SEND Information Report ~ What does Hall Green I & N School provide for pupils with SEND? Our Policy for Pupils with SEND (This report is updated at least once a year)
For more information about the SENCo role see our page about the Inclusion Team http://www.hallgreeninfant.co.uk/the-inclusion-team/
This report complies with section 69(2) of the Children and Families Act 2014.
It sometimes becomes clear during a child’s time at school that extra support is needed so that the child can take part in every aspect of the national curriculum. Teachers and parents / carers are important in identifying these needs. All teachers will take into consideration the varying abilities in any class and use suitable materials and methods for the range of abilities within lessons (Known as ‘quality first teaching’). We will work with you if your child has been identified as having a special need and discuss with you the kind of support the school can offer.
There is a graduated approach to additional needs as described in the SEND Code of Practice (2014). We use a person-centred approach in our graduated response to SEND. Below is a picture created by Annabel Evans (Pupil & School Support) to show how this process works. Many thanks to Annabel for giving us permission to use her art work.
(Artwork courtesy of Annabel Evans, PSS)
Levels of Support offered as part of the graduated response:
SEN Support is used to describe a child who will need provision which is additional to or different from what is available to all, in order to make progress.
The first stage of SEN Support is 'targeted support' . When this happens the child is provided with interventions & strategies by the class teacher that is additional to or different from those provided by the usual differentiated curriculum. Information is collected from the class teacher, specialist teacher (SENCo), parent/carer and any other professional working with the child.
Sometimes 'specialist support' will be necessary. Professionals from external agencies will see the child, so that they can advise teachers on fresh targets and accompanying strategies, provide more specialist assessments that can inform planning and the measuring of progress.
The Education Health Care Plan replaces the old "Statement of Provision" and anyone currently on a Statement of Provision will be transferred to an Education Health Care Plan following a schedule set out by the local authority.
Provision Plan (PP) & Education Health Care Plan (EHCP)
Some children have greater and more specific needs for extra help and these may be given either a Provision Plan or an Education Health Care Plan which sets out the kind of help needed. A “Provision Plan” is a document used by Birmingham Local Authority and is not a legally binding document; this could be described as between "SEN Support" and an "Educational Health Care Plan".
An Education Health Care Plan is a legally binding document (so if a child moves to a different local authority the provision stipulated in it goes with them). Again, parents/carers are always fully involved at every stage if it is thought that an EHCP is necessary and would be beneficial to the child.
Children who are working at a level significantly above that of a child of a similar age may also be described as having Special Educational Needs (“More Able Child” ~ working roughly a year ahead of age related expectations or “Gifted & Talented” ~ working roughly two years ahead of age related expectations or having a special talent e.g. creative/physical ability).
We believe that it is vitally important that all children achieve their full potential and that we all work as a team to ensure this happens. As with children on the SEND Code of Practice, provision for more able children is driven by the class teacher(s). Through the provision of a range of strategies and a properly differentiated curriculum the needs of all children, including the most able, are addressed.
Frequently Asked Questions (FAQ)
Does my child have to have and Education, Health & Care Plan (EHC) or statement of special educational needs to receive extra support?
No. All children on the special educational needs code of practice receive support that is personalised for them. This may be mainly focused in class and the adaptations the class teacher makes for them (known as quality first teaching), but may also include other support, such as being part of an intervention group or involvement from outside agencies.
What is an Education, Health & Care Plan (EHCP) or statement of special educational needs?
Both are legal documents for pupils with a high level of need. ‘EHCPs’ replaced ‘statements’ when the new SEND Code of Practice became law in September 2014, there is a timetable for transferring statements to EHCPs which will be complete by the end of 2017. They document what a child’s needs are, what provision is required for him/her and outcomes are being targeted. If you would like more information about what is in an EHCP or when one would be requested for a pupil please see the Inclusion Leader.
Who do I see if I’m worried about my child’s learning and/or development?
The class teacher is the first person to speak to about any concerns you may have. The teacher can then speak to the Inclusion Leader to either seek some guidance or arrange a meeting for the parents / carers to discuss their concerns with the Inclusion Leader directly.
I’m worried about my child moving to a new school. What happens to help them?
For transitions at the end of the academic year e.g. moving up to a junior school, the inclusion team has a focus on transition support in the Summer Term. Extra time is spent with specific children to help prepare them for the changes, additional visits to new settings can be arranged and personalised transition books are made for the children to use during the summer holidays with their families.
Similar strategies are used if a child changes setting part way through an academic year, so the more notice we can be given if a move is going to take place the more time we can spend helping your child cope with the transition.
Smooth transition to our school is also very important to us, so if your child has any additional needs and gets allocated a place at our school please inform us as soon as possible. That way, we can liaise with you and any previous settings as well as arranging additional visits and/or transition books.
As a parent of a SEND child I’m feeling alone. Can you help?
We have termly coffee mornings for parents of children on the SEN code of practice. Come along and meet other parents who may have experience of what you are going through. Our Inclusion Leader will also be present to offer a friendly ear and offer suggestions as well as signposting other avenues of support.
Please see the SEN information for parents/carers section for details of the next meeting.
There are also termly SEND review meetings and parents evenings. If at any point in the school year you would like to speak to the class teacher about concerns you may have, teachers are happy to arrange a time to talk to you.
My child has SEND, can they take part in an after school club?
All pupils have equal access to after school clubs. We may need to take extra steps to support a pupil’s participation in a club, so when you complete a form to request a place for your child you can highlight your child’s needs and the office staff with involve the Inclusion Leader.
For further details about after school clubs please speak to the school office.