Special Educational Needs (SEN) Information Report

Great Alne Primary is a mainstream school. All classrooms are on one level with ramps to an outside classroom. There are disabled toilet facilities.

Identifying young people with SEN
Children are assessed on entry, observed and monitored and carefully in each term of schooling. Teachers meet to discuss the progress of pupils, including any concerns, formally once a term. However, where a there is a cause for concern, discussions will take place between the class teacher and the SENCO team.  Parents may be consulted in a variety of ways: at Parent Evenings, informal discussions and specific meetings following targeted assessments.

The school uses specialist provision from SEND Supported. A specialist teacher from this service visits regularly to assist in making assessments, advising the school on strategies and interventions and monitoring the progress of children on the SEN register. Additionally the specialist teacher may also meet with parents to discuss the results of assessments and the provision the school may make as a result.

The  Educational Psychologist may also be involved in the assessment of children. She will make observations,  monitors the progress of children on the SEN register and attends EHCP reviews where appropriate.

Arrangements for consulting young people with SEN
Children are fully involved in discussions about their learning and contribute to their Personalised Learning Plans. They are invited to attend and contribute to their EHCP  reviews. The school is moving towards using time limited Intervention Plans and pupils will be asked to help assess how successful their plan has been.  Our marking policy ensures children are given time to reflect on their learning and to respond to comments and advice. 

Arrangements for supporting young people in moving between phases of education

• Before children begin school there are Induction sessions for  Foundation Stage pupils. These provide an opportunity for pupils  to become familiar with the school environment and their classroom. They meet the key adults who will support them in their first year of schooling.
•  In the September of the Reception Year we have a phased entry to school, and where where there are particular needs we will take a flexible approach, and some pupils may attend part time for a longer period.
• We prepare pupils for the secondary phase in a variety of ways. These may include arranging additional visits to their future setting, accompanied by a trusted adult. Key adults from secondary provision may visit our setting to meet groups of pupils or individuals.  Preparation will be personalised depending on the needs of the pupil and may be a gradual process over their last academic year at Primary school.

The approach to teaching children with SEN

• Teachers  work with teaching assistants to effectively plan how to best to support children with specific needs. This may include providing timetables for daily interventions, one to one reading and in class support.
• In class lessons children on the SEN register may be supported in a number of ways, including one to one support from a teaching assistant or teacher and tailored resources.
• Visual support, such as visual timetables, Now and Next boards, reminders about 'expected' behaviours etc. are available in all classrooms and in dedicated work spaces.
• Time limited Interventions are planned and monitored  to address specific areas of need which will then be reviewed to assess the impact. We follow the ASSESS, PLAN, DO, REVIEW approach.

Adaptions to the curriculum and Learning Environment
Where a child has specific needs, they may require an individually tailored timetable to ensure they are able to fully access and engage in the learning process. Some children may require a individualised work 'space' which will be in a dedicated area in the classroom. We also provide 'safe  nurturing spaces' throughout school for children to access.

Staffing and staff training

• At Great Alne, we have a SEND team comprising of the headteacher, Mrs Rossiter,  Mrs Dunbar and Mrs Wyatt. Mrs Wyatt holds a National SENDCo qualification.  
• We use Warwickshire Educational Psychology service and Send Supported to assist in the assessment and monitoring of children on the SEN register. This group of professionals guide us in the management of the children who are on the SEND register.
• The Educational Psychology service and SEND Supported also provide training and support to all staff regarding SEN and Mental Health.
• Individual staff have attended training on ASC and other training specific to the needs of children within our school.
• We use IDS (Integrated Disability Service) to support the needs of children with hearing and visual disabilities.

Evalauating the effectiveness of provision

• The PLAN, ASSESS, DO, REVIEW process ensures that we regularly assess our provision.
• Termly Pupil Progress meetings ensure we look carefully at the progress of all pupils and ask challenging questions about their progress and review whether our provision is appropriate and effective.
• We meet at least twice a year with parents of pupils on the SEN register to review progress, discuss successes and concerns. Children are asked to give their views, either in the meetings themselves or by questionnaire completed with their parents. The views of all parties are important in evaluating provision.
• Discussion about the effectiveness of our provision take place at the regular visits from specialist providers i.e. Send Supported, and the Educational Psychology Service.

Enabling enagagement with whole school activities

• Wherever possible school activities are available to all children.
• There may be specific support provided for pupils to fully participate in lunch and break times and after school clubs. These may include one to one support, small group play, paired play, access to ICT facilities for small groups.
• On trips out of school and residential trips, support may be one to one and parents may also take part . Seating on coaches may be considered and plans put in place to address situations of anxiety out of school.

Support for improving emotional and social development

• The school has a Mental Health Team whose focus is on maintaining the mental health and wellbeing of everyone in school. They promote special events, such as Mental Health Week and help members of staff to incorporate wellbeing activities into the curriculum. 
• The School has a Mental Health Lead who is a qualified Mental Health First Aider.
• The School Council provides opportunities for children to express their views and ideas about how to improve their experience in school.
• Circle time is used in classes to share ideas, worries and fears.
• Lego Therapy is used in small groups to learn about sharing, listening to others and turn taking.
• Y6 children act as buddies to Reception pupils, ensuring their needs and worries are listened to.
• There is a Buddy Bench in the playground to support children during playtimes and lunchtimes.
• Trusted adults work one to one with children on the SEN register on exploring feelings.

Involvement of Outside Agencies

• The school has close links with Compass ( School Nursing) and they provide support ,training and advice both to school and parents. 
• The school purchases support from SEND Supported and the Educational Psychology Service.
• The school works with the Speech and Language Service and IDS.
• The school has an Early Help lead who supports both children and families throughout school.

Arrangements for handling complaints
If a parent has a concern or complaint, in the first instance they would speak to the class teacher. If matters are not resolved then they can speak to The Head Teacher and SENCO. The next step would then be to speak to our Chair of Governors,  who can be contacted via the school office.

Send Policies
Please see our SEND and Accessibility policy within our policy section

Warwickshire's SEND Offer 
 https://www.warwickshire.gov.uk/send 

The needs of pupils across the school are well catered for in a warm and nurturing environment. This is particularly true for those who have special educational needs (SEN) and/or disabilities, including social, emotional and mental health needs.
Ofsted Report 2018

Learning for Life, Aiming for Excellence