SEND School Information Report
Special Educational Needs and Disability
Welcome to our SEND information report which is a part of Derby City Council’s Local Offer for learners with Special Educational Needs and Disabilities (SEND).
The LA Local Offer
The Children and Families Bill was enacted in September 2014. From this date Local Authorities (LA) and schools are required to publish and keep under review information about services they expect to be available for children and young people with special educational needs (SEN) aged 0-25. The Local Authority refer to this as the ‘Local
Offer’. The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.
The Derby City Local Offer can be accessed here:
Arboretum Primary School values the abilities and achievements of all its pupils, and is committed to providing each pupil with the best possible environment for learning.
We want all children to We believe our school is:
Reach for the Stars!
Special Educational Needs supported at Arboretum Primary School
DEFINITION OF SPECIAL EDUCATIONAL NEEDS
Definitions of special education needs taken from section 20 of the Children and Families Act 2014.
A child has special educational needs if he or she has learning difficulties that call for special educational provision to be made.
A child has learning difficulties if he or she:
Children must not be regarded as having learning difficulties solely because their language is different from that in which they are taught.
Arboretum Primary School will have due regard for the Special Needs Code of Practice 2014 when carrying out our duties towards all pupils with special educational needs, and ensure that parents are notified when SEND provision is being made for their child.
The broad areas of SEND need are:
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health Difficulties
Sensory and/or Physical Needs
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. Children with an Autism Spectrum Disorder are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication, social interaction and imagination, which can impact on how they relate to others.
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation.
Learning difficulties cover a
wide range of needs,
Specific learning difficulties
(SpLD), affect one or more specific aspects of learning.
This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways.
These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Some children require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Some children and young people with a physical disability (PD) require additional on-going support and equipment to access all the opportunities available to their peers.
Who are the best people to speak to in school about my child’s difficulties with learning/ Special Educational Needs or Disability (SEND)?
You can talk to your child’s Class teacher. He/she is responsible for:
You can also talk to our SENCo Mrs Linnecor. The SENCo is responsible for:
· Developing and reviewing the school’s SEND policy.
· Co-ordinating all the support for children with special educational needs or disabilities (SEND).
· Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.
· Ensuring that you are: -involved in supporting your child’s learning -kept informed about the support your child is getting -involved in reviewing how they are doing.
· Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology.
· Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
SENCo: Mrs. Natalie Linnecor
Contact number: 013332 291140
Email address: email@example.com
You are also welcome to talk to our Headteacher, Mr Daintith.
· The day to day management of all aspects of the school, including the support for children with SEND.
· Making sure that the Governing Body is kept up to date about issues relating to SEND
· The Headteacher will give responsibility to the SENCo and class teachers, but is still responsible for ensuring that your child’s needs are met.
Mrs Parveen Ali is also available who is our SEND Governor.
As the SEND Governor, she takes a special interest in SEND and meets with the SENCo. The full Governing Body has overall responsibility for ensuring that the necessary support is given for any child who attends the school, and that appropriate support is provided for all SEND pupils.
What are the different types of support available for children with SEND in our school?
Quality First Teaching
Quality first teaching refers to targeted classroom teaching from class teacher and/or support staff.
Every child will have access to Quality first teaching.
Specific group work
Intervention programmes may run inside the classroom or in specific areas around school. These groups could be led by the teacher or teaching assistant (TA). Such group work could include pre-teaching opportunities, additional support reflecting on prior learning and group work based on social, emotional support.
Specialist support from outside agencies
This means a pupil has been identified by the SENCo/class teacher as needing some extra specialist support in school from a professional outside the school. This may be from:
- Local Authority services, such as STePS (Specialist Teachers and Educational Psychology Services), which includes sensory support services such as, hearing or visual impairment specialist teachers, ASD specialist teachers and physical impairment specialist teachers.
- Health services such as, Occupational Therapists or physiotherapists and Speech and Language Therapists.
What could happen:
- You will be asked to give your permission for the school to refer your child to a specialist professional e.g. a
Speech and Language Therapist or Educational Psychologist. This will help you and the school to understand your child’s particular needs better and be able to support them more effectively in school where possible.
- If appropriate, the specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support within our mainstream setting.
This support is tailored to meet children’s specific areas of need and usually for those with more complex needs or disabilities. The vast majority of pupils may have an Education, Health and Care Plans (EHCP) which ensures set provision and support is in place and targets specific outcomes. Support can be provided through small group or 1:1 provision or through a professional from outside of school.
The EHCP process
Supporting children and young people who are looked after and have Special Educational Needs (SEN)
How can I let the school know that I am concerned about my child’s progress in school?
How is extra support allocated to children and how do they progress in their learning?
· The school budget, received from Derby City LA, includes money for supporting children with SEND.
- the children who currently receive additional support
- the children needing extra support
- the children who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed
- the child’s view will be sought informally and for review meetings; this may not always be possible with very young children / children with delayed development.
The needs of pupils are identified on a school provision map which for SEND pupils identifies all resources, training & support.
If a child has an EHCP, the SENCo will apply for funding to ensure suitable provision identified in their plans can be put in place. This funding is allocated to schools and the amount is decided by the Local Authority. This provision will be reviewed regularly and shared with parents/carers.
Who are the other people providing services to children with SEND in our school?
Local Authority Provision delivered in school
Health Provision delivered in school
How are teachers in the school helped to support children with SEND, and what training do members to staff have?
Arboretum Primary strives to ensure staff members are well-trained and feel confident in what is expected of them. All teachers and staff members who have training are then given the platform to share their training and resources with relevant staff to support others.
How will the teaching be adapted for my child with SEND and how will they be involved in this process?
Class teachers plan lessons and differentiate their planning according to the specific needs of all groups of children in their class (including using Pre-key stage standards and using the Brackensfield levels for children working well below year group expectations) and will ensure that your child’s needs are met where ever possible within our mainstream setting.
How will we measure the progress of your child in school?
What support do we have for you as a parent of a child with SEND?
How is Arboretum Primary school accessible to children with SEND?
How will we support your child when they are joining the school?
Leaving the school? Or moving to another class?
We recognise that transitions can be difficult for a child with SEND, and we take steps to ensure that any transition is a smooth as possible.
If your child is joining us from another school:
If your child is moving to another school:
When moving classes in school:
In Year 6:
How will we support your child’s emotional and social development?
How will this include support for mental health?
Some children have additional emotional and social needs that need to be developed and nurtured. We also appreciate that following Covid-19 and the implications of this, additional children need further support. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness and struggling to communicate effectively.
We will support children in many different ways such as;
If your child still needs extra support, with your permission the SENCo will access further support from CAMHS or through the Community Paediatrician, Educational Psychologist or School Health Team (school nurse).
How will we support your child’s emotional and social development?
How will this include support for mental health?
Pupils, staff and parents are expected to listen carefully and respectfully to each other. Where an issue arises, parents should, in the first instance, make an appointment to speak with their child’s class teacher and seek to resolve any concerns. If a parent believes that their concern has not been resolved to their satisfaction or is of a more serious or sensitive nature, an appointment should be made to see the Headteacher, who will investigate and report back on the results of the investigation. Where an issue is not satisfactorily resolved, parents should then take up the matter with the Chair of Governors.
If you still want to complain please see our complaints policy which can be found on the school website: http://www.arboretum.derby.sch.uk