Worsbrough Common Primary School are committed to ensuring that it values the abilities and achievements of all children and adults who access it and is committed to providing, for each individual, the best possible environment for development and learning which links to our whole school vision.
Our School Vision
Developing a respectful, responsible and resilient community.
Empowering articulate, confident and independent individuals who have the skills and are ready for life long learning.
SEND Aims of the School
Jenny Chambers – SENDCO
Dale Haslam – SEND Administrator
Emily Watson – Lead SEND Practitioner/Teacher In Charge of Resource Provision
Nurture Team (Supporting Social Emotional and Mental Health Needs of the school community)
Lisa Gray – Nurture Lead/Safeguarding Lead
Gilly Milner –Forest Schools Practitioner
Definition of Special Educational Needs;
A child or young person has Special Educational Needs if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a
physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.
There are four broad categories used when identifying a child’s needs. These are;
If you feel that your child falls into any of the above categories then please make your child’s class teacher aware in the first instance. A meeting with the SENDCO can then be arranged.
The Governing Body believes that the admissions criteria should not discriminate against
pupils with SEN and has due regard for the practice advocated in the Code of Practice, in that
The Equality Act 2010 prohibits schools from discriminating against disabled children and young people in respect of admissions for a reason related to their disability’. (COP, 1.28)
Resource Provision Admissions
The Local Authority are responsible for allocating places in our Resource Provision following a consultation process. See separate CIRP Admissions Policy.
Identification, Assessment and Provision
At Worsbrough Common Primary School we have adopted a whole-centred approach to SEN policy and practice. Children identified as having SEN are, as far as is practicable, fully integrated into all activities. Every effort is made to ensure that they have full access to learning opportunities and/or the National/EYFS Curriculum and are integrated in to all aspects of the setting.
The SEND Code of Practice 2015 makes it clear that all teachers are teachers of children with special educational needs. It is ultimately the responsibility of the class teacher to ensure each child receives appropriate learning opportunities. All teachers/practitioners are responsible for identifying children with SEN and, in collaboration with the SENCO and/or Lead Teacher, will ensure that those children requiring different or additional support are identified at an early stage.
The school leadership team regularly conduct a range of monitoring activities such as lesson observations, work scrutiny and environment audits to ensure that teaching and learning is of a high standard and differentiated to an appropriate level for each child. Based on the outcomes of these observations support is planned in the form of staff development and INSET to ensure that all staff are up-skilled in their understanding of strategies to support vulnerable pupils or those that have/may have SEN. Our school also subscribe to the National College Online Training platform, where staff have continuous access to a vast range of CPD webinars including many linked to SEND.
The first step in responding to pupils who have/may have SEN is when a need has been identified by the adults who work with the child; this could be the parent/class teacher or LSA or member of the SLT.
The graduated approach to identifying Special Educational Needs
The purpose of identification is to work out the action the school needs to take to meet the child’s individual needs, not to fit a pupil into a category.
In supporting pupils with SEND, in line with the SEND Code of Practice (DfE, 2015) we follow a process of Assess, Plan, Do, Review.
Following the initial concern around a special educational need, a clear analysis of the pupil’s needs would be carried out collaboratively, in partnership with the parent(s)/carer(s), class teacher, and a member of the SEND Team. This will explore the pupils key strengths, barriers to learning, attainment and progress information, attendance, previous support and impact considering all views, including the views of the child. An observation of the child may also take place by the SENDCO, if it is felt this is relevant.
Following this assessment, if it is felt necessary, an SEN support plan will be drawn up in collaboration with those involved. This will identify key needs assessed, outline key targets and outcomes as well a design appropriate provision to support achievement of these goals; including provision linked to specific subjects. In some cases a referral to outside agencies may be required; this is done in consultation with parents. This final support plan will be shared with parents and key staff involved and the child will be added to the school SEN register.
All parties involved in the planning stage of the SFP take their agreed responsibility as identified on the plan. The class teacher will remain responsible for implementation of provision in school with support of the SEND team.
Support Plans are monitored regularly and reviewed in line with an agreed date, in collaboration with families, child, class teacher and , in some cases, the SENDCO, to measure the impact of support on progress; this is usually termly, however can be more frequent. Next steps are then agreed collaboratively and this process repeats. All reviews follow a ‘person centred approach’ and keep the child at the centre. Review meetings are documented as part of the Support Plan.
Our quest, our mission as educators, is to ensure that all children receive a high-quality education that promotes their development and equips them with the knowledge and cultural capital they need to succeed in life, leading them back to their rightful status as fully engaged, authentic learners. It is important that all children are given the support needed to make good progress.
Where concerns remain around a child’s progress and development or the provision needed to support a child is beyond what the school currently has capacity to provide, it may be necessary to request an Education, Health and Care Needs Assessment. If this is accepted, the child will be issued with an Education Health and Care Plan. This is a legal document which outlines the pupil’s strengths, barriers to learning, learning outcomes and provision needed to meet their more complex needs and provides additional funding to support the implementation of the outlined provision.
Where a pupil has an Education, Health and Care Plan (EHCP), the local authority must review that plan as a minimum every twelve months. The school will co-operate by holding these annual reviews, in line with the guidance. Annual Reviews are carried out in partnership with school, the family and wider agencies involved.
At all times the teacher holds the responsibility for evidencing progress according to the outcomes described in the plan. At Worsbrough Common Primary, Pupils who hold an EHCP will also have a Support Plan to reflect current targets and specific provision. This will reflect the longer term goals outlined in the child’s EHCP.
Allocation of Resources
It is the school’s responsibility to provide the resources to fund additional provision up to £6000. When the level of support required to meet a child’s needs exceeds this, school or parent(s)/carer(s) will look to request an EHC Needs Assessment in the hope of securing the additional ‘top up funding’ needed to meet the child’s needs. Where a child has an EHCP, their allocation of resources is outlined in the document.
Children with an EHCP can apply for a personal budget, where all partners involved must set out in their joint commissioning arrangements.
Our school has a 10 place Resource Provision for children with complex Speech and language difficulties. The Local Authority EHC Team hold the responsibility for allocating these 10 places, following a consultation. All children who receive a designated place in our Resource Provision hold an EHCP. When issued a place in our Resource, these children become part of Worsbrough Common Primary School, be added to our school role and will allocated a mainstream class place.
Children who access this resource have access to teaching from our Lead Teacher; a skilled SEND practitioner and Communication and Interaction Specialist Teacher and supported by a specialist Learning Support Assistant. In addition, these children also receive intensive speech and language support provided from the NHS Community Speech and language Therapy Team. The frequency of this support is determined by the Lead professionals and children’s individual needs. Children may also access mainstream teaching alongside their peers to support an inclusive approach and provide opportunities to use and apply their learning from the Resource Provision; this will be determined and supported by the Lead Teacher in charge of the Resource Provision.
English as an additional language;
Particular care will be needed with children whose first language is not English. Their progress will be closely followed ascertain whether any problems arise from uncertain command of English or from special educational needs.It will be necessary to assess their proficiency in English before planning any additional support that might be required.
The school will keep records of both the steps taken to meet children’s individual needs as well as wider SEND or medical documentation. These will be kept securely in line with school policy.
The school is accessible to all regardless of SEND. There are wheelchair friendly ramps and lifts to allow access to all areas of the school building. For further information see our schools Accessibility policy.
All children access transition days with their class. In some cases children may require additional transition time, this will decided by school in partnership with parents.
Transition may include:-
Managing the medical needs of pupils
Where a child has both SEN and a medical health condition the EHC plan will specify the type and level of support required to meet their needs. Where an EHC is not in place, school will work with parent and carers and the wider medical team involved to specify the type and level of support required to meet their needs and if required explore a request for an EHC Needs Assessment.
For further information see the Supporting pupils at school with medical conditions policyHCAT - Supporting pupils with Medial Conditions
Complaints about support provided by school for SEND pupils should be submitted through our school complaints policy.