Inclusion (SEND)

EEF SEND Five a day

The research underpinning the EEF’s guidance report ‘Special Educational Needs in Mainstream Schools’ indicates that supporting high quality teaching improves outcomes for pupils with SEND. Five specific approaches—the ‘Five-a-day’ indicated below—are particularly well-evidenced as having a positive impact. Teachers should develop a repertoire of these strategies, which they can use daily and flexibly in response to individual needs, using them as the starting point for classroom teaching for all pupils, including those with SEND.

SEN Information Report 2022

Acting Special Educational Needs Co-ordinator – Lizzy Burford

Special Educational Needs Governors – Wendy Wing

Welcome to our SEN Information report; this document outlines our School Offer and the SEN information required as stated in the SEND Code of Practice 2015. It provides you with the information regarding the provision that Watchlytes Primary school makes to meet the needs of SEN children.

Our values are Respect, Kindness, Determination

The categories of SEN that are provided for:

• Communication and interaction, for example, autistic spectrum disorder, speech and language difficulties
• Cognition and Learning, for example dyslexia, dyspraxia
• Social Emotional and Mental Health (SEMH), for example, Attention Deficit Hyperactivity Disorder (ADHD), low self-esteem,
• Sensory and/or physical needs, for example visual impairment, epilepsy, hearing impairment, processing difficulties

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

Watchlytes Primary is an inclusive school. We make adjustments to our teaching, our environment, the equipment that we use and the deployment of our staff to ensure that all children, regardless of special educational need or disability, are well supported and thrive in our school. This includes young people who are vulnerable emotionally, socially or behaviourally.

According to the Special Educational Needs and Disability Code of Conduct (2015),

“A child or young person has SEN if they have a learning difficulty which calls for special educational provision to be made for him or her… or if they have a significantly greater difficulty in learning than the majority of others of the same age or has a disability which prevents or hinders him or her from making use of the facilities of a kind generally provided for others of the same age in mainstream schools”

• On entry, transition forms are sent to parents/carers for the opportunity to let school know of any needs or concerns.
• Early discussion with Nurseries, preschools or previous schools take place to highlight any provision needs related to SEN.
• There is a stay and play session for teachers to meet the children and spend time talking to parents as well as the SENCo going into the classes regularly to meet and observe.
• Where a pupil’s progress is significantly slower than that of their peers, or fails to match their previous rate of progress despite high quality teaching, it may be that the child has SEN. Information will be collected, including seeking the views of the parents and the pupil, as well as from teachers and assessments.
• School access the SEN Early Years Team to enable early intervention and support if needed.

Only those with a learning difficulty that requires special educational provision will be identified as having SEN. Individual children’s needs are identified and assessed by the school in different ways. Indicators that a pupil needs additional help include:

• Limited progress being made from the pupil’s starting place
• Concerns raised by parents/carers, teachers or the child themselves
• A change in a pupil’s behaviour
• Concerns raised by external agencies (e.g. GP or school nurse)
• Information provided from the previous school (e.g. preschool/Nursery)

If a parent or carer thinks their child may have a special educational need, they should make an appointment with the class teacher to discuss concerns. It may be appropriate for the SENCo to be part of the meeting also.

2. How will school staff support my child?

*Quality First Teaching provides high quality education to all on a daily basis which includes adapting and differentiating the curriculum according to the needs within a class. Where progress continues to be less than expected the class teacher, along with the SENCo, will assess whether the child has a special educational need. If necessary, extra teaching or interventions may be arranged to secure better progress. Class teachers are supported by curriculum subject leaders, who offer expertise and advice for their subject area. Young people are supported by teaching assistants, who are allocated to each class. Teaching assistants may work with small groups or individual children to support and extend their learning, both within whole class teaching and also out of class if necessary.

The school leadership team monitor teaching and learning throughout the school, including individual children’s progress. This happens continually throughout the year by ‘drop ins’ to classrooms as well as regular pupil progress and targeted SEN progress meetings.

Teachers will follow the cycle of ‘assess, plan, do, review’ with regard to targets and recommendations. At Watchlytes Primary School, we are unable to diagnose any medical condition, social or communication disorder or specific learning difficulties. We are able to signpost parents and carers to obtain this if appropriate. If a parent is concerned about their child they should in the first instance, make an appointment to discuss their concerns with the class teacher or arrange an appointment to meet with the SENCO via the school office.

3. How will I know how my child is doing?

At Watchlytes we firmly believe in meeting children’s needs through excellent quality first teaching and high expectations and aspirations for all. There are termly opportunities to discuss your child’s progress with their teacher and SENCo in a more formal way in Learning Support Plans (LSP) meetings as well as parent consultations in the Autumn and Spring and a written report in the Summer term.

In addition to the more formal meetings, all staff operate an ‘open door’ policy which provides opportunities to arrange a time to discuss a child’s progress, attainment or emotional well-being. Parents are welcome to telephone the school office or send an email via the Office email to arrange a meeting or phone call.

For pupils whose progress or attainment is a concern, despite differentiation within the class curriculum, the class teacher will consult with the SENCo and parents before introducing additional support. The SENCo and class teacher will talk to parents regularly to set clear outcomes and review progress towards them, these targets will be SMART and measurable. During this time we will also discuss the activities, interventions and support that will help achieve the desired outcomes and identify the responsibilities of the parent, the pupil and the school. This forms the LSP meeting.

Individual Learning Plan (ILP) Meetings will take place at least three times a year to discuss progress against these targets as part of our graduated response and are a collaborative approach to meeting a child’s needs; the child, parents and school are all involved in the termly meetings.

4. How will the learning and development provision be matched to my child’s needs?

The method of identifying and allocating provision follows a graduated approach: Quality First Teaching.

The curriculum is ambitious for all, including pupils with SEND. Adaptation is the process by which differences between learners are accommodated so that all pupils within a class have the best possible chance of learning. Those differences may be learning styles, motivation, prior learning and experience, or specific learning difficulties such as dyslexia. Adaptation is usually provided by task, support, style, need or outcome. It allows pupils to respond at different levels through open ended tasks with options given.
Where a child’s educational needs are not being met by differentiation, the school will follow the graduated response and ‘Assess, plan, do, review’ model of intervention and support as laid out in the SEND Code of Practice (2015)

• If any teacher or parent has any concerns regarding the progress, attainment, behaviour or emotional well-being of a child they will initially arrange a mutually convenient meeting to discuss.
• The views of the parent and pupil will be taken as well as assessments to help ensure that support and intervention are matched to need, barriers to learning are overcome, and that a clear picture of the interventions are put in place.
• Where it is decided to provide a child with SEN support, the parents are formally notified. The next step would be, if necessary, to formulate a Learning Support Plan (LSP) which would set specific targets for the child according to his or her specific need. This would be with the agreement of and support from the Special Education Needs Co-ordinator (SENCO).
• The LSP is reviewed at least termly and new targets are set. Next steps could include the involvement of external professionals who could offer advice and support, an evidenced based intervention or adapted resources.
• The class teacher remains responsible for working with the child on a daily basis and retains responsibility where the interventions involve one-to-one or group teaching away from the main class. The SENCo will support the class teacher in the further assessment of the child’s strengths and weaknesses.
• The effectiveness of the support and interventions and their impact on the pupil’s progress are reviewed regularly, with the views of the pupil and parent.

Where a pupil continues to make less than expected progress, despite evidence based support and interventions that are matched to the pupil’s area of need, the school may consider involving outside agencies. Agencies working with Watchlytes include;

• Autism Advisory Team
• Speech and Language Therapists
• Specific Language Outreach team (SpLD)
• SEND Family Worker for DSPL5
• Occupational Therapists
• Educational Psychologists
• CAMHS
• Step2
• NESSie (Supporting positive mental health of children and young people)
• Southfield School Outreach
• DSPL5 Manager
• PNI Team
• DSPL5 Behaviour support including the Welwyn Hatfield Hub
• Communication Team
• School Nursing Team
• ESMA

5. What support will there be for my child’s overall wellbeing?

Our core values (highlighted above) are at the forefront of all that we do. These are explored and reflected on throughout all areas of our curriculum and complement a high quality PSHE curriculum, which supports each child’s individual development as well as their understanding of relationships with others and the wider community.

All pupils have regular opportunities and are encouraged to participate in extra-curricular activities and class trips.

Where it is felt that extra support may be needed, there is access to the Parent Support Worker, the Early Help team through the Families First model, Educational Psychologists and CAMHs. Parents are signposted to these agencies and supported if they wish to contact these services. If there is a concern about the well-being of a child, the SENCo either works with pupils themself; supports other staff members to work with pupils; or arranges external support. This is discussed during Pupil Progress Meetings and ILP meetings and the impact of any intervention (whether long term or short) is reviewed. Sometimes support is provided on an emergency basis to respond to an unforeseen need which has arisen such as a bereavement or family breakdown.

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

Watchlytes is part of DSPL5 https://www.dspl5.co.uk/ and has access to a wide range of specialist services. These professionals could be Educational Psychologists, Autism Advisory Service, SEND Family Workers, behaviour support, NESSie, CAMHs or Speech and Language therapy. If the needs of a child are complex, the SENCO will discuss with parents the possibility of further assessments or systems. Meetings will be planned for any new children joining our school who already have recognised SEND. All children with learning support plans will be subject to the graduated response to their needs.

Regular updates for Parent Workshops and sessions are emailed to the SENCo and admin team by DSPL5 – parents are signposted to these.

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

At Watchlytes Primary School we pride ourselves on the professional development of staff in order to ensure support for the children with additional needs or conditions:

Awareness (to give a basic awareness of a particular type of SEN, appropriate for all staff who will come into contact with a child or young person with that type of SEN).

Enhanced (how to adapt teaching and learning to meet a particular type of SEN, for early years practitioners, class and subject teachers and teaching assistants working directly with the child or young person on a regular basis)

Specialist (in-depth training about a particular type of SEN, for staff who will be advising and supporting those with enhanced-level skills and knowledge)

All staff will be given opportunities to continue their professional development and further their knowledge and understanding of various needs and conditions. A record of all training is kept at school. Inclusion CPD is planned in by SLT and is delivered either in house or through an external agency or professional.

The SENCo is part of the Ivy SENCo Good Practice Group and is part of the DSPL5 cluster group where members have access to up to date training in relation to supporting special educational needs, as well as attending the termly SEND briefings run by HERTS.

The SENCo has completed the NASENCo award. The school receives ongoing training and support from outside agencies and staff have attended training by accredited leaders.

8. How will you help me to support my child’s learning?

We aim to provide a partnership between home and school in all aspects of a child’s education at all times. For pupils with SEN, class teacher and SENCo will involve families in setting clear outcomes and review the progress towards them, discuss the activities and support that will help to achieve them, and identify the responsibilities of the pupils, parent and school. This is completed through Learning Support Plans and meetings. We hold termly SEND coffee mornings for parents and invite agencies to join which allows a time to ask questions and access support. Parents are signposted to workshops and sessions to access if parents wish to. These could be around anxiety, behaviour or healthy eating as well as a specific need.

9. How will I be involved in discussions about and planning for my child’s education?

At Watchlytes, we believe in a child-centred approach and prioritise a collaborative approach between home and school. When children have been identified as having additional needs, the thoughts and feelings of the child and the parents/cares, together with the views of school staff and relevant professionals are taken into account. Parents of children with SEN will be involved in all stages of the Assess, Plan, Do, Review LSP document as well as through LSP meetings with the class teacher to plan next steps. These occur termly.

These conversations will make sure that:

• Everyone develops a good understanding of the pupil’s areas of strengths and difficulties
• We take into account the parents’ concerns
• Everyone understands and agrees the nest steps
• Everyone agrees on the outcomes

We will notify parents when it is decided that a pupil will receive SEN support. EHCPs (Educational Health Care Plans)

A percentage of children with more complex SEN will have an Educational Health and Care Plan (SEN Code of Practice 2015). This is a statutory document administered by Local Educational Authority SEN Officers ensuring that children receive the provision they need and that their wishes and their parents’ wishes are taken into account.

A child with an EHCP will have annual meetings with agencies and involvement from the Local Authority, to review and plan the next steps for the individual child.

10. How will my child be included in activities outside the classroom including school trips?

At Watchlytes this includes,

• Enriching outside trips
• Extra curricular clubs
• Sports Days
• Year 6 residential

Where necessary, risk assessments will be carried out and reasonable arrangements will be made according to each child’s needs.

11. How will my child be included in activities outside the classroom including school trips?

All Hertfordshire schools comply with the Equality Act 2010 and make reasonable adjustments to include all children. Specific requirements will be discussed as they arise which highlights access such as; classes are accessible with step free access, wide door frames around the school, fully accessible disabled toilet facility with height adjustable changing table and hoist etc. Parent of any child with a physical disability is admitted to the school, a full risk assessment will be carried out. Any adjustments will be made to ensure that the child has full access to all areas of the school.

12. How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

The school holds annual SEN handover meetings between the current teachers and new teacher with the Headteacher/ SENCO present at these meetings to develop discussions around the pupils. Further support will be given to children with Special Educational Needs or Disabilities when they transition between phases (Pre-school to EYFS, EYFS to Key stage 1, Key stage 1 to Key stage 2, Key stage 2 to Key stage 3 / Secondary School).

SENCOs from both phases will meet to discuss needs. Parents/carers and young people will be invited to further transition meetings. Receiving schools/settings will arrange additional visits to settle the child. Transition books or videos are created by the teachers and often with the young person involved, these are given to the child to share with their families over the summer holiday or for any transition time. For secondary transition, meetings are held and any child with an EHCP will have an annual review with the Secondary school in attendance to ensure that a successful transition occurs.

13. How are the school’s resources allocated and matched to children’s special educational needs?

The school’s budget includes money for supporting children with SEN. The Headteacher decides on the budget for Special Educational Needs in consultation with school governors, on the basis of the needs of the school. The money is used to provide additional support or resources dependent on individual needs. Additional provision may be allocated, after discussion with class teachers, SENCo and Headteacher at pupil progress meetings. Funding with EHCP banding is allocated as set out in a child’s individual Educational Health Care Plan.

14. How will my child be supported during times of school closure due to COVID 19?

Due to external circumstances, there may be times when children will be learning from home completing remote learning. This could be due to a ‘bubble closing’ or whole school determined by Government. Watchlytes has set up Google Classroom, from Reception to 6, for this purpose, each child has their own login details and work is uploaded that would mirror the routines of the in school day. Children have opportunities to access live lessons led by their teacher and Google meets where they can see and socialise with their friends. Work is differentiated and there are times where children will receive their own bespoke tasks and lessons.

Children with EHCPs are welcomed in to school and support will be provided in line with their EHCP targets. Parents are contacted and provision is arranged together.

Weekly phone calls or email contact will be made home by a class teacher or member of SLT to discuss how to support and to ‘check in’ on wellbeing, offering any support if needed.

In addition to this, there is a timetable of support for children who may find it difficult to access Google Classroom. For these children, small groups or 1:1 sessions are planned and led by teachers and support staff. This is shared and planned with parents and carers to ensure that needs are met and their Individual Learning Plan targets are still a focus of the week. Google Meets are set up and sent to children, parents and carers. It is an expectation that an adult is present and admits the pupil for the start and the end of the lesson.

The class teachers and SENDCo are available through email for parents to contact to discuss any concerns they may have. SEN coffee mornings, parent workshop support, virtual support from external agencies and signposting to external agencies continues through SLT throughout any period of school closure or part closure.

15. How can I find information about the local authority’s Local Offer of services and provision for children and young people with special educational needs and disability?

The local authority has its own local offer which can be accessed via the link below, it outlines provision within Hertfordshire.

SEND Herts Local Offer Link |
https://www.hertfordshire.gov.uk/microsites/local-offer/the-hertfordshire-local-offer.aspx

DSPL5 | https://www.dspl5.co.uk/

SEND Government Guide for Parents |
https://www.gov.uk/government/publications/send-guide-for-parents-and-carers

Acting Special Educational Needs Co-ordinator | Lizzy Burford: senco@watchlytes.herts.sch.uk

SEND Link Governor | Wendy Wing