Ilsington SEND Information Report Sept 2021
SEND information report Ilsington CE Primary School
1). SEND that is provided for:
- Our academy currently provides additional and/or different provision for a range of needs, including: Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
- Cognition and learning, for example, dyslexia, dyspraxia
- Social, emotional, and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD)
- Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
- Moderate/severe/profound and multiple learning difficulties.
2). How do we Identifying pupils with SEND and assess their needs?
We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous
settings and Key Stages, where appropriate.
Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap.
This may include progress in areas other than attainment, for example, social needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND. The Link Academy Trust will refer to their Quality First Teaching Pathway which moves through the SEND Waves of Intervention. Teachers will carry out a plan do review cycle assessing interventions used to aid the pupil's progress. After two cycles, if little or no progress is made, pupils will move onto the next wave.
Wave 1: Universal – Quality First Teaching for All (review of planning, curriculum delivery, behaviour management strategies and TA deployment).
Wave 2: Targeted – Intervention programmes in school.
Wave 3: Specialist – This may include Link Academy Improvement and Inclusion Hub support, Educational Psychologist referrals, EHCP, CAMHs, Early Help Provision Mapping is used to record this.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
3). How does the academy consult and involve pupils and parents?
We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision.
- These conversations will make sure that: Everyone develops a good understanding of the pupil’s
areas of strength and difficulty
- We take into account the parents’ concerns Everyone understands the agreed outcomes sought for
the child Everyone is clear on what the next steps are
- Notes of these early discussions will be added to the pupil’s record and given to their parents.
- We will formally notify parents when it is decided that a pupil will receive SEN support.
4). How does the academy assess and review pupils' progress towards outcomes?
We will follow the graduated approach and the four-part cycle of assess, plan, do, review. (using the QFT Pathway alongside the Devon Graduated Response where appropriate).
Teachers will use provision mapping to outline interventions and outcomes.
The class or subject teacher will work with the SEND lead/SENDCo to carry out a clear analysis of the pupil’s.
This will draw on:
- The teacher’s assessment and experience of the pupil
- Their previous progress and attainment or behaviour
- Other teachers’ assessments, where relevant
- The individual’s development in comparison to their peers and national data
- The views and experience of parents
- The pupil’s own views
- Advice from external support services, if relevant
The assessment and provision maps will be reviewed regularly.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this. Our staff work also work to support transition into special schools and will attend transition sessions and work together with family and the new school to ensure the best possible transition for the child.
6). What is our approach to teaching pupils with SEND?
Teachers are responsible and accountable for the progress and development of all the pupils in their class. High-quality teaching is our first step in responding to pupils who have SEND. This will be differentiated for individual pupils. We will also provide the following interventions:
- One to one and small group intervention in Mathematics led across the school by our Senior teacher and
Maths lead Mrs Laura Billington.
- One to one and small group interventions led by our English lead Mrs June Barker.
- Nurture group sessions at the start of the school day to support the social and emotional wellbeing of
children ensuring that they are settled and ready to learn.
- Fun fit sessions for EYFS/ KS1 children led by sports coach Mr Tayler Pierce.
- Fine motor sessions to support finger and hand muscle strength to support pencil grip and handwriting.
- Weekly Woodland school sessions provided for children with ASD to provide a sensory break.
- Calm spaces set aside to support needs of children with ASD.
- Alternative programs of provision offered for those in need of specific one to one support to meet high
needs provided by SEND team with support from SEMH team and Inclusion Hub.
- Weekly, cooking/ craft sessions provided to support children with ASD and SEMH to provide breaks from whole class provision and to support social development.
- Speech and language interventions as prescribed by the Devon SALT team.
7). What adaptations to the curriculum and learning environment have been made?
We make the following adaptations to ensure all pupils’ needs are met:
>Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
> Adapting our resources and staffing
> Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
> Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
8). Do you have additional support for learning?
We have teaching assistants who are trained to deliver interventions such as Woodland school, Fun Fit, Phonics catch up and Nurture group work and that will support pupils on a 1:1 basis when they require speech and language support, They also support children who show signs of dyslexia or those who are on the spectrum for autism.. Teaching assistants and teachers will support pupils in small groups when they have been identified as making slow progress academically or if they are highly able and need extra challenge. We work with the following agencies to provide support for pupils with SEND:
> Speech & Language (SALT).
> 0-25 Team
>Devon Autism Spectrum Referral Service
>SEMH Team Babcock
>MAST (Multi Agency Support Team)
>Link Academy Inclusion Hub
>Communication and Interaction Team – Babcock
9). What are the expertise and training of staff?
Ilsington CE Primary has recently joined The Link Academy Trust. School Based SEND Lead - Mrs Sam McCarthy-Patmore Supporting SENDCo - Mrs Alex Waterman
The school is also supported by Mrs Rebecca Humphreys (Inclusion Hub Manager).
Mrs Waterman and Mrs Humphreys have both completed their National SENDCo Award. Our SEND lead/SENDCO, is allocated half a day a week to manage SEND provision.
Sam McCarthy our SEND lead is also the Academy Head and has had 15 years of teaching experience and seven as a school Head.
10). How does the academy secure equipment and facilities?
The site is checked regularly to ensure it is safe for all pupils including those with SEND. An additional risk assessment is carried out for children with complex needs.
11). How is evaluating the effectiveness of SEND provision carried out?
We evaluate the effectiveness of provision for pupils with SEND by:
> Reviewing pupils’ individual progress towards their goals each term.
> Reviewing the impact of interventions after 6 weeks
> Using pupil questionnaires
>Monitoring by the SEND lead/SENCO
> Using provision maps to measure progress
>Holding annual reviews for pupils with EHC plans
12). How do you enable pupils with SEND to engage in activities available to those in the school who do not have SEND?
All of our extra-curricular activities and school visits are available to all our pupils, including our before-and afterschool clubs.
All pupils are encouraged to go on our residential trips.
All pupils are encouraged to take part in sports day/school plays/special workshops.
No pupil is ever excluded from taking part in these activities because of their SEN or disability. See Academy accessibility Plan
13). What support is there for improving emotional and social development?
Pastoral care is provided by the teachers in the first instance, but where needs are more acute e.g. bereavement, attachment etc school can signpost to the Improvement and Inclusion Hub or other external agencies. Where underlying developmental needs have been identified, a Boxall assessment can be carried out, this typically results in a targeted programme of support within the class, and sometimes a weekly 1:1 session with a TA. Within the DGR framework, we have worked closely with outside agencies, including MAST, Social Care, the SEMH Team at Babcock and the Devon Inclusion Team (where needed), often
exploring creative ways to ensure a continuity of provision for the pupils’ wellbeing.
We have a zero tolerance approach to bullying.
14). How does the academy work with other agencies?
The SEND lead/SENDCO has responsibility for multi-agency working. They work within the DGR format and are held to account for the impact of traded services. Health, education or care referrals are made to single agencies or the multi-agency Integrated Children’s Services on a strategic case-by-case basis, using the Local Authority’s Threshold Tool for guidance.
For parents whose children have SEND, we act as a signpost to other services, such as DIAS – Devon Information Advise and Support https://devonias.org.uk/
15). How can parents/carers proceed with complaints about SEND provision?
Complaints about SEND provision in our school should be made to the class teacher in the first instance. They will then be referred to the school’s complaints policy.
The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that the academy has discriminated against their children. They can make a claim about alleged discrimination regarding:
>Provision of education and associated services
>Making reasonable adjustments, including the provision of auxiliary aids and services
16). Contact details of support services for parents of pupils with SEND
There is a useful source of information on the Devon County Council website, which signposts other services available to parents. Please see https://www.devon.gov.uk/educationandfamilies/special- educational-needs-and-disability-sendlocal-offer, or you can contact the SEND lead/SENDCO.
17). Contact details for raising concerns:
Sam McCarthy-Patmore Academy Head/ SEND Lead 01364 661208 email@example.com
18). The local authority local offer
Our academy offer is built around the 2014 SEND Code of Practice, and in particular the Devon Local offer, which can be found at www.devon.gov.uk/send