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- Tel: 01562 69750
- Email: firstname.lastname@example.org Email Us
Heronswood Primary School and Pre-School
School Information Report for children with Special Educational Needs or Disabilities.
See Worcestershire’s Local Offer for the provision the LA expects to be available for children and young people in the are with SEN and/or disabilities - http://worcestershirelocaloffer.org.uk/
WWC Graduated Response guidance to outline expectations re: 'Ordinarily Available' provision https://www.worcestershire.gov.uk/graduatedresponse
How we identify children with Special Educational Needs
When children join us at Heronswood we will observe their learning characteristics and how they thrive within our learning environment, we will assess their understanding of what they are learning in school and identify any difficulties that might arise. If teachers feel that a child has an additional educational need this may be because they are not making the same progress as other pupils, not achieving their potential, or that they are finding new situations challenging. The earlier we take action and modify our provision, the sooner we can resolve concerns and help children feel success. Throughout the identification process the school will liaise with parents, and the children themselves, to share our findings and plan next steps.
We may feel it appropriate to administer specific and targeted tasks to identify areas of concern. Sometimes this will involve outside agencies working with your child. As a school we work closely with a range of external agencies to meet individual children’s needs within our school. These include: Behaviour Intervention; Health – GPs, School Nurse, Paediatricians, Speech & Language Therapists; Occupational Therapists; Social Services – Early Help, Social Workers and Educational Psychologists.
Where parents have concerns or have a child who has already been identified as having a SEND, the school will work closely with everyone involved to meet the needs of the child.
How we involve pupils and their parents/carers in identifying Special Educational Needs and how we plan to meet their needs
As soon as the school has a concern about a child, initial contact will be made with parents. This gives us the opportunity to discuss similarities and differences between challenges in school and at home. Where a child would benefit from specific personalised support to meet their needs then the class teacher, with the support of the Special Educational Needs Coordinator (SENDCO), will write an Individual Provision Map. This will be shared both with the child and parents.
Evaluating effectiveness of provision
Provision maps are reviewed a minimum of half termly. A meeting will be held with parents on a termly basis to share information, celebrate progress and achievement and plan next steps. Class teachers are always available to discuss any concerns that parents may have. Home school diaries/communication books can be used as an additional way of communication throughout the term and specialist resources/activities will be sent home for parents to support their child further with their learning, where appropriate.
Miss Stanley, as part of her role liaises with parents, class teachers and teaching assistants to ensure the very best provision is in place for each and every child. She also analyses individual pupil performance data to monitor progress and the impact of interventions from the IPM’s. As a school we follow the assess, plan, do and review model. For further details please see our SEND policy on the school website.
How we use other adults in school to support pupils with Special Educational Needs
Our staff are continually developing their expertise in different areas of SEND. Teachers and teaching assistants have received specific training which allows them to deliver targeted intervention sessions which include; SMART moves, Black Sheep Press, Lola the Listening Leopard, rapid phonics, time to talk and many other tailored programmes. As a school we funding a Speech and Language Therapist for half a day a week. Our speech and language therapists, Hannah McCone and Elsa Jones, has developed a tailor made package to support staff, children and families in developing listening and vocabulary.
How we use specialist resources to support pupils with Special Educational Needs
Children’s individual learning needs are planned for through high quality first teaching which is ordinarily available in our classrooms. This is where class teachers differentiate the learning, the task, the activities, the environment and the resources provided. If required, children with social and emotional needs will have access to a quiet area, within the classroom, which they can access when needed. In addition Mrs Dobson and Helen (WHP) are available for extra pastoral support to listen to the views of all our children.
Tailored interventions are designed to help children bridge the gap to their peers. Children will access intervention groups where provision is not ordinarily available in that year group. To ensure that we meet the specific learning needs of all our children we use the additional resources, where required, to provide specific, tailored interventions. In addition we ensure we meet the needs of all our children to allow them to participate in extra-curricular activities, school trips and residential activities. SEN children are enabled to engage in all activities with those in the school who do not have SEN.
How we support pupils in their transitions
At Heronswood we value the importance of transition at any stage of a child’s school life. We ensure that it is carefully planned on an individual basis; allowing children to have the very best start in their new classes or new schools. We liaise closely with different settings to gather relevant information about new children joining our school and to pass on information to others.
How additional funding works
All schools receive funding for pupils with SEND. This funding may be spent on equipment, resources or staffing to support children’s individual needs. The local authority may top-up funding for pupils with a high level of need. If a child has an Education, Health and Care Plan or Statement there may be additional funding allocated. Parents are consulted on how this additional funding is spent.
Where parents/carers can get extra support
At Heronswood we are happy to work with parents by putting them in touch with a wide range of support groups and agencies as appropriate to the specific needs of their child.
Further Information and Advice
Our school operates an open door policy. Your first point of contact is your child’s class teacher, who is usually available at the start and end of every school day. In addition, our Learning and Pastoral Support Mentor, Mrs Dobson and SENDCO Miss Stanley are here to listen to your concerns. If you are not satisfied that your concern has been addressed then you may speak to the HeadTeacher, Mrs Pierpoint. You may also contact the SEND Governor, Mr Phil Coldicott. Alternatively, the Parent Partnership Service or SEN Services, also provide independent information and advice.
SENCo Contact: Miss Stanley, 01562 69750, email@example.com
SEN Services - SENDIASS (Formally Parent Partnership Service)
Helpline: 01905 768153 (24 hour answer service)
If you would like any further information or have any questions about what we offer children with SEND at Heronswood then please do not hesitate to contact us directly.
SENCo: Miss Stanley, 01562 69750 or firstname.lastname@example.org
To be reviewed: October 2022
School entitlement offer to pupils with additional needs
Speech, Language and
• Use of ‘child friendly’ pupil profiles and needs- based plans – pupils, parents and staff are all involved in the formulation, review and implementation of these documents. These are shared with all adults who work with the child.
• Whole school policies evaluated annually to ensure inclusion and progress for SEND pupils.
• Staff undertake continued professional development (CPD) in relation to SEND and are able to offer support and guidance to ensure school improvement.
• The school has an effective assessment process which identifies barriers to learning upon entry and provides appropriate action to reduce any negative impact upon pupil success.
• Support and advice is sought and implemented from external agencies to ensure any barriers to success are fully identified and responded to.
• All support staff are effectively deployed to ensure pupil progress, independence and value for money.
• Access to teaching and learning for SEND pupils is monitored through the school’s self-evaluation processes.
• Behaviour and anti-bullying policies are evaluated regularly with a focus on the impact upon SEND pupils.
• All school-related activities are evaluated in terms of their positive impact upon the learning, success and inclusion of SEND pupils.
• Communication with parents is of paramount importance and is judged to be highly effective.
• Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
• Small group targeted intervention programmes are delivered to pupils to improve skills in a variety of areas.
• ICT is used to reduce barriers to learning where possible.
• The engagement of parents/carers in formulating plans to support their children is central to the work of the school.
Cognition and Learning
Moderate Learning Needs
Social, Emotional and Mental Health
Emotional Health and
• The school ethos values all pupils and their diverse abilities are equally celebrated.
• The school’s behaviour systems are predominantly based on a positive approach.
• The behaviour policy identifies reasonable adjustments to ensure the need for exclusion is minimised.
• Risk assessments effectively ensure that action is taken to increase the safety and inclusion of all pupils in all activities.
• Support is offered and signposted to families in order to reduce the impact of any disadvantage.
• Behaviour management systems in school are based upon encouraging pupils to make positive decisions about behavioural choices.
• The school provides effective pastoral care for all its pupils and is judged to be supportive of their needs by the pupils themselves.
• Access to information and support is provided within school for behavioural, emotional and social needs.
• External support is sought and any advice implemented to support individual pupils’ needs.
• Pupil voice mechanisms lead to changes in school practices and procedures and encourage a greater level of involvement.
• Social, Moral, Spiritual and Cultural (SMSC) development is central to all teaching and learning within school.
• The school uses systems to try their best to ensure that peer friendships are maintained and no pupil feels isolated.
• Small group targeted programmes are delivered to pupils to improve social skills and emotional resilience.
• Outdoor learning offers a different approach to the curriculum, which supports children with social, emotional and behavioural needs.
Sensory and/or Physical Needs
Physical and Medical
• Advice and guidance is sought and implemented from the LA Inclusion team to ensure that barriers to success are reduced or removed.
• ICT is used to increase access to the curriculum where appropriate.
• Additional adults are deployed to increase pupil success and independence.
• Advice and guidance is sought and implemented to respond to pupils who have significant medical needs e.g. asthma, diabetes.
• Staff receive training to ensure understanding of the impact of a sensory need upon teaching and learning
• Staff understand and implement the medicine administration policy.
• The SENCO completes any necessary training in order to ensure their effectiveness in offering advice and guidance to staff regarding the needs of pupils.
• The school works hard to ensure that parents/carers are able to work in partnership with them to support their children.
• Entrances to the school have ramps fitted to enable wheelchair access.