Sir Alexander Fleming Primary School SEN Information Report 2016 to 2017
An SEN Information Report will be updated annually to reflect changes and plans within the school. The report states the current provision within Sir Alexander Fleming Primary School.
What are the kinds of special educational needs for which provision is made at
Sir Alexander Fleming Primary School?
This is a maintained school for children aged rising 5-11 years. Children will be provided with an appropriately paced and differentiated curriculum. The school also runs a nursery of 60 part time placements for children aged from rising 3 to 5 years old who usually continue into the main body of the school.
In Sir Alexander Fleming Primary school the pupils identified needs will generally have moderate learning difficulties, and can occur in anyone of the four broad areas of need described in the code of practice.
some pupils often fit into several of these areas;-
Communication and interaction includes Speech, language and communication needs (SLCN) Autistic spectrum disorder(ASD)including Asperger’s syndrome and Autism all have difficulties with social interaction.
Cognition and learning children who have difficulty with learning, thinking and understanding or who have developmental delay. This may be moderate learning difficulty (MLD), severe or profound learning difficulty (SLD) through to profound and multiple learning difficulties (PMLD) or specific learning difficulty (SpLD)affect one or more specific aspect of learning e.g. dyslexia, dyscalculia, dyspraxia.
Social, emotional and mental health difficulties
A wide range may be withdraw, isolated or disruptive showing disturbing behaviours. These behaviours may have an underlying mental health issue. Attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder.
Sensory and or physical challenges.
Children have a disability which prevents or hinders them from making use of educational facilities. It may be age related and may fluctuate. Vision impairment (VI), hearing impairment (HI), multi-sensory impairment (MSI), Physical disability (PD).
During the academic year 2016 to 2017 the percentages in each band were as follows-:
The admission arrangements for our pupils can be found on our website within the admission policy.
What are the school's policies for the identification and assessment of pupils/students attending the school?
This year the school is confidently completing assessment without levels having designed our own assessment framework based on Sheffield Assessment Grids.
At Sir Alexander Fleming Primary School we have updated our assessment framework based on the STAT Sheffield assessment tool. All pupils are assessed using this tool, with teachers assessing children all the time, constantly considering how well they have understood their learning and what the next steps are. This discussion is ongoing involving teachers, pupils and parents. These assessment are collated using O track which allows close analysis tracking of the pupils carried out by class teacher, assessment coordinator and SENCo. There is constant dialogue about pupils during weekly inclusion meetings which feeds into early identification of pupils that may be finding some area of their learning a challenge. Further details of all areas of our school curriculum and assessment processes can be seen in the curriculum areas within our school website.
Of the three pupils we currently have with an Education Health and Care Plan; one has undergone a review, with the outcome being a reduction of hours, which we celebrated as a great success at the review meeting. The second, again after a review meeting, has been allocated a place at Mount Gilbert placement from September 2017.The final one is transferring to Secondary School September 2017.
Currently we are awaiting the outcome of two Education Health and Care Plan applications which are now in the final six weeks before a decision will be made. Two more Education Health and Care Plan applications will be submitted in September 2017. With two more under discussion
What is the provision for pupils/students at Sir Alexander Fleming Primary School and how is it evaluated?
All pupils in school receive quality first teaching in a supportive and welcoming school environment which takes account of all their spiritual, social, cultural and emotional needs as well as motivating, and facilitating their education to progress and achieve the best possible outcomes for each individual. Children with SEND are a whole school responsibility - all teachers are teachers of children with SEND. There is a clear focus on children, young people and parents being involved from the very start. Early intervention is essential with a clear focus on inclusive practice, removing barriers to learning with high aspirations and improving outcomes.
In response to the identified emotional and social needs of a small number of pupils modified time tables have been used to support them to engage successfully in education. Also in response to these needs extra, more focused Nurture Group support was in place. This has been reviewed, modified so it will continue to be used as a support to the educational as well as emotional and social needs of a number of pupils in September 2016 to facilitate an improved engagement with their education for the new academic year.
Further details of all areas of our school curriculum and assessment processes can be seen in the curriculum areas within our school website. As our school offer develops there will be more information available on work within our school. We have liaised with our parents/carers, as well as governors, on developing our school offer to ensure it includes useful information and answers their questions. We have also aimed to ensure the information is accessible to all and updated regularly to ensure information is correct.
Pupils who we feel have SEN, after discussion with parent and child, will be placed on the special educational needs register and recognised as needing special educational needs support.
They will be in need of Special educational need support which will be shown by the code K, school support.
A provision map will be written which explains how, when and who will provide additional support. This will be closely monitored and reviewed each term for progress. Again this will always be shared with parent and child.
Parents are also offered termly general meetings to discuss any concerns they may have.
If progress has been made the child will be moved to a pupil with additional educational needs, no special educational needs NS and be monitored. If progress is maintained this is then followed by removal from the register again in discussion with parent and child.
If progress over several terms has not been made then other specialists may be invited into school to carry out assessments and give advice. Again parents will be involved with this, signing to give consent and meeting where possible with specialists. Any report issued will be copied for the parent and discussed with them.
If serious issues still remain and no progress is being made an Educational, Health and Care Plan,(EHCP) may be applied for. This replaces the statement.
What training do staff have in relation to the needs of pupils/students at Sir Alexander Fleming Primary School?
All staff have clear job descriptions which details the required qualifications for each post in school. All staff have a core induction programme related to their work as a teaching assistant also they attend staff meetings and specialist training where the need arises. We have a newly qualified teacher starting with us in September 2017 an induction programme and a designated mentor is already in place.
How will equipment and facilities be provided to support pupils/students at Sir Alexander Fleming Primary School?
Sir Alexander Fleming Primary School is a modern building and is fully accessible for wheelchair users being on one level with two disabled toilet facilities, one with a shower. Our SEN policy details the wide range of provision for our children including the range of equipment and facilities for children with different needs. This policy can be found on our website and is reviewed annually.
All parents and families are welcome to visit the school prior to their child or young person attending the school. Our inclusion team meet parent and child prior to entry into school as well as meeting with a representative from the settings and attending any transition meetings.
What are the arrangements for consulting parents of children/young people at Sir Alexander Fleming Primary School and involving them in the education of their child?
At Sir Alexander Fleming Primary School - parents are fully included in the process of working with their children.
Initial visits to school
Meet and greet daily by inclusion mentors
Daily information exchanges where necessary
Termly year group newsletters
Updated website with SEND pages.
Year group bloggs on the school website
Termly parent/teacher meetings in a regular cycle to discuss provision maps.
Weekly meeting of the inclusion team
Cycle of review, discuss and write of provision maps for SEN pupils for academic year.
Autumn term October
Review SEND Class register, discuss with SENCO, Write provision maps discuss with parent and pupil, letter to parent of actions.
Autumn term January
Review SEND Class register, discuss with SENCO, Review Autumn term provision maps. Write Spring term provision maps discuss with parent and pupil, letter to parent of actions.
Spring term April
Review SEND Class register, discuss with SENCO, Review Spring term provision maps. Write Summer term provision maps discuss with parent and pupil, letter to parent of actions.
Summer Term July
Review SEND Class register, discuss with SENCO, Review Summer term provision maps. Discuss pupils with new class teacher.
All records past to new class teacher.
private interviews with any professionals involved with their child with a written report including update from professionals
termly provision maps
annual written report
termly formal parent interview
annual Review meeting and report
parent workshops through family learning
open mornings or afternoons with a specific curriculum
coffee mornings, school picnics
parental representation on the Governing Body
parent involvement in changes in school through informal and formal consultations
1:1 meeting and support from inclusion team.
What are the arrangements for consulting young people at Sir Alexander Fleming Primary School about, and involving them in, their education?
All children and young people in our school are treated with dignity and respect.
All pupils are involved in reviewing their provision maps and discussing new provision.
Pupils are involved in any reintegration meeting
The School Council involves students to contribute and decide on aspects of school life relating to their needs.
A new pupils voice is being formed to looked at child protection needs
The assessment and annual review process of statements of SEN and EHC Plans includes the choices and views of pupils/student.
The TAC process takes account of the pupil’s feelings and emotions.
The inclusion team all spend time discussing and listening to pupils using LEGO to express as one of the methods of allowing the pupil to have a voice.
Two inclusion mentors, two nurture group teachers and a family inclusion worker are all available to work with both parent and child
Professionals invited in to work with pupils always elicit the views of the pupil
What are the arrangements made by the governing body for dealing with complaints from parents/carers of pupils/students in relation to the provision made at Sir Alexander Fleming Primary School?
The process for all complaints is made available in the parent handbook which is updated each year. The complaints procedure is also available on the website.
How does the governing body involve others - including health, social services, local authority services and voluntary organizations, in meeting the needs of pupils/students at Sir Alexander Fleming Primary School and in supporting their families?
We have a wide range of staff working together within the school to support the children, young people and their families. Some are employed directly by the School, others have different lines of management as can be seen below.
Classroom staff are employed directly by the school. This includes teachers, teaching assistants and lunchtime supervisors. Admin staff are also school employees. Also employed directly by school are; the two Nurture staff, two inclusion mentors, educational welfare officer, family support worker. The school is also funding counselling for families.
Certain pupils are accessing the off -site Arthog outreach centre as well as the Linden Centre for behaviour support.
Other professionals work for a range of agencies so have office bases elsewhere and work in school on particular days or as necessary.
School Nurses, Speech and Language Therapists, Occupational Therapists, CAMHS LD team, Learning support advisory teacher, Educational Psychologist, inclusion mentors and Physiotherapists are employees of Telford and Wrekin or Shropshire Community Health Trust. All these professionals work within school training staff, advising staff, working with children and young people.
The Sensory Inclusion Service staff, advisory teachers are employed by the Local Authority, not the school, and are within the Children Specialist Services team. They provide staff training and advice on individual children's needs as well as support within school as we have currently with a pupil having weekly touch typing sessions.
The multicultural service works with the school providing support for pupils with English as a foreign language.
There are social workers for some children who are Local Authority Employees and are based within the Children Specialist Services.
All contact numbers for support services, described above, are on the website. If you have a query relating to these areas it is best to contact the school who can then put you in contact with the professionals directly. This will ensure that your message/queries/concerns are dealt with in the most efficient way. Another avenue is to contact Family Connect or for extra personal support Parent Partnership.
What are the school’s arrangements for supporting pupils/students in transferring between phases of education or in preparing them to be secondary ready?
All transitions are well planned for through-out school as children move from class to class and phase to phase. Parents/carers always have the opportunity to meet the new teacher and class staff at a transition meeting followed by an open afternoon. The move from nursery to reception starts early with an open door system each week where the whole foundation stage can move freely between nursery and reception. The move between year groups is supported by a transition afternoon where pupils move to their new classes.
The transition to secondary school is supported by several visits from staff from the secondary school to meet the pupils and also to discuss them with staff, with a specific transition session for any pupil who is SEND. The pupils also have opportunities to visit the local secondary schools throughout years 5 and 6.
Also extra transition days are arranged for more needy pupils. Any opportunity is also taken up to facilitate extra visits to secondary school. The parents are also included in this with extra 1:1 visits to the secondary school.
Where is the information on the Telford and Wrekin's local offer published?
There is further detail on our website on our own school offer for SEND and this links to the Local Offer on the Family Connect pages on Telford and Wrekin's
website - www.telford.gov.uk
If you have any queries or requests for policies or information relating to this report please contact the Head Teacher Jan Cousins- on 01952 388010