My name is Mrs Giles and I am the Special Educational Needs Co-ordinator (SENCO) here at Etwall Primary School. As SENCO I co-ordinate all the specific provision that is put in place to support children with SEND. I am responsible for writing and implementing the Special Educational Needs and Disability policy and liaise with class teachers. Together we monitor pupils’ progress and arrange further and different provision if progress is slower than expected. I also liaise with a range of external agencies who can give us more advice and support.
For any concerns or complaints regarding SEND support, please contact me in the first instance and I will try to resolve the issue. If you still have concerns or wish to take the issue further, then please use the procedure outlined on page 7 of the school complaints policy.
Please contact me on:
or via the school office at:
Government legislation requires us to publish a new report called the SEN Information Report which details information about the implementation of the school’s policy for pupils with SEND.
Frequently Asked Questions
How does the school know if pupils have a special educational need?
The Code of Practice 2014, defines a special educational need as: A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
Pupils who may have Special Educational Needs and Disabilities can be identified in a number of ways:
- has a significantly greater difficulty in learning than the majority of others of the same age, or
- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
- The class teacher may have concerns about a child’s ability to learn and access the curriculum compared to children of the same age.
- The use of school’s data tracking identifies pupils who are not making expected progress or are not on track to achieve the expected standards by the end of the year.
- Concerns may be voiced by parents, members of staff or external professionals.
- Pupils may start school with outside agencies already involved. Etwall Primary School has excellent links with outside agencies including, but not limited to, Paediatricians, Educational Psychology, Behaviour Support, Physiotherapy, Occupational Therapy, Speech and language Therapy, Autism Outreach, Support Service for Special Educational Needs and Support Service for children with physical, visual and sensory impairments. The SENCO makes referrals to these outside agencies as needed.
- Progress of children with SEND is carefully monitored by scrutiny of data tracking grids and intervention monitoring. Children achieving below age expectations or making less than expected progress are identified. The class teacher, alongside support staff, plans an appropriate differentiated curriculum for children with special educational Needs to ensure high quality teaching and learning with effective support and resources. Clear individual support plans are put in place and reviewed each term or as necessary. Children may also participate in evidence based interventions. The efficacy of this is evaluated to ensure maximum progress and impact for our children.
What should I do if I think my child has SEN?
If you have any concerns with regards to your child’s progress or attainment, please speak to their class teacher in the first instance, as they have the most knowledge about your child. In addition, you may also contact the SENCO. Both the teacher and the SENCO will be able to inform and advise you on the next steps to be taken to ensure you child makes the necessary progress.
To assist you, The Code of Practice (2014) outlines 4 areas of SEND:
Behavioural difficulties do not necessarily mean that a child or young person has a SEND and should not automatically lead to a pupil being registered as having SEND.
- Communication and Interaction - This includes children with speech and language delay, impairments or disorders, specific learning difficulties such as dyslexia, dyscalculia, dysgraphia and dyspraxia, hearing impairment, and those who demonstrate features within the autistic spectrum.
- Cognition and Learning - This includes children who demonstrate features of moderate, severe or profound learning difficulties or specific learning difficulties such as dyslexia, dyscalculia, dysgraphia or dyspraxia.
- Social, Mental and Emotional Health - This includes children who may be withdrawn or isolated, disruptive or disturbing, hyperactive or lack concentration.
- Sensory and/or Physical Needs - This includes children with sensory, multi-sensory and physical difficulties.
The following are not considered to be SEND but they may impact on progress and attainment:
- disability (if reasonable adjustments can be made - SEND Code of Practice 0-25);
- attendance and punctuality;
- health and Welfare;
- EAL (English as an additional language);
- being in receipt of Pupil Premium Grant;
- being a looked after child and
- being a child of a Serviceman/woman.
Where it is determined that a pupil does have SEND, it will be discussed with parents and the children will be added to the SEND register. The aim of formally identifying a pupil with SEND is to help the school ensure that effective provision is put in place and so to remove barriers to learning. The support provided consists of a four part process:
This is an ongoing cycle to enable the provision to be monitored, impact assessed and different interventions to be put in place as the child’s needs change. The Assess, Plan, Do, Review cycle enables the identification of those interventions which are most effective in supporting the pupil to achieve good progress and outcomes.
- Assess - Analyse the pupil’s needs using the class teacher’s assessment, experience of working with the pupil, details of previous progress and attainment, comparisons with peers and views of parents, pupils and outside agencies; Any parental concerns will be noted and discussed; Regular reviews to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are appropriate; Share information with external agencies. Where they are not involved they may be contacted, if this is felt to be appropriate, following agreement from parents.
- Plan - Planning will involve consultation between the teacher, SENCO and parents to agree the interventions and support that are required; this will be discussed in a meeting and outlined on a Support Plan. The child’s views will also be considered; All staff working with the pupil, will be informed of their individual needs (including medical), strategies that the child responds to and intervention programmes in place
- Do - The class teacher remains responsible for working with the child on a day to day basis. Class teachers have responsibility for planning, monitoring interventions, and liaising with support staff. Teachers will support teaching assistants with assessing and reviewing the impact of the support; Additional support and assessment of a pupil’s needs will be provided by the SENCO. The SENCO will seek advice from external agencies if appropriate.
- Review - A child’s progress will be regularly reviewed and the impact of support will be monitored. The quality of support will also be monitored and reviewed regularly; As for the planning stage, the child’s and the parents’/carers’ views will be taken into account. Support Plan review meetings will take place three times a year (Autumn, Spring and Summer term) or more regularly if necessary. The class teacher, in conjunction with the SENCO will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation with parents and the pupil.
How will I know that the school will support my child?
The class teacher and/or SENCO will discuss any concerns they or you have with regards to your child. They will discuss with you any planned support for your child. All teaching and support staff at Etwall Primary School follow the school’s SEND and inclusion policy. If your child is identified as having a special educational need they will be given a support plan (previously Individual Education Plan I.E.P.) which details the support and strategies put in place to assist your child’s progress. You will be involved in creating and reviewing this on a termly basis.
How will I know if my child is making progress?
At Etwall Primary School, there is the opportunity to speak to your child’s class teacher or the SENCO at any point in time. Please feel free to make an appointment which is convenient to you. We also have parent consultations in the Autumn, Spring and Summer terms. Your child’s annual report will describe the progress and attainment of your child. If your child is placed on the SEND register then their progress will be reviewed every two terms, apart from Foundation Stage pupils who will have their progress reviewed every term. If your child has a Statement of Special Educational Needs, an Education, Health and Care Plan or GRIPS funding, then these will also be reviewed annually. At Etwall Primary School, we track all pupils’ progress carefully, identifying any children who may need extra support to ensure they make the appropriate progress or reach the age expected outcomes. Pupil progress meetings between the class teacher and the head teacher are held each term to discuss this provision.
How will the curriculum be matched to meet my child’s needs?
The school follows a graduated approach to meeting your child’s needs.
A Graduated Approach to Quality First Teaching:
- Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators are identified.
- Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.
- The child’s class teacher will take steps to provide differentiated learning opportunities (including interventions) that will support the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied. This will be completed using Provision Mapping throughout the school.
- Staff will consult the SENCO as needed for support and advice. It may be appropriate to observe the child in class.
- Through points (2) and (4) it can be determined which level of provision the child will need to move them forward.
- If a child has been recently removed from the SEND register they may also fall into this category as continued monitoring will be necessary.
- Parents will be informed fully of every stage of their child’s development and are encouraged to share information and knowledge with the school 8.
- The child is recorded by the school as being monitored due to concern by a parent or teacher but this does not automatically place the child on the school’s SEND register. Any concerns will be discussed with parents informally or during parents’ evenings.
- Parents’ Evenings and informal meetings with parents are used to monitor and assess the progress being made by the children.
How will you help me to support my child’s learning?
You will be fully involved in creating your child’s support plan. You will be encouraged to share your hopes and aspirations for your child and together strategies will be identified to assist your child’s progress. This will include what you can do at home to support your child’s learning. Your support and help is vital and so it is important that you clarify anything you do not understand or are not sure about during discussions and meetings. Your child will also be involved in this process as much as they are able.
What are the different types of support available to pupils with SEND at Etwall Primary?
Support for pupils with SEND can include:
All pupils with SEND receive quality first teaching (carefully differentiated work within the classroom). There may be targeted support in class by the teacher and/or teaching assistant. Carefully matched interventions may also enhance this teaching. Pupils may be taught as part of a class, in a small group or individually, depending on the activity.
- supporting individual and groups of pupils to enable them to participate effectively in the curriculum and assessment activities;
- ensuring access to specialist equipment and approaches set out in school based intervention programmes;
- providing for pupils who need help with communication, language and English;
- planning where necessary to develop pupils’ understanding through the use of available senses and experiences, such as Positive Play in the Multi-Sensory Room;
- planning for pupils’ full participation in learning and in physical and practical activities;
- helping pupils manage their behaviour, to take part in learning effectively and safely helping individuals to manage their emotions and to take part in learning;
- planning appropriate amounts of time to allow for the satisfactory completion of tasks;
- planning opportunities, where necessary, for the development of skills in the practical aspect of the curriculum;
- identifying aspects of programmes of study and performance descriptors that may present specific difficulties for individuals and taking specific action to help pupils who are learning English as an additional language, developing their spoken and written English to ensure access to the curriculum and assessment.
School staff may also be supported by outside agencies regarding strategies best matched to teach specific pupils.
Pupils with a Statement of Special Educational Needs or an Education, Health and Care plan may also be supported by a SSSEN (Support Service Special Educational Needs) teacher on a 1:1 or small group basis.
What specialist services or expertise are available at or accessed by the school?
The school has a strong working relationship and links with external support services in order to fully support our SEND pupils and aid school inclusion. Sharing information and knowledge with support services is key to the effective and successful SEND provision at our school. Support Services include:
- Educational Psychology;
- Health – school nurse, paediatricians, clinical psychologists;
- Teachers for the visually, physically or hearing impaired;
- CAMHS (Child, Adolescent and Mental Health Service);
- Speech and Language Therapists;
- Physiotherapists and Occupational Therapists;
- Behaviour Support Service;
- Support Service for Special Educational Needs;
- Specialist outreach services – autism outreach;
- Social services;
- Multi-agency teams.
What training have staff supporting pupils with SEND had?
Mrs Giles (SENCO) has achieved the post graduate qualification ‘Post Graduate Certificate in Special Educational Needs Co-ordination’. The SENCO supports class teachers in planning for pupils with SEND. All teachers at Etwall Primary School are qualified and a number of them have received specialist further professional development in a number of areas linked to Special Educational Needs. The school provides training and support to enable all staff to improve teaching and learning of pupils, including those with Special Educational Needs and Disabilities. Our Teaching Assistants also have a range of expertise in a variety of specialised areas as well as being trained in the interventions they deliver. The school accesses a variety of services to ensure that the skills of the staff match the needs of the current pupils.
How will my child be included in activities outside of the classroom?
All extra-curricular activities are available to all children and will be suitably differentiated and supported to ensure access for all. All educational visits (including residential trips) are open to all pupils. Adult support and resources are made available to ensure that all pupils can access these activities. The class teacher and SENCO works closely with parents before trips to discuss specific needs of each pupil with SEND. No pupil is removed from activities at Etwall Primary unless a request is made from parents or carers and, even then, we would seek to adjust the activity or level of support so that the pupils could access it.
How will the school support my child in starting school and moving on?
We recognise that transition can be difficult for a child with SEND. If your child is moving to another school we will contact the school and ensure that they know about any special arrangements or support that needs to be in place for your child. We will make sure all records are passed on. We will support your child during visits to their new school wherever possible.
When moving classes in school, information will be passed onto the new class teacher in advance. Staff from the new year group will visit your child in their current year group and they will have the opportunity to visit their new class and meet their new teacher. A transition programme is put in place for those pupils who require it, with extra transition visits to new classrooms or new schools arranged as necessary.
How are the school’s resources allocated and matched to pupil’s SEN?
The school receives funding for pupils with Special Educational Needs and Disabilities through the Local Authority. This funding is to support work with pupils with a statement or EHCP and pupils without. The allocation is made following needs analysis discussions and work between the senior management team and the governors. The funding is used to purchase classroom support and resources. The school will request GRIPs funding (graduated approach for the individual pupil) or an Education, Health and Care Plan from the local authority when, despite an individualised programme of sustained intervention/ SEND support, the pupil remains a significant cause for concern. An Education, Health and Care Plan might also be requested by a parent or outside agency.
An Education, Health and Care Plan will normally be provided where, after an assessment, the LA considers the pupil requires provision beyond what the school can offer. However, the school recognises that a request for Assessment does not inevitably lead to an EHCP.