Special Educational Needs (SEN)

We believe every student has the right to achieve highly, but recognise that the needs of individual students vary and may need specific tailoring.

We recognise every child’s individual needs and will give each student every opportunity to achieve their potential. We place a great deal of importance on ensuring that students with special educational needs are identified, properly assessed and well supported.

We provide support which is tailored to cater to each child’s situation.

We have set out below our academy's Special Educational Needs (SEN) 'offer', which explains through a series of questions and answers what action we will take to support children with Special Eduational Needs and their parents. Our offer forms part of the local authority's offer across Birmingham. You can find out more about the local autority offer for Special Educational Needs by visiting the My Care in Birmingham website.

 Special Educational Needs Offer

1. Who are the best people to talk to about my child’s difficulties with learning, special educational needs or disability?

  • Talk to your child’s class teacher about your concerns.
  • If you continue to have concerns you can arrange to discuss these with Headteacher Mrs Webb and the Special Educational Needs Coordinator (SENCo).

2. How will the academy let me know if they have any concerns about my child’s learning, special educational needs or disability?

  • Your child’s class teacher may initially speak to you at the beginning or the end of a normal school day and arrange a further time to discuss the concerns.
  • The class teacher may also talk to you about any issues at a parent’s evening.
  • Mrs Webb may contact you and arrange a meeting to discuss your child’s difficulties with learning and any possible support strategies the school might be considering.

3. How will the academy consider my views and those of my child with regard to her/his difficulties with learning, special educational needs or disabilities?

  • You will be able to share your views and discuss your child’s progress at regular meetings with the class teacher and others.
  • If your child has an identified special educational need you will be invited to a termly meeting with the class teacher and Mrs Webb to discuss current progress, support strategies being used and expected outcomes.
  • If your child has a Statement of special educational need or an Education, Health and Care plan (EHCP) you and your child will be able to share your views at the Annual Review.

4. How does the school ensure the teaching staff are appropriately trained to support my child’s special educational needs and/or disability?

  • We believe that your child’s learning needs will first be met through the high quality teaching delivered by her/his class teacher.
  • We regularly review the school training schedule and professional development for all teaching and support staff to ensure there is the appropriate expertise to support children with special educational needs.
  • The academy is able to access training programmes from different organisations including the Access to Education Team and ARK Schools Inclusion Team.
  • Individual training can also be arranged when necessary.

5. How will the curriculum and the academy environment be matched to my child’s needs?

  • We believe that your child’s learning needs will first be met through the high quality teaching delivered by her/his class teacher.
  • We carefully plan our curriculum to match the age, ability and needs of all children.
  • The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability.
  • It may be appropriate to adopt different strategies or resources and adapt outcomes to meet your child’s learning needs.
  • Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning.

6. What types of support may be suitable and available for my child?

  • This really depends upon the nature of your child’s needs and difficulties with learning. However, our education provisions will match the needs of the four broad areas of need as defined in the SEN Code of Practice 2014:

Communication and interaction
Cognition and Learning
Social, emotional and mental health
Sensory and/or physical needs

We have a three tiered approach to supporting a child’s learning:

Universal

This is the quality first teaching your child will receive from her/his class teacher and may include some very minor adaptations to match learning needs.

Targeted

It may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning.  This takes the form of a graduated four part approach of a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes.

Specific targeted one to one or small group interventions may be run outside the classroom. These will be limited to a number a weeks to minimise disruption to the regular curriculum. You will be kept informed of your child’s progress towards learning outcomes.

Specialist

It may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy, occupational therapy, sensory advisory teachers and the child development service. The school may need to prioritise referrals to these services. However, for a very small number of pupils access to these specialists may be through a Statement of SEN or an EHC Plan.

7.How will you support my child to reach his/her learning outcomes?

  • The class teacher and other staff working with your child ensure that your child receives appropriate teaching and support in order to reach these goals. The learning plan, strategies and progress will be reviewed termly.
  • External agencies and specialists may also review your child’s progress and adapt their planning accordingly.

8.What is an EHC Plan and who can request one for one for my child?

  • The purpose of an EHC Plan is to make special education provision to meet the special educational needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/her gets older, prepare for adulthood.
  • An EHC Plan will contain:

the views and aspirations of you and your child,
a full description of his/her special educational needs and any health and social care needs,
establish outcomes for your child’s progress,
specify the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes

  • You and the school, usually the SENCo or Headteacher, can request that the local authority conduct an assessment of your child’s needs. This may lead to an EHC Plan.

9. How will you help me to support my child’s learning?

  • Your child’s progress will be assessed both in terms of his/her regular learning within the class and with regard to specific intervention programmes.
  • The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and if not, what adaptations are necessary. It may be decided that a further period of support would be beneficial for your child.
  • You and your child will be kept informed and encouraged to be actively involved at all stages of this support.

10. How is support allocated to children and how do they move between the different levels of support in school?

  • We receive funding from the Education Funding Agency and the local authority. These funds include money to support the learning of children with SEN and/or disabilities.
  • The Headteacher, in consultation with the School Governing Body, decides the budget for SEN provision on the basis of the needs of the children in the school.
  • The Headteacher and the SENCo discuss the effectiveness of the school’s current interventions and provisions and prioritise an action plan, which may include additional or alternative interventions, staff training and equipment needs.
  • This process is reviewed regularly to ensure the best possible intervention is provided to those children who require additional support to learn.

11. How will the school know that the support has made a difference to my child’s learning and how can I and my child be included in this review process?

  • Your child’s progress will be assessed both in terms of his/her regular learning within the class and with regard to specific intervention programmes.
  • The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and if not, what adaptations are necessary. It may be decided that a further period of support would be beneficial for your child.
  • You and your child will be kept informed and encouraged to be actively involved at all stages of this support.

12. What support will there be for my child’s happiness and well being at school?

  • We believe that the happiness and well being of all our pupils is paramount. All members of staff take this aspect of school life very seriously.
  • You can be confident that in particular your child’s class teacher, the teaching assistants and the Head Teacher and Deputy Head are available to provide support to match your child’s needs.
  • You should also feel free to contact your child’s class teacher if you have any concerns.

13. How is my child included in all the same activities as his/her peers at school?

  • We are an inclusive school and committed to providing equal opportunities for all children.
  • School clubs, educational visits and residential trips are available to all children.
  • When necessary the school will make reasonable adjustments to ensure that children with SEN and/or disabilities are included in all activities.
  • You should also feel free to contact your child’s class teacher if you have any concerns.

14. How will school support my child in transition stages?

  • We cooperate closely with the school or nursery your child is transferring from. We are able to discuss with the relevant teachers any individual needs and how best to support your child in school.
  • While at school we take care to ensure that during transition points (between classes each year and at the end of Key Stages) all staff are aware of individual pupils needs, learning progress and best support strategies.
  • We make arrangements to ensure there is a smooth transition when your child transfers to his/her secondary school of choice. Please contact us for further details.
  • If your child has an EHC Plan, we will participate and/or facilitate its review in sufficient time prior to him/her moving between key phases of education. You will be kept informed of these arrangements and asked to attend the reviews.

15. Who can I contact if I have a complaint about the SEN provision made for my child?

  • Initially speak with your child’s teacher. Hopefully they will be able to address your concerns.
  • You can then contact the Headteacher, who may direct you to the school’s Complaints Policy and procedure.

16. If I have any other questions about my child, who can I ask?

  • We are very happy to speak to you about any aspect of your child’s education. It is best to speak to one of the following members of staff in this order:

The class teacher
Mrs Webb (Headteacher)

Ark Rose Primary Academy SEND Policy 2016-2017