SEND (Special Educational Needs and Disability)
SEN Information Report – John Randall Primary school
How do I contact the school regarding SEND?
Name and contact details of SEND co-ordinator in school:
Mrs s. Wust – (01952 388390)
School Governor for SEN:
Mrs. T. McLachlan
What kinds of special educational needs does John Randall Primary school provide for?
At John Randall Primary School & Nursery we feel strongly that every child should reach or exceed their potential. We are committed to offering an inclusive curriculum to ensure the best possible progress for all our pupils whatever their needs or abilities. The school is a primary school for pupils aged 4-11, with an attached 48 place nursery. We offer a broad and creative curriculum that is exciting and engaging. Our inclusion policy outlines the way the school meets the needs of pupils who experience barriers to their learning, which relate to sensory or physical impairment, learning difficulties or problems concerning social and emotional development. All schools have duties under the Equality Act 2010 towards individual disabled children and young people. As a school we must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. The Children and Families Act 2014 places a duty on schools to make arrangements to support pupils with medical conditions.
How does John Randall Primary school identify and assess pupils with special educational needs?
The school adopts a graduated response to meeting special educational needs in line with the new 2015 SEND Code of Practice. The SENDCO works closely with the school’s Assessment Co-ordinator, using whole school tracking data as an early indicator.
We use a number of additional indicators of special educational needs which include:
Tracking individual pupil’s progress over time.
Using information from previous schools/settings when children transfer.
Information from specialist services.
Following up parental concerns.
If a child is not making expected progress despite high-quality teaching, the class teacher will consult with the SENDCO and parents to decide if additional provision is necessary.
At this point the SENDCO will be involved in discussion with the class teacher and an individual Provision Map will be put in place. This will be written by the class teacher in consultation with the pupil, parents/carer and will include details of personalised targets and the interventions in place to provide support. The class teacher will be responsible for delivering and monitoring these interventions.
The Provision Map will be reviewed termly and the impact of interventions will be recorded. Pupils and parents will be involved in the reviewing process and will be consulted during termly parents meetings.
If there is evidence that the pupil is making insufficient progress despite support and intervention, we may seek further advice and support from outside professionals. Parental consent is sought before any involvement of external agencies. Any advice from external professionals such as, Learning Support advisory Teacher (LSAT), Speech and Language Therapist, Occupational Therapist or CAHMS will be included on the provision map.
What expertise and training do staff at John Randall Primary school have in relation to children with special educational needs?
In order to maintain and develop the quality of our provision, staff undertake appropriate training and further professional development. All staff and Governors are encouraged to attend all relevant CPD. In addition, teaching staff and TA’s are encouraged and supported to attend training sessions relating to their specific roles within school. External training is provided through courses offered by Telford and Wrekin authority which all staff have the opportunity to attend. Pupil progress meetings are held every three weeks in which SEND issues are discussed. NQT’s and new members of staff are made aware of the school’s procedures for SEND during their induction period.
In addition to this, the SENDCO is completing the National Award for SENDCO. The SENDCO plays an important role in advising and contributing to the professional development of teachers and staff. Teachers have been supported to meet the requirements of the new 2015 Code of Practice through a series of staff meetings during the year.
Our school also has trained lead professionals who are able to carry out Common Assessment Frameworks to access further support from health care professionals and social services such as CAMHS and Family Connect.
How does John Randall Primary school teach pupils with special educational needs and how is it evaluated?
Pupils who have additional needs will follow our main curriculum offer wherever possible. Adaptions may be made to accommodate individual needs and work is differentiated to support learning needs. Teachers plan daily lessons to meet the needs of all pupils in their classes. Teachers also plan additional provision for small groups that will work with the support of a teaching assistant. In addition to this several intervention programmes run which pupil’s may access at different points in the school day. These can be individual or small groups and may be with pupils from other classes.
We can offer a wide range of interventions which include:
Small group phonics support
Small group English support
Small group maths support
Speech and Language support
Beat Dyslexia intervention
Numicon maths intervention
Provision is planned and evaluated through the use of provision maps that track and monitor the progress of pupils and the impact of provision against targets set by the class teacher and any other agencies involved with the child. We regularly review and evaluate the breadth and impact of the support we offer.
How does John Randall Primary school adapt the learning environment for pupils with special educational needs?
All areas of school comply with The Special Educational Needs and Disability Act 2001. Appropriate modifications have been made to the environment so that all pupils are able to access all areas of school. In addition to the usual resources we have in class, there are some specialised resources that may be used to support a pupil who may be experiencing difficulties such as coloured books and overlays for children with dyslexia. We work closely with other professionals to provide equipment to support children with additional needs. Our SEND policy and Disability and equality Policy are available to view on our website.
How are parents/carers consulted and involved in their child’s education at John Randall primary school?
Parents are fully included in the process of working with their children. All parents and families are welcome to visit the school prior to their child starting school. We operate an 'open door' policy welcoming parents into school at the beginning and end of the school day to discuss any concerns or problems. Sometimes, if necessary, an appointment may need to be made to discuss problems in more detail. Termly parent/carer meetings are held through the school year where pupil progress is discussed with the class teacher.
What facilities are there for supporting parents of pupils with SEND?
Both our SENDCO and Learning mentor are available to offer guidance and support to parents of pupils with SEND. If you wish to discuss your questions or concerns, an appointment can be made at the school office.
For further advice regarding SEND issues, The Information Advice and Support Service (IASS) provides impartial advice, support and information. The service provides opportunities to talk through any concerns you have and to help you prepare for discussions in addition to attending meetings and visiting schools with you if you wish.
Contact details are:
Telephone: 01952 457176
How are pupils consulted and involved in their education at John Randall primary school?
All pupils in our school are treated with dignity and respect. Children with additional needs receive a personalised curriculum offer through their provision map to enable them to experience success throughout their school life. Pupils are encouraged to discuss their targets and are aware of their next steps. The assessment and annual review process of statements and EHC plans includes the views of pupils.
How does John Randall Primary school support pupils with special educational needs transferring between phases of education?
The school has an induction procedure in place for children entering both nursery and school to ensure the transition is as smooth as possible. Home visits are made to pupils in the term before they start nursery to meet children in their home setting. There is opportunity during this visit to discuss any concerns about your child’s development and we liaise closely with other settings in the area.
When moving from one year group to another, all pupils meet with their new class teacher. Teaching staff meet together to discuss their class with the previous class teacher to ensure that the new teacher understands all of the children's learning needs. As pupils reach year 6, Secondary school transition days are attended by pupils. Year 7 teachers from our feeder secondary schools come into school to meet with the pupils and to have discussions with the current class teacher. All SEND information is passed on to the relevant Secondary Schools to ensure they are aware of any additional needs.
What are the arrangements made by the governing body for dealing with complaints from parents/carers of pupils in relation to SEND provision made by John Randall Primary school?
Details of our complaints procedure is available on our School website.
Where is the information on the Telford and Wrekin’s Local offer published?
There is a link to Telford and Wrekin’s Local Offer on our school website. You can find out further information at http://www.telfordsend.org.uk/