SEN Information report
SOUTHGLADE PRIMARY & NURSERY SCHOOL
Southglade Primary and Nursery School is a community maintained, mainstream school.
We have a strong ethos of inclusion at our school. Every child at Southglade is treated as a unique individual and we will consider all their needs and requirements.
The school supports pupils with a wide range of needs including: ASD, Physical and Sensory needs including visual and hearing impairments, Specific Learning Difficulties including dyslexia and dyspraxia, Global Learning Difficulties, ADHD and pupils with social, emotional and mental health needs.
How does the school know if pupils need extra help and what should I do if I think that my child may have special educational needs?
We acknowledge that all children are individuals and have different
learning needs, some requiring additional support to help meet their needs or improve their learning. Our SEND Team co-ordinates the SEND provision throughout school liaising where necessary with parents, pupils, school staff and specialist advisers from the Local Authority and Health Service.
When identifying children with SEND we follow the clear guidelines set out in the SEN Code of Practice 2014.
Pupils who may need extra help are identified by gathering information from teachers, parents and the pupils, education, health and care services to build a full picture of the child’s needs prior to their entry into the school.
If a teacher feels a child may need extra time they will consult with the school SEND Team (Special Educational Needs Disability) and the child’s parents. We also have specialist teaching assistants with training in specific learning difficulties (including dyslexia and dyspraxia) and autism, who may work with the child and contribute to discussions. At Southglade we also a highly skilled well-being team, which consists of a Leader of Behaviour, Inclusion and Well-being and two learning mentors.
During the course of their time at Southglade we continually monitor the progress of all children in order to aid the identification of pupils with SEND as they may arise through the school year. Continuous monitoring of those pupils with SEND by their teachers will help to ensure that they are able to reach their full potential and enable the school to put in appropriate
support and review its effectiveness. All staff have access to SEND referral forms, which identifies any concerns or worries. The SEND Team meet every Monday, to look at each case individually and implement the appropriate support for that child.
If parents are concerned about their child then they can contact the class teacher or school SEND Team by phoning or emailing the school. Alternatively an appointment can be made with the class teacher or SEND Team via the school office.
How does the school evaluate the effectiveness of provision for children with Special Educational Needs?
We have a system of reviewing our provision each term using The Ofsted framework to self-evaluation. This includes looking at:
1. Effectiveness of Leadership and Management
2. Quality of Teaching, Learning and Assessment
3. Outcomes for Pupils
4. Personal Development, Behaviour and Welfare
Governors are involved in this process and receive regular reports.
All pupils who have been identified as having Special Educational Needs are monitored closely. They are involved in questionnaires about their wellbeing and their opinion on school. Teachers track their progress and data is put into a tracking document specifically for children with SEND three times a year. The SEND Team then analyses this to identify strengths and any areas that need development.
Similarly, interventions are monitored and assessed to ensure they are being as effective as possible. Our interventions include:
- < >Additional phonics
- Beat Dyslexia
- < >Switch on
- Music interaction
- Special Play
- Social Skills groups
- Anger management
- 5 Minute Box
- The Number Box
These interventions are planned and delivered in 8 week blocks, with a mid-term review and end of intervention assessment that assesses child’s progress from their initial level. All staff are given feedback allowing each intervention to have the most impact possible.
In addition all Teaching Assistants participate in an appraisal process, during which support and interventions are observed. Provision for pupils is continuously reviewed and discussed at SEND Team meetings, as well as
with class teachers.
How will both the school and I know how my child is doing and how will the school help me to support their learning?
Parents are kept up to date with their child’s progress through termly reviews, annual reviews, parent’s evenings, an annual full school report and an annual SEND workshop. In cases where more frequent regular contact with parents/carers is necessary, this will be arranged based on the individual child’s needs with the class teacher and / or SEND Team. We have an open door policy and parents are encouraged to phone or come in to school whenever they have a question or concern.
At these meetings the child’s needs and individual targets will be discussed, as well as how these can be supported both at school and at home. If a pupil has a provision map, there is always guidance on how parents and carers can help their child achieve the targets given.
If outside professionals are working with a pupil, they will usually be present at review meetings to offer support, or if this is not possible their views and recommendations will be presented to parents in a report. They are also accessible by phone and email and can help to support pupils.
What is the school’s approach to teaching children with special
At Southglade we believe strongly that all children should be valued equally within a climate of warmth and support in which all pupils feel valued.
The school provides a broad and balanced curriculum for all children. The National Curriculum is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. Some children have barriers to learning that mean they have special needs, leading to requirements for particular action by the school.
These requirements are likely to arise as a consequence of a child having special educational needs. Teachers take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities. Such children may need additional or different help from that given to other children of the same age. Children may have special educational needs, either throughout or at any time during their school career, which could include learning, communication, physical or emotional difficulties. Curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child, and teachers may adapt the curriculum and learning environment to ensure all children can access a varied and stimulating curriculum. This could be through differentiated work, visual and practical learning, small group work, visual timetables and opportunities to develop positive self-esteem and independent learning, enabling children to exercise choice, involvement in decision making and solving problems.
We strive to create a sense of community and belonging for all our children. We have an inclusion ethos with high expectations and appropriate targets, a broad and balanced curriculum for all children and systems for early identification of barriers to learning and participation.
Each child at Southglade will be treated as a unique individual and we will consider all their needs and requirements.
How will the curriculum and learning be matched to my
Our aim is to provide a curriculum that is relevant and broad and helps children to become as functionally literate, numerate, communicative and as independent as possible in an environment that promotes positive learning experiences.
Every child has targets for English and Maths, and for children who need more targeted support a provision map will be provided which will identify long term and short term objectives.
Some children have targeted support in class from a member of our SEND Team. Our Teaching Assistants have many areas of expertise and training which is deployed both in and out of the classroom with individual or small groups of pupils.
How are decisions made about the type and amount of support my child will receive?
We hold 3 parent’s evenings a year, where targets and support for pupils is discussed. If a child has been identified with more complex special educational needs then termly reviews replace these. These reviews allow for structured conversations to occur about the pupil and their current support, as well as the opportunity to discuss any changes. Once a term the Family of Schools hold a SEND Network meeting. At this, the SENCO’s (Special Needs Co-ordinator) from all of the schools in the area discuss children who have been identified as needing support.
School staff are supported by Speech and Language Therapists, Physiotherapists, Occupational Therapists, school nurse and specialist teacher advisors where and when appropriate.
In some cases a child may benefit from an Education, Health and Care
Plan. This plan will set out very specific support that is available for a pupil.
How will my child be included in activities outside the school curriculum, including trips?
At Southglade we provide a wide variety of activities, visits and residential experiences. We value the benefit of education outside the classroom and believe that all pupils should have the opportunity to participate in these. Prior to any trips, a pre-visit is made by staff and a risk assessment is carried out which considers the needs of all children. Where necessary, we meet with parents/carers to discuss any additional support which may be required. We aim to ensure all children have the chance to be part of all activities whether inside or outside the classroom, with reasonable adjustments made where needed.
No child is excluded from activities at Southglade. If your child needs extra support to take part in activities, including residentials, the school will cater for this as best as it can.
What support is there for my child’s overall well-being?
We have a robust safeguarding policy and protocol in place. Children’s health and well-being is paramount. All staff have a responsibility for the children’s overall well-being. This is supported within the classroom through PSHE (Personal, Social and Health Education) lessons, SRE (Sex, relationships Education) as well as through assembly themes and themed days.
Where appropriate, plans are put in place to support a child’s well-being following consultation with pupils and their parents/carers. We follow guidance from the Well-being Team and if necessary, trained health professionals to meet additional health, medical and personal care needs of individual children.
If your child has a health need, we will work closely with medical practitioners and will discuss with you a Health Care Plan and administration of prescribed medication. Personal Care is conducted discreetly and with dignity and fostering independence whenever possible.
We also work closely with the School Nurse Service, which provides support for individual children with differing needs, and with CAMHS (Child
and Adolescent Mental Health Services), if your child needs that level of support. We also work closely with Social Care when appropriate.
We have 2 Learning Mentors in our SEND team who are timetabled to provide either 1:1 or small group emotional and social support. This might be in the form of a nurture group e.g. for those who are having difficulty accessing learning, or a friendship group for those who are finding social situations more difficult.
Through classroom lessons, opportunities with school e.g. School Council, Eco Warriors, sport and clubs, as well as small group interventions where necessary, we aim to further develop the self-esteem and social skills of all of our pupils.
Who are the school SEND Team and what are their contact details?
Mrs Lisa Hyland – SENCO (Special Needs Co-ordinator) Tel: 0115 9155763
Mrs Emma Adams - SENCO Assistant and HLTA
What training have staff supporting special educational needs had and what is planned?
At Southglade we have undertaken a wide variety of SEND training both as whole staff and as individuals. Some of this training has been delivered by external agencies and other CPD has been delivered in house. We aim to keep all school staff up-to-date with relevant training and developments in teaching practice in relation to the needs of pupils with SEND.
The SEND Team attends regular Family of Schools meetings to update and revise developments in SEND and Inclusion. The SEND Team also attends the annual SEND conference organised by the Local Authority. Teaching assistants receive ongoing training. This is identified through performance management, developmental observations and learning walks.
All of our teachers are qualified and have undertaken further professional development, as part of school CPD. This includes Autism specific training, Dyslexia support training and training in Hearing and Visually impairments.
Our Teaching Assistants also have a range of expertise – including Makaton, Autism, Dyslexia and Dyspraxia. This is not an exclusive list and ongoing professional development is key to ensuring staff of all categories remain updated and skilled.
What specialist services and expertise are available or accessed by the school?
Annual team around the school meetings are held at which requests for involvement with pupils from the Educational Psychologist Service (EPS), Autism Team, the Communication and Interaction Team, the Cognition and Learning Team, Behaviour Support Team and the Sensory Impairment Team. At these meetings any requests for support will be taken back to the relevant teams and decisions are made by the services as to how best to support the school/child.
The school makes use of external services, based on the needs of the child in question. We are currently working with the following services as and when is necessary:
- The Educational Psychology Service (EP) therapists including those for Speech and Language (SALT), Occupational (OT) and Physiotherapy (PT), Teacher for the Deaf, Out Reach and Voluntary Services www.ppsnotts.org.uk or contact the Independent Parental Special Advice
There are many voluntary organisations supporting SEND, the SEND Team will make these known to parents as and when they are informed of them.
For further information about support for children with SEND in Nottingham please visit the Nottingham City Local Offer web page