SEND at Woodfield CP School
The school's SEND Policy can be found by clicking on the link at the bottom of this page.
There are 4 areas of need according to the 2014 Code of Practice.
· Cognition and Learning
· Social, Mental and Emotional health
· Communication and Interaction
· Sensory and/or Physical Needs
Children are assessed regularly to ensure that they are making the expected progress. Some children can be identified as ‘stuck’ and will therefore receive some extra help and support. The class teacher is usually the first person to notice that the child needs extra help. If this is the case then they will ask for a meeting with the SENCO to discuss strategies. If these strategies are not working and the child is becoming significantly behind their peers in any area then a discussion with parents/carers about the possibility of putting the child on the SEND register will take place.
Once a discussion has taken place, a final decision will be made by parents/carers, the class teacher and the SENCO regarding the next appropriate steps.
If you have any concerns regarding your child then please raise your concerns with the class teacher and/or the SENCO (Mrs. Orla Gibbons).
Informing and involving parents
All children, despite their level of need, are expected to make expected progress, if not more. All classes differentiate the learning according to the ability and needs of the child. Separate activities that are related to the child’s IPM (individual provision map) are also planned by the teacher. All interventions are extremely well planned by the TA delivering the intervention and are also structured to ensure progression is made.Parents will be kept informed about their child’s progress regularly. If any outside agencies are involved then they like to meet with parents to discuss the work they have been doing. This is arranged when convenient with the parent. As a parent, you are entitled to an IPM review meeting every 3 months. If you would like a further meeting then please contact the class teacher and/or SENCO.
Inclusion passports are one way in which we record all the interventions that are being done with a child. The inclusion passport is a key document for anyone working with a child as it contains all the necessary information about the provision that has been made. This is a key document for outside agencies and secondary schools to have so that they know what provision has been put in place.
Provision, resources and services
Lessons are differentiated for all learners, including those with SEND, in order for them to access the learning at their level and make progress. All teachers are teachers of children with SEND. They are also your child’s SENCos/ The school has access to a wide range of professionals and outside agencies that we can contact for further support and advice. If we feel that outside agency input would benefit your child then we will have a meeting in school to discuss this with you.
We have access to:
· Speech and Language Therapists
· Educational Psychologists
· Parent Support Advisers
· The Preventative Neam (this team includes, Social Care, FIT team, School Nurses, Parent Support Advisers and many more)
· The Inclusive Education Service (this includes autism support, enhanced mainstream schools which specialise in different areas of need – Communication and Language, Behaviour, Emotional and Social Development and Specific Learning Difficulties.
· Specialist teachers from the physical, sensory and medical team
· Social care
· Nursing team and health visitors
· Looked after children workers
· Young carers
Interventions are necessary to help children make progress. Staff who deliver focused interventions such as narrative therapy, social speaking, Lego therapy and reading intervention have all had the necessary training. As a whole school, we have refresher training for all the different areas of need. All our staff are highly trained and they are observed delivering and facilitating all the interventions within school. In doing this we can ensure that all the staff are consistent in their approach and progress of the children is tracked and evidenced. We also ensure that is is not just intervention in isolation but pay particular attention to transferring the skills learnt during an intervention for use within the classroom or wherever appropriate; the playground, the dinner hall etc.
Any staff who feel they need more training in a specific area have the opportunity to attend relevant training sessions. This is normally organised by the SENCo, who also keeps an audit of training the staff and school have undertaken.
Support for Learning and Well-Being
All children in school have access to quality first teaching (WAVE 1). Sometimes we identify children who need to have further support in order to help them learn. We offer a wide range of support to help support a child’s learning and well-being. It may be that they only need extra support in one area of the curriculum. The class teacher will identify who needs extra support and how often they will receive it.
The class teacher and/or SENCO will discuss with you how often your child receives extra support.
The school Governors also have a role in ensuring your child is supported where necessary. The Head teacher and SENCO report back to the Governing body regularly in addition to the SENCO meeting with the SEND Governor. Our SEND governor is; Ms. Kim Dunwell
· North Yorkshire PACT group A collective voice for parents of children with additional needs and disabilities
The Parent Partnership service has now changed to SENDIASS - Special Educational Needs and Disabilities Information, Advice and Support Services. The SENDIASS Coordinators can offer impartial advice and support which could include making a home visit to listen to any concerns you may have, or attend meetings with you. They may also be able to put you in touch with other organisations or parent support groups.
A SENDIASS Co-ordinator can be contacted through North Yorkshire on 0845 034 9469.
Should you require any extra information then please do not hesitate to come and see me in school.