SEND INFORMATION REPORT

SEND Information Report- Reviewed MAY 2017

We are committed to meeting the needs of all children including those with Special Educational Needs and Disabilities. We would ask parents to discuss the identified needs with the school prior to starting so that appropriate intervention and support can be planned and implemented. Advice from the LA or other agencies may be requested to ensure any the school can meet any needs appropriately.

Full details of the admission arrangements can be found in the Primary and Secondary Admissions brochure produced by Durham County Council.

Applying for a school place if your child has an Education, Health and Care Plan or a Statement of SEN

Children and young people with an Education, Health and Care Plan (or Statement of Special Education Needs) follow a different admission and transfer process for a new school.  Please continue to complete Durham County Council’s parental preference form, as part of the admission process to a new school.  You continue to have a right to request a particular school and this will be considered alongside the information that we have about your child’s special educational needs.  The information would have been provided as part of the Education, Health and Care assessment or following the review meeting.

Key Policies

All of our school policies can be found on the website (please click on the policies link at the top of the website).

Types of SEND at the School

At St John’s, we have experience of supporting children and young people with a wide range of need, details of which can be found in this document

The school provides data on the levels and types of need to the Local Authority. This is collected through the school census. In May 2017, we have 71 students on our SEN register , including 11 students with Education Health and Care Plans. However, our AR (Additional Register) register identifies students who do not receive additional learning intervention but who are closely monitored through teaching and learning strategies and may be moved on to the SEN Register if the need arises (the AR register currently numbers over 150 students).

Through the use of data and progress tracking software, The SENDCO and the Learning Support Team monitor and support the progress of all students on various stages of the ‘Graduated Response’. All the students in school are coded as follows:

N- No Special Educational Needs

B- Additional Register (AR)- these students receive Quality First Teaching. They may have had SEN input in primary and no longer require it or may have a Specific Learning difficulty (SpLD), such as dyslexia and are making progress by utilising appropriate self directed strategies such as overlays and multisensory revision methods.

K- these students have Support Plans and will receive additional support. Some studetns also have a modified curriculum or designated staff to support their learning. These students’ learning plans contain strategies and information to help staff plan differentiated work and approaches to help students progress as much as they can. The SENDCO and SEN team are responsible for monitoring and evaluating these plans, in consultation with parents and carers. Students coded K are on the school’s official ‘SEN register’ and may be receiving additional professional support from the NHS , the Local Authority or other external agencies

E- these students have EHCP Education Health and Care Plans. This is the highest level on the graduated response. The EHCP replaced the ‘Statement of Special Educational Needs’ and recognises the additional requirements of the child in law. It places statutory duties upon schools to use their best endeavours to meet them. EHCPs are reviewed every year , although it is good practice for schools to meet regularly with parents throughout the school year. Parents and carers must be placed at the centre of the process and their views and the child’s are of paramount importance when progress and aspirations are discussed.

SEN is broadly divided into the following areas:

Area of SEN

 

Communication and Interaction

Cognition and Learning

Social Emotional and Mental Health (SEMH)

Sensory and Physical Needs

Area of SEN

How do we support our students?

Communication and Interaction

Intervention, outside agency support, LA planning tools and thematic panels. Educational Psychologist input where necessary. On going CPD and training for both support staff and teaching staff.

Cognition and Learning

Screening, differentiation, adaptation of resources, curriculum planning and intervention groups. EP and outside agency involvement where necessary.

Social Emotional and Mental Health (SEMH)

Rigorous identification of needs via various internal and external assessment. CAMHS and School Welfare Team involvement where necessary.

CAMHS is the Children and Adolescent Mental Health Service based in County Durham.

Sensory and Physical Need

This area of need is well supported in school via adaptations and support from LA and advice and support from outside agencies .Screening and involvement of school nurse where necessary.

Wheelchair ramps and 2 lifts available

If a child has complex special educational needs, we could also receive additional funding from the Local Authority to meet the agreed outcomes.

A Costed Provision Map will be developed in liaison with the child, young person, parent or carer. A Costed Provision Map is a cost breakdown of all the resources associated with the child’s needs.

Compliments and Complaints

Compliments are always greatly appreciated and can be passed on either directly to staff and the SENCO, or formally recorded via our regular communications to parents or in the form of a letter to the Head Teacher.  These positive comments may be published on this area of our school website in an anonymous format

We hope that complaints about our SEND provision will be rare, however, if there should be a concern the process outlined in the school Complaints Policy should be followed.

Consultation with Children and Young People with SEND

Teachers/SENCO and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes.  The provision is planned and interventions are allocated to individual needs. The children take an active role with setting their targets, discussing them with the class teacher/SENCO.  

The children have regular meetings with support staff to discuss their progress and support. There are also termly student council meetings.

Statement of Intent for Promoting Equality

At St John’s School we are committed to equality. We aim for every student to fulfil their potential no matter what their needs. Our School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to:

  • Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued.
  • Include and value the contribution of all families to our understanding of equality and diversity.
  • Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
  • Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.

How we identify and assess children with special educational needs - Our graduated response to students with SEND

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.

At St John’s we follow a graduated support approach which is called “Assess, Plan, Do, Review”

  • Assess a child’s special educational needs
  • Plan the provision to meet your child’s aspirations and agreed outcomes
  • Do put the provision in place to meet those outcomes
  • Review the support and progress- (this take the form of detailed academic reports , feedback from staff, evaluation of any interventions and meetings with parents/carers and the young person)

As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details can be found on the Local Offer website.

You can find details of how we adapt the curriculum and make it more accessible for students with SEN below ( please note this list is not exhaustive, please contact the school for further details of what we can offer):

    • Quality First Teaching and what this means for your child;
    • Specific small group work on Maths and English topics;
    • Specialist group support from outside agencies e.g. Speech and Language Therapy;
    • Specific individual support for children whose learning needs are severe, complex and lifelong;
    • Support in PE and practical subjects where students have physical disability
    • Discreet personal hygiene resources and support
    • ELKLAN speech therapy trained Teaching Assistant
    • Talkabout Social Skills programme intervention with trained staff
    • A range of teaching and learning styles;
    • An innovative and supportive curriculum;
    • Pastoral/social skills support in class
    • Supervised break and lunch clubs
    • Quiet areas for students with Autism or for students who need ‘time-out’ and thinking space
    • A modified curriculum for those studetns requiring a more vocational/Level 1 pathway
    • Mentoring and Counselling sessions
    • A broad range of extra-curricular activities, including homework club and learning centres, staffed by teaching Assistants and Mentors;
The SENDCO and the WELFARE team in school participate in multi- agency meetings to review progress and monitor wellbeing. Mentors and Family support worker input is utilised where appropriate

External Agencies and Partnerships

The school enjoys good working relationships with a wide range of people who provide services to children with SEND and their families, particularly when a child is demonstrating further cause for concern or their learning need is more complex and persistent. The external specialists may:

  • Act in an advisory capacity
  • Extend expertise of school staff
  • Provide additional assessment
  • Support a child directly
  • Suggest statutory assessment is advisable
  • Consult with all parties involved with the child

Reviewed May 2017