SEN

Special Educational Needs Information Report

  1. How does Randwick School identify that a child may have a special educational need or disability?
    • teachers’ observations of the child’s progress in learning
    • assessment of progress
    • screening tests
    • advice from previous setting or outside agencies
    • what parents tell us
    • a very small number of children will have an Education, Health and Care Plan which identifies their special educational needs and disabilities
  2. What steps will be taken if school staff identify that a child may have SEND?
    • parents are invited for discussion of the child’s progress
    • high quality teaching, differentiated for individual pupils, is the first step and the majority of pupils make progress through such teaching
    • appropriate strategies to address the child’s needs are agreed through consultation between parents and school staff
  3. What should parents or carers do if they think their child has SEND?
    • talk to the class teacher or the SENCO
  4. How will our school include parents and children in planning support?
    • teachers, SENCO and parents will collaborate to plan support and teaching strategies for individual pupils, at least termly
    • all our children are involved in planning their next steps in learning
  5. How will our school teach and support children with SEND?
    • All schools have a delegated budget, within that is a notional SEND budget which varies from year to year based on the prior attainment of the school population at the time. The delegated budget is there to support the needs of all children including those with SEND. All schools are expected to provide up to the first £6000 worth of additional support, per academic year. Pupils requiring support which exceeds this level are classed as ‘high needs’ and the school can request top up funding from the local authority if an Education Health and Care Plan (EHCP) is in place.
    • a graduated approach (Assess, Plan, Do and Review) is used to meet individual needs, initially with differentiated work and extra support in class
    • further interventions may involve group or one to one teaching outside the class but this will be planned and reviewed with the class teachers
    • children’s progress is carefully tracked and the effectiveness of interventions is regularly reviewed
  6. Who will be working with your child?
    • the class teacher and SENCO will plan your child’s learning outcomes, assess their progress and plan their next steps
    • the class teacher and teaching assistant work with the child to support their learning
  7. How does the school ensure that the information about a child’s SEND or EHC Plan is shared and understood by all staff?
    • key information is made available to all staff working with an individual child
    • all staff participate in a termly standards meeting where individual needs of pupils are discussed
    • staff working directly with the child will be present at consultation meetings with parents
  8. What role will the class teacher play?
    • the class teacher has responsibility for the pupil, working closely with any teaching assistant or specialist staff involved, to plan their daily episodes of learning
    • the class teacher identifies the key challenges to the child’s learning and plans strategies to address their particular needs
  9. What expertise in SEND do our school and staff have?
    • staff are trained by the SENCO or attend courses on specific learning or physical difficulties and through working with other schools
    • staff have a wide range of expertise to meet cognitive and physical needs including dyslexia, speech and language, physical needs, communication and interaction and emotional literacy
    • our school runs a variety of programmes delivered in small groups and 1-1 to meet children’s particular needs
    • teaching strategies are closely matched to specific individual needs
    • behavioural standards are high throughout the school because of consistent, clear expectations and boundaries
  10. Which other services do we use to support and provide for our children?
    • the advice of a range of health, local authority, social services and voluntary organisations eg Educational Psychology, Advisory Teacher Service, Special School Outreach Services, is sought if required
  11. How does our school support the emotional and social development of children with SEND ?
    • the school develops emotional literacy, self esteem and confidence in group work
    • medications are self administered by children under supervision of staff, following completion of a consent form by parents.
    • children are encouraged to be independent in personal care but young pupils or those with disabilities may need some support from staff
    • health and safety arrangements for visits outside school are carefully risk assessed so that individuals can share the full range of opportunities available to all pupils
    • pastoral support for emotional/social development is offered by staff in small groups, working on positive relationships and self esteem
  12. What access do children with SEND have to facilities and extra curricular activities?
    • all children have access to all opportunities in school that are appropriate to their age group
    • where there are physical limitations, the school will make reasonable adjustments to allow the child equal access
  13. Who will keep the parents or carers informed about their child?
    • the class teacher and SENCO liaise with parents on a regular basis
    • achievements of the child are regularly shared with parents and carers
  14. How does our school involve children with SEND in their education?
    • all children play an active part in reviewing their progress and setting targets for their next steps in learning
  15. How do we assess and evaluate the provision we arrange for your child?
    • by assessing the rate of your child’s progress and their attitude to learning
    • the provision for all children is regularly reviewed to make sure it is effective
    • through external agencies eg OFSTED ‘all pupils including those with SEND make good progress’
  16. How do we welcome new pupils and how do we support transfers to other schools?
    • information is sought and shared with staff on intake and passed on for transition
    • children are prepared for their next stage in education by developing their confidence, giving them experience of real life situations and managing risk
    • support is provided for national tests if an SEND child needs a reader or extra time following national guidelines
    • the school has a range of additional resources to meet particular needs
  17. How accessible is the school site?
    • the school is in a Victorian building with little scope for adaptations but we try to accommodate physical disabilities as far as possible
    • the school does not have direct vehicular access or a school car park, all visitors need to walk along the public footpath to reach the school building
  18. Is the SEND policy available?
    • our SEND policy can be found on the school website or a hard copy is available in the school office
  19. What is the governing body’s responsibility for SEND?
    • the governor responsible for SEND works closely with the SENCO, monitors provision for SEND and is available to meet with parents
  20. What can you do if you have concerns about SEND ?
    • meet with the classteacher, SENCO, headteacher or governor responsible for SEND to discuss your concerns, preferably at an early stage as issues can then be sorted out quickly
    • in the unlikely event that the issue is not resolved to your satisfaction, a complaints procedure is available on the school website or from the office
  21. How can parents and carers arrange a visit to the school?
    • teachers are usually available before or after school
    • appointments for a longer discussion can be made through the office
  22. Who can you contact for more information?
    • Mrs Kelly Turner, the named person with responsibility for SEND, class teachers or Mrs S Clarke, governor with responsibility for SEND
  23. When was this information updated?
    • September 2016
    • to be reviewed September 2017

Related Policies:

Policy – Special Educational Needs and Disabilities Spring 2017
Accessibility Policy
Equality Policy

Useful Links

Local Offer Gloucestershire County Council
DfE SEN Code of Practice
Parents Partnership Service