Special Educational Needs and Disabilities

Our SEND vision and ethos:

Our aim is to be a fully inclusive school. We aim to enable all our pupils, whatever their abilities or needs, to reach their full potential and be fully included in our school community, where all of us are equally valued.  

Aims:

  • To ensure sure that the arrangements made for pupils with special educational needs are in line with the requirements Children and Families Act2014, SEN and Disability Regulations 2014, Equality Act 2010 and the SEN Code of Practice 2015.
  • To value the uniqueness of each member of the school, and provide planned curriculum designed to help all children achieve their potential and develop their abilities to the full.
  • To ensure that pupils with special educational needs are able to take part in all the activities of the school including those that take place outside of school hours.
  • To ensure that all our pupils are involved in decisions made about them and their education
  • To ensure that we involve our parents in school life and keep them informed about their children’s progress.

Definition of Special Educational Needs.

The SEND Code of Practice: 0-25 years January 2015 states:

“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

(a) Has a significant greater difficulty in learning than the majority of others of the same age, or

(b) Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

A child under compulsory school age has a learning difficulty or disability if he or she is likely to meet the definition above or when of compulsory school age (or would be likely, if no special educational provision were made).”

(SEND Code of Practice, 2015, page 15)

Identifying when a pupil has special educational needs:

It is important that a pupil’s special educational needs are identified as early as possible. We will always let parents know as soon as we feel that their child may have a special educational need and take the most appropriate actions moving forward. If you have any concerns regarding your child’s additional needs please contact Mr Clemo or a member of the Inclusion Team.

Children’s needs may be categorised into four broad areas, these include:   ∙ 

  • Communication and Interaction  
  • Cognition and Learning  
  • Social, Emotional and Mental Health  
  • Sensory and/or Physical  

These four categories broadly identify the aspects of SEN/D needs for pupils at our school however we also recognise other barriers to learning which may not solely be SEN/D and may include:  

  • Disability  
  • Attendance  
  • Punctuality  
  • Underachievement  
  • Health and Welfare
  • Being in receipt of Pupil Premium  
  • Being a looked after / adopted child  
  • Being a child of a serviceman/ woman  
  • Being a child who has a family member in prison  
  • Unexplained behaviour difficulties

Staff in school who work with pupils with Special Educational Needs and their Parents

The following people have particular responsibilities:

  • All class teachers have accountability and responsibility for all pupils in their class and ensure learning is accessible and engaging through quality first teaching. 
  • Mr Clemo (Special Educational Needs Coordinator) ensures that the school’s provision for children with additional needs is met and that children’s progress is evaluated on a regular basis. 
  • Mr Clemo meets with the SEN Governor on a regular basis to discuss programmes of support and individual needs.
  • The SEN Governor monitors and evaluates provision and reports to the governing body.
  • Class teachers provide a planned curriculum that meets the needs of all the learners in their care. They monitor and evaluate all children’s progress and set future targets for them. They report to the SENDCO any child that may be causing concern and are responsible for reviewing and updating children’s Pupil Passports on a regular basis.
  • Teaching assistants provide specified work and carry out planned programmes of work (called ‘Interventions’) according to children’s Pupil Passports and/or academic progress.
  • Lunchtime supervisors are aware of children who may require more support and they are given strategies to support children at lunch time when necessary.

SEND Graduated Approach:

This approach is used for all children in our school as part of our commitment to providing excellence in the classroom.

Sometimes, as part of our Graduated Approach, children need a more targeted approach and benefit from specific intervention in a group or on a one to one basis or additional assessment from an outside professional/agency. Where children are identified as needing an increased level of support, you will be involved in discussions to plan for possible ways forward. Examples of Intervention available at Bowsland Green include Forest Skills, Mentoring, Speech and Language therapy and Physical Skill Development programmes. Sometimes specialist equipment or resources are required to support a child’s learning. This Graduated Approach will result in careful monitoring and tracking by the both class teacher and school SENCo.

The ways in which we identify pupils have special educational needs are:

Before a child starts at the school:

  • Through our links with the local authority 0‐25 Service, Inclusion Support Service, nursery visits and home visits we can identify areas of possible concern before a child joins our school.

In school:   

All teachers are teachers of pupils with special educational needs and are responsible for identifying pupils with special educational needs as early as possible. This could be through:

  • Teacher observation
  • Teacher assessment
  • National Curriculum assessment
  • Screening or assessment tools used, including P scales where appropriate
  • Information passed on from previous schools
  • Information from parents

The class teacher will register concerns with the SENDCO, who will gather together information about pupils and will work with the staff involved to decide on any action that needs to be taken.   This is a strategic progression and the SENCO will monitor your child’s process through Assess, Plan, Do, Review targets which will form the basis of your child’s Personal Passport. External support from outside agencies/practitioners, will then be implemented where necessary.

Children who enter mid‐year:

  • SENDCO liaises with staff from leaving school.
  • Staff may visit the child in leaving school.
  • All paper work is transferred on admission of SEN pupil.
  • Personal Passports (Assess, Plan, Do, Review)

When a child is identified as having additional needs or has a diagnosis of SEND, they will need to have a Personal Passport (Assess, Plan, Do, Review). These are ‘Child-Centred’ working documents that are reviewed by the child, teacher and parents every 6 weeks. Once the child has completed the front cover pages, describing their strengths, interests, trusted adults, personalised resources and areas of improvement, they will need to think of some personal SMART targets (specific, measurable, accountable, relevant, time specific). Parents and teachers also set SMART targets for the pupil. Once all the targets are agreed, all parties must sign the Passport and the targets are then reviewed after 6 weeks.

If your child has been identified by the class teacher, Inclusion Leader and outside agencies as needing a particularly high level of individual or small group teaching which cannot be provided from the budget available to the school, then an application for an Education Health Care Plan may be made. This type of support is available for children with specific barriers to learning that are severe, complex and lifelong and cannot be overcome through Quality First Teaching or intervention groups without a considerable amount of support. Usually your child will also need specialist support in school from a professional outside the school such as the Inclusion Support Service, Behaviour Support Service or Sensory Support Service (for students with a hearing or visual need) or other professionals such as the Educational Psychology Service, Speech and Language therapy Service or CAMHS. Further information about the EHP application can be obtained from the Inclusion Leader or South Gloucestershire Council.

Special needs register

When we identify that a pupil has special educational needs, and this has been discussed with parents, we place them on the Special Needs Register.   The criteria Bowsland Green Primary School use to identify children as having a special educational need is detailed below:

  • A statement of special educational needs or an Education, Health and Care Plan.
  • A child has a medical diagnosis of a condition that requires them to have a significant amount of additional support in order for them to access the same educational provision as their peers and this support is required in order for them to make adequate progress.

All children in school have academic targets, set regularly. If the class teacher and SENDCO feel that a child need targets in addition to the targets already in school, which address their specific special educational needs, then they may be given a Pupil Passport. The targets on the Pupil Passport are based on collaboration between all the parties involved, i.e. the child, parent, SENDCO, Teacher and Teaching Assistant. Assessments also inform the target setting. Staff work hard to ensure that the targets are: • Specific • Measurable • Achievable • Relevant • Time limited. Parents are involved in putting together the pupil passport and in reviewing every 6‐ 8 weeks with the class teacher and / or SENDCO.

Prior to September 2014, there were two levels to the SEN Register – ‘School Action’ and ‘School Action Plus’. The new code of practice in July 2014 adjusted this; there is now just one level to the SEN register following the criteria described above in the definition of special educational needs.

Education Health Care Plan (EHCP)

The majority of children and young people with SEN or disabilities will have their needs met within mainstream early years settings or schools.   Some children and young people may require an Education Health Care needs assessment in order for the local authority to decide whether it is necessary to make provision in accordance with an EHCP. The purpose of an EHCP is to make special educational provision to meet the special educational needs of the child or young person, to secure the best possible outcomes for them across education, health and social care and, as they get older, prepare them for adulthood. One of the significant changes arising from the new code of practice (2014) is the replacement of the current Statement of Special Educational Needs, for those children with the most complex needs, with a new Education, Health and Care Plan. This will be supported by an Education, Health and care Plan pathway.   Children with existing statements will be transferred onto an Education, Health and Care Plan at a relevant transition point. This will usually be completed through the annual review process.

Personal Passport Cycles 2020-21

Autumn – Term 1
Tuesday 1st September 2020 – Friday 23rd October 2020

Autumn – Term 2
Monday 2nd November 2020 – Friday 18th December 2020

Spring – Term 3
Monday 4th January 2021 – Friday 12th February 2021

Spring – Term 4
Monday 22nd February 2021 –  Thursday 1st April 2021

Summer – Term 5
Monday 19th April 2021 – Friday 28th May 2021

Summer – Term 6
Monday 7th June 2021 – Wednesday 21st July 2021

 

Cycle 1- Wednesday 21st October 2020

Cycle 2- Wednesday 16th December 2020

Cycle 3- Wednesday 10th February 2021

Cycle 4- Wednesday 31st March 2021

Cycle 5– Wednesday 26th May 2021

Cycle 6- Wednesday 19th July 2021