Holy Trinity School - SEN Information Report

Holy Trinity CE Primary School is a mainstream educational setting.  We are committed to providing high quality education to all our children.  We believe all children, including those children identified as having special educational needs and disabilities have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.

 

How does the school know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

 

  • School tracks progress of children using Early Years Foundation Stage objectives or subject objectives, using a computer based tracking system ‘Target Tracker’.  This data is monitored by the Senior Leadership Team on a termly basis and children who are not making expected progress are highlighted, so additional support can be provided. 
  • If parents have a concern that their child has a Special Educational Need, they should discuss this first with the class teacher, who will then inform the Special Educational Needs Co-ordinator (SENCO) of concerns that parents have raised. 
  • The SENCO will then begin to monitor the child and may undertake classroom observations and some additional in-school based assessments to get a clearer picture of the areas of difficulty. 
  • The SENCO will then inform the parents of any results and further steps will be decided, as to whether external agency advice will be required or additional intervention in school will be provided to support the child/young person. Parents will always be kept fully informed of any assessments or referrals that the school intends to undertake and consent will be gained.
  • The school has achieved ‘Dyslexia Aware Schools Award’ and we have been awarded ‘Communication Friendly Classroom’ status by undertaking training delivered by our Speech and Language Therapist.

How will school staff support my child/young person?

 

  • For children who are on the special needs register the SENCO co-ordinates provision throughout the school, deploying support staff appropriately to deliver intervention that has been planned on children’s Individual Education Plans (IEP’s). 
  • We have a Special Educational Needs Teacher (SENT) who works with individuals as well as groups of children.  We also have a number of Learning Support Assistants who deliver tailored interventions on a regular basis to individual children or groups of children that have been identified as requiring additional provision. 
  • Children who have been identified as having additional SEN needs have termly targets which are reviewed with parents, children, teaching and support staff and the SENCO.  We have a rigorous ‘assess, plan, do, review’ cycle which ensures that children are monitored on a regular basis through IEP review meetings and pupil progress meetings, their provision adapted if necessary and the impact of this is measured to ensure progress is being made. 
  • The SENCO holds termly meetings with the SEN Governor to report upon the impact of provision and any current issues within the school.  The SENCO also writes a termly report to the Governing Body detailing the number of children with SEN are currently in the school, the type of provision they are receiving and the impact of this provision. 
  • Provision is monitored regularly using assessment data to ensure impact on children’s progress. 

How will the curriculum be matched to my child’s/young person’s needs?

 

  • Lessons are planned rigorously and children who may need additional support are identified on weekly planning.  Differentiation is made explicit on planning, providing children with additional multi-sensory learning experiences and additional practical resources to help embed their learning.  For some children with specific special educational needs we will use the previous years’ learning objectives to plan, teach and assess them, ensuring that the curriculum is matched to their level of ability.  We will use our best endeavours to ensure that all children achieve their best, become confident individuals and are well equipped for the next stage in their education.
  • Where necessary the learning environment may be adapted, for example, some children are offered or may use their own individual work station.
  • Interventions are timetabled on class timetables, to ensure staff and children know when they are taking place.  For some children we run pre-teaching of topic vocabulary groups to ensure they have a full understanding of some of the topic words, prior to these lessons taking place in class.

How will both you and I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning? 

 

  • We hold parents consultation evenings in the Autumn and Spring terms to give parents an opportunity to discuss their child’s progress.  The SENCO is available to meet with parents at these consultations. 
  • Parents of children who have an IEP are invited to termly IEP review meetings to discuss progress against the previous terms targets and be involved in setting new targets for the next term.  We provide parents with ideas of how to support their children on their IEP’s and we have designed handbooks for parents in ‘Supporting their children with spelling’ and ‘Fine Motor’ activities.
  • We ask children and parents to complete a ‘Pupil Passport’, so we can work with parents and the young person in setting personal targets to endeavour to meet long term outcomes in order to prepare children for their future education and adulthood.  We ask children to attend their IEP review meetings, if they so wish, so they can have their say about new IEP targets and so they are fully aware of what the next stage in their learning is.  For some children we hold ‘person centred planning’ meetings, which builds their self-esteem and ensures that everyone that is important to them has a voice.
  • We hold parents meetings for those parents in Early Years to provide information on how they can support their children with reading and phonics.
  • Year 1 and 2 also hold parents meetings in the Autumn term to provide parents with ideas and strategies for supporting their children with their learning at home.

What support will there be for my child’s/young person’s overall well being?

 

  • Holy Trinity has a Learning Mentor who works with children on a 1:1 basis.  Children can be referred to the Learning Mentor if they have friendship issues, low self-esteem, anger management difficulties, have parents that have separated or their family have suffered a bereavement.  The main remit of a Learning Mentor is to ‘remove barriers to learning’.  If parents feel that their child would benefit from seeing a Learning Mentor they need to speak to their child’s class teacher who can put in a referral.  The Learning Mentor will contact parents prior to starting work with their child and will feedback to parents after the sessions are completed.  (subject to waiting list)
  • We also have a Play Therapist who works with children on a 1:1 basis.  If the school feels that a child would benefit from play therapy they will discuss this with the SENCO and play therapist.  Parents will be contacted to ensure that they give their consent for their child to receive play therapy and will be encouraged to be part of the process, so they can continue to support their child at home with strategies that are suggested.  (subject to waiting list)
  • Intervention groups take place to support children’s social skills, if it is felt necessary, including ‘Socially Speaking’, ‘Time to Talk’, ‘Talkabout Friendships’ and ‘Lego Therapy’.
  • If a child requires prescribed medicine to be administered whilst they are in school a consent form can be obtained from the school office, which parents need to sign in order for the medicine to be given to their child.
  • For children that may require toileting/intimate care we have dedicated members of support staff who are responsible for ensuring their needs are met.  A Healthcare Plan will need to be filled out by parents detailing what the nature of the care is and how often it needs to be carried out.  This can be obtained from the SENCO.  Once completed it will be given to all relevant members of staff that need to be aware of the needs of the child. 
  • At Holy Trinity we use a behaviour Ladder which all children are made aware of to recognise behaviours.  However we prefer to praise children’s good behaviour by encouraging them to earn ‘values’ tokens.  Our school values are ‘Perseverance, Aspiration, Respect, and Teamwork’.  We also have ‘Leaf of Achievement’ assemblies where children that have been identified as working particularly hard or aspiring to improve in their learning will be invited to come up in assembly and be rewarded with a ‘Leaf’. 

What specialist services and expertise are available at or accessed by the school?

 

  • We have a Special Educational Needs Teacher who has undertaken a variety of courses in recent months.
  • The school SENCO has achieved a Postgraduate certificate in professional practice (National Award for SENCO’s). 
  • 2 members of staff have undertaken locality ELKLAN speech and language training and a number of Learning Support Assistants and Teaching Assistants have undertaken a range of speech and language training courses. 
  • If we feel that a child needs additional support or a clearer understanding of their needs we can refer them to the school nurse, Learning and Inclusion Advisory Team.  The Educational Psychology Service are available, but only on a consultancy basis and for children who are being considered for an Education, Health and Care Plan Assessment. 
  • For families that require family work, the SENCO can support them by accessing the Family Support Network and Early Help Plan, which would enable a family to reach a variety of services that are offered within the locality.  The SENCO may be required to discuss family work at the local Family Support Network meetings which is a  multi-agency meeting.  The outcome of the meeting should provide families with strategies or services that they could access to support them through particular issues. 

What training are the staff supporting children and young people with SEND had or are having?

 

  • Support staff are given regular training opportunities both through the locality and within the school setting.  The SENCO and SENT have arranged training days to develop the skills and knowledge of staff working with children with SEND, including training on Dyslexia, Dyspraxia, Autism and Motor Skills. 
  • Regular meetings with support staff are held to address any issues or future professional development requirements. 
  • The locality hold annual support staff conferences focusing on strategies that can be used in class to support children’s learning. 

How will my child/young person be included in activities outside the classroom including school trips?

 

  • We strive to ensure that all children will be fully included with all activities outside of the classroom.  We encourage outdoor learning and have vast school grounds, including some woodland, a pond and a yurt.  For children who are entitled to Pupil Premium school trips can be funded by the school using the Pupil Premium funding.
  • For children that would benefit, we give them additional preparation for a trip (visual timetable etc), as well as resources extra adult support if necessary
  • Resourcing and accessibility round school (ramps, handrails) has been considered to ensure children who have mobility issues can access all areas.
  • Risk assessments are undertaken (pre visit by adults or the child)
  • Discussion with parents and address any needs

How accessible is the school environment?

 

  • The school building is accessible for children with mobility difficulties.  There are ramps installed to access the classrooms at a higher level and a slope down to the main entrance.  We have hand rails installed by all steps down into the playground and an internal lift to ensure accessibility to all areas of the school. 
  • A training toilet seat is provided in some children’s toilets which can be used for children who have stability difficulties when on the toilet.  A disabled toilet/changing room is available for use. 
  • For children that have English as an Additional Language we can access support from the Ethnic Minority Achievement Team who will provide advice and support to ensure their needs are catered for.
  • Regular auditing of provision is undertaken and individual needs are assessed to see what is required to support all children.

How will the school prepare and support my child/young person to join and transfer to a new school/college or the next stage of education and life?

 

  • We have a very structured transition programme in place and liaise closely with the Secondary Schools. 
  • For some children additional visits prior to the transition can be organised to their new school/college if we feel it is appropriate. 
  • We have visits from the transition mentor which start in January prior to the September transition.  These visits happen throughout the summer term, providing children with opportunities to ask questions and begin to understand how their new school operates. 
  • For children who have additional special educational needs the SENCO of Holy Trinity meets with the SENCO of the Secondary School prior to the transition to inform them of the provision the children may require.  The SENCO of the Secondary School is also invited to the Summer Term IEP review meeting, so they are involved in the reviewing of targets and are fully aware of current provision.  All files relating to children with additional special educational needs will be given to the next school, so they are fully aware of any external agency advice. 
  • Transition booklets are used for some children, which can be taken home over the summer holiday for reference by the child and their parents.
  • Use of published transition programs are used for children who may be anxious about the move to Secondary School.  These provide an opportunity to explore situations which may arise once they have moved and how these situations can be dealt with.

How are the school’s resources allocated and matched to children’s/young people’s special educational needs?

 

  • The Special Educational Needs budget is approved by the Headteacher and Governors in April.  We are constantly looking to update resources and research into new resources and intervention programmes that are available. 
  • We have a purpose built SEN suite which is a central resource room within the school particularly for SEN resources, as well as a teaching area for tailored intervention programmes.  Resources are available for all support staff to use with their intervention groups and then return for other users. 
  • Resources are allocated according to needs, particularly if children require specialist equipment, additional adult support and intervention programs.
  • Liaison with parents to gain a deeper understanding of the child’s needs to decide what resources are most appropriate.

How is the decision made about what type and how much support my child/young person will receive?

 

  • The type of support is decided by the SENCO and SENT in relation to the needs of the children.  We will choose the most appropriate intervention programmes that will target the needs identified, taking into account external agency advice, if appropriate.  This decision will be in liaison with the class teacher and any support staff involved in the delivery of the provision. 
  • Parents will be informed as to what intervention programmes will be taking place and the regularity of this.  Some children with lower level need will be provided with in class support and Wave 1 intervention, which are strategies that enable the child to access the learning within the classroom setting. 
  • For children who require additional support small group withdrawal will be more appropriate and the impact of this will be monitored. 
  • 1:1 intervention will be for children who require a very tailored programme and for those that have a specific learning difficulty.
  • Termly meetings with parents and staff involved to discuss progress made and any adaptations to provision that is required. 
  • Impact of the interventions are measured and reported regularly.

How are parents involved in the school?  How can I be involved?

 

  • Parents are encouraged to play an active part in their child’s learning.  In Early Years Foundation Stage parents are provided with a learning letter on a weekly basis and an overview of the learning in each area of the curriculum. 
  • Throughout the rest of the school a termly letter is sent out to parents giving them the topic overview.
  • All children have reading record books and parents are encouraged to hear their children read regularly.  Homework is provided to all year groups in the form of a grid of activities which provide children opportunity to access different learning opportunities with their parents’ support.  Parents are invited to view their children’s work on a termly basis prior to parents evening.
  • Each term we hold a coffee afternoon for parent/carers.  This is run by the SEN team, but it is open to all parents throughout the school.  We advertise the focus for the meeting in advance so parents can attend if it is something they are particularly interested in.  In the past we have focused on working memory, self-esteem and strategies to support your child.

Who can I contact for further information?

 

  • Parents’ first point of contact is their child’s class teacher. 
  • If parents feel that they need further advice or support they can make an appointment to see the SENCO who will then be able to signpost or refer to external agencies if it is felt necessary. 
  • West Sussex Parent Carer Forum and Special Educational Needs and Disabilities Independent Advisory Service are impartial services who can offer parents advice about the systems and procedures that are in place with regard to special educational needs.
  • The name of the SENCO is Samantha Dann.  You can contact the SENCO via the school office. 
  • If a parent has a concern they should, in the first instance, raise it with the SENCO, who will try to resolve the situation.
  • If the issue cannot be resolved, the parent can raise their concern with Headteacher.
  • Any issues that remain unresolved at this stage will be managed according to the school’s Complaints Policy. This is available on request from the school office and the school website.
  • If parents are considering a place at Holy Trinity CE Primary School for their child the first point of contact is to telephone the school office (01444 454295) to arrange a visit to the school. 
  • The Local Authority Local Offer can be found at https://westsussex.local-offer.org/
  • Holy Trinity CE Primary School can be found at https://westsussex.local-offer.org/services/249 which gives information about the school and our ‘offer’. 
  • Other useful links can be found on our school website at http://holy-trinity-cuckfield.eschools.co.uk/website/useful_links_and_contacts_for_send/55567