Due for review September 2021
Welcome to our SEND Information Report which has been written within the context of the Governors’ aims and objectives, which they summarise in the mission statement. This report is part of the Derby City Council Local Offer for learners with Special Educational Needs and Disabilities (SEND). Derby City Council’s full local offer, which is intended to be an important resource to help parents/carers understand the range of provision and services in the local area, can be found at www.derby.gov.uk/sendlocaloffer.
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.
want all children to Reach for the Stars!
T- Team Player
We believe our school is:
- A safe, supportive stimulating learning environment
- A team of respectful, tolerant ,open minded citizens
- A community where everyone aspires to be the very best they can be
- A community of resilient lifelong learners
- A centre of excellence where all achieve success
THE SEND AIMS OF THE SCHOOL
- To ensure that all pupils have access to a broad and balanced curriculum.
- To provide a differentiated curriculum appropriate to the individual’s needs and ability.
- To ensure the identification of all pupils requiring SEND provision as early as possible in their school career.
- To ensure that SEND pupils take as full a part as possible in all school activities.
- To ensure that parents of SEND pupils are kept fully informed of their child’s progress and attainment.
- To create an environment where pupils can contribute to their own learning, where they feel safe and listened to.
- To ensure that all pupils have access to a board and balanced curriculum, including extra curriculum activities. Pupils with SEND are actively encouraged to participate in a number of activities aimed to improve gross motor, physical and social development alongside extra learning opportunities. We offer clubs for football club, cricket club, homework club, breakfast club, film club, circuits training, dodgeball club, multi-games club and BUG club for year 3/4 pupils.
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:
- Has a significantly greater difficulty in learning than the majority of children of the same age.
- Has a disability which prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in other schools within the Local Authority.
Special education provision means:
- Educational provision which is additional to, or different from, the educational provision made generally for children of the same age in maintained schools (other than special schools) in the area.
Children must not be regarded as having learning difficulties solely because their language, or form of the home 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.
- At our school we provide support for children with a range of special educational needs. Special educational needs could mean that a child has difficulties in:
Communication and Interaction -
- 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 pupil with SLCN is different and the needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. Children and young people with an Autism Spectrum Disorder, including Asperger’s Syndrome and Autism, 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.
Cognition and Learning -
- 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, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
- Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Social and Emotional Mental Health -
- Children and young people may experience a wide range of social and emotional difficulties, which can 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.
Sensory and/or Physical -
Some children and young people require special educational provision because they have a disability that 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. Children and young people with an MSI have a combination of vision and hearing difficulties, which makes it even more difficult for them to access the curriculum or study programme than for those with a single sensory impairment. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
Children make progress at different rates and have different ways they learn best. Teachers take account of this when they plan teaching and learning activities. Children making slower progress or having particular difficulties in one area may be given extra help/support or different lessons to help them succeed.
Who are the best people to talk to at our school about my child’s difficulties with learning / SEND?
If you have concerns about your child’s progress you should, in the first instance, speak to your child’s class teacher.
The subject/ class teacher has responsibility for:
- Checking on the progress of your child.
- Identifying, planning and delivering the differentiated curriculum for your child in class as required.
- Personalised teaching and learning for your child.
- Ensuring that the school’s SEND Policy is followed in their classroom.
If you have concerns that your child has an unmet special educational need after speaking to your child’s class teacher or feel you need more support, you should contact the SENCo.
SENCo: Mrs. Natalie Linnecor
Contact number: 013332 291140
Email address: firstname.lastname@example.org
SEND Governors: Mrs. Parveen Ali & Mr Christopher Wynn
They are responsible for:
- Developing and reviewing the school’s SEND Information report/ policy.
- Co-ordinating all the support for students with special educational needs or disabilities.
- Updating the school’s SEND register (a system for ensuring that all the SEND needs of students in the school are known) and making sure those records of your child’s progress and needs are kept up to date and are confidential.
- Providing specialist support for teachers and support staff in the school, so that they can help students with SEND in the school to achieve the best possible progress.
- Meeting with all teachers termly to support in reviewing pupil’s Individual Education Plans and plan in next steps.
They are also responsible for ensuring that you are:
- Involved in supporting your child’s learning.
- Kept informed about the support your child is receiving.
- Involved in reviewing how your child is doing and liaising with all other agencies which may be involved with your child e.g. Educational Psychology, Behaviour Support Service, Social Care and Health Service.
How are Children & Young People with SEND identified at our school?
Class teachers make regular assessments of progress for all pupils. From this, the school is able to identify pupils making less than expected progress given their age and individual circumstances. Other factors including attendance, punctuality and health are considered. Consideration is also given to the particular circumstances of students, for example those who are in Care and/ or eligible for the Pupil Premium. All pupils are discussed regularly at pupil progress meetings and class teachers meet with the SENCo termly in order to establish what levels of intervention are required to support each individual. Prior to this, all class teachers will complete an ‘Initial Concerns’ form termly to identify children with SEND.
The school adopts the levels of intervention as described in the SEND Code of Practice. The Code of Practice advocates a graduated response to meeting pupils’ needs. Where it is determined that a pupil does have SEND, parents will be formally advised of this through a parental consultation meeting or assertive mentoring meetings and the decision to add the pupil to the SEND register is made. The aim of formally identifying a pupil with SEND is to help school ensure that effective provision is put in place and so remove any barriers to learning. Pupils are also encouraged to attend these meetings so that they can share their own views and opinions as well as discuss their progress, targets and the support they require.
The support provided consists of a four part process.
Assess: An analysis of pupil need will be carried out by the class teacher & SENCo. Outside agencies may also be involved. Children are assessed through observations, discussions between parents, class teachers, outside agencies and SENCo and through formal assessments termly (RWI phonics assessed every 6 weeks).
Plan: If the school decides to provide the pupil with SEN support parents/carers will be notified. Staff will meet to decide a SEND pupils’ primary area of need (PAN) and create up to 3 targets recorded on an Individual Education Plan (IEP) based on their PAN for the child to work on. Interventions will be planned by class teachers and put in place to address targets.
Do: Interventions/support will be delivered.
Review: The effectiveness of the intervention/support will be reviewed regularly through termly meetings which class teacher, pupils and parents attend. All interventions will have a pre and post assessment completed which will be discussed at the termly review meeting. Decisions will be made about future provision and whether an Education, Health Care plan needs to be requested.
This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables identification of those interventions which are most effective in supporting the pupil to achieve good levels of progress and outcomes. SENCO’s meet with each class teacher at least once a term to review this process.
Looked after children who are identified with SEND will follow the procedure as above, social care and foster carers will be invited to the meeting.
What are the different types of support available at our school?
Teachers have the highest possible expectations for your child and all pupils in their class.
The quality of teaching and learning is reviewed regularly to ensure the highest possible standards are achieved. The school has a training plan for all staff to improve the teaching and learning of pupils, including those with SEND. This includes whole school training on SEND issues e.g. supporting children with hearing impairments.
Teachers adapt planning to support the needs of pupils with SEND.
Teachers use a variety of teaching styles and cater for different learning styles to allow pupils with SEND to access the curriculum. Teachers and other adults in the classroom work together to give targeted support according to your child’s needs. Your child is fully involved in learning in class. Strategies which may be suggested by the SENCo or other professionals working with your child to support them in their learning may include:
Specific group work intervention
This could be for Communication (speaking and Listening), writing, reading, spelling, numeracy, social skills, physical skills, behaviour skills and emotional well-being. These could be delivered by a teacher, TA, or intervention support staff.
Adaptations to curriculum or learning environment may be made to remove barriers to learning. This may include:
Adapting the Classroom Environment
Using adapted resources
Use of computing (including technologies such as Whiteboard presentations)
Having someone scribe your work
TA support within class to promote inclusion
Daily targeted maths interventions
We have strong links with outside agencies who offer their specialist expertise in many different ways. This may involve delivering staff training, working with pupils within their class, providing 1:1 interventions as well as supporting families at home. You may be asked to give permission for your child to be referred to a specialist professional, e.g. Educational Psychologist, Speech and Language Therapist, Occupational therapist, Physiotherapist. This will help the school and you to understand your child’s needs better and so support them more effectively.
The specialist professional may work directly with you and your child and may make recommendations on support strategies to be used at home and in school.
How we measure progress?
On a whole school basis, pupil’s progress is continually monitored by class teachers, the SENCO and Senior Management Teams. Progress is reviewed at regular intervals and formally once each term. Pupil progress meetings are held each term in which class teachers, phase leaders and members of senior management meet to discuss the progress and needs of each pupil. Those children identified at pupil progress meetings which are making less than adequate progress will be discussed with the SENCo.
If your child is identified as needing SEND Support or has a statement/EHC Plan, you will be invited to a termly review meeting to discuss your child’s progress towards their targets which are combined with your child’s assertive mentoring meeting if appropriate. During these meetings new targets will be agreed between class teacher, SEND pupils and parents whereby you will be given a copy of your child’s IEP to take home with you so that you can continue to support your child at home. The progress of pupils with a statement/EHC Plan is formally reviewed at an annual review meeting. Parents and all professionals working alongside the child & their family are invited to attend. During these meetings, pupils are encouraged to reflect on their ambitions. Arrangements for supporting pupils in moving between phases of education are discussed. This support may include attending regular transition meetings in which pupils can meet their new teachers as well as a phased approach in which pupils gradually increase the length of time that they spend in their new educational setting
At pupil progress meetings the Senior Management Team will also monitor that pupils with SEND are making good progress in any targeted work while also monitoring the effectiveness of the provision or interventions. The SENCO will gather feedback from other members of staff and pupils with SEND, monitor pupil’s information data and assertive mentoring files as well as conducting observations and looking at pupil’s learning in order to establish how much progress has been made.
What support is there for my child’s overall wellbeing?
Learning Mentor: Mrs. Ros Nisha
Our learning mentor support children’s overall wellbeing, in particular improving children’s emotional and social development as well monitoring their attendance. Depending on individual needs, a specific programme will be put in place to support their individual needs. For example, a behaviour plan, attendance chart, life skills, Thrive sessions, buddy system, peer reading, playground friendship stop, peer mentoring and counselling.
This may involve working alongside outside agencies such as the Health Service, and/or specialist educational services such as LA Behaviour Support Service and counsellors.
How is SEND support allocated to pupils at our School?
The Code of Practice 2014 states that:
‘A student has SEN where their learning difficulty or disability calls for special educational provision, that is different from or additional to that normally available to pupils of the same age.’ :
At Arboretum Primary School this may include:
- Pupils who are underachieving and failing to meet targets.
- Pupils who are still not making expected progress and not meeting personalised targets, despite catch up interventions.
- Pupils who are not making progress in more than one curriculum area may follow the graduated approach for an extended period.
Targeted support is the first level of support and the adaptations and additions that are made as internal to the school. Pupils with more complex needs who may also require support from outside agencies would recieve specialist SEND support. Allocation of SEND provision is reviewed regularly by SMT. The Headteacher, business manager and SENCo review the information they have about SEND within school. They will discuss termly:
- Pupils already receiving extra support
- Pupils needing extra support which have been identified through an ‘Initial Concerns’ form.
- Pupils who have been identified as not making as much progress as expected
Once levels of SEND needs across the school have been identified all resources/training and extra support currently in place are reviewed and changes made as necessary. This may lead to some pupils being taken off the CoP when their targets and outcomes have been achieved and also to additional training for staff to develop expertise in different areas. School will fund extra provision and necessary equipment through the notional SEN budget. If further funding is needed to meet a child’s needs the school will use their best endeavors to secure funding from the local authority and STePS team through locality funding or from the high needs budget associated with an Education, Care and Health plan.
Who else could support your child with SEND?
Directly funded by the school:
Teaching Assistants funded from SEN budget who support in class and deliver programmes designed to meet individual and group needs
Behaviour/Pastoral Learning Mentors
Educational Psychology Service / STePS
Paid for centrally by LA/Health Service:
Speech and Language Therapy
Behaviour Support Service (LA)
Support Services for the Hearing, Physically & Visually impaired
Community Learning Disabilities Team
Child and Adolescent Mental Health Service (CAMHS)
Derby City Parent and Carer Forum
Voices in action
And many more
For more information go to www.derby.gov.uk/sendlocaloffer (See addition to opening paragraph)
What support do we have for you as a parent/carer of a child with SEND?
Class teachers, our SENCo and learning mentors are available to discuss issues, as appropriate to their roles in school.
Your child’s target(s) will be reviewed 3 times a year in which we will work with you to review their progress during parent consultation meetings.
We will hold meetings with outside professionals where and when appropriate
We hold year group information meetings as well as workshops where you can come and learn alongside your child.
We will share information with you about parent/carer support groups
How does the school support pupils with medical conditions?
The school follows ‘Supporting pupils at school with medical conditions
Statutory guidance for governing bodies of maintained schools and proprietors of academies in England’ December 2015
The school has a policy regarding the administration and management of medicines on the school site. Some pupils will have a care plan in place.
Appropriate staff have updates on conditions and medication affecting individual students and training, where appropriate, so that they are able to manage medical situations.
What steps are taken to prevent disabled pupils from being treated less favourably than other pupils?
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. At Arboretum Primary School we have adopted a whole- school approach to SEND policy and practice. All staff are committed to the principles and aims of this policy. Pupils identified as having SEND are, as far as is practicable, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum and Early Years Foundation Stage Curriculum and are integrated into all aspects of the school.
How is our school accessible to pupils with SEND?
Arboretum Primary School is all on one level making it fully accessible for all pupils including those pupils with physical disabilities. Taxis are able to drop off and collect pupils inside the school grounds in designated parking bays. All classrooms and learning areas allow for the learning needs of all pupils and where necessary, adaptations have been made. We have sound field systems in classrooms to support pupils with hearing impairments and teaching resources resources/equipment used are equally accessible to all pupils. We have specially adapted SEN toilets with tracking hoists and a clos- o- mat toilet. Corridors and doors allow access for wheelchair users and ramps and handrails are in place as an alternative to steps. Staff provide intimate care for pupils and where necessary administer physiotherapy and OT programmes. After school and extra-curricular provision is accessible to all pupils including those with SEND. All pupils have an equal opportunity to go on all school visits. Extra support is provided if required. Educational visits will only be planned to locations accessible to all. Risk assessments are carried out prior to any off site activity. Please see our Disability Access Plan policy which can be found on our website.
What arrangements are in place for the admission of disabled pupils?
The admission arrangements for ALL pupils are in accordance with national legislation, including the Equality Act 2010. This includes children with any level of SEND; those with Education, Health and Care Plans and those without. In common with other maintained schools, the Local Authority (Derby City Council) administers admissions into the school and consults with the Headteacher and the Governing Body.
How will my child be supported through transitions?
The school recognises that transitions can be difficult for pupils with SEND and their families and so take steps to ensure any transition is as smooth as possible.
If your child is moving to another school:
We will contact the school’s SENCo and ensure they know about any special arrangements and support that needs to be made for your child. All records about your child are passed on as soon as possible.
When moving classes in school:
Information will be passed on to new class teachers. All relevant information will be shared.
Starting in our 2 year old unit
Parents are invited to stay for a session with their child.
Little Acorns - parents are invited into nursery 1 afternoon a week with their child leading up to their starting date.
Gradual transition visits into FS1 involving parents
Visits to pre-school providers.
Visits into FS2 involving parents prior to children starting.
Gradual Transition into FS2 starting in July.
Starting Key Stage 1 & 2
Visits to school plus any additional visits that are required.
Gradual transition if appropriate.
Transition from Key Stage 2 to Key Stage 3:
Members of secondary schools will visit your child’s primary school.
Transition meeting with staff from both schools
Enhanced transition, which includes visits and activities with designated members of staff
Extra support for tests, assessments and examinations will be considered as and when necessary.
How will my child be able to share their views? We value and celebrate each pupil being able to express their views on all aspects of school life.
This is usually carried out through regular meetings of the School Council.
Pupils with SEND are invited to attend termly review meetings with their parents/carers in order to share their views. These meetings usually take place alongside your child’s assertive mentoring meeting during which they will be encouraged to review their targets.
If your child has a statement/EHC Plan they will also be invited to attend an annual review meeting in which they will be involved in writing and reviewing their own outcomes.
Pupils also have the opportunity to complete a questionnaire about aspects of the school.
What training have the staff had about SEND?
There is an on-going professional development programme throughout the school year which addresses areas of SEND within the school. Staff have received training in:
- Applying the New Code of Practice.
- Writing & reviewing new SEND targets
- ADHD, Diabetes, Epilepsy, manual handling, support pupils with hearing impairments.
- Using specialist medical equipment where necessary
- Behaviour (Thrive training)
- Training for specific medical conditions such as Maple Syrup Urine disease
- Dyslexia, Dyspraxia and Dyscalculia
- Talk Boost (Speech and language intervention for Early years)
- Physical literacy
- ECAM- Every child a mover (Early years intervention)
- Autism training (Autism champion) (Attention Autism)
- Makaton training
- Attachment lead training
- Speech and language
Have your say
This report details our annual report for pupils with SEND. We welcome your views and hope you will engage with our annual process ‘assess, plan, do and review’ our provision for SEND.
If you have any comments or would like to speak to the school SENCo’s please contact:
SENCO: Natalie Linnecor
If you have a child with identified SEND or you have concerns and need independent advise or support you can contact the Derby Educational Needs and Disability, Information, Advise and Support Service (SENDIASS) at:
Phone: 01332 641414
Post: Derby SENDIASS, The Council House, Corporation Street, Derby, DE1 2FS
What if I want to complain?
Our school has a complaints policy. If you have a complaint, this should first be discussed with the class teacher who will listen to the issues and address them where appropriate. If you feel your complaint has not been resolved, please make an appointment with a member of the senior management team.
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
Further documents, which may be useful to read alongside the SEND information report, can be found on our website and include:
Pupil Premium Policy
Supporting pupils at school with medical conditions: Statutory guidance for governing bodies of maintained schools and proprietors of academies in England April 2014
Access plan policy