Enborne C.E. (VA) Primary School

Early indentification of pupils with SEN is a priority. The school will use appropriate screening and assessment tools, and ascertain pupil progress through:

• Evidence obtained by teacher observation/formative assessment
• Thier perfomance in the National Curriculum judged against level descriptions 
• Pupil progress in relation to national measures
• Standardised screening or assessment tools
• Discussion with parents

For information relating to assessment tools in use, please refer to the Enborne Cof E Primary Assessment and Marking Policy. 

Enborne C of E Primary school believes in developing a strong partnership with parents and that this will enable children and young people with SED to achieve their potential. The school recognises that parents have a unique overview of the child's needs and how best to support them, and that this gives them a key role in the partnership. 

If parents are concerned that their child has Special Educational Needs, they should first discuss their concerns with the classteacher. If concerns still persist, then the classteacher will arrange a meeting with the School SENco, Mrs Kedar. The office can an appointment with Mrs Kedar, or parents can contact Mrs Kedar directly on SENco@Enborne.w-berks.sch.uk. 

Parents, teachers and SENco will jointly formulate a plan of action and decide whether outside agencies need to be involoved. 

Class teachers are responsible for overseeing and planning the educational programme for all children in their classes. However, they are supported in this by the School SENco, who may also seek advice from other professionals as appropriate. 

The school operates an open door policy and all parents are encouraged to discuss any concerns they may have. Parents of children with SEND will be invited to a meeting with classteacher and SENco in the autumn term to jointly plan a Support and Achievement Plan for their child, which will be reviewed with the parents termly. 

At Enborne C of E Primary School we have high aspirations for all our children and this includes the encouragement of all children to develop their independent learning skills. Children are supported in a sensitive and flexible manner according to needs. This support is adapted as the child's needs evolve. 

All children learn in different ways and at a different pace. Children's learning needs are assessed through observation, assessment and marking. Classteachers differentiate the curriculum for children in their care, taking into account their individual needs in terms of language and communication, cognition and learning style, social, emotional and behavioural difficulties and sensory or medical needs. 

The Enborne SENco has qualifications in teaching children with autism and visual impairment. The school seeks advice and support from Local Authority Advisory teachers and health professionals. A child's needs are individually assessed in order that an individual plan is developed, employing a range of suitable support strategies. 

The school provides a range of intervention, which cans be as one to one support or in small intervention groups. This is flexible and planned according to identified needs. 

SEN support may be one to one, in small groups or within class. Children may need specific resources, such as visual time-tables, specialist seating, social stories, etc. These are provided on a needs led basis. 

Children's needs are assessed and support is provided according to Current Access Arrangements and may include supports such as scribes, readers, separate quiet room and/or extra time. 

At Enborne C of E Primary School, all children are subject to a rigorous assessment schedule,  Progress is carefully tracked and monitored. Parent consultation evenings are held in the autumn and spring terms. Formal school reports are provided in the summer term. Additionally, all children with SEND will also have Support and Achievement Plans (SAPs), which are drawn up with parents and monitored on a termly basis. Parents are invited to contribute to the SAPs and are encouraged to support thier child's learning at home too, through activities, games and learning opportunities. 

When progress is reviwed, targets will be set according to the child's individual needs identified. Parents will be invited to consider the implications of assessment results and will be invited to contribute to the formulation of a Support and Achievement Plan, including how they might contribute to the outcomes with support from home. 

Parents of children with SEND will be invited to discuss progress on the Support and Achievement Plan termly with classteacher and/or SENco which may form part of the usual parents' evenings. However, they may meet with classteacher and/or SENco when concerns arise. Classteachers operate an open door policy and appointments may be made with the SENco when needs arise. 

The school operates an open door policy and if teachers or SENco cannot meet with the parent immediately, then an appointment will be made to do so as soon as possible. Where children have specific SENs, then an additional home-school diary may be operated to share information between home and school on a daily basis. Parents of SEND children also have email contact with SENco. 

There are many ways a parent can help and support their child in their learning. Parents can read aloud to their children, listen to them read, support homework tasks, share activities such as games, puzzles and craft activities. The ways to help a child are as individual as the children. Parents looking for ways to help may like to consult with the classteacher, who will be able to make specific suggestions, tailored to the individual. 

Enborne C of E Primary School holds a parent information evening where parents are invited into the classrooms to find out what methods and strategies are employed in each year group. We share a Family Support Worker with other small schools, so that individual help and support can be given to pupils and thier families when needed. 

As part of the Support and Achievement Plan review, children wuill be asked to contribute thier ideas about how they feel about school and what they consider their strengths and areas of difficulty are. They will also be asked to think about what they feel they need in order to improve their learning experience and progress. 

Children with SEND are offered the same opportunties as all children in our school. 

Progress of all children is tracked across the school. Children with SEND are monitored carefully to consider how effective provision is and whether they are actually achieveing the outcomes we would wish or expect. Parents and children will be invited to share thier views through questionnaires. 

At Enborne C of E Primary School we understand that in order to achieve their full potential, a child needs to feel safe and secure. We have a holistic approach to education, which involves offering opportunties for children to succeed in other areas, not just academically, such as sport, visual and performing arts. This sense of achievement gained raises self esteem and enables children to develop the resilinece they need to tackle tasks they may not be so good at. 

We have a Forest School programee which encourages children to have fun and challenge themselves outside in an enjoyable and adventurous manner. 

We have a school Emotional Literacy Support Assistant (ELSA) and share a Family Support Worker with a group of schools so that we are able to support individual children and families with a range of difficultlies. 

All children are seen as individuals. Behavioural difficulties are seen as part of the spectrum of SEND in school. Children are assessed and supported according to needs. The school is able to call upon the West Berkshire Behaviour Intervention Team to seek advice and to develop appropriate strategies to manage the behaviour and to support children to develop self-regualting strategies. We try to work with parents, child and outside agencies where necessary to support the child to remian in school and avoid exclusions wherever possible. 

For more details see Enborne C of E Primary School Positive Behaviour Policy

Enborne C of E Primary School accesses support and advice from the School Nursing Service. The School Nurse provides annual training of the use of Epi-pens and supporting children with particular medical needs such as epilepsy or diabetes, according to the medical needs of children in the school. School staff recieve first aid training. 

We are able to administer prescription medication once a medicines form has been completed and signed by parents. 

Personal care needs should be discussed with the classteacher and SENco prior to the child's addmission to the school, as we need to ensure that children can be appropriately supported. This can be in terms of staffing or resources We may need to access training and advice from parents, School Nurse or Occupational Therapist. We may also need time to access suitable resources. 

The SENco, Mrs Sue Kedar, is a Specialist Leader of Education (SLE) for Special Educactional Needs. She is also a qualified teacher of the blind and visually impared and teacher of children with autism. 

Enborne C of E Primary School accesses the full range of SEND support services provided by West Berkshiore Local Authority. Some serivces are provided to schools with no additional charge, such as:

• Specialis Inclusion Service
• Behaviour Intervnetion Team
• ASD Advisory Serivce
• Early Development Inclusion Team
• Home Education
• Sensory Consortium

However some of the specialist serives are now traded services and the school currently buys into:

• Educational Psychology Services
• Congnition and Learning Team
• Family Support Worker

Speak to the classteacher and SENco who will be happy to discuss your child's needs and to arrange visits from specialists where all agree this is needed. 

Where parents and school staff feel that children need therapy, a referral is made in the first instance through Children and Young People's Integrated Therapies (CYPIT) website which can be found at: 

https://www.berkshirehealthcare.nhs.uk/our-services/childrens-healthcare/cypit-toolkit-the-school-years

There is a single point of entry and Triage process and schools may refer children for Speech and Language Therapy. They may also refer children to Occupational Therapy and Physiotherapy where this is stated on their EHC Plan. However, in the Reading and Newbury areas, all other children must be referred via the family GP. 

Please make an appointment to see the SENco, who will discuss your concerns with you. The CYPIT website holds many downloadable resources which may be supportive in the first instance and we should endeavour to try a range of support ideas available prior to making a referral. If a referral is appropriate, then the SENco can support parents to complete relevant documentation or signpost parents to other agencies. 

The school has a good working relaltionship with Children's Social Care Service. Parents are welcome to discuss their needs with the SENco, who will support them to self refer to social serivices for support where needed. We will support social services in faciliating meetings and liasing with parents. Should safeguarding concerns arise, children will be referred in accordance with our school Safeguarding Policy. 

As part of their Continued Professional Development, school staff recieve training on the SEND code of practice, EHC Plans and the provision of Support and Achievement Plans. Teachers also recieve training on supporting children  in class with a range of SEND, such as dyslexia, ASD, speech and language and sensory needs. 

All teaching assistants have an introduction to Special Educational Needs and following a Support and Achievement Plan. Support Assistants also have training from Cognition and Learning Team on hearing children read and helping children in the classroom. Teaching assistants attend West Berkshire courses as appropariate, for example Precision Teaching. 

The school SENco is a qualified teacher of the blind and visually impared and teacher of children with autism.

All teaching assistants recieve some SEND training, for example autism, but may not hold specific SEND qualifications. All staff are encouraged to study for further professional qualifications. 

Enborne C of E  Primary school is a fully inclusive school. All children are supported as necessary to take part in the full range of out of school activities and trips. Risk assessments and planning visits are carried out as necessary. Support plans are implemented so that a child's physical, medical, communication and behavioural needs are fully supported. This may be achieved through one to one support, provision of special diet, a space to calm down and relax etc. The plans are child specific and flexible. 

Parents are always consulted, as they have a wider experience of taking a child out and about and may have invaluable advice to offer. Often the parents need support and reassurance to trust that the school has considered all needs. It is important to communicate and share ideas and concerns. With regard to residential visits, parents work closely with school to ensure that needs such as special diets are catered for and that where necessary, some children with SEND may choose to participate on a flexible boarding basis. 

Most areas of the school are accesible by children with mobility difficulties and wheel chair users. There are ramps into most buildings and railings on steps. However, due to the nature of the building, which was started in 1882 and added to over the years, some parts of hte school have steps and no lift. 

See Accessibilty Policy

There is one accessible toilet. This is located just inside the main door from the playground. 

The needs of all children with SEND are considered in the planning of all activities and events. 

Parents and carers are encouraged to inform the school of any difficulties they experience in communicating with school. Where necessary, written communication is followed up by phonecalls. Parents are encouraged to bring friends or family supporters to meetings. where appropariate, parents are encouraged to make use of independent support agencies, such as ADVIZA and West Berkshire SENDIASS (Special Educational needs and disability information, advice and support service). 

For parents whose first language is not English, communication can be via a family member or family supporter. Where this is not possible, the school would contact EMTAS (Ethic Minority and Traveller Advisory Service) for help in securing the services of a reliable interpretor. 

When with a child with SEND is joining the school, the SENco will usually visit the child in the current school prior to transfer. The SENco will meet with parents and current teachers, plus any advisory teachers involved, in order to plan the transition. A series of visits will be arranged. Usually the child will visit the first time after school when the school is quiet in order that they can explore more confidently. They will then have further visits, which can either be with current Learning Support Assistant or parents. The transition plan is flexible and usually tailored to the needs fo the child on an individual basis in order to build up confidence and ensure success. Where appropriate, transition books will be provided in order that the child may prepare themselves in the weeks leading up to transition. 

A similar programme is put in place when a child moves on to the next class or stage within school. The child may have visits to meet the next teacher and to explore the new classroom. All children have at least one transition morning in the summer term. Children may also have transition books dependent on need. All children within the school are taught by a variety of teachers, which means that the children are used to working with a range of adults. 

The receiving school generally leads on transition. However, where this is not so the Enborne SENco will take the lead role in supporting transition. Transition visits will be supported by Enborne staff and transition books may be provided where needed. 

Staff from the receiving school will be encouraged to visit the child at Enborne so that they might gain an understanding of the child and their support needs. The SENco and classteacher will meet with new school staff to liaise and share important transition information. All school records will be collated and shared with the receiving school. 

All records held by the school witll be transferred to the new school. This is vital so that the new school has a sense of the child's history, developement and strategies which have been successful. 

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The first point of contact for any worries or concerns would usually be the class teacher. However, for SEND issues or concerns the SENco is always willing to meet with parents to offer support and advice. 

Enborne C of E Primary School can offer support from a Family Support Worker when this is deemed to be helpful. 

The SENco can assist parents in making contact with outside agencies who may offer further support such as ADVIZA and SENDIASS. 

At Enborne C of E Primary School, we encourage parents to communicate openly with staff involved. It is lovely to hear what we are doing well, so we might continue. Comments in a written form, either through letters or emails, are easier to share with others. Parents are encouraged to contribute to an annual parental questionnaire to help us to ascertain views about what we are doing well and where we can improve. Where parents wish to complain the school has an open door policy and parents are encouraged to contact the Headteacher in the first instance. 

If further conccerns are rasied, the school Complaints Policy should be consulted. This can be accessed via the achool website.