What is Special Needs?
In accordance to the SEND Special Educational Needs and Disability Code of Practice
A pupil has SEND where their learning difficulties or disability calls for special educational provision, namely different from or additional to that normally available to pupils of the same age.
At Baydon St Nicholas we pride ourselves on catering for all children’s needs within our school. We also recognise that within this provision we do need to identify and provide for children who require support which is different from and additional to what is normally available to pupils of the same age.
How do we identify SEND?
Within our school we have a clear approach to identifying and responding to identifying children with SEND. Signs could include:
- Concerns raised by class teacher
- Parental Concern
- Medical reports from outside agencies
- Reports from previous educational settings, preschools or previous schools
- Identification at termly pupil progress meeting showing limited progress
- A change in pupil’s behaviour or progress
- Using Wiltshire Graduated Response to SEND Support in school (WGRSS document)
Once a concern has been raised then discussions will be held between the child, parents, class teacher, SENCO (Special Educational Needs Coordinator) Mrs Eleanor Christmas and may also involve the Head teacher Mrs Knighton.
Once the child has been identified as having SEND they will be placed on our SEN register under the heading SEN Support.
At Baydon St Nicholas we follow the Graduated Response so will then asses the child within the four areas of SEND.
The four areas of SEND which our school provide come under these headings:
Cognition and Learning
Communication and Interaction
Social, Communication and Mental Health
Sensory and /or Medical
The four headings above aim to help plan the best provision for the child and are not designed just to pigeon hole the child. It may be the case that provision is required from more than one of these areas.
How do we let you know what is going on?
In addition to the normal parent evenings and annual reporting arrangements held within our school, communication with parents of children with SEND is very important. In accordance with the Code of Practise parents are encouraged to review the SEND provision with the class teacher and SENCO three times a year and it is anticipated that these meeting are at times longer than the normal parent evening slots. These are structured conversations to review the planned outcomes on the SEND Outcome sheet which every child on our SEND register will have. If a child also has a My Support Plan (please see SEN policy for more information on Support Plans) then the views of the parents are encapsulated within this and this is also reviewed and information added, if required, during these structured conversations.
At Baydon St Nicholas we do also encourage all parents to speak to class teachers and the SENCO on a regular basis if any concerns arise. We will always seek permission from parents when dealing with outside agencies and will discuss reports received.
If a child has an EHC (Educational Health and Care) Care Plan, known in Wiltshire as My Plan, as well as the consultation arrangements outlined above an Annual Review will be held with all agencies involved in the provision for that child.
How do we communicate with the children and get their views?
As part of planning for our SEND provision, all children on the SEND register have pupil profiles which elicit their views on what is working and what is not working with their learning and how best they would like to be supported. These views, alongside those of parents and teachers, will then be used to best plan the provision on offer.
If a child is SEN Support but we require more information to better plan provision we will write a My Support Plan with parent(s), class teacher, SEND Co-ordinator and which will also involve the views of the child.
What SEN Support and Intervention do we offer?
The class teacher and the SENCO will decide on what action is required to support a child with SEND in light of earlier assessments. This will always include First Quality Teaching (FQT) but may also include:
- Specifically targeted intervention programmes delivered in 1:1 or paired or small group settings with a Teaching Assistant.
- Different learning equipment or specialist materials used in class
- Some group or individual work away from the classroom with a teaching assistant to focus upon a particular area of need, for example work, on gross motor skills, or work set by a speech therapist
How do we assess progress with SEND?
As with all children at Baydon St Nicholas pupil progress meetings are held with the head teacher, Mrs Knighton, and the Deputy Head teacher, Mrs Gilbert, 3 times a year to track children’s progress.
Class teachers will also review the SEND Outcome sheets which show the planned targeted provision and will discuss with the child, parent, SENCO and any outside agencies involved whether these outcomes have been met and the appropriate next steps. This is all part of the Graduated Response which we follow. For more information on this please follow the link to the SEND policy.
How do we make sure all children are included in school and extra school activities?
We aim to include all children in all activities on offer within the curriculum within and outside of the school day. All whole school celebrations include all children often supported by teaching staff and our musicals in EYFS/Key Stage 1 at Christmas and Key Stage 2 at the end of Term 6 highlight the positive inclusion within our school.
Activities and School Visits are also accessible to all. The member of staff planning the trip alongside the school admin officer will ensure that an up to date risk assessment is obtained for any school outing. When a child may need extra support such as 1:1 on a school trip then extra provision will be put in place with consultation with the parents/ carers.
Sufficient planning and time will take place when providing school clubs so that access arrangements can be arranged so that any club can be accessed.
Is our school accessible to all?
With regard to accessibility, the school environment is fully accessible to all children. Recent improvements to the building and the school environment have included the inclusion of access works.
We have an Accessibility Plan in place and where feasible we will make reasonable adjustments to improve the accessibility of our environment to meet individual needs.
What emotional and well-being support do we offer?
The well-being of all children is our primary concern at Baydon St Nicholas children are supported in social and emotional development throughout the school day.
The school promotes a positive behaviour ethos and integral to this is mutual care and consideration to one another. The school council meet regular and are involved in the anti- bullying policy and “feeling safe” at school initiatives.
The children’s social and emotional needs are also developed through PSHCE lessons and circle time. Social and Emotional Aspects of Learning (SEAL) are also used within our curriculum.
Our behavioural policy includes guidance on expectations.
All staff hold a basic first aid certificate or are Paediatric Trained. We also ensure that we are in regular contact with parents so that all important medical information is shared and all staff involved with that child are informed and appropriately trained (if required) to respond appropriately.
When necessary, and in agreement with parents/carers, medicines can be administered in school but only when a signed medicine consent form and copy of the prescription letter from the doctor is in place to ensure the safety of the pupil and staff member.
At times, it may be necessary to plan in emotional support as part of a targeted outcome with either 1:1 or small group provision with an identified need as the focus. We also access support from specialist staff such the School Nurse or Behavioural Support Services to support children with emotional or medical needs.
How and when do we involve outside agencies?
The school works closely with outside agencies to support the provision of SEND across the school. The SENCO and Head teacher meet and are in contact with the Specialist Special Educational Needs (SSENS) Team from Wiltshire and Berkshire, due to our school having children living in both counties. As part of the Graduated Approach, Outside Agencies can be accessed at any times to support SEND provision. Their reports are reflected in the planned outcomes often used within classroom settings and sometimes requires additional support outside of the class setting with the deployment of a teacher or teaching assistant.
Outside Agencies can include:
Educational Psychology, Specialist Learning Support, Behaviour Support and Ethnic Minority Achievement Services. Specialist Health services include Speech and Language Support, Physical and Sensory support Services which include Visual Impairment ,Occupational Therapy, Physiotherapy and Hearing Impairment, Paediatrician, School Nurse and Child and Adolescent Mental Health Service (CAMHS).
We also work with Social Services and Parent Support Advisors.
What staff do we have to support children with SEND?
All teaching staff are qualified and experienced teachers. Mrs Christmas holds the National Award for the Inclusion of Vulnerable Learners and is qualified as our school SENCO. All teachers work with teaching assistants and outside agencies, if necessary, to plan effective provision for children on the SEN register.
SEND Training across the school has included:
- For all teachers and teaching assistants an update on the use of WESFORD, a diagnostic Dyslexia tool.
- Regular SENCO updates at staff meetings and advice from outside agencies in the past year involving Behavioural Support and the Educational Psychologist.
What happens when a child transfers from one setting to another?
Before any child starts school, we always try to find out as much as possible to help them settle as quickly as possible. We do this by:
- Meeting with parents to discuss individual needs.
- Contact pre-school providers to get up to date records.
- Visit the child’s pre-school to see them in a familiar setting
- Contact with the Sure Start team if necessary.
Once at Baydon St Nicholas, all children on the SEND register have a one page profile and this outlines the child’s needs and areas of support. It is shared for transition between classes and is available for any staff that may be working with that child. This can also be used as the basis for transition between educational settings as well as the child’s My Support Plan. If a child has an Educational Health Care Plan, then enhanced transition may be required commencing prior to joining the school or in Year 5 ahead of transfer in Year 6. This will be planned for within the annual review in Year 5.
We have good links with all the secondary schools the children in Year 6 move onto and will pass on the records and speak to the SENCO, at the relevant secondary school, to ensure a smooth transition.
If you would like to find out more
In the first instance, we encourage parents/carers to talk to their child’s teacher, or if you wish, directly with Mrs Christmas to find out more about SEND provision.
Please arrange a meeting through the school office.
What to do if you have a concerns or complaints about SEND provision?
If a parent feels that Baydon St Nicholas has not met his or her child’s SEND
needs, they should:
- discuss their concerns with the class teacher
- consult with the SENCO if their concerns continue
- consult with the Head Teacher
- finally, if there is still concerns, with SEND Governor
All meetings will be detailed, dated and recorded within the child’s section of the SEND register.
Where to go for more information
More information about the Local Offer of Support which is available for children with SEND can be found at:
www.wiltshirelocaloffer.org.uk for children who live in Wiltshire.
http://fis.westberks.gov.uk/kb5/westberkshire/fsd/localoffer.page for children who live in West Berkshire.