What the school provides
- Harris Primary School is a mainstream setting and can accommodate 210 children between the ages of 4 and 11. All the classrooms are on one level and wheelchair accessible.
- Accessible parking spaces requiring adult supervision.
- Toilet facilities for the disabled.
- The SEND Policy has been reviewed this year in light of changes in legislation (Code of Practice) and can be found on the school Blog.
How we identify a child with SEND and how we assess their needs
- A meeting would be arranged with parents to discuss initial concerns.
- Various strategies and assessments are used throughout school to identify children who may have SEN.
- The class teacher would identify a need based on those experiencing difficulty and achieving significantly below their age related expectations.
- The pupil is then closely monitored, their attainment and progress is tracked, parents are consulted and the pupil is initially placed on the SEN/AEN register.
- Extra support is put in place to provide small group or 1:1 support, progress is monitored in class and planning is adjusted and differentiated accordingly. If the child continues to make less than expected progress then a School Support Plan (SSP) will be put in place in consultation with parents.
Who is the SENDCO and how can we contact them?
- Miss Helen Sanders is the SENDCO and can be contacted via the school office on: 01772 864135
How we involve parents and consult with them about their child’s education
- Individual appointments are made with the head teacher prior to application for Reception and concerns can be discussed at this point.
- There is an induction evening after places have been allocated for Reception, for parents to see the school and meet the class team.
- There is a meet the teacher evening in September.
- There are two Parents’ Evenings throughout the year where there is the opportunity to discuss progress.
- Parents are welcome to make an appointment to discuss their child’s progress at any point in the year.
- SSPs are reviewed termly to check if progress has been met. Parents are invited to the reviews.
- Home/school liaison diary when appropriate.
- Informal meetings with parents and other professionals are held on a regular basis for some pupils.
How we involve and consult the children about their education
- Children are encouraged to share thoughts and feelings during circle time.
- Personal interests are taken into consideration when planning units of work.
- School Council includes representatives from each class and children are encouraged to share their views.
- Personal targets are shared with the children.
How we assess and review the progress that children make and how we involve them and their parents
- The school is required to measure progress using nationally agreed standards. We use Target Tracker, or PIVATS if required, to assess and measure progress. This information is shared at review meetings.
How we support our pupils with SEND as they move on to high school or move to another school
- Early links are made with high schools following allocation of places.
- Meetings between the Y6 teacher and high school SENDCOs are arranged.
- The high school SENDCOs liaise with staff to ensure a smooth transition. The high school SENDCO is invited to a final SSP/EHCP review.
- Additional taster sessions at the high school are provided if necessary.
- If a child transfers to another school then all documentation is transferred with parental permission.
- The head teacher will liaise with the new school to ensure continuing needs are met.
Our approach to teaching children with SEND
- All children are fully included in the life of the school.
- A differentiated curriculum to support needs.
- There is at least one TA assigned to each class and timetabled 1:1 SSP support.
- Specialist teachers support the school and visit once a fortnight.
- School liaises with other agencies such as Speech & Language, Occupational Therapy, Physiotherapy, Family Support, School Nurse, Paediatricians, as necessary.
How we adapt the curriculum and the learning environment for children with SEND
- Recommendations from professionals will be used.
- School Support Plans set targets so the provision is individual to each child.
- Work and activities are differentiated to support need.
- Individual projects are implemented based on needs.
- Workstations can be provided in class for individual work.
- Ability appropriate resources are provided to support learning.
- Risk assessments are carried out to ensure access and safety in the classroom.
- Additional support at break and lunch times, determined on an individual basis, according to need.
- Visual timetables are on display at the front of every classroom.
How the staff are trained and kept up to date. If we need more expert help and advice, what do we do?
- The SENDCO attends termly cluster meetings to keep abreast of changes.
- The SENDCO has achieved the National SENDCO Award.
- The SENDCO trains staff in staff meetings and shares up to date strategies and resources.
- Outside agencies are invited to train staff on a needs basis.
- If more help is needed we contact specialist teachers.
How we know whether our provision is effective
- Through assessments and tracking we identify progress.
- Through our graduated approach (assess, plan, review, do)
- On-going observations in the classroom.
- Reviewing SSP targets.
- Reports from specialist teachers.
- Interventions and strategies are monitored.
How children with SEND are enabled to take part in all the activities available at school
- All children are included in all activities.
- Risk assessments are completed and submitted to the Lancashire EVOLVE platform for school visits.
- Parents are notified in advance of school trips/visits so that they can prepare with the children.
How we support children with emotional and behavioural difficulties
- Close liaison with parents so that similar strategies are being used to support the child.
- Involvement of outside agencies to suggest strategies and provide advice.
- A behaviour plan is in place with targets.
How we deal with bullying and make sure children with SEND can tell us if they are having a problem
- A Behaviour and Anti-Bullying policy can be viewed on the school Blog.
- Reported incidents are dealt with immediately.
- PSHE lessons and circle time sessions.
- The school has a Learning Mentor.
- Childline assemblies.
How we involve and work with other professionals such as local authority support services and other organisations to meet the needs of our children
- Budget is allocated to provide support from the LA
- Speech & Language, Occupational Therapy, Physiotherapy, Family Support, School Nurse and Paediatricians are invited to review meetings.
- Other agencies provide targets and schemes of work to support the child’s needs.
The arrangements we make for supporting children who have SEND and are in the care of the local authority
- As a school we understand the powerful role we can play in significantly improving the quality of life and the educational experiences of looked after children. We will provide a safe and secure environment and give them every opportunity to achieve their potential and enjoy learning. We will work carefully with the social worker and other key professionals involved and have a designated teacher in place in school. We will ensure a Personal Education Plan (PEP) includes appropriate targets, personal information and is compatible with the young person’s Care Plan and any other associated plans e.g. EHC.
What should I do if I have a concern or complaint about the provision for my child?
- Initial complaints should be made to the class teacher, then SENDCO and if cannot be resolved, the Headteacher.
Where information can be found about the authorities Local Offer
- All information about the authority’s local offer can be found on their website: www.lancashire.gov.uk/SEND