Special Educational Needs and Disability (SEND) Information
Report for Glynne Primary School 2017/2018
Part of the Dudley Local Offer for Learners with SEND
Welcome to our SEND information report which is part of the Dudley Local Offer for Learners with Special Educational Needs and Disability (SEND). All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or proprietor’s policy for pupils with SEND. The information published must be updated annually. The required information is set out in the SEN Code of Practice 0 -25 Years, September 2015.
At Glynne we are committed to working together with all members of our school community. This information has been produced in line with the current SEND code of practice, in consultation with eight local primary schools and Dudley Authority.
All learners should have the same opportunity to access extra-curricular activities and we are committed to making reasonable adjustments to ensure participation for all. Staff is aware of the Equality Act 2010. This legislation places specific duties on schools, setting and providers including the duty not to discriminate, harass, or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments’.
The Equality Act 2010 definition of disability is:
“A person has a disability for the purposes of this Act if (s) he has a physical or mental impairment which has a substantial and long –term adverse effect on his ability to carry out normal day-to-day activities.”
Section1 (1) Disability Discrimination Act 1995
How we identify SEND in our school?
At different times in their school career, a child or young person may have a special educational need. The Code of Practice (CoP) September 2015 0 -25 defines SEND as:
“A child or young person SEN 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 person has a learning difficulty or disability if they:
- have a significant greater difficulty in learning than the majority of others of the same age: or
- 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 mainstream post – 16 institutions.”
If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to learning.
Learners can fall behind in school for lots of reasons. They may have been absent from school, they may have attended lots of different schools and not had a consistent opportunity to learn. English may not be a first language or they may be worried about different things that distract from learning. At Glynne Primary school we are committed to ensuring that all learners have access to learning opportunities and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEND. Only those with a learning difficulty that require special educational provision will be identified as having SEND.
If you think your child may have SEND please speak to your child’s Class Teacher or school SENCO.
SENCO: Mrs V Saunders / Mrs T Parker
Head Teacher: Miss T Powell
SEND Governor: Mrs Jane Hales
Mrs V Saunders our school SENCO (covered by Mrs T Parker 2017/18) has been awarded the National Diploma for Coordination of Special Educational Needs. Class teachers and support staff have received up to date training related to various areas of SEND.
What is our approach to teaching learners with SEND?
At Glynne we believe in participation for all. We want all adults and children to participate in learning and we celebrate all members of our community. We aim to create an inclusive culture in our school and to be responsive to the diversity of our children’s backgrounds, interests, experience, knowledge and skills.
We value high quality teaching for all learners and actively monitor teaching and learning in our school. Our school improvement plan is about developing learning for all and details our planned continued professional development (CPD) opportunities for all staff.
We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We monitor progress of all learners and staff continually assess, ensuring that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings and staff engage in coaching and appraisal.
How do we assess SEND at Glynne?
Class teachers, support staff, parents/carers and the learner themselves will be first to notice a difficulty with learning. At Glynne we ensure assessment of educational needs is a partnership between the learner, their parents/ carer and the Teacher. The Special Educational Needs Coordinator (SENCO) will also support with the identification of barriers to learning.
What do we do to support learners with SEND?
Every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. Our Teachers will use various strategies to adapt access to the curriculum, this might include using:
- Visual timetables
- Writing frames
- I-pads, lap tops or other alternative recording devices.
- Peer buddy systems
- Positive behaviour rewards system
Each learner identified as having SEND, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. This support is described on a provision map, which although does not detail the individual learner names, describes the interventions and actions that we undertake at Glynne to support learners with SEND across the year groups. We modify the provision map regularly, and it changes every year, as our learners and their needs change.
Our provision map is shared with Governors who are able to ensure that we monitor the impact of these interventions on learning across the school.
How do we fund for SEND provision?
The SEND budget is allocated each financial year. The money is used to provide additional support, resources and training. Funding is also used to buy in specialist support from the local authority and other professional agencies. Glynne Primary School has commissioned support from:
- Learning Support Services
- Educational Psychologist
- Counselling service
Currently we employ:
Teaching Assistants who deliver interventions as coordinated by the Deputy Head Teacher and SENCO.
How do we find out if this support is effective?
Monitoring progress is an integral part of teaching and leadership within the school. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEND. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step of the process.
Children, Parents/carers and staff will be directly involved in the reviewing process. This review can be built in to the intervention itself, or it can be a formal meeting held at least once a term, where we will discuss progress and next steps. If a learner has an Educational Health and Care Plan (EHC plan) the same termly review conversations take place, the EHC plan will be formally reviewed annually.
Progress data for all learners including the impact data of interventions is collated monitored by Teachers, Senior Leaders, SENCO and Governors. Our school data is also monitored by the Local Authority and Ofsted.
How do we prepare for the next step?
Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher or moving on to another school, training provider or employment. Glynne Primary School is committed to working in partnership with children, families and other providers to ensure that positive transitions occur.
Planning for transition is a part of our provision for all learners with SEND.
What do I do if I have concerns?
As a school we believe that the special educational needs of pupils are best met when there is effective collaboration and communication between school, families, pupils and other agencies. We aim to foster good working relationships with all these groups, especially parents.
If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the SENCO or Head Teacher, who will discuss the issue and make every effort to resolve the problem.
Please click on the link below to take you to Dudley’s Local Offer