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

• To ensure that all children have access to broad and balanced learning opportunities.

• To provide differentiation appropriate to the individual’s needs and ability.

• To ensure the early identification of all children requiring SEND provision.

• To ensure that children with special educational needs take as full a part as possible in all activities.

• To develop maintain positive relationships and work alongside parents and carers of learners with SEND, ensuring they are kept fully informed and involved in their child’s learning, progress and attainment.

• To ensure that SEND children are involved, where practicable, in decisions affecting their future SEN provision and learning.

• To ensure that all children are able to achieve their full potential.

• To provide a fully inclusive learning experience across all curriculum areas.

SEN Team

Jenny Chambers – SENDCO
Jennie Wellings – Lead SEND Practitioner
Alison Whitworth – Sensory Lead
Dawn Lockwood – Resource Provision LSA
Alex Miller – LSA Support

Nurture Team (Supporting Social Emotional and Mental Health Needs of the school)
Lisa Gray – Wellbeing Principal
Lottie Mosey – Learning Mentor/Safeguarding
Dominic Howell –Behaviour Lead
Dawn Tyas – Attendance
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:

  • has 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 facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

A child is classed as disabled if:-

  • Many children and young people who have SEND 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;

  • Communication & Interaction
  • Cognition & learning
  • Social, emotional and mental health
  • Sensory and/or physical needs

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.

Admissions

The School 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)

  • must consider applications from parents of children who have SEND but do not have an EHC plan on the basis of the school’s published admissions criteria as part of normal admissions procedures
  • must not refuse to admit a child who has SEND but does not have an EHC plan because they do not feel able to cater for those needs
  • must not refuse to admit a child on the grounds that they do not have an EHC plan.

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 SEND policy and practice. Children identified as having SEND 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 into all aspects of the setting.

The SEND Code of Practice 2014 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 SEND and, in collaboration with the SENDCO and/or Lead Teacher, will ensure that those children requiring different or additional support are identified at an early stage.

It is school’s policy to ensure high quality teaching and learning for all pupils. The school leadership team regularly conduct lesson observations and planning scrutiny 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 SEND.

The first step in responding to pupils who have/may have SEND 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.

Assess

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.

Plan

Following this assessment, if it is felt necessary, a school focused plan will be drawn up in collaboration with those involved. This will outline key targets and outcomes as well a design appropriate provision to support achievement of these goals. In some cases a referral to outside agencies may be required; this is done in consultation with parents.  This final SFP (School Focused plan) will be shared with parents and key staff involved and the child will be added to the school SEN register.

Do

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.

Review

School Focused Plans are monitored regularly and reviewed termly, in line with the agreed date, in collaboration with families, child, class teacher and member of SEND Team to measure the impact of support on progress. Next steps are then agreed collaboratively and this process repeats.  All reviews follow a ‘person centred approach’ and keep the child at the centre.

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.

Resource Provision

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 process.  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.

English as an additional language;

Particular care will be needed with children whose first language is not English. Their progress will be closely followed as certain 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.

 

SEND information report 2019-20