Special Education Needs Information
Worth Valley Primary School SEN Information
This document is intended to give you information regarding the ways in which we ensure that we support all of our pupils, including those with Special Educational Needs and Disabilities, in order that they can reach their full potential. It may not list every skill, resource and technique we employ in order to achieve this, as these are continually developed and used to modify our provision to meet the changing requirements for individual pupils.
This document has been produced jointly by the schools of the Worth Valley Learning Partnership, with each school adding its own specific information. In Bradford all schools have a similar graduated approach to meeting the needs of pupils with Special Educational Needs and Disabilities and are supported by the Local Authority to ensure that all pupils regardless of their specific needs make the best possible progress in school. All schools are supported to be as inclusive as possible with the needs of pupils with Special Educational Needs being met in a mainstream setting wherever possible where families want this to happen.
We are a fully inclusive, mainstream Primary School, who ensures that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs).
Children are identified as having Special Educational Needs when their progress has slowed or stopped and the interventions, resources etc put in place do not enable improvement. Once this occurs, we have specific needs based plans and pupil profiles which help support their development and accelerate progress. Other useful documents such as our SEND and Inclusion Policy and the Bradford Local Offer documents are also available on the school website. If you would like any further information about what we are able to offer at Worth Valley Primary School then please do not hesitate to contact us directly.
|How do you identify Special Educational Learning Needs?||
|How could my child get help in school? :||
|How is extra support allocated to children and how do they move between the different ranges?||
|How can I let the school know I am concerned about my child’s progress in school?||
|How will the school let me know if they have any concerns about my child’s learning in school?||
|How will the teaching be adapted for my child with learning needs (SEND)?||
|How will school support my child?||
|How will we measure the progress of your child in school?||
|How will both you and I know how my child is doing and how will you help me to support my child’s development?||
|What support will there be for my child’s/young person’s overall well-being?||
|What specialist services and expertise are available at or accessed by the school?||
|What support do we have for you as a parent/ carer of a child with an SEND?||
|How will my child be included in activities outside the classroom including school trips?||
|How have we made sure Worth Valley Primary School is accessible to children with SEN?
(Including after school clubs etc.)
– Lift and stair lift
– Disabled toilets
– Wide doors and corridors
|How will we support your child when they are leaving this school?
OR moving to another Year?
|We recognise that ‘moving on’ can be difficult, especially for a child with SEND. We personalise our transition to ensure that these are as smooth as possible.
|Questions||Type of support provided||What this could mean for your child||Who can get this kind of support?|
|What are the different types of support available for children with SEN in this school?||Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.||
||All children in school should be getting this as a part of outstanding classroom practice.|
|Specific group work with in a smaller group of children. This group may be
Stage of SEN Code of Practice:
School Action (Bradford Range 1,2,), which means they have been identified by the class teacher as needing some extra support in school.
The nurture room is available with specialist time available for children with social and emotional needs.
|Any child who has specific gaps in their understanding of a subject/area of learning.
Children will be at the stage of the SEN Code of Practice called School Action (Bradford Range 1,2), which means they have been identified by the class teacher as needing some extra support in school.
|Specialist groups run by or in partnership with outside agencies e.g Speech and Language therapy or Occupational therapy groups
AND/OR Individual support
for your child of less than 20 hours in school
Stage of SEN Code of Practice:
School Action Plus (Bradford Range 3), which means they have been identified by the class teacher/SENCO as needing some additional specialist support in school from a professional outside the school. This may be from:
Outside agencies such as the Speech and Language therapy (SALT) Service, Educational Psychologist.
||Children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
|Specified Individual support for your child of more than 20 hours in school.
Bradford Range 4,5
This is usually provided via “My Support Plan” or an Education, Health and Care Plan (EHCP). This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual or small group teaching (more than 20 hours a week), which cannot be provided from the budget available to the school.
Usually your child will also need specialist support in school from a professional outside the school. This may be from services such as:
· ASD Team
· Outside agencies such as the Speech and Language therapy (SALT) Service.
||Children whose learning needs are:
· Severe, complex and/or need more than 20 hours of support in school
PEOPLE WHO SUPPORT CHILDREN WITH SPECIAL EDUCATIONAL NEEDS/ AND OR DISABILITIES IN THIS SCHOOL
All of the people named below can be contacted by telephoning the school office on 01535 604240 or by email at firstname.lastname@example.org
|School Based Information||People||Summary of Responsibilities|
|Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs/Disability (SEND)?
And how can I talk to them about my child if I need to?
|Class teacher||He/ She is responsible for:
|The Inclusion Team Including:-
The Special Educational Needs Co-Ordinator (SENCO)
Mrs Rimah Aasim
Mrs Cath Hawley
Parental and welfare Officer
Mrs Rosie Ogden
SEND Support Workers
Miss Wendy Holmes, Mrs Sarah Myers and Mrs Colette Halifax, Mrs Julie Clarke, Mrs Cath Hawley
|As part of the graduated response, he/ she is responsible for:
|Teaching / Support Assistant may be allocated to some pupils with SEN and or disabilities||We have Teaching / Support Assistants in the majority of lessons who also may be allocated to some pupils with more significant Special Educational Needs and/or disabilities.
As a school, we welcome regular dialogue between parents and Teaching Assistants on how a child’s day has been and we do actively encourage this continued feedback. The class teachers and Inclusion Team will provide the feedback about ongoing progress and provision.
Mrs Rimah Aasim
|As part of the graduated response, she is responsible for: –
Miss Jackie Dunlop
|She is responsible for:
|Who are the other people providing services to children with SEND in this school?||School Parental and welfare officer- Mrs Rosie Ogden|
|Services provided by the Local Authority for schools:-
– Autism Support Service
– Learning Difficulties Team
– Educational Psychologist
– Social, Emotional and Behavioural difficulties Team
– Pre 5 / Early Years Service
– Physical Difficulties Team
– Visual Impairment Team
– Hearing Impairment Team
|Provided by Local Health Authority
– School Nurse
– Health Visitors
– Occupational Therapist
– Community Paediatrician
– Speech and Language Therapist (SALT)
– Child And Adolescent Mental Health Service (CAMHS)
|Other Services include:
– Asperger’s Community Support Team (ACST)
– Parent Partnership (Barnadoes) to support families through families through the SEN processes and procedures.
– Treetops Children’s Centre
– Family Support Workers
– Play Partners – Support to access extra curricular activities
– PalZ+ – Support for children with emotional difficulties
– Escayp -Counselling
|Contact information can be found at www.bradford.gov.uk
- Complaints Procedure
- If Parents/carers have a complaint about the SEND provision in school they may initially contact:
- The class teacher
- Headteacher/SENCO- Mrs R Aasim
- Chair of Governors- Mr Samuel Quigley
- All the above contacts ca be contacted on:
- email@example.com or 01535 604240
- In response the class teacher and the SENCO will provide evidence of work undertaken, targets and assessments of progress to be discussed with parents. If a problem is still not resolved parents may then contact the Local governing body to request a meeting. This may lead to a formal complaint to the LA/Academy board or with an appeal to the SEND tribunal.
|GLOSSARY OF TERMS|
|IEP||Individual Education Plan sometimes called Learning Plans|
|EHCP||Education, Health, Care Plan|
|SEN||Special Educational Needs|
|SEND||Special Educational Needs and or disabilities|
|SALT||Speech and Language Therapist|
|CAMHS||Child & Adolescent Mental Health Service|
|ASD||Autistic Spectrum Disorder|
|SENCO||Special Educational Needs Coordinator|
|SEN Special Educational Needs SEN Code of Practice||The legal document that sets out the requirements for SEN|
|MSP||My Support Plan|