SEND Information Report

Special Educational Needs Co-ordinator (SENCO)

Jo Tilley

National SENCO Award, Associate Member of the British Dyslexia Association - qualified specialist teacher & assessor

jtilley@charlesdarwin.cheshire.sch.uk 

tele: 01606 75194 

Responsible for:

• Strategic development of the school’s SEND policy and provision in school
• Determining the development of the Special Educational Needs and Disabilty (SEND) policy and provision in school
• Co-ordination of provision made to support individual pupils with (SEND) or those with an Education Health Care Plan (EHCP)
• Providing guidance to colleagues on the graduated approach
• Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible
• Working closely with the Headteacher and SEND Governor
• Working closely with staff, parents and outside agencies
• Being aware of the provision in the local offer
• Providing support to families ensuring that children with SEND receive suppport and high quality teaching
• Liasing with early years providers 
• Ensuring school keeps records of SEND pupils
• Ensuring that you as a parent are:

1. Involved in supporting your child’s learning
2. Kept informed about the support your child is getting
3. Involved in reviewing how they are doing

The Headteacher

Adam Croft

head@charlesdarwin.cheshire.sch.uk 

Responsible for:

Responsible for:

• The day-to-day management of all aspects of the school; this includes the support for children with SEND
• The Headteacher will give responsibility to the SENCO and class teachers, but is still responsible for ensuring that your child’s needs are met
• The Headteacher will ensure the SENCO has sufficient time and resources to carry out their role and responsibilities, in a similar way to other important strategic roles in school
• The Headteacher must make sure that the Governing Body is kept up to date about issues relating to SEND

The SEND Governor

 Sally Grey

sgrey@charlesdarwin.cheshire.sch.uk 

Responsible for:

• Ensuring that the necessary support is given for any child with SEND who attends the school
• Meeting with the SEND coordinator on a termly basis

School contact number:

School email address:

0160675194

admin@charlesdarwin.cheshire.sch.uk

Contact details of support services for parents of pupils with SEND

SEN Team – senteam@cheshirewestandcheshire.gov.uk 0150 337 6436

SEN Consultant – 0151 337 6866

Speech and Language – 01606 564005

School Nurse – 01606 542526

CAMHS – 01606863152

Occupational Health – 01606 544084

Educational Psychologist – 01244 976253

Policies for identifying children and young people with SEND and assessing their needs.

Charles Darwin Community School is a fully inclusive school, which ensures that all pupils achieve their potential.; personally, emotionally and academically in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, physical ability or educational need. 

At Charles Darwin Community Primary School, we embrace the fact that every child is unique, and therefore, the educational needs of every child are different; this is certainly the case for children with Special Educational Needs. For further details please look at our SEND Policy. 

Below is further information about the Local Offer and how Charles Darwin Community Primary School can support your child. 

Arrangements for consulting parents of children with SEND and involving them in the child's education.

How does the school know if children need extra help? 

What should I do if I think my child may have Special Educational Needs?

Parents are actively encouraged to be partners in their child's education through:

• informal discussions with the class teacher
• discussions with the  SENCO
• telephone contact
• home/school diaries
• individual pupil profile discussions
• progress reviews
• parents' evenings
• yearly written reports

Teachers make regular assessments of progress for all pupils. They will identify pupils who are making in less than expected progress given their age and circumstances. Where a pupil is making less than expected progress the first response is quality first teaching. If progress continues to be less than expected the teacher, along with SENCO, parents will assess whether the child has SEND. A meeting will be arranged to discuss this with parents in more detail to:

• Listen to any concerns parents may have
• Plan any additional support the child may need
• Discuss with parents any referrals to outside professionals to support the child

If parents have concerns about their child's progress, they should speak to their child's class teacher initially. If parents continue to be concerned that their child is not making progress, they can speak to 

• The Special Educational Needs/Disabilities Co-ordinator (SENCO)  -  Jo Tilley
• The Head Teacher  -  Adam Croft
• The school SEND Governor  -  Sally Grey

When appropriate the pupil will be involved in all discussions. 

Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of the assessment and review. 

How will I know how my child is doing?

Teachers make regular assessments of progress for all pupils. Through termly summative assessment and ongoing Teacher Assessment, they will identify pupils who are making less than expected progress given their age and circumstance. At the end of each Key Stage (YR2 and YR6), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is a government requirement that all schools must take part in and the results are published nationally. 

Where a pupil is making less than expected progress the first response is quality first teaching. Where progress continues to be less than expected, interventions will be put into place. the support may be 1:1 or small group, it may occur in the classroom or outside, it may be run by a teacher or a teaching assistant (TA). This does not mean your child has SEND. 

If your child has been identified as having SEND, class teachers will complete a pupil profile which identifies specific provision to help your child's learning. Both short term and long term outcomes will be discussed. You will have the opportunity to meet with your child's teacher during parent's evening and in further meetings. Children are involved in target setting at every opportunity and when appropriate. 

Children with additional funding, including an EHCP will have an Annual Review during which long term and short outcomes are discussed. Both parents and children, if appropriate, are invited to the meeting. 

Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include highr education, employment, independent living and participation in society. 

How will the school prepare and support my child when they transfer to a new setting?

We recognise that transitions can be difficult for a child with SEND, and we take steps to ensure that any transition is as smooth as possible. All long term outcomes are discussed with parents and pupils during Annual Reviews for children with additional funding and EHCPs. This will include ambitions for the future, such as, higher education, employment and independent living. For all SEND support children's long term outcomes are planned for in their pupil profile. 

If your child is joining us from another school:

• The SENCO will visit pre-school settings with the Reception Teacher when appropriate
• If your child would be helped by a book to support them in understanding moving on, then one will be made for them
• your child will be able to visit our school and stay for a taster session, if appropriate. 

If your child is moving to another school:

• We have good links with our feeder high schools. Children visit the schools prior to joining. Year leaders from the high schools visit Year 6. When appropriate small groups of children have further transition sessions. The high school SENCO will be invited to any Annual review meetings during the final year of primary school to aid transition. 
• We will contact the high school SENCO and ensure he/she knows about any special arrangements or support that may need to be made for your child.
• Where possible, a planning meeting will take place with the SENCO from your child's new school.
• We will ensure all records and relevant information about your child are passed on as soon as possible.
• If a One-Page-Profile would support your child in the transition process, then one will be written.

When moving class in school:

• Information will be passed on to the new class teacher in advance
• In most cases a planning meeting will take place with the new teacher
• Pupil Profiles will be shared with the new teacher
• If your child would be helped by a book/One-Page-Profile to support with the transition to a new class, then one will be made for them. 

Arrangements for consulting young people with SEND and involving them in their education

How will my child be included in decisions?

All children, regardless of SEND, are aware of their personal targets and next steps. Children who have additional needs have targets which are shared, discussed and worked towards with a member of staff who are providing additional support. Childen are also invited to progress meetings and encouraged to express their comments prior to a review. Not all children wish to attend and their points of view are discussed with the teacher or TA prior to the meeting.

The approach to teaching children and young people with send

How do we adapt teaching to meet the needs of your child?

Teachers have the highest possible expectations for all pupils in the class. We recognise that all children  learn in different ways. Charles Darwin Primary School promotes a child centred approach which aims to tailor the curriculum to support each child's individual needs. All pupils have access to quality first teaching alongside their peers and we aim to ensure that all children have access to a full and balanced curriculum. Additional adult support and a range of resources may be used to support a child/group of children in the class and through intervention programmes. School may liaise with specific outside agencies as an additional network of support. SEND support children will have a Pupil Profile (if appropriate) which identifies their short term and long term outcomes. Planning is highly differentiated to ensure it meets the needs of the individual pupils. This ensures that a child with SEND has a personalised curriculum, adapted to their interests, learning styles and levels of learning. Small intervention groups may be used when appropriate and 1:1 support will also be available. This may be delivered by a teacher or TA and may occur in or out of the classroom. It may also be necessary to employ a specialist teacher. 

How adaptions are made to the curriculum and learning environment of children and young people with SEND

How Charles Darwin Community Primary School is accessible to children with SEND

All teachers at Charles Darwin are highly reflective and adapt their provision to meet the needs of indivdual pupils. Children's needs are identified and reviewed regularly to identify progress and next steps. The school environment is regularly adapted to meet the needs of all pupils. Most interventions are currently completed in the child's classroom or learning environment. Some children will occasionally work outside of the classroom and access designated areas for speech and language therapy, small group or 1:1 interventions and ELSA support. We work closely with parents and outside agency professionals to adapt our environment and curriculum to support all our pupils. 

The school will make all reasonable effort and adjustments to ensure accessibilty;

• The school is fully compliant with DDA requirements
• The building is accessible: ramps are situated at all main entrances
• The school is on one level with easy access and double doors
• There are accessible toilets throughout the building with emergency call buttons
• We ensure, wherever possible that equipment used is accessible to all children regardless of their needs
• After school provision is accessible to all children including those with Special Educational Needs an/or disabilities
• Extra-curricular activities are accessible for children with Special Educational Needs and/or disabilities

What are our areas of expertise in supporting children with SEND and how do we secure the expertise of others?

What training have we had and what future training plans are there?

Our school SENCO has the National SENCo Award. The SENCO has completed the Dyslexia Research and Practice Post Graduate course and gained Accredited Teacher Status (ATS). Since gaining Specialist Teacher of Dyslexia status the SENCO is now a member of the British Dyslexia Association (BDA) and is able to complete full diagnostic assessments. 

All staff at Charles Darwin Community Primary School deliver quality first teaching to all pupils including those with SEND. All teaching staff staff differentiate their daily planning to meet the needs of individual children. All teaching assistants are well trained and supported to work with groups of childre. Staff have regular SEND updates/training through regular staff meetings and individual meetings with the SENCO.

Charles Darwin Community Primary School has one teaching assistant who has completed ELKAN training who specialises in the delivery of Speech and Language Therapy. SENCO and TA's work closely with the NHS Speech Therapist, Amanda Sheldon, to prepare and deliver speech and language care plans for the majority of children identified with this area of need. SENCO and TAs work closely with the Speech and Language Therapist to provide screening, assessment, advice and specific targets for individuals/groups of pupils so that staff they can provide the highest level of support to meet the needs of those pupils with speech and language difficulties. 

Our teachers and teaching assistants have received specialist training from The Russett Outreach Team in supporting those pupils on the Autistic Spectrum (ASD). The SENCOhas developed a Social Communication Plan with the local Autism Team. 

The SENCO and teachers work closely with Kelly Newport, Pastoral Lead and Family Support Worker who specialises in Emotional Literacy (ELSA) to identify and support pupils with complex emotional needs. SENCO has successfully trained in the 123 Magic Behaviour Programme and facilitates courses to support parents when children are displaying challenging behaviour at home. 

In 2016/17 the school worked towards achieving ‘Attachment Friendly’ school status with the local Children in Care Team. The school continues to maintain and develop supporting the needs of vulnerable children.

SENCO attended the ‘Child Mental Health Training’ facilitated by the Educational Psychology and Health Teams in the local area.  This enables her to support pupils with this area of need.

The school works closely with the following outside agency professionals in order to secure the expertise of others:

• Doctors & Paediatricians
• Health Visitors & School Nurse
• Occupational Therapy & Physiotherapy Services
• The Sensory Team
• The Autism Team
• The Educational Psychology Team
• The Sensory Service
• The SEND Assessment, Monitoring & Support Team
• Speech & Language Therapy Service
• Child & Adolescent Mental Health Service (CAMHS)
• The Early Years Specialist Support Team
• Russett Outreach Team
• Access Team

How do we evaluate the effectiveness of the provision made for children and young people with SEND?

How do I know how well my child is doing?

At Charles Darwin Community Primary School we measure children's progress in learning against national expectations and age related expectations. Starting points are taken into consideration and we acknowledge that although attaintment may be below age expectation, a child, particulrly with SEND, can still make good progress. 

Children with SEND are supported through a Child SEND Profile incorporating an Individual Educational Plan (IEP) which is an ongoing document reviewed at least once a term. The document is ‘outcome led’ and adopt a Plan, Do, Assess and Review cycle. Those children at SEND Support may require additional support from specialist Provisions. At this level of support the school will liaise with the relevant outside agency in order to support the child and their family. Regular meetings with staff, parents and pupils ensure that interventions/strategies/targets are having the desired impact on each pupil’s attainment and personal development. Your child's progress will be continually monitored by his or her class teacher. Progress will be reviewed formally with the Headteacher, Deputy Headteacher and SENCO at pupil progress meetings.

How are children and young people with SEND able to engage in activities available with children and young people in school who do not not have special educational needs.

How will my child be included in school life?

We are a fully inclusive school and children will be educated alongside their peers, following the National Curriculum, wherever this is appropriate. Planning and teaching is highly differentiated so that tasks are suitable for a wide range of learners. We recognise that some children have extra emotional and social needs that require support to enable them to be developed and nutured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiety and communication difficulties. 

The school follows a structured Personal, Social, Health and Economic education (PSHE) curriculum to support children's development in this area. 

We ensure that all children have equal opportunities. Our pupils are encouraged to join in with a wide range of extra-curricular activities, which are provided by teachers and teaching assistants. Our pupils are encouraged and guided as to how to be a responsible member of society, in and out of school. All pupils are encouraged to take part in a range of school trips, activities and residential trips. An individual Risk Assessment is completed for those children with SEND.

Support for improving emotional and social development. This should include extra pastoral support and arrangements for listening to the views of children and young people with SEND, including measures to prevent bullying. 

How do we support the emotional development of our SEND pupils? 

The well-being of all pupils is paramount to staff at Charles Darwin Community Primary School. We offer outstanding care, guidance and support across the school to our pupils and parents. Pupils may access small group activities that are specifically designed to support those pupils with anger, self-esteem or social skill difficulties.

We recognise that some children have extra emotional and social needs that require support to enable them to be developed and nutured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiety and communication difficulties. 

The school follows a structured Personal, Social, Health and Economic education (PSHE) curriculum to support children's development in this area. 

The school uses a range of materials/interventions including, Time to Talk, Nurture Group, LEGO Therapy, Circle of Friends, ELSA, and Family Support 1:1/group and many more. Teachers identify the child’s area of need and bespoke activities are designed to suit the child.

Children are encouraged to share their aspirations and we support them with the necessary skills to help them develop socially and emotionally. LEGO Therapy is used to support small groups of children in developing their communication and social skills.

Kelly Newport, our Family Support Worker, is in school 3 days a week, supporting children and families. She supports children and their families in the following ways:

• Leading/attending Team Around the Family Approach (TAF) Meetings
• Attending Child in Need/Child Protection meetings
• Attending Core Safeguarding Meetings within School
• Home visits/parenting advice/a point of contact
• Bespoke 1:1/group work with children in school

Adam Croft (Headteacher), is the designated safeguarding lead, supported by Marianne Bennett (Deputy Headteacher) and Jo Tilley (Assistant Headteacher/SENCO). The Safeguarding Governor is Jenny Foulkes.

The emotional health and well-being of our children is very important to us and for those who find aspects of this difficult we offer;

• Playtime and lunchtime support through planned activities 
• In school nuture groups
• A robust safeguarding policy, following national guidelines
• We are an anti-bullying school
• Family Support Worker, offering support to the individual child and whole family
• Buddy System
• Collaboration with the school health team to support pupils with emotional and medical needs
• With parental permission, further support can be accessed through the Team Around the Family (TAF)
• Headteacher and SENCO will refer to CAMHS when appropriate
• Children's emotional health well being is continually monitored by class teachers and SENCO
• Weekly positivity activities promote resilience and positive mental health. This runs alongside our 'No Outsiders' programme of work
• Where a pupil has long-lasting difficulties, the school will consider whether the child has a special educational need. 

SENCO has attended Mental Health First Aid Training, Behaviour that Challenges, Understanding Children's and Young People's Mental Health and Emotional Based Non-Attendance.

How does Charles Darwin Community Primary School involve other bodies including health and social care, local authority support services and voluntary sector organisations, in meeting children and young people’s SEND and supporting their families?

Charles Darwin Community Primary School liaises with a range of other professionals and voluntary organisations to support pupils and their families. We also work closely with families to help signpost them to additional services and support. Whenever an additional agency is considered for providing support to a child and/or their family, discussions will take place to make clear the purpose for the possible involvement. Written parental consent will always be obtained from parents/carers. Parents/carers will be kept informed of any feedback or where appropriate through the sharing of written reports.

The SENCO will make referrals or contact outside agencies using the local authorities recommended pathways. These may include:

Local Authority Provision

• Cheshire West and Chester SEND Team
• Autism Outreach Service
• Educational Psychologist Service
• Sensory Service for children with visual or hearing needs
• Information, Advice, Support Service
• SALT (Speech and Language Therapy)

Health Provision

• Community Paediatrician
• SALT (Speech and Language Therapy)
• Physiotherapy
• Occupational Therapy
• School Nurse
• Child and Adolescent Mental Health (CAMHs)

The Headteacher liaises with Children's Social Care

What are our arrangements for handling complaints from parents of children with SEND about the provision made by the school?

We are continually trying to refine and improve our practices. In this way, we would always ask that if parents/carers have a concern or complaint, you talk to the child’s class teacher first. We will always do our very best to work with parents/carers and any concerns they may have. If the parents/carers feel that the matter is unresolved they can also seek to talk with Jo Tilley the SENCO or the Headteacher. However, if a parent/carer continues to be unhappy with the provision for their child they can refer to the Complaints Policy which can be found on the school website or can be obtained from the school office.