Lyneham Primary School

Lyneham Primary School

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SEND

Special Educational Needs and/or Disabilities

Like all schools we are required to publish details of how we support pupils with special educational needs and/or a disability to compliment the Wiltshire LA Local Offer. 

 

 

 

 

How many children are there with Special Educational Needs at Lyneham Primary School?

What kinds of Special Educational Needs does Lyneham Primary have experience of supporting?

Who is the school SENCo?

 

How does the school decide if my child needs additional support or may have a SEND need?

How will the school let me know if they have any concerns about my child’s learning in school?

How will my child be involved in their learning and how will their opinions be listened to?

How will my child’s progress be measured in school?


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Read our School SEND Information Report here.
Read our School SEND Policy here.

How will you support my child when they move between year groups or to another school?   

 

What is the approach to teaching children with SEND at Lyneham Primary?

How do you adapt the curriculum and learning environment for children with SEND?

What additional support do you have for children with SEND and their parents?

 

How are the staff at Lyneham Primary trained to meet the needs of children with SEND?

What do I do if I’m not happy with what the school are doing for my child?

Do the Local Authority offer extra help for families of children with Special Educational Needs?

 

Special Educational Need and Disabilities (SEND) Information Report

About Lyneham Primary School

At the start of the academic year 2020-21, Lyneham Primary School had 337 Children on roll. 

23% of children at school were designated as having some form of Special Educational Need or Disability (National 14.9%). This can be broken down as follows: 

  • 16.3% of children within the Foundation Stage and Key stage 1 (Years R, 1 and 2)
  • 27.4% of children within Key stage 2 (Years 3, 4, 5 and 6)

This includes 2.7% of children across the school who have an Education Health Care Plan (EHCP) (National 3.1%).

Following Pupil Progress Meetings at the end of Term 1, a further 15 pupils across the school were identified as benefitting from referrals to outside agencies e.g. Speech and Language, Specialist SEN Service or for Paediatric Assessment. Once these agencies have been engaged, these pupils will move onto the SEN register.

In July 2019, the school achieved the Inclusion Quality Award Mark and in September 2020, has begun the journey to becoming a Dyslexia Friendly School (the British Dyslexia Association’s nationally recognised quality mark). 

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  1. What kinds of Special Educational Needs and Disabilities (SEND) does Lyneham Primary School provide for?

Our school is an inclusive school where every child matters; we aim to address children’s needs and support their development in the most appropriate way possible and celebrate effort as much as achievement. Our school’s SEND policy document is available on the school website, detailing our philosophy in relation to SEND.

Additional and/or different provision is currently being made in school for children with a range of needs, including:

  • Cognition and Learning – Moderate learning difficulties; Specific learning difficulties - dyslexia, dyspraxia, Prader-Willi Syndrome.
  • Sensory, Medical and Physical – visual impairment, hearing impairment, sensory processing difficulties, Epilepsy, Friedreich’s Ataxia.
  • Communication and Interaction – Autistic Spectrum Condition, Asperger’s Syndrome, speech and language difficulties.
  • Social, Emotional and Mental Health – anxiety, low self-esteem, anger, attention deficit hyperactivity disorder, oppositional defiant disorder.

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  1. What are our policies with regard to the identification and assessment of children with SEN?

Children are identified as having SEND through a variety of ways.

  • Work scrutiny by teaching staff and leaders – where children’s books are looked at regularly to see how a child is progressing and whether or not they are meeting the expectations of the National Curriculum and work set by the teacher. Discussions also take place at Pupil Progress Meetings between class teachers, the SENCo and other members of the Senior Leadership Team e.g. the assessment leader, English/ Maths leaders and Headteacher.
  • Observations by teaching staff in class and around school. Changes of behaviour may be identified which may indicate a need.
  • Standardised assessments where children are assessed against set criteria in a test format and compared with children who are the same age.
  • Standardised assessments completed in a 1:1 situation with the SENCo or other trained member of staff.
  • Use of the Wiltshire Graduated Response to SEND Support (GRSS) Document  used in all Wiltshire Schools which has criteria against which a child can be assessed in different areas of need:

-Communication and Interaction

-Social emotional and mental health

-Cognition and Learning

-Sensory and Physical

  • Checklists may be completed with the class teacher and parents to identify a child’s strengths and difficulties profile and to help plan ways to support them based on their needs.
  • Parent voice is listened to. Parents are a child’s first and most enduring educators and when they raise concerns about their child’s development and/or learning needs, this is taken seriously. Children’s behaviour can present differently in the home and school environment so it is important that a holistic view of the child is taken.

Using the Graduated Response to SEN, all pupils receive inclusive (differentiated) Quality First Teaching referred to as Wave 1 provision. Through the methods of identifying SEN stated above, if a child is thought to require additional ‘catch up to keep up’ (Wave 2 Support) this will be decided upon by the class teacher and core subject leaders during pupil progress meetings and recorded on the class provision map/ AfL grid. This describes the targets in areas of need which a child will work towards. The class provision map identifies that a child requires support in order to catch up or keep up and progress of these pupils is evaluated by the class teacher and core subject leaders. Children who are targeted on class provision maps may receive additional support through personalised ‘academic aspirations’, differentiated tasks, booster group or 1:1 support from the class teacher or teaching assistant.

If after this support is put into place a child continues to encounter difficulties then advice may be sought from the SENCo and/or an outside agency. Any recommendations and/or diagnosis made will be recorded on a Pupil Passport and progress will be reviewed with parents at least 3 times per year. At this point, the pupil will be recorded on the school’s SEN register as they receive SEN Support. Pupil voice is important in this process and the pupil is consulted on what works for them and what their aspirations are. Additional Wave 3 interventions that are ‘additional to and different from’ in class learning are tracked and monitored by the SENCo.

A My Support Plan may be formulated in liaison with the class teacher, parents, SENCo and any outside agencies. A My Support Plan is non-statutory but is an especially helpful document if there are a number of different agencies involved for a pupil as all important information about the pupil is recorded in one place. A My Support Plan is reviewed every 3-4 months and is used as the basis for an application for an Education Health Care plan (previously known as a Statement). At this point a SEND lead worker will be assigned to support this application.

Our school’s Assessment Policy (which is available in school and on the school website) outlines the range of assessments regularly used throughout the school. Additional and different assessment tools may be required when children are making less than expected progress, which can be characterised by progress which:

  • Is significantly slower than that of their peers starting from the same baseline.
  • Fails to match or better the child’s previous rate of progress.
  • Fails to close the attainment gap between the child and their peers.
  • Widens the attainment gap.

Progress in areas other than attainment is also considered e.g. where a child needs to make additional progress with social needs in order to be fully integrated into school life or make a successful transition to secondary school. If behaviour is causing concern, it is always considered whether there are any underlying difficulties; if there are none, the class teacher would speak to parents/carers about anything that might have happened at home. The class teacher/SENCo would gather information about incidents occurring, at what time of day, during which lessons and behaviour checklists may also be used to analyse and consider any patterns of behaviour. Observations would be conducted in class/on playground to record behaviours, considering involvement of others/environmental factors and an intervention devised taking into account all the information gathered.

Parents are always informed if school staff consider that their child has an additional need and parents and children (as appropriate depending upon age and capability) are involved in the planning to meet the need. We often recommend initially that eyesight and hearing are checked to discount these aspects as possible underlying causes of learning issues.

At Lyneham a range of specific, more specialised tests may be used to assist in the identification of a child’s needs in order to plan targeted programmes for them and to use as a benchmark for measuring the impact of subsequent interventions.

To obtain further understanding of a child’s learning difficulties, we may use:

  • Salford Sentence Reading and Comprehension Test
  • The Single Word Spelling Test (SWST)
  • Phonological Assessment Battery (PhAB)
  • York Assessment of Reading for Comprehension (YARC)
  • Wiltshire Early Screening for Dyslexia (Wesford)
  • Sandwell Early Numeracy Test
  • British Picture Vocabulary Scale (receptive vocabulary)
  • Detailed Assessment of Speed of Handwriting (DASH)
  • TAPS-4 A Language Processing Skills Assessment

Other specialised assessments which may be used in school to identify barriers to learning include:

  • Social, emotional, behavioural checklists – e.g. Boxall Profile, Strengths and Difficulties Questionnaire.
  • Observation schedules e.g. for behaviour, concentration, attention.
  • The movement abc checklist, assessment of gross and fine motor skills.
  • Fagus- A framework for social and emotional development.

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  1. What are the arrangements for consulting and involving parents of children with SEN?

Throughout the year there are 2 Parents’ Evenings, two mid-year reports and there is an end of year annual report to parents. Parents are invited to discuss their child’s targets during these meetings and may request to meet with class teachers as and when concerns arise.  SEN Targets are evaluated with parents and recommendations for new targets discussed alongside suggestions for supporting their child in the home setting. The SENCo is easily contactable via the school office/telephone/email and will endeavour to speak to parents regarding any concerns either by phone, email or meeting in person. The SENCo is also available for consultation during Parents’ Evening at the request of teachers or parents.

Parents may be invited into school to discuss their child’s progress at any time and additional meetings are set up as required or as requested by parents to discuss particular aspects of a child’s SEN; we particularly welcome information from parents about how their child learns best in order that it can be shared with those people who teach the child.

Progress and outcomes are also discussed during consultation meetings with the Educational Psychologist; parents are given a report and discussion takes place regarding the outcomes of any EP assessments/observations.

Progress and outcomes of assessments by other external agencies may also be discussed with parents at consultation meetings (e.g. with the speech and language therapist or with specialist support teachers from the Specialist SEN Service).

The progress of children holding an EHC plan is discussed at their annual review (interim reviews may also be called as necessary). At Year 5 annual reviews, transition to secondary school is considered with discussion involving parents and the Local Authority. At Year 6 annual reviews the SENCo of the receiving secondary school is always invited to attend.

Parental survey forms are used at annual reviews and throughout the year to obtain parents’ views about their child’s SEN, support in place to address needs and any modifications to this support which parents feel may be appropriate.

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  1. What are the arrangements for consulting and involving children with SEN in their education?

Children with SEND are represented in proportion to their numbers in the school on our School Council. Progress towards their targets is reviewed on their Pupil Passport with the child and children’s self-evaluation is actively encouraged throughout the school. Children are supported where necessary to think of areas for development and how best to develop in these areas in school and at home. Child survey forms are used at annual reviews and throughout the year to obtain children’s views about their SEN, their support and any modifications to this support which children feel may be helpful for them. Pupil voice is strong in the SEN Pupil Passports and pupil voice is sought during the SEND monitoring process carried out by the SENCo throughout the year. All pupils are taught to self-assess and reflect on their personal academic aspirations (formerly Tickable Targets).  

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  1. What are the arrangements for assessing and reviewing pupils’ progress?

a) How do we evaluate the effectiveness of provision for children with SEN?

  • Use of a whole school SEN provision map to collate and evaluate the progress of pupils with SEN. Teachers and core area leaders evaluate Wave 1 and 2 provision on class provision maps/ AfL grids at pupil progress meetings and report to governors on outcomes.
  • Class teachers use their class provision map/AfL grids to support assessment and feedback processes.
  • Evaluation of SEN Targets with parents and children.
  • Use of standardised assessment data/progress rates, pre- and post- interventions.
  • SENCo analysis of attainment and progress data for children with SEN across the school at least 3 times per year.
  • SEN pupils making insufficient progress are raised by the SENCo with class teachers and plans to improve progress are made.
  • Use of pupil/parents interviews/questionnaires.

 b) What are our arrangements for assessing and reviewing the progress of children with SEN?

  • Our school’s Assessment and Feedback Policy (available in school) outlines the range of assessments regularly used throughout the school.
  • Evaluation of interventions at least 3x yearly based on the assess-plan-do-review model. Mid-point checks take place where appropriate.
  • Tracking of pupil progress in terms of teacher assessment-daily through AfL grids and standardised tests– 3x yearly.
  • Progress of children with speech and language needs is assessed and reviewed using the traffic lights monitoring sheet.

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  1. What are the arrangements for supporting pupils moving between phases of education?

Visits to pre-schools and nurseries are made by Early Years staff (and SENCo if appropriate) before pupils begin in Reception class and information is obtained from Early Years providers. Parents visit the school with their children and support their child`s gradual start into school. Early Years staff carry out 1:1 parent meetings during the first two weeks of term.

In school, there are meetings between teachers before pupils move to different classes and information is passed on. Parents meet the new teachers and children spend introductory time with their new teachers. Pupils with SEND may make additional visits and do more work around the transition which may include taking photographs and getting used to a new environment to reduce anxiety. SEN Pupil Passports are shared with new members of staff in advance of the move to their new class.

When a child with SEND moves up to Secondary School, they are given additional visits, if appropriate. The SENCo also links with the SENCo at the receiving school to share information. SEN pupils transferring in/out of Lyneham Primary at a time other than Reception or Year 6 will be supported by our transition co-ordinator Mrs Nicky Stevens who works through some ‘Moving On’ resources or ‘Arriving in Lyneham’ resources (as appropriate). This helps to support pupil’s emotional health and well-being with talking about possible anxieties and also finding closure that comes with moving on. Mrs Stevens arranges for parents of pupils with SEN to meet Mrs Maslin (SENCo) prior to their first official day in order to get a clear picture of their additional needs.  

 

Links with other schools and arrangements for transition between schools

When a pupil joins Lyneham Primary School from another school, all records are requested from the sending school. If the pupil was identified as having SEND at the previous school then the admin team contacts the school directly to seek further information. This information will then be shared with the relevant staff.

It is the SENCO’s responsibility to ensure that the records of any pupil on the SEND register are passed on to a receiving school. For pupils with statements/ EHC plans, the SENCO is responsible for transition arrangements, ensuring that receiving school staff get all relevant information. Where possible, the receiving SENCO will attend the last annual review before transition. Pupils with SEND often have extra visits to secondary school before official transition visits. Meetings will usually take place with parents/carers of pupils for targeted pupils or those with statements/ EHC plans before the pupil moves into the school.

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  1. What is our approach to teaching pupils with SEN?

‘All teachers are teachers of pupils with special educational needs or disabilities’ (SEN Code of Practice 2015).

  • Teaching such pupils is, therefore, a whole school responsibility requiring a whole-school response.
  • Quality First Teaching is the benchmark for every lesson.
  • The majority of pupils will learn and progress within the normal curriculum.
  • Teachers are expected to deliver the National Curriculum programmes of study in ways that meet the particular learning requirements of their pupils.

We aim to unlock potential and remove barriers to learning. We work in partnership with all of our families and external agencies where appropriate to make high aspirations a reality for every child, taking specific action to create effective learning environments, secure children’s motivation and concentration, provide equality of opportunity, use appropriate assessments and set suitable targets for learning.

Provision for children with SEND is a matter for the school as a whole. In addition, the Governing Body, Head teacher, SENCo and all staff members have important day-to -day responsibilities. All teachers are teachers of children with SEND.

A continuous cycle of planning, teaching and assessing is firmly embedded, which takes account of the wide range of abilities, aptitudes and interests of our children; the majority of our children will learn and progress within these arrangements, children with SEND will receive support that is additional to or different from the provision made for other children. All our teachers take account of a child’s SEN in planning and assessment; they provide appropriate support for communication, language and literacy needs; they plan where necessary to develop children’s understanding through the use of all available senses and experience; they plan to enable children to take full part in learning, physical and practical activities; they help children to manage their behaviour in order to take part in learning effectively and safely; they help children to manage their emotions in order to take part in learning effectively.

At Lyneham, we aim to identify children with particular needs as early as possible; assessment of need may include observation of children’s social skills and learning experiences in all curriculum areas, specific assessment by the school’s SENCo, teacher assessment and use of assessments which will enable peer group comparisons to be made. In completing assessments to consider the whole child, we acknowledge that gifted children often require additional resourcing to extend and fully develop their potential. Children who speak English as a additional language may also require additional modified programmes and differentiation of the curriculum.

We acknowledge that not all children with disabilities necessarily have special educational needs. All our teachers take action however, to ensure that children with disabilities are able to participate as fully as possible in the National Curriculum and statutory assessment arrangements. Teachers plan enough time for the satisfactory completion of tasks; plan opportunities where required for the development of skills in practical aspects of the curriculum; identify aspects of programmes of study and attainment targets that may present specific difficulties for children with disabilities.

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  1. How do we adapt the curriculum and learning environment?

The curriculum is scaffolded and differentiated to meet the needs of all our children. Differentiation may occur by grouping (e.g. small group, 1:1, ability, peer partners); content of the lesson; teaching style (taking into account that children may have visual, auditory or kinaesthetic preferences when learning); lesson format (e.g. thematic games, simulations, role-play, discovery learning); pace of the lesson; provision of alternative recording methods (e.g. scribing, use of ICT, mind mapping, photographs etc.); outcomes expected from individual children; materials used; support level provided; provision of alternative location for completion of work.

The school always acts upon advice received from external agencies (e.g. enlarging of print for VI children; most advantageous positioning of HI children within the classroom and use of aids as recommended; use of laptops for children with recording needs; use of coloured overlays, use of brain breaks, sensory cushions, weighted blankets for children with sensory sensitivities).

We endeavour to ensure that all classrooms are dyslexia friendly including use of labelled resources, clear learning walls, prompt mat, coloured interactive boards, individual resources – number lines, 100 squares, phonic prompts, alternative means of recording, writing frames, modelled and shared writing opportunities.

We endeavour to ensure that all classrooms are ASD friendly including use of visual timetables, personalised timetables and prompt/sequence cards as necessary, visual schedules, quiet work stations, areas of retreat, and pictorially labelled resources.

We endeavour to ensure that all classrooms are speech and language friendly including use of visual feedback, ‘chunking’ of instructions, use of ’10 second rule’ to allow processing time, pre-teaching of key vocabulary. Small group areas are available in both key stages to provide quiet work areas for 1:1 or small group work.

A 3 year accessibility plan is also in place with actions to improve access to curriculum materials for pupils and parents as well as improving the physical school environment (see school website under statutory information).

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  1. What additional support for learning is available for children with SEN?

 The School caters for children with SEND in many different ways.

Pastoral Support

We have two part time Emotional Literacy Support Assistants (ELSAs) who are non-class based and support children individually and in small groups, both within and outside of the classroom.

There are a number of intervention programmes which the ELSA and other TAs implement linked to developing self-esteem, confidence, social skills and enabling children to manage their emotions. All children across the school may access these programmes of intervention.

Children who have Special Educational needs can also access intervention programmes linked to literacy and numeracy.

Sensory Room

We have a large sensory room in school which is available for all classes and pupils to use. Some of the ways it is used to support SEN pupils are: ELSA run relaxation and mindfulness groups, morning meet and greet sessions to support transition, specific timetabled slots for individuals with sensory processing disorders who require learning breaks. Multi-sensory learning environment to deliver some aspects of the National Curriculum in an engaging and motivating way.

Forest School

At Lyneham Primary, we believe that Forest School has much to offer all learners in their physical and emotional development, acquisition of skills and knowledge, and experience of our natural environment. It provides opportunities to develop interpersonal skills such as cooperation and empathy, personal characteristics like creativity, confidence and independence, and life skills including risk-taking, resilience and responsibility. Forest School sessions also enable children to acquire and practice fine and gross motor skills. The forest school setting is an ideal location to nurture relationships between individuals in an environment other than the classroom.

We are fortunate to have the use of Cowleaze Copse, also known locally as ‘Bluebell Wood’. The well-established, mixed deciduous woodland – with some mature trees around 230 years old -   provides children with a myriad of opportunities and experiences which may be beyond their usual activities. This can help to address the increasing disconnect between children (and adults!) and their natural environment. In addition, over the last two years the school has invested in developing its own ‘Wild Area’, complete with a roundhouse. Coupled with the wider school grounds, these facilities provide a range of environments and habitats to explore and learn about. All children across the school have 3 half terms of weekly sessions in the wild area and a full afternoon at Cowleaze Copse during that term.

It is a provision that benefits all pupils but is frequently named as ‘a best bit of school’ or ‘my favourite place’ by pupils on the SEN register. It gives all children another environment in which to succeed beyond the classroom.

Outside Agency Support 

There are a number of different services outlined below which the school is able to call upon who offer advice and support to manage a variety of SEND and ensure each child is able to achieve their potential.

  1. Behaviour Support Service 
  1. Specialist SEN Service SSENS specialising in Physical and sensory needs, social communication difficulties, as well as difficulties with cognition and learning. 
  1. Speech and Language Therapy 
  1. Occupational Therapy 
  1. School Nurse- The school nurse trains staff annually in areas of epilepsy and the use of the epi-pen for children who have severe allergies. Training occurs to meet the needs of the children within the school. 
  1. Social Care when appropriate 
  1. Parent Support Advisor. – The Parent Support Advisor Terry Jones is usually available to meet with parents on Mondays and Fridays. She runs support workshops as well as working 1:1 with families. 
  1. Looked after Children’s Service 
  1. Educational Psychologist 
  1. Paediatrician and other medical professionals linked to children’s individual needs 
  1. Local GP’s linked to families 
  1. Educational Welfare Officer 
  1. Ethnic Minority Service. 
  1. CAF co-ordinator. – This person co-ordinates the Common Assessment Frameworks which some children are supported through. 
  1. CAMHS- Child and Adolescent Mental Health Service

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Staffing, Training and Qualifications

The SENCO manages the provision for children with SEND across the school.

Mrs Bonnie Maslin is the SENCO working full time and is also the Deputy Headteacher.

Mrs Maslin has a PGCE in Advanced Early Years and has completed the National Award for Special Educational Needs Coordination. She has completed a Post Graduate course in Helping Children Manage Themselves Socially and Emotionally at the University of the West of England and has an MA in Education.

Training in SEN is continually updated to ensure new initiatives and research is put into place to benefit the children within the School. The school is a member of the National Association for SEN (NASEN)

There are currently 345 children on roll. We have 20 teaching assistants employed in school, providing a higher staff to pupil ratio which maximises learning potential for all our children; most are trained to deliver a number of intervention programmes throughout the school. Some TAs are deployed in classes to support named pupils and to work on a small group basis or to cover the class in order that the class teacher can provide 1:1 or small group support to pupils. Some TAs have specific out of class responsibilities e.g. Speech and Language, ELSA, Forest School or spelling intervention.

We teach a differentiated curriculum to ensure that the needs of all children are met. We implement Wave 2 class provision maps/ AfL grids with specific ‘academic aspirations’. A number of intervention programmes are in place for children who require additional support.

There is regular Professional development for all staff across the school, linked to a variety of aspects of SEND, including Attachment difficulties and de-escalation strategies to help manage behaviour, ASD Awareness, Reading intervention, Pictures are Powerful, Makaton and Identification of Speech and Language needs.

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  1. How is the effectiveness of the provision for pupils with SEN evaluated?

There are termly pupil progress meetings with the Class teachers, SENCo, core subject leader or Headteacher. The SENCo observes teaching and learning for SEN pupils and provides feedback to class teachers through the monitoring process. The SEND Report is presented to the Governing Body three times per year. There is a SEND Governor – Mr Dan Alexander. He visits the school and meets with the SENCo and staff as often as he is able. He jointly monitors SEN provision with the SENCo and has been involved with the writing of the SEN SEF and school improvement action plan.

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11. What activities are available for children with SEN in addition to those in accordance with the curriculum?

  • All extra-curricular activities are available to all our children.
  • Residential trip in Year 6 is available to all children in that year.
  • School trips/ excursions take place in all year groups.
  • Lunchtime Clubs – 5x weekly at lunch times for children.
  • PIT STOP playtime and lunchtime club.

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12. What support is available for improving the emotional and social development of children with SEN?

  • Specialist advice from the SSENs teacher for children with social communication/interaction difficulties- Nikki Harvey.
  • Specialist advice from our Educational Psychologist – Sally Brewer.
  • Specialist advice from the Behaviour Support Service teacher – Phil Northwood.
  • Specialist advice from colleagues at CAMHS.
  • Workshops on managing emotions run by Behaviour Support Assistants.
  • Trained ELSAs (non-class based) providing pastoral support 1:1 and group sessions.
  • Areas designated for ‘quiet retreat’ within or outside many classrooms.
  • Personalised behaviour support plans where necessary.
  • PIT STOP Playtime/ Lunchtime club – 5x weekly at lunch times for children with social communication/ interaction issues or who may find unstructured times difficult.
  • Play Therapy- Lynda Foxwell (Play Therapist) currently works 0.5 days per week with pupils on a 1:1 basis.
  • Forest School outdoor learning opportunities.
  • Terry Jones (Parent Support Advisor) runs workshops for parents to teach strategies to support behavioural difficulties and anxiety. She also works directly with pupils and sometimes with parent and pupil partnerships. 

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13. What are the arrangements made by the Governing Body relating to the treatment of complaints from parents of children with SEN concerning the provision made at school?

  • It is in everyone’s interests for complaints to be resolved as quickly and at as low a level as possible and our SEN complaint procedure is as follows:

    The complaint is dealt with by the class teacher – the complainant needs to feel that they have been listened to and that all points raised have been addressed. If the matter remains unresolved, the complaint is dealt with by the SENCo or by a senior leader. If there is still no resolution, the Head teacher should become actively involved. If the matter is still not resolved, the complainant must put their complaint in writing to the Chair of Governors (the complaints procedure can be found on the school website). The Governing Body will deal with the matter through their agreed complaint resolution procedures. In the unlikely event that the matter is still not resolved, the parent can then take the complaint to the Local Authority.

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14. What is the name and contact details for the SENCo?

15. Where is the Local Authority’s Local Offer published?

The Children and Families Bill became law in June 2014. From this date, Local Authorities are required to publish, and keep under review, information about services they expect to be available for the children and young people with Special Educational Needs and Disabilities (SEND) aged 0-25. This is the ‘Local Offer’. The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area. The Wiltshire Local Offer can be found by clicking here.