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SEND Information & provision evaluation Report

 

Children with Special Educational Needs and Disabilities (SEND)

Our SENCO leader at Horfield is Mr Ian Harvey.  If you have any queries, please call into the School Office and make an appointment to see him. 

1. How does Horfield Primary School know if children need extra help and what should I do if I think my child has Special Educational Needs?

We are committed to early identification of special educational needs at Horfield School. At the very heart of the work in our school is a continuous cycle of planning, teaching and assessing.  A range of evidence is collected through rigorous whole school assessment and monitoring arrangements. If this suggests that your child is not making the expected progress some different or additional support will be put in place. We identify pupils making less than expected progress and this includes progress in areas other than attainment – such as their social & emotional development. We listen and consider concerns raised by parents/carers, children and teachers and work closely with outside agencies, health professionals and previous educational settings. We also use a range of formative assessment tools. Children who do not have SEN may experience a range of challenges during their time at school and may need additional support at some stage. Slow progress and low attainment do not necessarily mean that a child has SEN and does not automatically lead to a pupil being recorded as having SEN. However, they may be an indicator of a range of learning difficulties or disabilities. Equally, we do not assume that attainment in line with chronological age means that there is no learning difficulty or disability.

If your child is still not making progress (having already received a range of small group interventions and intensive individual support) the school will seek further advice from outside agencies such as the Learning Support Team or an Educational Psychologist. 

For children with severe &/or very complex needs it may be appropriate to request an assessment for an Education, Health and Care Plan from Bristol City Council. (see http://www.findabilitybristol.org.uk/pages/home/what-is-the-bristol-local-offer )

If you think your child may have Special Educational Needs you should talk first with the class teacher and/or our school Inclusion Leader.

 

2. How will Horfield Primary School support my child?

The class teacher will use excellent targeted teaching also known as Quality First Teaching to ensure the highest possible expectations for your child and all the pupils in the class. In collaboration with teacher & teaching assistant colleagues, the class teacher will oversee, plan lessons according to specific needs and work with each child (including children with SEND) in their class to ensure that progress is made.

In addition, we provide opportunities for children, including children with SEND, to learn in small, structured and adult facilitated, group situations to further support the development of learning, language, social, & motor skills. We use a range of programmes including; Rapid Reading, Read, Write Inc/Direct Phonics, Talking Partners, Rapid Writing, Better Move On, Socially Speaking, Numicon and Rapid Maths. We will inform parents if additional support is put in place for their children. All programmes are evidence based and we regularly review and evaluate their impact.  These lessons are also timetabled to take place during ‘off peak’ times during the day or during early morning learning clubs. This means the children do not miss any of their usual daily English and Mathematics lessons in class. 

More personalised support may be required for some children, including children with SEND. We provide intervention opportunities for some children to learn in a 1:1 situation with a trained teaching assistant &/or in the classroom, accessing the curriculum. Some programmes (e.g. physiotherapy/Speech & Language) are delivered following advice from outside agencies. Others are planned and delivered by school staff including: Nessy Learning, Hickey – a multi-sensory approach towards dyslexia, BRP, Toe By Toe, and 1:1 Numicon Maths. Where necessary, an individual plan of support will be used and progress will be monitored.

 

3. How will the Curriculum be matched to my child’s needs?

Class teachers will use a range of access strategies and styles to match the Curriculum to your child’s needs. To fully engage and involve your child in the learning in the classroom some of the following approaches may be used.

·         Differentiated learning tasks/modified learning objectives

·         Flexible grouping/suitable positioning of pupils/seating arrangements

·         Use of buddies/pairs/trios for peer support

·         Frequent checking of understanding of tasks/instructions/language by adults

·         Additional visual resources provided

·         Highly predictable, structured routines/Planned adult support to mediate social interactions

·         Targeted support to develop attention and concentration skills, time on task and independent learning              skills.

·         A strong emphasis on direct teaching

·         Structured multi-sensory techniques/practical tasks

·         Pre/post tutoring with an adult

·         Frequent opportunities for repetition and reinforcement.

·         Alternative methods of response/recording may be planned by the teacher including enhanced use of               ICT.

·         Use of mind maps, diagrams /Teaching Assistant support for written tasks. 

 

 

4. How will both you and I know how my child is doing and how will you help me to support my child’s learning? 

We are continuously monitoring and reviewing each individual child's progress. We work as a team and any concerns around a child's progress will be shared with parents.   At the end of each term, we formally record our assessments of each child in the key areas of Reading, Writing and Maths. This information is closely monitored and analysed by our teachers, year group teams, senior leadership team and the Headteacher. There are many opportunities for you to find out how your child is doing and how you can help. For example; 

​*At the end of the day your child's class teacher is at the door or in the playground and can often talk for a short while after school.

* Appointments can be made to meet staff to discuss your child's progress in more detail at any stage during the school year.

*The yellow reading record books can also be used to communicate written messages.

* More formal 'Parents' Consultation Evenings' are arranged twice yearly.

*An annual report is sent home at the end of the year with detailed information about your child's progress.

* If your child has special educational needs and/or a disability there will also be additional meetings /reviews to discuss their progress. This may also involve any other professionals working with your child.  This will enable everyone working with your child to contribute towards understanding their successes and potential next steps.

* If your child has a Statement of Need or an Education, Health & Care Plan (EHCP) we will hold an Annual Review Meeting, which is a formal review of the year gone by and planning for the year ahead. We invite parents/carers and all professionals currently involved with your child. In many cases, the child also attends for some or all of the meeting. 

5. What support will there be for my child’s overall well-being? 

Your child's wellbeing is important to us and if there is an issue we find time to talk and offer help. Often, this is all it takes for your child to feel heard and then able to move on. Our PHSE (Personal, Health, Social Education Curriculum) promotes well- being during lessons and whole class circle times provide an opportunity to share and discuss social/emotional themes. During playtimes our supervisors organise and facilitate exciting play opportunities including use of our Playpod/Scrapstore play equipment. Younger children have buddies to help them settle into school life. We are proud that UNICEF have recognised and awarded us Level One for our practice in relation to promoting childrens’ rights and responsiblilities throughout the school.

At Horfield Primary School we use a child centered approach to help support the social and emotional well-being of our children. We have a learning Mentor (Mrs Naomi Fowler) who runs groups and works with some children individually throughout the day and during play/lunch times to help with friendships, social interaction, understanding feelings, managing anger and negotiation.   Support can be in immediate response to an incident or planned in consultation with parents. Our ‘ THRIVE’ room is a hub of creative, supportive activities. We can formally assess individual children causing concern using the ‘THRIVE’ ICT assessment tool and formulate a more detailed Social /Emotional Development Needs Action Plan if required.  We also have a quiet, reflective Prayer Space in the school for children to relax and think in.  A further programme we use is the holistic ‘Drawing & Talking approach. 

6. What specialist services and expertise are available at or accessed by the school? 

At Horfield, we work closely with a wide range of local specialist services and other professionals and have developed excellent relationships with local services who support us in developing our provision at school and offering helpful advice to our families.

We have our own regular Speech & Language Therapist (Anna Prince) who supports pupils with Speech & Language difficulties in school. She also advises and supports our teachers and teaching assistants on the delivery of NHS Speech and Language programmes and plans.  Our school nurse, supports us in making care plans to address specific medical needs and can support families with general medical advice or make referrals to a range of child health services.       

 

We liaise with specialists from the ASC Outreach team (Autistic Spectrum), the Sensory Support Service (for children with hearing/visual impairments, NHS Physiotherapists & Occupational Therapists, Child & Mental Health Specialists (CAMHS) and Community Paediatricians. Our staff have experience of working collaboratively with staff at Claremont Special School and some of our children attend hydrotherapy at Claremont. We can also access some additional expertise and support from the Bristol Educational Psychology Service, the Behaviour Support Service and the Learning Support Service. Access to some of these services require payments from the school.  

7. What training have the staff supporting children with SEND had or are having? 

Horfield School is committed to ensuring that staff have the training needed to support children with SEND effectively. Our talented and enthusiastic Teachers and Teaching Assistants have had training in delivering a range of relevant programmes and approaches.  e.g.   

Teaching Reading & Phonics

Supporting children with Speech & Language, (including expressive/receptive language)

Developing Mathematics/Numicon

Writing Skills

Social Interaction & communication Skills.

Dyslexia

Drawing/art therapy

Language demands/English as an Additional Language (EAL) and other children  

Dyspraxia/Motor skills development

Supporting children with visual impairments

Physiotherapy/Children with physical impairments

Hearing impairments, Children with Autistic Spectrum Condition

Children with social/emotional needs, THRIVE emotional well-being/ Bereavement

8.   How will my child be included in activities outside the classroom including school trips? 

Horfield School is committed to ensuring that every child takes part in the whole curriculum, including swimming, off-site visits and residential visits in Years 5 and 6. We work closely with parents/carers and health professionals to make sure that children with complex needs can take part and we provide the appropriate level of adult support during visits. 

9.   How accessible is the education setting? 

The physical environment of Horfield School is fully accessible. There are two parking bays provided at the front of the school and an electric push button is used to access the front door. A lift provides access to the upper floor and corridors. There are three adapted/accessible toilets, two downstairs and one upstairs. Hand rails support movement on the stairs and we have an (EVAC chair. Specialist individual equipment is used throughout the school (sometimes on loan from North Bristol Health Trust/Sensory Support Service). 

​Throughout the school there are signs and visual cues to support our children in independently accessing the environment appropriately. Visual timetables help children know what is happening next, what is happening over the rest of the morning/afternoon/day and what went before. Displays and concrete learning resources accessible in the classroom further promote access to learning. Routine, structure and clear expectations are also essential in promoting independent access to Horfield’s learning environment. 

10.                How will the school prepare and support my child to join the setting and how will he/she be supported for the next stage of his/her education? 

We recognise that transitions can sometimes be a challenge for a child with SEND, and we take steps to ensure that any transition is as smooth as possible.

If your child is joining us from pre-school: Reception teachers & teaching assistants visit children in their pre-school setting. The SENCo will also visit pre-schools, when appropriate. If your child would be helped by a book/passport with photographs to support them in understanding moving on, then one will be made for them. Your child will be able to make additional visits to our school and our staff will visit your home in September. We would meet with you ahead of the transition to ensure a planned and agreed approach. This would often involve the previous setting's staff too as they have invaluable knowledge and an understanding of your child in an educational environment.

If your child is moving to another school: We will contact the school SENCo and ensure he/she knows about any special arrangements or support that need to be made for your child. We will make sure that all records about your child are passed on as soon as possible. Where appropriate and possible, additional visits to the new school can be facilitated, accompanied by a member of our staff for support if this is deemed appropriate or necessary.

When moving classes in school: Information will be passed on to the new class teacher in advance and a planning meeting will take place with the new teacher. Records will be shared with the new teacher. If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them. Where appropriate, additional visits are arranged for children who may need extra support in a new classroom environment

In Year 6: Your child's class teacher attends a transition meeting with the secondary schools and transfers all information relating to your child, in person. The SENCo/Y6 Teachers will discuss the specific needs of your child with the SENCo/Tutor of the child’s secondary school. A transition review meeting to which you will be invited will take place with the SENCo from the new school. Visits may be made to the new school accompanied by a member of our staff for support if this is deemed appropriate or necessary. 

11.          How are the school’s resources allocated and matched to children’s special educational needs? 

Most children with SEND will receive support funded directly from the whole school budget. For a very small number of children with complex needs, we can apply for additional ‘Top Up’ funding from Bristol City Council. A panel of education professionals scrutinise application paperwork and decide if the higher level of need allows them to grant additional funding. 

The SEND budget is managed by the Headteacher, the Inclusion Leader, the School Business Manager and the SEND Governor. When allocating any resources (including staff deployment) within school, desired outcomes, progress indicators and individual needs are central to all decision making. Provision is closely monitored and reviewed on a termly basis. Children are allocated additional resources /provision according to their individual needs within budget constraints. Senior leaders take into account discussions with class teachers, parents & pupils. Support is allocated to children who may or may not have a Statements of SEN or Education, Health & Care Plans.    

12.          How is the decision made about what type and how much support my child will receive? 

Decisions about how much, and what type of support a child needs, are made by the School’s Leadership Team in consultation with teachers, parents/carers, other professionals and the child (where appropriate). The class teacher will suggest and explain what may further support the child in the classroom/school environment. Other professionals would be able to offer their views around how much and what type of support would help meet the child's needs. When a child has a special educational need and/or disability then all of these decisions would be made as a team.  

When a child has severe, complex and long-standing needs which require the provision of an Education, Health and Care Plan then resource allocation is discussed and planned for in detail at multi-agency review meetings. This ensures that each child has provision entirely tailored to their specific needs. 

13.            How are parents involved in the education setting?

We welcome and encourage the involvement and support of our parents/carers and community members. Our children really benefit from having parents/carers in to help with curriculum areas, under the direction of our teachers, and to support with trips and outings. Members of our community with areas of expertise are encouraged to let us know so we can use their skills to further enhance our curriculum, for example, parents support our children in our KS2 orchestra. Parents are invited in school for a range of musical and drama performances and attend weekly achievement assemblies when their children are involved. Parents’ views about our provision are sought through our annual parent questionnaire. We have a flourishing school association with all welcome.

14.          Who can I contact for further information?

If you think your child may have special educational needs you are positively encouraged to come and discuss your thoughts with the class teacher, as the first point of contact.  You can also talk to the SENCO /Assistant Headteacher (Mr Ian Harvey/ sencohorfieldp@bristol-schools.uk ) , Learning Mentor (Mrs Naomi Fowler) & Headteacher (Jenny Taylor) The SEN Governor is Mrs Kate Loveridge     ‘Supportive Parents’ is an independent group which supports parents/carers of children with special needs. Tel 0117 987725.

15.         How is SEN provision evaluated?

The progress made by an individual student with a special educational need is measured through the following relevant criteria:

  • achievement of targets from EHCP or School Support impact plans.  
  • progress in tests and examinations
  • growth in confidence and self-esteem
  • comments from staff regarding attitude to learning
  • greater independence in work
  • response to support offered
  • improved behaviour or social integration
  • the individual student’s evaluation of their progress
  • feedback from parents/carers

The school evaluates the progress of SEND provision through a report written by the Inclusion Leader and the SEND governor. (due in April 2017).

Horfield CEVC Primary School also analyses its examination results and compares the results of SEN students with -SEN students and with national outcomes for SEN and non-SEN students.

SEND Information

 What Types of SEN are there?

  • Communication and interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

Children and young people with ASC, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

  • Cognition and learning

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

  • Social, emotional and mental health difficulties

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

  • Sensory and/or physical needs

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

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