Streatley C.E. (VC) School

In relation to the SEND Code of Practice (2014) and Equality Act (2010) we use key indicators to identify pupils with SEND;

·         A whole school systematic approach to monitoring and tracking our children

·         Whole school Termly assessment of all subjects

·         Half Term assessment of Reading Age for children receiving 1:1 Structured Approach to reading or Wave 3 FFT interventions

·         We listen to our parents’ and work with them to ensure all children make progress.

·         Referral and transition guidelines from other schools and external agencies

·         We refer children and parents to the Emotional Health Academy when need or support has been identified

For some children SEND can be identified at an early age, for others difficulties become evident only as they develop and we at Streatley believe as a parent you know your child best. Slow progress and low attainment may not necessarily mean your child has SEND. However it is important for us to identify emerging difficulties early therefore your primary contact would be the Class Teacher to discuss any concerns regarding your child. Although, you may wish to speak with the Head Teacher who is our SENDCo. Useful information and links may be found on our Website.

The school will provide a graduated response to children with SEND and in line with the Code of Practice (2014) and Equality Act (2010) the Class Teacher is responsible for the inclusion and education of all children in their class. Through the focus of inclusive practice and removing barriers to learning the Class Teacher will ensure;

• Quality First Teaching
• Identify potential areas of difficulty
• Planning and differentiation of activities to meet the needs of the child
• Set high expectations and ambitious targets
• Monitoring and tracking of progress
• Close liaison with the SENDCo and Local Authority CALT team
• Termly SEN review 

Effective parent participation is paramount to the success of your child and the normal process for communicating will be with the Class Teacher through;

·         Parent meetings

·         Parent evenings

·         SEN Reviews or Annual Reviews

·         Reading records and email communication when appropriate via ParentMail.

The discussions will outline the special educational provisions being made in school and how as a parent you can support your child at home

At Streatley our aim is to support each child to become independent and be ready for their next stage of learning, onto Secondary school and successfully prepare them for adulthood. 

Subsequently, in line with The DISS Report (deployment and impact of support staff, 2009) all children will have the same level of interaction with the Class Teacher. The Teaching Assistants will deliver evidence-based interventions to children in class throughout the week and work with all children to progress learning and develop independence.

The quality of teaching for pupils with SEND and the progress made by pupils is a core part of our whole school approach. At Streatley, staff work collaboratively to assess individual needs. The tracking and monitoring is used to inform and develop;

• Teachers planning and delivery
• Classroom differentiation
• Personalised curriculum

Suggestions from professionals and external agencies are used to support our teachers and where appropriate alternative provision is made within and beyond curriculum.

We use our best endeavours to make sure our children with SEND get the support they require through;

• Following professional advice promptly
• Ongoing Teacher training and support
• Sharing of good practice

To ensure children with SEND engage in activities at our school we;

• Review and deploy Teaching Assistants termly and SENDCo support according to the needs of our children
• Provide continual staff training including for new staff members
• Monitor and evaluate provisions, progress and cost effectiveness for succession planning for teachers and the SENDCo                      

At Streatley we are continually building on the quality of provision and where necessary the school will respond to personal needs of each child with SEND. The arrangements for the majority of interventions are delivered in class.

In consideration of the SEND Code of Practice (2014) and Equality Act (2010) we respond to individual needs of each child with SEND. The school, if deems appropriate, will make provision as suggested by professionals to ensure progress and in consideration of the wider development of the child in order to make a successful transition to adult life.

The school will refer to the Statutory Assessment and reporting arrangements published by DfE, key pages relating to SEN see government website. Subsequently, we will make the necessary provisions accordingly if the child meets the criteria.

A child with SEND may find their needs change over time and they may have difficulties in a number of areas. Therefore to ensure the provision meets the specific needs of your child we work with you both. Our aim is to;

• Refer to and review the support and achievement plan
• Set SMART targets which are regularly reviewed
• Ensure interventions are monitored each half term and adjusted accordingly
• Provide parents evenings
• Provide parents meetings
• Track progress through monitoring and evaluating assessments
• Reporting progress to you through open communication
• Use AFL within lessons to track and monitor progress with live marking

The support and achievement plan provides the baseline for the progress review and is where the new targets are discussed and established. All parties are involved, child, parents and the Class Teacher. This involvement supports the opportunity to develop a good understanding of the areas of strengths and difficulties for the child. It presents an open forum and enforces the commitment expected from all parties on how they will help to reach the expected outcomes. The Class Teacher will write the support and achievement plan, all parties are expected to sign the agreement. The plan will be reviewed three times a year following input from the parent and child at least.

In conjunction to the Support and achievement Plan reviews we operate an open door policy, therefore parents are encouraged to call and make an appointment with the Class Teacher and if required the SENDCo to discuss progress.

Where appropriate we are able to personalise communication to meet the needs of the parents and child. For example the Class Teachers may offer:

·         Home school communication diary

·         Email to Teachers via ParentMail

·         Teachers2parents

·         Daily drop off and collection

·         Homework that is accessible via class pages

As a whole school approach we also provide communication between home and school through;

• School Twitter page 
• Website
• Open days into school

There are many ways for you as parents to support your child’s learning. Research suggests;

• Providing routine and consistent boundaries, including responsible bedtimes
• Well balanced diet
• Daily reading with your child and discussion

Working with the school;

• Supporting the School homework policy
• Daily use of Doodle Maths/Tables to support recall
• Home school agreement signed and adhered to
• Supporting the Support and Achievement plan targets
• Follow advice provided by class teacher
• Read class letters and newsletters
• Work in partnership and being proactive to alert school of concerns
• At home provide a healthy/balanced diet, encourage regular drinking of water, support regular bedtimes for optimum learning
• Pre-read of knowledge organisers sent home half termly before a new topic to support learning of new vocabulary 

Positive reinforcement of learning and school policies

To see up and coming opportunities visit our school website and notice board outside of school. We offer opportunities;

• Open afternoons
• Drop in coffee morning
• Clubs
• Training workshops

Links with Wellbeing Hubs

Pupil voice is central to our school ethos; we encourage and support the development of a child’s view regarding their learning. We actively seek and engage the views of children when developing the Challenge and Support Plan to understand their aspirations and difficulties.  All adults involved respect and value the opinions of the child in order to nurture the academic and wider development. Through these discussions a personalised learning experience with a balance of guidance, encouragement, challenge and inspiration is developed.

Not applicable

Where a pupil is identified with having SEN in line with The New SEN Code of Practice (2014) we complete a graduated approach. This four part cycle is where decisions and actions are revisited, refined and revised with child, parent and Class Teacher. As part of the evaluation process we expect parents and pupils to take an active role. Through open communication, parental questionnaires, pre and post intervention interviews with the child assessment assists us to complete a 360 view of their progress.

‘Children may experience a wide range of social and emotional difficulties which manifest themselves in many ways’ (pg 85, SEND Code of Practice 2014). At Streatley we are able to provide a whole school approach to promote the wellbeing of children with SEND. We have;

·         developed our SEND and Anti-Bullying Policies

·         PSHE lessons provided through Jigsaw where children are actively encouraged to take notice of their wellbeing and provided with strategies and the language to do so effectively

·         Worry boxes in the KS2 classrooms for children to privately share their worries with the class teacher

·         A buddy system/circle of friends

·         Regular circle and reflection time

·         Active school council

·         Eco Warriors

·         Collective Worship Team

We provide a whole school approach to promote the wellbeing of children with SEND and adapt our practices to meet the needs of children struggling with behaviour. We have a nurturing environment which is built on;

• Whole staff agreement
• Policy and procedure
• Parental involvement
• Positive behaviour management
• Rewards and consequences
• Whole school training on identifying and managing challenging behaviour 

We work as a triad to promote positive behaviour between child, parent and school. Where necessary Class Teachers may refer to our leaders or alternatively the SENDCo may seek external agency support e.g. West Berkshire Therapeutic Thinking Support, Educational Psychologists and advice from our local group of schools.

To ensure our children with SEND have equality of access we have;

• Epi Pen/Asthma/Epilepsy
• First aid training including paediatric
• All TAs fully first aid trained 
• Support and advice from health professionals
• Liaise with health professional
• Health Care Plans

We have guidance which all members of staff follow the policy and procedure relating to the administration of prescribed medicines;

• In school we have a separate first aid room with a fridge to store medicines.
• Parents are expected to complete permission forms and to keep the school up to date with any changes in their child’s medical history.
• Review medication policy
• Review first aid policy

As part of our Accessibility Policy and the Equality Act (2010) the school has wheel chair access and disabled toilet facilities. The school will identify and address needs on an individual basis for example;

• Toileting
• Eating outside, adjustments to lunch times
• Involvement of agencies

As a West Berkshire School we are able to access SEND Support Services where appropriate for children who have been monitored and assessed in line with the SEND graduated approach and evidence has been collected e.g;

• Autistic Spectrum Disorder advisory team
• Children and Adult Mental Health Services
• Cognition and Learning Team
• Specialist Inclusion Service
• Educational Psychologists
• Speech and Language Therapists
• Community Nurse
• Sensory Consortium
• CYPIT
• GP

As mentioned previously some children SEN and Disabilities can be identified at an early age, for others difficulties become evident only as they develop and we at Streatley believe as a parent you know your child best. Slow progress and low attainment may not necessarily mean your child has SEND. However it is important for us to identify emerging difficulties early.

·         Discuss with Class Teacher

·         Alternatively contact our Head Teacher who is our SENDCo

·         Discuss with your GP

·         Engage with local services

The Local Offer will provide details of all services which are available to children with SEN and disabilities aged 0-25 and how they may be accessed. Useful information and links may be found on our Website

Through the local authority please see the CYPIT website or speak to your Doctors surgery.

• Contact the school
• GP
• Health visitor

We use their services to support parents or carers struggling with budgeting, housing or childcare.

We adopt a whole school approach to inclusion and training as teachers are responsible and accountable for the progress and development of the children in their class, including where children access support from Teaching Assistants and Specialist staff. Therefore to meet these needs we have;

• Whole school meetings 
• Access to West Berkshire Training as required
• Local group of schools' training
• Observations of Best Practice in alternative settings
• Monitoring and evaluating practice
• Feedback from training and reflection on key aspects to implement in class

• Whole school meeting as needed
• Access to West Berkshire Training as required
• Local group of schools' training
• Observations of Best Practice in alternative settings
• Monitoring and evaluating practice
• Feedback from training and reflection on key aspects to implement in class 

As part of the whole school approach to SEND our Teaching Assistants are involved in an ongoing programme of development. Skills are current and relevant training is matched to meet the needs of our children e.g.

• Autistic training support from Brooklands School
• Evidence based intervention training and support from Local Authority e.g. base 10, Reading interventions and maths.
• West Berkshire trained in SPRINT, Speech and Language Lv3, STRAW and precision teach

Our inclusive approach and equal access of opportunity aims to develop the whole child and prevent discrimination. We therefore make reasonable adjustments on an individual basis to ensure all children are able to participate in external activities. The Class Teachers will complete Risk Assessments and plan appropriately seeking outreach advice where necessary.

Through collaborative working with parents and child we identify what works at home. The joint planning coupled with the risk assessment and signed consent support the inclusion for all children.

The school enables full access; slope, electronic entrance doors and 2 x disabled toilets. The building is monitored and assessed by Health and Safety Governor who refers to the

• Accessibility plan (2017)
• Equality Act (2010)

Consideration and adaptations may be made following the assessment of specific individual needs of the children. Currently we are able to provide; 

• Appropriate seating of children in classes
• Use of IT devices
• Use of sensory circuits
• Use of visual timetables (personal or class)

The school has two disabled toilets at either end of the school.

Through regular monitoring and communication we take action where required and discretely ensure all staff are kept up to date with specific needs. Review our access plans.

The school will endeavour to make appropriate adjustments to meet the needs of parent/carers with disabilities inviting discussions and understanding what they would find most helpful

• Adjustment of text based communications
• Awareness of office staff
• Equal access arrangements
• Personal contact and building a positive and respectful relationship
• Developing knowledge of the child and family context
• Support and contact with agencies

Through discussions with parents and pupils we would seek support from EMAS /BSL e.g.

·         Translation services

·         EAL resources (English as an Additional Language)

·         Seek staff and local knowledge

·         Workshops

·         Involvement of parents in school

·         Adaption of letters

Our Transition Guidelines aim to support the smooth transition between education settings. We appreciate there may be difficulties and support the requirement for;

• Additional transition visits
• Photos and information passports
• Previous setting contact and transfer of information
• Buddy system
• Meet and greet

Our Transition Guidelines aim to support the smooth transition between education settings, classes and key stages. We appreciate there may be difficulties and support the requirement for;

• Transition visits
• Meeting the staff or key worker
• Changeover days
• Invite to school events
• Personalised programmes
• Preparation and discussions of needs between Class Teachers and Parents/Carers

Our Transition Guidelines aim to support the smooth transition between education settings. We appreciate there may be difficulties and support the requirement for;

• Additional transition visits
• Transition Programme of work
• Photos and information passports
• Previous setting contact and transfer of information
• Meet and greet

• Engaging with the new school and meeting the SENCO to discuss specific needs of the child
• Releasing staff to attend meetings if appropriate
• Organising parental visit with child
• Organising transfer and introduction of external agencies
• Providing additional information
• Meeting in familiar context visit to and visit from

Statutory information as needed based on the requirements of the school and in order to ensure the adjustments are made for the existing provision to continue. Transfer of records and external agency reports. 

Through maintaining a culture of high expectations, aspirational targets and drive for independence may support the child in successful preparation for further education and adulthood.

The primary contact is the class teacher to discuss any concerns, who can be contacted by emailing ParentMail. 

• Coffee morning when appropriate
• Workshops
• Refer or signpost to local agencies 
• Very limited due to local government cuts

• School Website
• Hyper links via West Berkshire Local Offer
• Information leaflets in foyer
• Wellbeing Hubs 
• Email
• Flyers provided by external charities

• End of Year Reports
• Parent Consultation
• Questionnaire
• Complaints procedure
• Discussion with Head teacher or Class Teacher