘time out’ as a chance to calm down and reflect. With support, children are able to identify when they think they need some time out of the classroom or situation.
- Many children are provided with an opportunity to take part in the ‘Getting Along Programme.’ This is a small group activity which promotes turn taking, forming friendships and social interaction. This is a fun activity which children really enjoy taking part in.
- If a child requires support during play time or lunch time adult support is provided. This support is used to help children interact and play games.
- If a child presents with emotional and social difficulties we are able to offer (with parental permission) the ‘Connecting with Children’ programme. These sessions take place once a week for up 10 weeks and offer support on a 1-1 basis. They provide children with the opportunity to explore their feelings or any issues with an adult through play.
- For those children presenting with more severe social and emotional issues we work closely with parents and outside agencies (CAMHS, EP service)
Support for children with medical needs
- All children who have medical needs or require regular medication in school will have a medical plan. The school works closely with parents and carers to ensure information is correct and kept up to date.
- If a child has a more serious condition the school will work closely with external agencies to ensure staff are appropriately trained and the building meets the needs of the individual child.
- For more information see Local Offer
Support for children with English as an additional language
- All teachers in school provide an inclusive curriculum to ensure the needs of all of the children in their care are met.
- We work closely with the EMTAS team, this service works closely with individual children and their families and are often able to offer a translator to support families with the induction process or support individual children with certain aspects of their learning.
- Staff use high quality resources to support children, this includes visual aids and picture cards.
Support for Looked after Children with SEND
- The school liaises with other agencies to ensure children’s individual needs are met.
- There is a named member of staff and governor for looked after children. Their role is to ensure the needs of children in the looked after system are met. This might be done by attending regular meetings, liaising with parents and carers or by arranging for additional support. Governors monitor the provision provided by the school to ensure children are receiving a high quality curriculum and are making good or better progress.
- Our full time parent support advisor is able to offer support to families and provide individual support to children if required.
The school works hard to listen to the views of children with SEND. This is specifically addressed throughout the curriculum. Children with SEND receive a high level of support from qualified staff who take every opportunity to listen to children and act immediately on any concerns. If bullying occurs the curriculum is altered to address the issue immediately in a child-centred manner.
The progress of all pupil s in school is monitored closely. Pupil progress meetings take place every half term, at these meetings a class teacher will meet with a member of the senior leadership team to look at and discuss the progress of children in their care. The meetings focus on reading, writing and maths and the progress of every child in the class is discussed. Children who are making slow progress are identified and provision is made the following term. This progress is then reviewed at the next meeting, if there continues to be concerns over progress the SENCO will arrange to meet with parents/carers to discuss possible ways forward, this may include placing the child on the SEND register and/or referring to external agencies.
Children on the SEND register will have their progress reviewed through support plan meetings. These take place regularly and provide an opportunity for parents/carers to meet with the class teacher to discuss progress made and talk about any concerns which might have arisen.
All of the members of staff in school have an excellent knowledge of the children in their care. They will regularly meet to discuss the progress of individual children and if issues arise they are addressed immediately to ensure all children continue to receive a high quality education and are making progress.
We are constantly evaluating the effectiveness of our provision for pupils with SEND, this is done through:
- Regular team meetings and discussions
- Work scrutiny (looking at evidence in books)
- Continuous staff training and development
- Trying new methods to achieve the best outcomes and evaluating the impact
- Meetings and discussions with parents and other professionals
- Regular reports from the SENCO to the governing body
Staffing and any Specialist Qualifications/Expertise
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.