Bedgrove Infant School
Special Educational Needs Regulation Annual Report
At Bedgrove Infant School our aims are to support the needs of every child and our inclusive approach requires careful, differentiated planning by the class teacher to ensure that all children access the curriculum effectively.
The school’s Mission Statement reflects our ethos:
BELIEVE INSPIRE SHINE
At Bedgrove Infant School we believe that everyone can succeed. We believe in developing the whole child and we strive to enrich and nurture their individual talents and needs. We believe that, if you believe in yourself and others, anything is possible.
The children inspire us to strive to achieve our best, so that we can inspire them to reach their full potential. We inspire through our teaching, environments and provision so children become well- rounded individuals. We want to inspire a life-long love of learning in the children, staff and community.
Bedgrove children, staff and community members endeavour to support children to shine and be the best they can. Our children will shine with confidence and self-awareness to light the path for a bright and successful future.
1. THE BEDGROVE INFANT SCHOOL’S SEND PROVISION:
The School’s SEND and Accessibility Policies can be found here: www.bedgroveinfantschool.co.uk or a hard copy can be provided on request. Please ring the school office 01296 481353
The school’s policy (including children who do and do not have an EHC Plan) for:
Identifying and assessing children with SEND is:
o Class teachers are continually aware of children’s learning through observation, assessment and marking.
If they observe that a child, as specified by the 2014 Code of Practice, is making less than expected progress, given their age and individual circumstances, they will seek to identify a cause. The lack of progress can be characterised by;
* progress which is significantly slower than that of their peers, starting from the same baseline
* fails to match or better the child’s previous rate of progress
* fails to close the attainment gap between the child and their peers
o The progress of every child is monitored at termly child progress meetings between the Senior Leadership Team and the class teacher. Where children are identified as not making progress, in spite of Quality First Teaching, they are discussed with the SENDCo and a plan of action is agreed as appropriate.
o Parents sometimes ask us to look more closely at their child’s development and possible barriers to their learning. We take every parental concern seriously and investigate them fully through observation and assessment and where appropriate referral to outside agencies e.g. Speech and language therapy. On some occasions the concern can be addressed by further differentiation as part of Quality First Teaching combined with some parental support in collaboration with the teacher. Otherwise, the child is offered SEN Support.
N.B. Although the school can identify special educational needs, and make provision to meet those needs, school does not offer diagnoses. Parents are advised to contact their GP if they think their child may have ASD or ADHD or some other disability.
Evaluating the effectiveness of its provision for children with SEND is:
o All children receiving SEN Support form a specific group on Pupil Asset (the School’s online tracking data programme). This is monitored by every teacher, the SENDCo and the assessment co-ordinator and termly child progress meetings.
Assessing & reviewing the progress of children with SEND is:
o Each child’s education will be planned by the class teacher and will be differentiated according to the child’s individual needs. This may include support by the teacher or class teaching assistant.
o If a child has needs related to more specific areas of their education, such as literacy or mathematics skills, the child may be placed in a small focus group run by a teacher or teaching assistant and receive ‘intervention’ support. The interventions are reviewed half termly to ascertain the effectiveness of the provision and to inform future planning. (See below a list of the Intervention programs the school administers.)
1. Time to Talk.
This is a programme to develop language and social skills at Foundation Stage and Key Stage 1. It is used to develop skills needed to access the curriculum and to develop friendships through a series of short activities using a fun character called Ginger bear.
2. Socially Speaking
This is a practical social skills programme suitable for children 8 – 11 years old. It is used to develop basic skills of communication for children who already have a good grasp of reading and writing.
This is a practical programme designed for children with co-ordination difficulties in the early Learning Years. It is split into 6 sections: attention and concentration, handwriting, organisation, memory, physical education and visual. It can easily be incorporated into class lessons.
4. Rainbow Road
This follows on from Raindrops and continues to help children improve their co-ordination skills through a series of fun activities within a small group. Skills covered include gross motor, fine motor, visual motor and cognitive.
5. Write from the start
This handwriting programme was developed to help children who have difficulty with fine motor and visual perceptual skills. It is done through a series of worksheets which can be done in short bursts and either 1: 1 or in small groups.
6. Ready ,Steady…Write!
This handwriting programme was designed for children with complex learning difficulties who struggle to acquire the essential skills to write. It should improve the child’s ability to produce fluent, spontaneous and legible handwriting through practising in 5 key areas – core stability; pen/pencil grasp and fluidity of movement; auditory, attention and memory; visual perception; and finally writing patterns. Daily short bursts are required for this programme.
7. Direct Instruction and Precision Monitoring
This is a highly structured programme designed to target specific areas of difficulty usually within literacy and numeracy. It is designed to be 1:1 and to take place daily for approx. 10 minutes over a number of weeks. Precision Monitoring tracks the Direct Instruction programme to ensure that it is being effective.
8. Paired Reading
This strategy can be used within class by the teacher to promote fluency and confidence in reading. Children are paired up to read out aloud to one another – either pairing same level readers or pairing more fluent readers with less fluent readers.
9. Black sheep Press – Speech and language
This website produces illustrated worksheets and assessments that develop children’s speech and language in the following areas: narrative, phonemic awareness, pragmatics, language, and speech sounds. It may be suitable for children who are on the autistic spectrum, have speech difficulties, gaps in their basic concepts and poor social skills.
10. “Happy to be me”
This is a 6 session programme designed to help develop self-esteem in children between 6 – 11 years of age through a series of games, exercises, story-telling, puppetry, songs and the use of rewards and praise. It is taught by a trained teaching assistant in small groups.
11. Social Stories
Social stories are a strategy for helping children to understand a social situation and to learn how to deal with it in a positive way. Children who have autistic spectrum disorders or behavioural issues can be guided through socially complex situations by means of a story. This folder contains 48 example social situations on which to base your own individualised story, specifically tailored to the needs of the child. The stories should be positive and suggest a good behavioural option for the child. This should be organised by the class teacher and teaching assistant responsible for the child.
Emotional and social literacy support can be provided by a trained assistant (ELSA) when needed. They will support children to deal with emotions. Their aim is to “remove the barriers to learning and to have happy children in school and at home.”
13. Nurture Group
Run by trained staff with the agreement of the LA Educational Psychology Service. A nurture group is “designed to provide a structured and predictable environment within which children can begin to trust adults and to learn. It provides a setting in which missing or insufficiently internalized essential early learning experiences are provided.”
For Nurseries, Pre-schools, Children’s Centres, parents and Primary schools. Spirals offers an effective approach to developing children’s language and thinking skills and their emotional literacy through experiencing a series of 15 to 25 minutes (dependent on age) sessions in a small group. Children are encouraged to take small steps and build up their confidence gradually, with the aim of allowing them to catch up and keep pace with their peers. All sessions are very practical, involving games and activities. They are graded to cover important areas of language development and expansion, early pragmatic skills, listening skills, social skills, critical thinking skills, self-esteem and self-confidence.
A 10 week social skills program that teaches children about greeting others, listening, sharing, taking turns and dealing with feelings of fear, stress, and anger. The program provides opportunities to explore how to problem-solve related issues.
The school also runs other interventions e.g. Adventure Club to support children who have difficulties in interacting socially and low self-esteem.
N.B: If an individual child requires specific support for an area of their development or education not covered by an existing intervention the school will endeavour to investigate alternative programmes of support.
o Occasionally, a child may require more expert support from an outside agency, such as Speech and Language Therapy Service, Educational Psychologist, PRU, Children’s Centre etc. In this instance, a referral will be made, with parental consent and forwarded to the appropriate agency. After a series of assessments, a programme of support will usually be provided for the school and parents/carers. This generates a SEN support plan and where necessary an Individual Behaviour Plan with individual targets for your child.
2. THE SCHOOL’S APPROACH TO TEACHING.
The school’s approach for teaching children with SEND (including children who do and do not have an EHC Plan) involves:
Adapting the curriculum & learning environment:
o When a child has been identified with special needs, their tasks will be further differentiated by the class teacher. Their specific requirements relating to their individual special needs will be taken into consideration when planning to enable them to access the curriculum effectively.
o Teaching Assistants or teachers will work with the child on a 1-1 basis or in a small focus group to target more specific need when appropriate.
o If a child has been identified as having a special need a SEN Support Plan (SSP) is written. Targets will be set according to their area of need. These will be regularly monitored by the class teacher and by the SENDCo three times per year. The SSP will be discussed with parents who approve the document, sign and retain a copy for their records.
o If appropriate, specialist equipment will be provided for the child e.g. writing slopes, pencil grips, easy to use scissors, weighted resources, lights, laptop etc.
o Special adaptations to the environment will be made as necessary e.g. providing a quiet ‘time out’ zone, a partitioned area for the child within the class for them to work and avoid distractions, portable ramps for wheelchair access.
Providing additional activities to those that are available through the curriculum:
o For extra-curricular activities, such as after school clubs, the child’s class teacher communicates with the club leader to explain the child’s specific needs. Parental consent will be obtained for every child with SEN to share the necessary information with other adults to ensure that the child is fully supported.
o Parents are consulted prior to offsite educational visits to ensure any further SEN requirements outside the usual learning context are considered and additional support put in place when necessary i.e. 1:1 supervision or small groups with teacher/teaching assistant support. Prior to organising any off-site visits the staff reconnoiters and complete a risk assessment keeping in mind any known SEND requirements and specific needs.
o Support materials and resources are provided for all SEND children as necessary and parents are consulted to ensure the child is suitably supported.
Improving the emotional and social development of children with SEND:
o accessing Social Skills interventions
o through team work activities and using a variety of role models appropriately to support individual children in ways that are most conducive to learning and inclusion. Male staff and representations from different cultural backgrounds.
o develop collaborative working with peers with adult support
o consult with external support such as Play Therapists and Family Resilience
3. THE SCHOOL’S FACILITIES.
The School’s facilities to provide for children and carers with physical disabilities are;
o The school’s main buildings are DDA compliant.
o The main buildings are accessible for wheelchair users. Ramps are either in place or portable ramps are available to allow access to areas where there is a raised curb or steps.
o There is a toilet adapted for disabled users accessible in the main foyer.
o A disabled parking bay is located immediately outside reception to provide easier access for children and parents/carers with mobility needs.
o In order to make the school site more accessible for parents who are hearing impaired there is a text messaging service to relay important messages and door entry system has a light to indicate the door lock has been released
o Areas of prospective hazard are marked eg step edges are painted in bright yellow for higher visibility
4. THE SCHOOL’S TRAINING.
The School’s arrangement for training staff in relation to children with SEND:
o The SENCO has gained the National Award for SEN Co-ordination. o SENDCo has access to training materials via www.nasen.org.uk
o Specialist training has been accessed through the Specialist Teaching Service, the Educational Psychology service, Cognition and learning, Occupational Therapy and Physiotherapy, Speech and Language Therapy, Team Teach
o Individual staff have had further, or more specific training on how to support children with individual needs from specialists or through external training courses e.g. ASD, physiotherapy, and support for behavioural, social and emotional needs.
o Whole staff training on administrating Epipens and specific medical training ,as needs arise e.g. epilepsy training
o All support staff will be made aware of individual children’s SEN and specific interventions will be explained and modelled to ensure consistency of support
o Paediatric handling
Specialist expertise through:
o BLT SEND team
o Health care professionals
o Child Protection Advisors
o Educational Psychologist
o CAMHS (Child and Adolescent Mental Health Team)
o Social Services
o Children’s Centre
o Virtual School
o School nursing
o Specialist Teaching Services
5. THE SCHOOL’S CONSULTATION
The School’s arrangements to consult with and involve:
Parents/carers of children with SEND about the education of their child/ young person:
o Messages via the daily Home School Diaries with follow up meetings when individual needs have been identified.
o Formal invitations to review meetings
o Telephone calls to parents
o Exchange of email contacts for external agencies to contact parents direct
o Time at consultations to discuss concerns and support
o Open access to teaching staff for parents to discuss concerns regarding individual children.
6. THE SCHOOL’S PARTNERSHIPS.
The School’s Governing Board involve other bodies (including health, social care, BCC support services) to meet the needs of children with SEND and their families by using the following outside agencies:
o Specialist Teaching Service to support children with Autism, Visual impairment, Hearing impairment and Physical Disabilities, Speech and Language needs.
o Child Protection Services
o Educational Psychology
o CAMHs (Child and Adolescent Mental Health Service)
o School Nurse
o Community Paediatrics
o Social Care
o Family resilience
o Occupational Therapy
o Speech and Language Therapy
o Education and Welfare Officers
o Blueprint Child referral Unit
o County SEN Team
The School’s arrangements for children with SEND, transferring between other education providers are:
o During the annual review that takes place in the spring term of year 1 prior to the child transferring ( at the end of year 2) consideration is given for the potential difficulties for a child adapting to a new environment, teacher, peer group, curriculum and expectations of a new key stage. Staff from both settings, liaise to ensure the best possible transition is achieved through continuous support adapted as necessary to take into account the changing needs of the child.
o Parents are strongly advised to visit all potential ‘next settings’ prior to making their final choice. The school offers support, from the child’s current teacher, if a parent feels more confident visiting the setting with an educational professional with knowledge of the specific child’s needs. The school would recommend the child also visits potential next schools.
o At the final annual review the SENDCo from the chosen new school is invited to the review to meet the parents, child and to input information regarding proposed targets to support a smooth transition for the child.
o For children on the Autistic Spectrum photographs of key places and people in the new setting e.g. classroom, cloakroom, entry door, toilets, teacher and teaching assistant etc. are taken and shared with the child at home and school to familiarise them with the new setting and prepare them for transition. Additional visits are organised in the summer term of year 2.
o The School communicates the contact details for the support listed above to children with SEND and their families:
o Contact with the SENDCo – face to face meeting, emails (see below), note in your child’s Home School Diary, ring the school office 01296 481353
o During Drop In sessions and parent evenings
o SEN reviews
7. THE SCHOOL’S KEY CONTACTS
* SENDCo Name: Mrs Julie Madry Email: firstname.lastname@example.org or email@example.com Tel: 01296 481353
Name: Mrs Caroline Wreglesworth Email: firstname.lastname@example.org or email@example.comTel: 01296 481353
* All the schools policies including the SEN policy can be found on the school website: www.bedgroveinfantschool.co.uk
Please click the ‘About Us’ tab and scroll down to ‘School Policies’ – policies are listed in alphabetical order.
8. THE SCHOOL’S LINK TO THE BUCKS LOCAL OFFER
Information for the Local Offer for Buckinghamshire is available at www.bucksfamilyinfo.org/localoffer
The Bucks Local Offer provides information and advice on Special Education Needs & Disability provision, both inside and outside the Local Authority. If you wish to contact Buckinghamshire County Council about the Local Offer please call 0845 688 4944 or email firstname.lastname@example.org