The Ilsleys Primary School

• Parental concerns.
• School concerns identified through whole school monitoring and observations
• Teachers professional judgements and tracking systems
• The Head’s and SENCo’s knowledge of the children
• Foundation early assessments
• Referrals by outside agencies
• Comments from other schools when children start here.
• Discussions at parent evenings.
• By the child working with other adults in the school such as Emotional Literacy Support Assistant (ELSA), classroom assistants.
• Child’s own comments
• Pupil progress Meetings
• Assessment of Barriers to Learning

• Speak to the class teacher and discuss your concerns. If necessary, arrange an appointment with the class teacher/Head Teacher for a longer discussion
• Arrange to meet with the SENCo to discuss your concerns

• If the school think it is necessary, then advice is sought from outside agencies Class teacher who will provide interventions for each child
• Class Teacher is responsible for the development of child’s education
• If further interventions are needed, then Head Teacher/SENCo will discuss these with the class teacher
• All interventions are reviewed at termly meetings.

• Parents Evenings
• SAPS – reviewing outcomes and targets
• Requested meetings with class teacher or SENCo.

• LSAs recognise that one of their main roles is to engender independence in all children, this will sometimes be a long term aim.
• Children are encouraged to take responsibility for their learning
• Class teacher setting appropriate, achievable tasks for children in their class.
• The school recognises that a child need to be emotionally secure to work independently
• ELSA's to work with child if emotional problems leading to a lack of independence.

• Through teacher’s planning containing differentiated activities.
• Good quality teaching with clear differentiation for all abilities
• Assessment of children to identify current needs leading to planned support interventions
• Follow suggestions/advice from professionals
• As well as the usual differentiation by class teacher, occasionally specific interventions will be provided after discussion with the SENCo

• Each child is considered individually and the school will decide when appropriate outside agencies are contacted
• Following professional advice where possible, giving personalised learning and targets.
• Will deploy present available staff to best meet the needs of the child.
• If possible, staff will receive training.

• Where possible, classes have a full time TA who is able to alternate support with the class teacher.
• Will deploy present available staff to best meet the needs of the child.
• Usually have an ELSA and full time HLTA on the staff
• An experienced/trained SENCo who provides an overview for SEND children

Relating to above:

• The above are interventions that may be used to suit individual needs and availability will be decided around suitability
• Other intervention groups are arranged according to need such as social skills, motor skills, speech and language groups and are decided by the school.
• Other interventions are sometimes arranged following advice from outside agencies.
• Each intervention has a set of criteria which is used for the school to decide which one is suitable for which child and who would benefit
• The above are dependant on the availability of trained staff
• Outside agencies would be contacted for advice and their suggestions would be considered depending on the school’s decision.
• Access to resources would be through discussion.

• The DfE guidelines for statutory assessment will be followed
• Provision would be made if child met the criteria.
• School will discuss the official provision with parents

• Each term there is a progress report, once a year it is a full report.
• Regular class teacher assessment takes place all the time as well as the half termly tracking
• Class teachers are available for discussions about these reports during parent evenings.
• SAP are discussed and annotated each term.
• Regular whole school monitoring happens every term. This provides class teachers with information about academic progress and this can be discussed with parents at parent meetings.

• For those children with SAP targets will be discussed with parents.
• SAPs are annotated showing progress made.

• If parents have further concerns, appointments can be made to see the class teacher.

• E-mail via the office
• Make an appointment with the class teacher or SENCo.

• Suggestions on SAPs for parental involvement
• Fully support your child’s homework
• Hear your child read daily during the week
• Read to your child daily
• Follow school homework policy
• Where appropriate, look on website, especially for maths.
• Follow advice from class teacher
• Adhere to the home/school policy as signed by the parent.

• Parent/partnership service
• Parent information evenings are offered on various aspects of the curriculum. 
• Involvement with school activities 

• Where appropriate, their SAP will be shared with them
• Pupil/teacher dialogue
• Class targets and whether they are achieved

N/A

• Parent’s questionnaires
• Children’s questionnaires
• Constant monitoring of results and progress which is then discussed with parents.
• Children’s comments on SAPs
• Appropriate targets given to individual children who can then see their progress.

• Where applicable, ELSA and Social skills group
• Other advice can be asked for from outside agencies
• Class circle time for PHSE work.

• Whole staff has a consistent approach appropriate to the child’s needs as decided by the Senior Leadership Team (SLT) possibly after advice from outside agencies
• Behaviour and bullying policies
• Parental involvement at the earliest possible stage
• Advice can be sought from the Behaviour Support team (BST)
• Behaviour plans can be implemented
• Advice can be asked for from outside agencies
• Referrals can be made for advice from professional bodies if they deem it appropriate.

• All staff are First Aid Trained with at least one trained to the higher level.
• Medical support can be personalised according to the needs of the child
• Medical advice can be sought from specialists.

• Advice is taken from the professionals
• Training may be required
• Forms are signed by parents. All relevant information should be on these forms.
• All administration of medicines are recorded.

• Medical advice is requested from the School Nursing Team.
• Discussion with parents

• Outside agencies contacted as deemed necessary by the school usually following discussions with that service.
• Each service has separate criteria set by that service which has to be followed.

• Discuss with school or GP as appropriate

• Through an application by the school to the Local Authority service following discussions and following the services criteria.
• The service often has a triage system and they decide whether to take up the referral.

• Contact the school for advice
• Also possible to contact health Visitor, School nurse or GP
• Schools can request involvement by a Speech & Language therapist.
• Parents can contact their GP for referral to Occupational therapist/Physiotherapist.

• Through the Local Authority
• Head Teacher contacts Social Services as and when necessary

• Training is provided as thought necessary by the school
• Whole school staff meetings for specific training as necessary
• All staff attend so that support/understanding is consistent

• Training is provided as thought necessary
• Whole school staff meetings for specific training
• All staff attend so that support/understanding is consistent

• Depends on staffing

• Staff have attended many courses but not for qualifications

• All children have equal access to participate in activity
• Where appropriate, all reasonable adjustments will be made to try to ensure participation in all activities by SEND children
• Personalised support
• Work with parent
• Follow risk assessments

• Discussion with parents/meetings
• Risk assessments
• Consent form

• Adequate access to all areas
• Disabled lavatories
• Health and Safety Governor

• As yet, not needed, but school will work with visual and auditory consortium to support children as deemed possible by the school.

• There are accessible toilet facilities, but not changing facilities

• Regular monitoring
• Advice requested when needed
• Involvement with Health and Safety Governor

• Sensitively, respectfully and according to needs
• As with all parents, contact made if and when needed.

• English as Additional Language (EAL) in the LA will give advice
• Aim to provide an interpreter or a support adult

• Transition work.
• Meeting with parents
• Visits to our school to meet staff
• We will contact previous school to help us settle the new child quickly
• Extra visits if deemed necessary
• ELSA involvement once at the school if deemed necessary

• Internal visits to class teacher and key workers
• Change over day
• Personalised programmes for children identified by the school 

• Transition programme
• Extra visits if thought necessary by the  school
• ELSA if necessary
• If possible, visit from staff of next school
• Meeting with SENCo if appropriate

• Clear handover information
• Contact between SENCOs or Head Teachers
• Agree to extra visits
• Assess needs and plan appropriate transition work as deemed necessary by school

• Transition records
• SEND reports will be sent if parents agree
• Discussion with new SENCo            

N/A

• Class teacher should be the first point of contact
• SENCo will support the class teacher
• An appointment can always be made for a parent to see the SENCo or Head Teacher 

• Forces families have a Family Support Worker
• Other families can access a Family Support Worker through appropriate referrals if the school feel it is appropriate
• SENCo can advise parents where to get specific support.

• Through discussion with SENCo who will signpost parents to support groups as appropriate to the child’s/parents needs

• Parent Questionnaires
• Parent view
• Complaints Policy
• Discuss problems/issues as soon as they arise with class teacher or SENCo.
• E-mail into office