1. What is the SEN Information Report?
2. Your child has Special Educational Needs. What can we at Putnoe Primary School offer you?
3. Who are the best people to talk to in this school about my child’s difficulties with learning/ Special educational Needs or Disability (SEND)?
4. What are the different types of support available for children with SEND at Putnoe?
5. How can I let the school know that I am concerned about my child’s progress in school?
6. How will the school let me know if they have concerns regarding my child’s learning in school?
7. How is extra support allocated to children?
8. Who are the other people providing services to children with SEND at Putnoe?
9. How are the teachers in school helped to work with children with SEND?
10. How will Putnoe measure the progress of your child in school?
11. What support does Putnoe have for you as a parent of an SEND child at Putnoe Primary?
12. How is Putnoe accessible to all children with SEND?
13. How will we support your child when they are starting at the school, leaving this school, or moving to another class?
14. How are the social and emotional wellbeing of our pupils cared for?
What is the SEN Information Report?
The children and Families Bill became enacted in 2014. From this date Local Authorities (LA) and schools are required to publish and keep under review information about services they expect to be available for children and young people. This is the SEN Information Report.
The School Local Offer identifies how the different schools in the LA aim to meet the need of SEND pupils as determined by school policy and the provision that the school is able to provide.
Your child has Special Educational Needs. What can we at Putnoe Primary School offer you?
Putnoe Primary School is a mainstream academy school in Bedford. The Headteacher, Staff and Governors at Putnoe Primary School aim to help all pupils enjoy and achieve. We strive for academic excellence while seeking to provide a balance between academic subjects and the aesthetic, practical, musical and physical activities.
We believe all pupils should have the opportunity to develop those life skills that will raise self-confidence and self-esteem and contribute to their role as responsible citizens.
The success of our mission is focused around the following themes:
- Working together with the wider community
- Seeking continuous improvement and innovation
- Celebrating success and taking pride in our achievements
- Being responsible for our own actions
Who are the best people to talk to in this school about my child’s difficulties with learning/ Special educational Needs or Disability (SEND)?
The class teacher's responsibilities:
- Checking on the progress of your child and identifying, planning and delivering any additional help your child might need (this could be targeted work or additional support and letting the Special Educational Needs/Disabilities Co-ordinator (SENCo) know as necessary
- Write Individual Support Plans, based on the Putnoe Support Plan and sharing and reviewing these with parents every half term and planning for the next term
- Ensuring that the schools SEN Policy is followed in their classroom and for all the pupils they teach with any SEN
The SENDCo's responsibilities:
- Developing and reviewing the school’s SEND policy
- Ensuring that you are involved in supporting your child’s learning, kept informed about the support your child is getting on and involved in reviewing how they are doing
- Liaising with other professional who may be coming to school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychologist
- Updating the schools SEN register ( a system for ensuring that all the SEND needs of pupils in this school are known) and make sure that records of your child’s progress and needs are kept
- Providing specialist support for teachers and support staff in the school so that they can help children with SEND in the school to achieve the best progress possible
The headteacher's responsibilties:
- The day to day management of all aspects of the school, this includes the support for children with SEND and making sure their needs are met
- Making sure that the Governing body is kept to date about issues relating to SEND
The SEND Governor's responsibilities:
- Making sure that the necessary support is given for any child who attends the school, who has SEND
What are the different types of support available for children with SEND at Putnoe?
Class teacher input, via excellent targeted classroom teaching (Quality First Teaching). For your child this would mean:
- That the teacher has the highest possible expectations for your child and all pupils in their class
- That all teaching is built on what your child already knows, can do and can understand
- That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning
- Implementing specific strategies (which may be suggested by the SENCo) are in place to support your child to learn
- Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress
Specific group work intervention which may be:
- Run in the classroom or a group room
- Run by a teacher or a teaching assistant (TA)
Specialist groups directed by outside agencies, e.g. Speech and Language therapy. This means a pupil has been identified by the SENCo/Inclusion Manager/class teacher as needing some extra specialist support in school from a professional outside the school. This may be from:
- Local Authority central services, such as the Behaviour Support Team or Sensory Service (for students with a hearing or visual need)
- Outside agencies such as the Education Psychology Service
What could happen:
- You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school. The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support
Specified Individual support. This type of support is available for children whose learning needs are severe, complex and lifelong.
This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. Your child may also need specialist support in school from a professional outside the school. This may be from:
- Local Authority central services such as the Behaviour Support or Sensory Service (for students with a hearing or visual need)
- Outside agencies such as the Speech and Language Therapy (SALT) Service
For your child this would mean:
- The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child
- After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support
- After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write a Statement of Special Educational Needs or an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible
- The Statement or EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used, and what strategies must be put in place. It will also have long- and short-term goals for your child
How can I let the school know that I am concerned about my child’s progress in school?
If you have concerns about your child’s progress, you should speak to your child’s class teacher initially either at the parent consultation meetings that are available to all parents at the end of term, as both of these times provide opportunities to bring up any concerns that you may have. However if you would like to arrange a meeting sooner speak to your child’s class teacher who will arrange a time to meet with you after school.
If you continue to be concerned that your child is not making progress, you may speak to the Special Education Needs/Disabilities Co-ordinator (SENCo). The school SEN Governor can also be contacted for support.
How will the school let me know if they have concerns regarding my child’s learning in school?
If your child is identified as not making progress, their class teacher will set up a meeting to discuss this with you in more detail and to:
- Listen to any concerns you may have
- Plan any additional support your child may need
- Discuss with you any referrals to outside professionals to support your child
- If as a parent you would feel it beneficial for yourself and your child a home/school book can be created to help monitor your childs progress and wee being
How is extra support allocated to children?
The school budget includes money for supporting children with SEND. The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.
The Head Teacher and the Senior Management Team discuss all the information they have about SEND in the school, includingthe children getting extra support already, the children needing extra support and the children who have been identified as not making as much progress as would be expected. From this information, they decide what resources/training and support is needed.
- Teachers responsible for teaching SEN groups/individuals on a part-time basis
- Teaching Assistants and with either individual children or small groups
- A literacy and numeracy support programme, Catch Up, is delivered by teaching assistants on a 1:1 basis
- Family Worker is able to offer support for children with emotional and social
- Educational Psychologists
Local Authority Provision delivered in school:
- Behavioural Support Service
- Sensory Service for children with visual or hearing needs
- Parent Partnership Service
Health Provision delivered in school:
- Speech and Language Therapy
- School Nurse
- Occupational Therapy
How are the teachers in school helped to work with children with SEND?
The SENCo’s job is to support the class teacher in planning for children with SEND. The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEN. This includes whole school training on SEN issues, such as Autism Spectrum Disorder (ASD). Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. behavioural support
Class teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child’s needs are met. Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary. Specific resources and strategies will be used to support your child individually and in groups.
How will Putnoe measure the progress of your child in school?
Your child’s progress will be continually monitored by his/her class teacher. His/her progress will be reviewed formally with the Headteacher and SENCo every term in reading, writing and numeracy. Putnoe uses an ICT assessment tool, Target Tracker to help monitor and track progress.
At the end of each key stage (i.e. at the end of year 2 and year 6), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
Where necessary, children will have an Support Plan based on what their teacher perceives as their area of need or based on targets set by outside agencies. Progress against these targets will be reviewed regularly, evidence for judgements assessed and a future plan made.
The progress of children with a statement of SEN/EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.
Regular book scrutinises and lesson observations will be carried out by the Head Teacher and other members of the Senior Management Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.
What support does Putnoe have for you as a parent of an SEND child at Putnoe Primary?
The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.
SENCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have. The Family worker is there to support you to liaise with other agencies if necessary. All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
Personal progress targets /IEPs will be reviewed with your involvement every term. Homework will be adjusted as needed to your child’s individual requirements. A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.
How is Putnoe accessible to all children with SEND?
The school is on two floors with easy access and double doors, lifts and ramps. The front desk has a wheel-chair height section. There are two disabled toilets.
We ensure where ever possible that equipment used is accessible to all children regardless of their needs. After-school provision is accessible to all children, including those with SEN. Extra-curricular activities are accessible for children with SENExtra-curricular activities are accessible for children with SEN.
As a school we highly value the benefit of education outside of the classroom and believe that all children should have the opportunity to participate in these experiences. Prior to any trips, staff carry out a risk/benefit assessment, which considers the needs of children with SEND. Where necessary, we meet with parents to discuss any additional support that may be required.
How will we support your child when they are starting at the school, leaving this school, or moving to another class?
We recognise that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.
If your child is joining us from another school:
- The SENDCo will visit pre-schools with the Foundation Stage Leader when appropriate
- Your child will be able to visit our school and stay for a taster session, if this is appropriate
If your child is moving to another school:
- We will contact the school SENCo and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCo from the new school
- We will make sure that all records about your child are passed on as soon as possible
When moving classes in school:
- Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. IEP s will be shared with the new teacher
In Year 6:
- The SENCo will discuss the specific needs of your child with the SENCo of the child’s secondary school. In most cases, a transition review meeting to which you will be invited will take place with the SENCo from the new school
- Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead
- Where possible, your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school
How are the social and emotional wellbeing of our pupils cared for?
The social and emotional wellbeing of our pupils is a priority and we have worked to develop and maintain a strong community ethos.
We recognize that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative.
All classes follow a structured PSHE (Personal, Social, Health end Economic education) curriculum to support this development. The schools family worker is also there too offer support and advice to both parents and pupils. If necessary, specific plans are put in place to support a child's wellbeing and in these cases parents are consulted. If your child still needs extra support, with your permission the Family Worker will access further support through the CAF process.