SEND

SEND Information Report

St Margaret’s at Hasbury Church of England Primary School SEND offer

Introduction

St Margaret’s at Hasbury Church of England Primary School works closely with the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. We are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in school wherever possible.

The four broad ‘areas of need’ are:

  • Communication and Interaction

  •  Cognition and Learning

  •  Social, Emotional and Mental Health Difficulties

  • Sensory and Physical Needs.

What is the Local Offer?

From September 2014, Local Authorities and schools are required to publish their local offer. This offer will keep under review information about services they expect to be available for the children and young people with Special Educational Needs aged 0-25. The Local Offer aims to improve choice and transparency for families. It is also a resource for parents in understanding services and provision in the local area.

Information on the Dudley Local Offer can be found at the following address:

 

 https://www.dudley.gov.uk/resident/localoffer/

The School SEND Information Report

At St Margaret’s at Hasbury we are constantly reviewing how we can maintain and improve the provision for our pupils. Our policies and procedures are regularly reviewed and updated as necessary and in response to current guidance.

Below are some frequently asked questions.

How does St Margaret’s at Hasbury know if children need extra help?

At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEND as: 

“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they: 

(a) have a significantly greater difficulty in learning than the majority of others of the same age: or 

(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.” 

If a learner is identified as having SEND, school will provide provision that is ‘additional to or different

from’ the normal curriculum and support which is intended to overcome the barrier to their learning. 

 

We know when children need help if:

  • children fall behind which can happen for a number of reasons

  • they are absent from school or they have attended lots of different schools and not had a consistent opportunity to learn

  • they may not speak English very well or at all (although EAL in itself is not a reason why children may have additional needs)

  • concerns are raised by parents/carers, teachers or pupil’s previous school

  • there is a lack of progress

  • poor results in class or on termly assessments

  • there is a change in the pupil’s behaviour

  • a pupil or parents ask for help.

 

What should I do if I think my child may have special educational needs?

If you have concerns then contact your child’s teachers, Mrs Hill (SENDCo), Mrs Stokes (Inclusion Support Manager) or Mrs Shepherd (Headteacher).

How will I know how St Margaret’s at Hasbury supports my child and what responsibilities do staff have in school to support my child? 

The school uses the graduated response approach to supporting all children in school. We use a four-stage cycle of support to help identify needs. Assess – Plan – Do – Review. Pupils receive first quality teaching in class. A requirement for additional support is identified by all staff involved with the child to identify their next steps. Parents are consulted in this process. 

If appropriate, individual targets are drawn up by the class teacher. They will be differentiated accordingly to suit the individual needs of the child. A copy of the targets will be shared with parents and reviewed at least termly. To support these targets children may be included in intervention groups which may include:

  • additional general support or strategies implemented by the teacher or learning support assistant in class

  • use of a particular resource (e.g. a writing slope) 

  • 1:1 or small group support

  • assessment from an outside agency, e.g. Speech and Language

The length of time of the intervention will vary according to need. The targets and interventions will be regularly reviewed by staff, parents and the child to ascertain the effectiveness of the provision and to inform future planning. 

These interventions are recorded on an individual provision map. This is a record of the interventions, timings, cost of and the impact of the intervention and/or strategies. If you have any queries related to the interventions please contact the class teacher or SENDCo. 

Pupil Progress Meetings are held each term. At these meetings, the class teacher will meet a senior leader to discuss the progress of individuals in their class. This shared discussion may highlight areas that require further support which can then be planned for. 

Occasionally a child may need more expert support form an outside agency such as the Learning Support Service or the Educational Psychologist. Referrals are then completed in conjunction with parents/carers and a programme of support to parents and schools is then put into place and regularly reviewed. This will be delivered through SEND Support (SEN Code of Practice 2014) 

If further, specific support is required an assessment for an Education Health and Care Plan (EHCP) may be made. This will only be done after consultation with parents and a young person’s views will be gained. 

In school the class teacher/SENCo and Headteacher have a number of responsibilities to ensure support appropriate support is implemented at an appropriate time.

 

The class teacher is responsible for: 

  • checking on the progress of children and identifying, planning and delivering any additional help they child may need (this could be things like targeted work, additional support) and discussing concerns with the SENCo or Inclusion Manager as soon as necessary.  

  • setting targets (both academic and personal) and sharing and reviewing these with parents at least once each term and planning for the next term. 

  • personalising teaching and learning for individuals as identified on provision maps.

  • ensuring that the school’s SEND policy is followed in their classroom and for all the pupils they teach with any SEND. 

 

The SENCo (Mrs Hill) and the Inclusion Manager (Mrs Stokes) are responsible for: 

  • developing and reviewing the school’s SEND policy and school offer


  • co-ordinating all support for children with special educational needs or disabilities (SEND)

  • ensuring that parents and carers are involved in supporting their child’s learning, kept informed about any support their child is receiving and involved in reviewing how their child is progressing.  

  • liaising with all the other people who may be coming into to school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc. 

  • updating the school’s concerns and SEND register (a system for ensuring that all the SEND needs of pupils in this school are known)

  • ensuring records of interventions and progress are maintained

  • 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 (Mrs Shepherd) is responsible for: 

  • the day to day management of all aspects of the school, this includes the support for children with SEND. 

  • giving responsibility to the SENDCo/Inclusion Manager and class teachers, but is still responsible for ensuring that your child’s needs are met. 

  • making sure that the Governing Body is kept up to date about issues relating to SEND.  

How will the curriculum be matched to children’s needs? 

Class teacher input is given via targeted classroom teaching (quality first teaching) where individual needs are planned for. All staff have high expectations of all pupils. They use what the children already know and use a range of teaching strategies to involve every child in learning. This may include using practical equipment or specific strategies, e.g. use of a writing slope, concentration cushions. Through reviewing children’s progress daily gaps in their understanding/learning can quickly be identified and support can be put into place to enable them to make progress.

Teachers plan and differentiate work by reviewing age related expectations and through our carefully organised curriculum. Work is closely matched to children’s ability and learning needs. When a pupil has been identified with special needs, their work will be further scaffolded by the class teacher to remove barriers to learning and enable them to access the curriculum. 

How will I know how my child is doing and how can I support their learning? 

Staff at St Margaret’s communicate regularly with parents. This can be through curriculum newsletters, informal discussions, phone conversations, comments in the home school diary, information on the school website or through parent’s evenings. Class teachers are regularly available after school on the playground or alternatively appointments can be made to speak in more detail to the class teacher, SENCo or Mrs Shepherd (Headteacher) by contacting the school office. 

For pupils on the SEND register individual targets are sent home each term. Targets are usually set by the class teacher in conjunction with other support staff in school. These targets will be reviewed each term and shared with parents. Parent/carer workshops are arranged throughout the year, sometimes with invited guests, to encourage an open and relaxed forum where advice and ideas can be exchanged.  

All parents/carers will receive an end of year written report detailing their child’s progress across the curriculum. Parents will also receive information about their child’s attainment and progress. Attainment will be made through the use of teacher assessment judgements. Children on the SEND register may be working within the age-related expectations for their year group however if a child is below their chronological age staff may use the pre-key stage standards or the DAPA scale, which assesses progress in smaller steps and at a slower pace, to inform judgements. Members of SLT check the progress of children every term and we discuss what we are doing to make sure all pupils make good progress. 

How will I be involved in discussions about and planning for my child’s education? 

 All parents are encouraged to contribute to their child’s education. This may be through: 

  • discussions with the class teacher 

  • during parent’s evenings

  • during discussions with Mrs Hill, Mrs Stokes, Mrs Shepherd or other professionals

  • parents are encouraged to comment on their child’s individual provision map with possible suggestions that could be incorporated. 

 

What support will there be for my child’s overall well-being? 

St Margaret’s at Hasbury recognise that some children have additional emotional and social needs. These can manifest themselves in a number of ways, including behavioural difficulties and anxiety. The school adopts a supportive, restorative approach to its PSHE curriculum and we have a wide variety of pastoral support for pupils who are encountering emotional, social and behavioural difficulties, in place. These include:

 

  • members of staff such as the class teacher, learning support assistants, SENCo, being readily available for pupils who wish to discuss issues and concerns.

  • mentoring sessions with individual children 

  • staff in school organise Nurture groups or Circle of Friends groups, which are targeting groups to develop social skills, self-esteem, emotional wellbeing and to offer support with anger management. 

  • contact with the school nurse.

  • contact with Educational Psychologist and staff from the Sycamore Behaviour Unit

  • organised playtime activities

  • social groups to encourage turn taking etc.

St Margarets has a robust Child Protection policy in place: we follow National and LA guidelines. Our behaviour and anti-bullying policies support staff in working with children and their families to identify and address any concerns about behaviour. The Senior Leadership Team and all staff monitor the emotional health and well-being of all our pupils continually throughout the day to ensure child remain happy and safe both in and out of school.  

Pupils with medical needs 

If a pupil has a medical need then a detailed Care Plan is compiled in consultation with parents/carers and medical professionals. These are discussed with all staff who are involved with the pupil. Where necessary, and in agreement with parents/carer, antibiotics may be given after discussion with staff in school and only with the completion of a medication form. 

 

 What specialist services and expertise are available at or accessed by the school?

 At times it may be necessary to consult with outside agencies to receive their more specialised expertise.  The agencies used by the school include: 

  • Autism Outreach Team 

  • Children’s Services

  • Educational Psychologists

  • Behaviour Support Services

  • CAMHS (Child & Adolescent Mental Health Service)

  • Hearing Impairment Team

  • Visual Impairment Team

  • Physical Impairment / Medical Inclusion Service (PIMIS)

  • Learning Support Service

  • Children’s Therapy Team (Speech & Language/Occupational Therapy/Physiotherapy)

  • School Nurse 

An Educational Psychologist is allocated to our school. He/she would normally only work directly with children whose needs are felt to be more complex and have not responded well to the interventions previously put in place for them. To help understand the child’s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed. He/she will offer advice to the school and parent/carers on how to best support the pupil in order to take their learning forward. 

Staff in school use provision maps to identify the specific support that children will receive. Provision maps help to ensure that a holistic approach to a child’s learning takes place which focuses on short, medium and long term needs.

How are the school’s resources allocated and matched to children’s special educational needs?

The SEND budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs. The additional provision may be allocated after discussion with parents, the class teacher, at pupil progress meetings or if a concern has been raised by them at another time during the year. Further support or resources may be allocated to your child following assessments by school staff or outside agencies (e.g. Learning Support Service). Funding may be used to buy in specialist support. Pupil Premium funding is also used to support individual pupil’s learning. 

How is the decision made about how much support my child will receive?

Staff in school are responsible, in consultation with parents, for identifying the level of support individuals needed. This may take the form of additional individual or small group support in class or in other focus groups tailored to the pupils needs. During their school life, if further concerns are identified due to a child’s lack of progress or well-being then other interventions will be arranged. Parents/carers will be notified if their child is receiving 1-1 or small group support outside of the classroom. 

What training are the staff supporting children and young people with SEND had or are having? 

Staff regularly meet with the SENDCo to discuss individual needs. All staff receive training related to SEND.

 

These include sessions on:

  • How to support pupils with a diagnosis of dyslexia 

  • How to support pupils on the autistic spectrum

  • How to support pupils with behavioural difficulties 

  • How to support children with sensory issues

  • Behaviour management strategies

  • Speech and language therapy

  • Get Moving

  • Emotion coaching and attachment to support SEMH difficulties

  • Specific interventions to support individuals, e.g. Enable reading intervention, Toe by Toe

How will my child be included in activities outside the classroom including school trips?

Activities and school trips are available to all pupils. Risk assessments are carried out and procedures are put in place to enable all children to participate. These are shared with parents.  

How accessible is the school environment? 

The school is fully compliant with DDA requirements. As a school we are happy to discuss individual access requirements.

 

Facilities we have at present include double doors and ramps into school to make the site accessible to all, a toilet adapted for disabled users, adapted keyboards, use of foot boxes, extra-curricular activities are accessible for children with SEND.

Wrap around provision and extra-curricular activities are accessible to all children, including those with special educational needs. 

Further information can be found in our accessibility plan on the school website

How will the school prepare and support my child through transition periods? 

Staff in school understand what an unsettling time moving class and schools can be therefore, steps are in place to enable any transition to be as smooth as possible.

 

These include: 

On entry:

A planned programme of visits in the summer term for pupils starting in September including “Play and Stay” visits with parents/carers, visit with playgroup and a visit to their new class (without parent/ carer), lunch in school. 

Parent/carers are invited to a meeting at the school so that they know what to expect and are encouraged to share any concerns with the school. Parents may also be offered an appointment to meet the staff on a 1:1 basis.

Our Reception teacher visits children in their pre-school setting where possible. If visits are not possible staff ensure they receive information on a child from previous settings and conversations are held with the setting to ensure all necessary arrangements are in place prior to children starting in school. Where concerns are raised, meetings with parents to discuss any issues may be arranged. In some circumstances individual arrangements may be made for starting school, such as shorter hours. 

Transition to new classes 

Although the children regularly move between the split site in school, moving between year groups can be unsettling for some children. We therefore prepare children for this change by:

 

  • organising opportunities for children to visit their new classroom and teacher during the second half of the summer term. 

  • attending Collective Worships and playtimes with the rest of the school. 

  • information sharing sessions between each teacher 

  • class teachers are always willing to meet parents/carers prior to the child moving to their class. 

Secondary transition. 

  • Class teachers and outside agencies work with children who may be anxious about the move. This provides them with the opportunity to discuss any concerns they may have. 

  • Secondary school staff visit pupils prior to them joining their new school. 

  • Staff in school with secondary schools to pass on information regarding pupils with SEND. 

  • Children attend a transition day to visit the school they are going to.

  • Opportunities to work with local secondary schools are actively encouraged so that children are familiar with them. 

Mid-year transition 

  • Children who transfer to the school during the year are given the opportunity to visit with their parent/carer to have a guided tour of the school.   

  • Children will be introduced to their new teacher and show them where they will put their coats etc. 

  • Complete an induction form with basic details including how parents feel they were progressing at their last school. 

  • Agree the start date. In certain circumstances such as the child not having attended school before special starting arrangements may be agreed. 

  • Contact the previous school for the child’s records. Where there are concerns, the SENCo will be contacted by phone. 

 

Who can I contact for further information or if I want to make a complaint? 

If you wish to discuss your child’s educational needs or make a complaint about the provision for your child, please contact one of the following: 

Mrs Emery – Nursery Practitioner

Mrs M Gledhill - Reception teacher/EYFS Leader

Miss Gill – Year 1 teacher

Mrs Homer – Year 2 teacher

Miss H Hughes  – Year 3 teacher

Mrs H Kelly – Year 4 teacher

Mr J Murphy– Year 5 teacher

Mrs A Ali – Year 6 teacher

Mrs F Jones – Year 6 teacher

 

Or alternatively: 

Mrs M Stokes – Inclusion Support Manger

Mrs L Hill – Deputy Headteacher and SENCo

Mrs S Shepherd – Headteacher 

 

 

Appointments can be made with any of these people through the school Office. 

Contact: 01384 818660

 

© 2020 by St Margaret's at Hasbury Primary School.

Tel: 01384 818660  /   info@hasbury.dudley.sch.uk  /  St Margaret's at Hasbury, Hagley Road, Halesowen, B63 4QD