SEN Information Report
Special Educational Needs Information
At Balfour Infants we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support them through their learning journey. Quality teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their targets.
This is where the Inclusion Team step in. The Inclusion Team consists of:
|Mrs Miranda Forbes (Leader for Inclusion)
Mrs Tina Humphrey (SEN TA)
Mrs Maxwell (SEN TA)
Mrs Selves (SEN TA)
Mrs Chaggar (EAL TA)
Mrs Fisher (LSA)
Roles & Responsibilities of the Inclusion Team
Mrs Miranda Forbes
As LINC I am responsible for the operation of the Special Educational Needs Policy, the EAL policy, the Inclusion policy etc. and co-ordination of specific provision made to support individual children with SEN and EAL. I also liaise with staff to monitor the pupil’s progress and plan further interventions where progress is slower than expected. I regularly have contact with a wide range of external agencies that are able to give more specialised advice. Other LINC responsibilities can be seen in the new Special Educational Needs Code of Practice. Please be aware that this is the most current Code of Practice which is the Department for Education Indicative Draft. If you have any concerns regarding SEN matters do not hesitate to contact me.
If a pupil is not progressing as expected we may carry out a range of assessments in order to identify any potential problems.
This looks at the pupil’s internal language – the words they know and understand. We currently use this assessment with the entire Foundation Stage and in Year 1 and 2 if we are concerned about a pupil’s comprehension skills.
Used to screen a child if there is a concern raised regarding spoken language.
COPS (Cognitive Profiling System)
This is a computer assessment programme that screens pupils who are experiencing difficulties with literacy and other aspects of learning. The programme consists of nine tests that take the form of computer games which assess:
• Phonological awareness
• Auditory discrimination
• Visual memory
• Auditory/verbal memory
• Colour discrimination
If we identify an area of need additional to what is already in place in class, a programme of support will be put in place for the pupil. This may be in a small group or individually.
S.E.N Glossary of Terms
There are many SEN terms that are abbreviated which can lead to confusion (even for us!).
Below is a glossary of the most used SEN terms:
|Attendance Advisory Practitioner
Attention Deficit Disorder
Attention Deficit & Hyperactivity Disorder
Autistic Spectrum Disorder
Common Assessment Framework
Child & Adolescent Mental Health Service
Code of Practice
Developmental Co-ordination Disorder
English as an Additional Language
Education, Health and Care plan
Free School Meals
Individual Education Plan
Social, Emotional and Mental Health Difficulties
Current SEN Updates: Children and Families Act 2014
The Children and Families Act takes forward the Coalition Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Act reforms the systems for adoption, looked after children, family justice and special educational needs.
The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Act extends the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met. It takes forward the reform programme set out in Support and aspiration: A new approach to special educational needs and disability: Progress and next steps by:
- replacing statements and learning difficulty assessments with a new birth- to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;
- improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
- requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.
What is the Local Offer?
- The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child.”
What will it do?
- The Medway framework allows the Local Offer to provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it will let parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings. During the last year, the Local Offer Steering Group has developed questions for schools, and trialled them with a small number of settings.
- There are a series of questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.
Below are Balfour Infant School’s responses to these questions.
1. How does Balfour Infant School know if children need extra help?
We know when pupils need help if:
- concerns are raised by parents/carers, teachers, teaching assistants or the pupil’s previous setting
- there is lack of progress
- poor test scores
- there is a change in the pupil’s behaviour
- a pupil asks for help
What should I do if I think my child may have special educational needs?
- If you have concerns then contact your child’s teacher or Mrs Forbes, the LINC.
2. How will I know how Balfour Infant School supports my child?
- IEPs (Individual Education Plans), which outline support for an individual child, are sent home three times a year. Targets are usually set and reviewed by the class teacher. Parents/carers are encouraged to contribute and their input is included on the IEP.
- Each pupil’s education programme will be planned by the class teacher and shown in the IEP. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class. This is shared with parents.
- If a pupil has needs related to more specific areas of their education, such as phonics, handwriting, numeracy & literacy skills etc. then the pupil will be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.
These interventions will be recorded on the class provision map (this is a record of the interventions, timings, cost and impact of the intervention). If you have any queries related to the interventions please do not hesitate to contact the LINC.
- Pupil Progress Meetings are held three times a year. This is a meeting where the class teacher meets with the Head teacher to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
- Occasionally a pupil may need more expert support form an outside agency such as the Children’s Therapy Team, Paediatrician etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
- The Governors of Balfour Infant School are responsible for entrusting a named person, Mr Horton, to monitor Safeguarding and Child protection procedures. He is also responsible for the monitoring and correct administration of the Disclosure and Barring service procedures and the school’s Single Central record. In a support and challenge role the Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.
3. How will the curriculum be matched to my child’s needs?
- When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
- SEN TAs may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.
- If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors.
4. How will I know how my child is doing?
- You will be able to discuss your child’s progress at Parents’ Evenings that take place twice a year. All parents receive an end of year report which they can choose to discuss with the class teacher.
- Your child’s class teacher is available at the end of each day if you wish to raise a concern. Appointments can be made to speak in more detail to the class teacher or LINC by visiting or telephoning the school office.
5. How will you help me to support my child’s learning?
- The class teacher may suggest ways of supporting your child’s learning through messages in the contact book, targets sent home, IEPs or at parents’ evenings.
- Mrs Forbes, the LINC may meet with you to discuss how to support your child.
- Ideas can be exchanged with other parents at our parents’ meetings held three times a year.
- If outside agencies or the Educational Psychologist have been involved, suggestions and programmes of study are normally provided that can be used at home.
6. What support will there be for my child’s overall well-being?
The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include:
- Members of staff such as class teachers, teaching assistants and LINC are available for pupils who wish to discuss issues and concerns.
- Our Social Use of Language programme (SULP) group is run by the SEN TAs .
- Pupils who find lunchtimes a struggle are able to join the Lunchtime Fun Club run by an experienced TA. Fun games and activities are made available to help provide the pupils with social skills to enable them to form friendships.
- The school funds Play Therapy provided by an outside agency.
Pupils with medical needs:
- If a pupil has a medical need then a detailed Care Plan is compiled by Mrs Forbes or the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.
- All staff receive Epipen awareness delivered by the school nurse Mrs Mandi Shears.
- Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed Medi-Careplan is in place to ensure the safety of both child and staff member.
7. What specialist services and expertise are available at or accessed by the school?
At times it may be necessary to consult with outside agencies to receive their more specialised expertise. The agencies used by the school include:
- • Marlborough Outreach Team
- • Child Protection Triage Team
- • Educational Psychologist
- • CAST (Child & Adolescent Support Team)
- • CAMHS (Child & Adolescent Mental Health Service)
- • AAP (Attendance Advisory Practitioner, previously known as Educational Welfare Officers)
- • PASS (Physical & Sensory Service) to support pupils with hearing/visual Impairment
- • Inclusion Team
- • Social Services
- • Children’s Therapy Team (Speech & Language/Occupational Therapy)
- • MAGIC (Medway Autism Group & Information Centre)
- • Medway Hospital (Paediatricians)
- • School Nurse
- • Pre – school service
An Educational Psychologist is allocated to each school. He/she would normally only work directly with pupils whose needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them. This involvement is generally planned at the ISR (In School Review).These are meetings held three times a year between school staff and where appropriate, other professionals. The aim of an ISR is to gain an understanding of and try to resolve a pupil’s difficulties. In order to help understand the pupil’s educational needs better, the psychologist will generally meet with the parents and give feedback after the assessment has been completed. He/she will offer advice to the school and parents/carers on how to best support the pupil in order to take their learning forward.
8. What training are the staff supporting children and young people with SEND have or are having?
All inclusion staff have received some training related to SEND. These have included sessions on:
- How to support pupils on the autistic spectrum.
- Speech and language training
- Mrs Forbes and Mrs Humphrey have achieved the Language for Learning Award, Mrs Fisher and Mrs Maxwell have both attended Language for Learning Training. Mrs Humphrey and Mrs Maxwell, along with Mrs Selves, deliver Speech and Language programmes written in consultation with the Child’s Therapy Team.
- They also trained to provide “Fizzy” programmes to support pupils with fine or gross motor problems.
9. How will my child be included in activities outside the classroom including school trips?
Activities and school trips are available to all.
- Risk assessments are carried out and procedures are put in place to try and enable all children to participate.
- If a health and safety risk assessment suggests that that an intensive level of 1:1 support is required a parent or carer may also be asked to accompany their child during the activity in addition to the usual school staff.
10. How accessible is the school environment?
As a school we are happy to discuss individual access requirements. Facilities we have at present include:
- ramps into school to make the ground floor accessible to all.
- a toilet adapted for disabled users.
- wide doors in some parts of the building.
- We are actively planning further improvements to make the school more accessible and have an up to date Accessibility Plan. Improved accessibility is one of the priorities in our development plan.
- We have had an accessibility audit carried out by Abbey Court School.
11. How will the school prepare and support my child when joining Balfour Infant School or transferring to a new school?
Balfour Infant School understands what a stressful time moving schools can be therefore many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include:
- Communication between the previous or receiving schools prior to the pupil joining/leaving.
- Year 2 pupils attend a Transition Day where they spend the day with their new class and teacher.
- Additional visits are also arranged for pupils who need extra time in their new school.
- Mrs Forbes is always willing to meet parents/carers prior to their child joining the school.
- Balfour Junior School staff visit pupils prior to them joining their new school.
- Mrs Forbes communicates with the SENCOs from Balfour Junior School and pre – school settings to pass on and receive information regarding SEN pupils.
- Where a pupil may have more specialised needs, a separate meeting is arranged with Mrs Forbes, the SENCo, the parents/carers and where appropriate, the new class teacher and head teacher.
12. How are the school’s resources allocated and matched to children’s special educational needs?
- The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.
- The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.
- If a pupil is also eligible for pupil premium, this is also used to support that pupil’s needs.
13. How is the decision made about how much support my child will receive?
- When the children join the school support is allocated on the information provided by the pre – school service and previous setting. Usually, the LINC, in consultation with class teachers and SEN TAs will organise support in class or in other focus groups tailored to the pupils needs.
- During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.
14. How will I be involved in discussions about and planning for my child’s education?
All parents are encouraged to contribute to their child’s education. This may be through:
- discussions with the class teacher
- during parents’ evenings
- during discussions with Mrs Forbes or Ms Atkinson
- parents are encouraged to comment on their child’s IEP with possible suggestions that could be incorporated.
15. Who can I contact for further information?
If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling please contact one of the following:
- Your child’s class teacher
- Mrs Forbes – LINC
- Ms Atkinson – Head teacher
I hope these have answered any queries you may have but do not hesitate to contact the school if you have further questions.
A copy of the school complaints procedure is available in the school foyer.
SEN Parent Presentation 17-10-14 please click Here