Special Educational Needs and Disabilities (S.E.N.D.)
At High Lawn, we aim to provide”a rich, supportive and stimulating environment and an atmosphere of mutual respect, in which each child entrusted to our care, can reach their full potential by developing a love of learning and a desire to succeed” .
The information below outlines High Lawn’s approach to meeting the needs of pupils who have been identified as having Special Educational Needs (SEN) to ensure that with the support from Bolton Local Authority, all pupils, regardless of their specific needs, make the best possible progress whilst in school.
There are four broad areas of Special Educational Need and, as an inclusive school, we aim to provide support for children in these areas. These are:
- Communication and Interaction
- Cognition and Learning
- Social, Mental and Emotional Health
- Sensory and /or Physical
What should do if I think my child has a special educational need or disability?
At High Lawn, we feel that the partnership with parents plays a key role in enabling children to achieve their full potential. If you think your child has a special education need, disability or would benefit from additional support in the classroom, you are positively encouraged and welcome to come and discuss your thoughts with the class teacher, as the first point of contact. It may be that further support is required via the school’s Special Educational Needs Co-ordinator (Mrs. McGinty). We have an ‘open door’ policy and welcome all our parents to share their concerns.
What is the school ethos / approach to SEN and Disability?
At High Lawn, Governors and Staff endeavour to meet the needs of those children with Special Educational Needs whilst ensuring that each child is encouraged to develop confidence in his or her abilities and to feel a valued member of the school ‘family’. We believe that the teaching and learning, achievements, attitudes and well-being of every child matters. We actively seek and encourage the co-operation and involvement of parents in their child’s education and strive to keep them well informed.
How will I know how well my child is doing in school?
At the heart of the work of the school is a continuous cycle of planning, teaching and assessing. We closely monitor the progress and attainment of all children in school. If a teacher has a concern about a child, this will be raised with you at the earliest opportunity so that, working together through normal differentiation and interventions, your child’s needs can be met and he or she can make the best possible progress. We recognise the importance of early identification, assessment and provision for any child who may have SEN. The earlier action is taken, the more responsive the child is likely to be, and the more readily can intervention be made.
All children, including those on the school’s SEN register, are formally assessed every term in addition to the on-going assessments completed by class teachers. Some children on the SEN register will complete formative assessments throughout the year in order to plan for their specific needs. The outcome of all assessments will be shared with you either at parents meetings or in their child’s end of year report. At this present time, all children on the SEN register have an Individual Education Plan (IEP) which is again reviewed termly. You will be fully involved in the review of your child’s progress and are invited to attend parents meetings throughout the year.
What support will there be for my child’s overall well-being?
At High Lawn, PSHCE (Personal, Social, Health and Citizenship Education) forms an integral part of the school’s curriculum. It helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. All members of staff are committed to encouraging in the children a knowledge of right and wrong and to take responsibility for their own behaviour.
For children who may struggle with their social and emotional aspects of learning, school ensures appropriate support by providing:
- 1:1 support from a member of staff
- Opportunities for children to work in small groups e.g. Anger management groups and/or Social skills groups.
How will I be involved in discussions about planning for, and involvement in, my child’s education?
You are invited to be actively involved in all aspects of your child’s education. Initially, as part of the IEP writing process, you will have the opportunity to complete a paper review where you can record your views relating to the progress your child has made towards their agreed targets. Regular meetings are held each term where you, along with your child’s class teacher, will then have the opportunity to discuss your child’s progress and agree next steps in their learning. Additional support for your child at school will also be discussed and agreed as well as ideas for how you will be able to support your child at home.
If your child is receiving support from outside agencies such as Behaviour Support Service or Ladywood Outreach, you will be invited to attend regular information sharing meetings where you will have the opportunity to meet the professionals working with your child, ask questions and agree future interventions for them.
How does High Lawn Primary School involve children in their education and in the decision making process?
All children in school have personalised learning targets which are shared with both the children and their parents. For children with special needs, these targets link to their IEP and progress towards these is closely monitored and success celebrated. Children are fully involved in the review of their targets completing an IEP review sheet and discussing this with their class teacher or teaching assistant. Working together, new targets are agreed and ways in which children can help themselves are discussed and recorded. For children who have a Statement of Special Education Needs, they are invited to attend their annual review meeting. This is an opportunity for the child to informally share their achievements and to discuss their general well-being at school.
How does High Lawn identify and assess pupils with Special Educational Needs?
At High Lawn, we ensure that any child’s SEN is identified as early as possible.
The school uses a number of triggers to help determine whether or not a child has a SEN. Progress made by pupils on a day to day basis is carefully monitored by the class teacher and supported by summative assessments which are carried out during each term. Staff carefully monitor the attainment and progress of pupils in school; pupils whose attainment falls below that expected for children of the same age or whose progress is below expectations are carefully monitored and, where appropriate, intervention strategies implemented to help address any particular concerns.
Maintaining a good level of communication between parents is essential, especially if a SEN has been identified. This ensures that parents are able to share any concerns they may have with their child’s class teacher or the school’s SENCO.
Children identified as having a SEN, or those who have been identified as a concern, will be assessed using appropriate summative/formative assessments to provide staff with specific information to help determine the next steps in their learning. The level of support the child is likely to need in order to improve progress and raise attainment is also established. The school has a bank of assessments which can be used to support children with a range of specific needs. These include:
- End of KS assessments
- Optional SATs assessments
- Assessments to determine reading and spelling ages
How does High Lawn school evaluate the effectiveness of the provision made? (Reg 3a)
The school follows a ‘Plan, Do and Review’ cycle when supporting children with SEN.
The progress of children on the school’s SEN register is carefully reviewed and monitored each term to ensure that all children are making at least the expected progress. The attainment and progress of children is compared across the school and with both LA and national figures to help ensure expectations for these children at least reflect the local and national picture.
Termly monitoring by the school’s SENCO helps ensure the provision for children on the SEN register is effective. Monitoring looks at various aspects of the provision.
The progress of children on the SEN register is monitored by class teachers and the school’s SLT (Senior Leadership Team), with outcomes also shared termly with the school’s Governing Body.
How does High Lawn ensure the inclusion of pupils with SEN in activities outside of the classroom? (including school trips and after school clubs) (Reg 3f)
Every effort is made to ensure that all children with SEN are included in activities in school by providing additional resources and/or staffing as appropriate. Class teachers liaise with parents, when appropriate, to ensure that they are aware of the activities that school are providing for their child and are aware of the modifications that have been put in place to meet their child’s needs.
What specialist skills / expertise do school staff have? (Reg 5)
The school employs a number of staff with specialist skills in order to provide the best possible support for children identified as having SEN. The school’s SENCO holds the National Award for Special Educational Needs Qualification. We seek to employ staff who have the relevant knowledge, skills and expertise to meet the needs of the children.
What training are the staff teaching and supporting pupils with SEN having/recently had? (Reg 5)
Staff who are directly involved in supporting children with SEN, regularly meet with the school’s SENCO to review best practice. The SENCO and members of the SEN team regularly attend training on all aspects of SEN e.g. dyslexia, ADHD etc. Information from CPD is disseminated to all relevant staff. Staff new to the school, receive additional support to ensure that provision is appropriate for the children’s needs.
What external specialist services are accessed by school to meet the needs of pupils and support their families? (to include education, health, social care and community/voluntary sector services) (Reg 10)
To ensure that the needs of all SEN pupils at High Lawn are met, and to ensure that appropriate support is provided to families, a number of external ‘specialist’ services are accessed by the school. These include:
- School Nurse – 01204 463563
- Parent Partnership Services – 01204 491085
- Behaviour Support Services – 01204 338133
- Speech and Language Therapy – 01204 462670
- Educational Psychologist – 01204 338060
- Ladywood Outreach- 01204 332972
- Sensory Support – 01204 333120
- Learning Disability Team – 01204 463660
How is equipment and facilities to support pupils secured? (Reg 6)
The school’s SENCO works closely with all class teachers to ensure that they have access to the best and most effective resources to help children. A ‘flexible’ budget, dependent on children’s needs, is allocated to the SEN team each year and a bank of resources is maintained to help deliver appropriate intervention. Specific equipment and access to facilities are purchased when required e.g. Toe by Toe programme of work, coloured paper and overlays for dyslexic pupils etc.
How does High Lawn school support pupils with SEN during transition? (Reg 12)
As children progress through the school, staff ensure that the transition between classes is as smooth as possible by:
– providing additional opportunities for children to meet their new class teacher / teaching assistant
- providing additional visits for children to their new classroom
- providing transition books which are discussed with the children. These include photographs of the new staff and environments
- holding additional parents’ meetings so parents can meet their child’s new class teacher before the start of the new school year
- ensuring class teachers (current and next) and the school’s SENCO, meet to share information relating to specific children.
If a child joins High Lawn part way through the school year, arrangements are made for staff to visit the child’s previous setting in order to meet the child and their teacher. An opportunity is provided for the parents to meet their child’s new class teacher before the child starts at school. Close contact is kept with parents once their child has joined school to ensure a smooth transition.
As children move from High Lawn to secondary school, we ensure that children with SEN have additional transition opportunities. We work with Behaviour Support Service and Ladywood Outreach Service to arrange additional time for these children to meet staff and become familiar with their new school environment.
Y6 class teachers complete pen-portraits of these children in order to provide the high school with as much information about the child as possible.
Who, outside of school, can I turn to for advice and support?
There are a number of agencies who parents can turn to for support. These include:
Parent Partnership Services – 01204 491085
Parent Partnership Services offer advice and support to parents and carers of children with special educational needs. They aim to provide access to a range of services in order to empower parents to play an active and informed role in their child’s education.
School Nurse – 01204 463563
School nurses promote and maintain the good health of all school aged children. They work in partnership with parents and children offering advice and support on a range of issues and have links to other services.
The family doctor is perhaps the first point of contact for many parents who have concerns over their child’s development. They will be able to give advice and support as well as having links to many other services.
Where can I find information about Local Authority provision for children with SEN?
The Local Offer describes the services and support that are available for all children/young people and also those that are available for children/young people with SEN and/or Disabilities. The purpose of the Local Offer is to enable parents and young people to see more clearly what services are available in their area and how to access them.
The Local Authority Offer for Bolton can be found at:http://www.localdirectory.bolton.gov.uk/send.aspx
How should complaints regarding SEN provision be made and how will they be dealt with?
Parents who have a complaint about the school’s policy with regard to SEN should contact the Head Teacher. Should the matter not be resolved they should contact the school’s Governing Body through the Curriculum Complaints procedure, a copy of which can be obtained through the Head Teacher.
How do I get a copy of the school’s SEN policy?
A copy of the school’s SEN policy can be viewed on the school website (www.highlawnprimary.net). Alternatively, you can request a paper copy from the school office (01204 332728).
Who do I contact for further information?
For further information, advice and support, please contact the school’s Special Educational Needs Co-ordinator, Mrs. Sarah McGinty, at school on 01204 332728. Alternatively, you could email her on – email@example.com