Special Education Needs and Disability (SEND) Provision at our school
Withernsea Primary School is a mainstream school which values the abilities and achievements of all its pupils and is committed to providing the best possible environment for learning.
All members of our school community are valued and are offered wide ranging opportunities to enable high standards of achievement; this is reflected in our ethos of ‘All’ – ‘Aspire and Love Learning’.
The practices within school reflect our inclusive ethos from individual lesson planning responding to pupil diversity, to material resources being used to support learning and participation for all.
How does our school identify and assess SEND?
Throughout the school, we continually monitor and assess the progress of all of our children. Each term the Headteacher and SENCO meet with the class teacher and they discuss pupil progress and the next steps in learning. Where expected progress in not being made, steps and interventions are put in place to support areas of need. These are shared with parents at parents evening. In addition to this, we also work closely with our local pre-schools and the schools from where children are transferring, to identify any special educational needs that they may have prior to them joining us. This helps us to ensure that the children receive the correct support from the start.
If parents have concerns about their child, we encourage them to discuss them with our Home/School Liaison officer, SENCo or the class teacher.
How does out school provide support for children with SEND?
Through monitoring, observing and assessing a child’s needs, staff work together with the SENCo to put in place appropriate support and provision. The progress of all children is monitored termly and in both the autumn and spring terms, Parents Evenings are held to discuss how children are doing. During pupil progress meetings, the impact of provisions are evaluated and alternative methods are discussed if it is felt that they are not meeting the child’s particular needs. Children with SEND are set individual targets; these are shared and reviewed with parents. In the summer term, all parents receive an end of year written report, detailing progress within all areas of learning and parents are invited to discuss this with their child’s class teacher. In addition, we have an ‘open door’ policy and encourage parents to discuss any concerns they may have, as and when they occur, with their child’s class teacher or through our Home/School Liaison officer.
If a child has a complex SEND a Statement of SEND or an Education, Health and Care Plan (EHCP) may be put in place, which means a formal meeting will be held annually to discuss progress and a report will be written.
Class based learning is adapted for all pupils in our school, providing appropriate support and challenge. Thorough monitoring enables the teacher to ascertain each child’s current level understanding and programmes of work are devised to build on that. Children’s individual targets are supported within lessons by the class teacher, HLTA or Teaching Assistant (TA); alternatively they may be supported outside of a lesson through a specific intervention programme.
As a school we value the benefit of education outside of the classroom and believe that all children should have the opportunity to participate in these experiences. Prior to any trips, a pre-visit is made by staff and a risk assessment is carried out, which considers the needs of children with SEND. Where necessary, we meet with parents to discuss any additional support that may be required.
How can parents contact the SEN Coordinator?
Our SENCo (Mrs Harper) or Deputy SENCo (Miss Allott), can be contacted through the school office.
What specialist services and expertise are available at or accessed by our school?
The advice and services of outside agencies are sought for more specialist support. These include:
- Educational Psychologist
- SEN Consultant
- Speech and Language therapists
- Advisors including those for Hearing Impairment, Visual Impairment and Physical Disabilities
- Behaviour Support Advisory Services
- Health Services including School Nurse and Child and Adolescent Mental Health Service (CAMHS)
- Social Care
- Portage Support Services
We seek support from outside agencies for staff and families whenever it is needed. Staff training ensures the school is kept up to date with any changes and priorities, this reflects the needs of the staff and children we work with. In addition to this, the school uses an indicative system to screen pupils who we suspect may have dyslexic tendencies and is exploring the use of visual perception and memory tests to help assess the pupil’s needs more closely.
How accessible is our school?
Reasonable adjustments have been made to improve accessibility. The school is on a single level, disabled car parking is available and our school site is wheelchair accessible with a disabled toilet.
Who can parents contact for further information?
If parents are unsure about any of the support or provision being made for their child, they should not hesitate to contact the Home/School Liaison officer to make an appointment with their child’s class teacher, our SENCo or Headteacher.
How will the school prepare and support children who join the school or transfer to a new school?
The transfer to a new school can be an anxious time for both child and parent and we encourage visits to our school before applying. Careful planning is made for all children but for children with SEND, an additional transition plan may be put in place if it is felt that this is necessary. This will generally include early discussions with the school they are coming from or going to and any external agencies that are providing existing support. Parents are involved in transition discussions so that the needs of the child and any particular concerns are shared.
In Year 6, regular transition visits to the High School are made, these enable children take part in lessons, meet the staff at the school and become familiar with the new environment. Extra visits or a more graduated approach may be timetabled for children with SEND if it is felt that this is necessary.