SEND Information Report 2022/23
We are a mainstream primary school which prides itself on being an inclusive school where every child remains at the heart of all we do. The Executive Headteacher and SENDCo work closely with the Head of Teaching and Learning and all members of staff to ensure that all children are able to achieve their full potential by having access to all areas of a rich curriculum with appropriate provision to meet their individual needs. Children with special educational needs are regularly assessed and their provision is monitored carefully and systematically to ensure appropriate resources, strategies and procedures are in place to support their learning and wellbeing. Goodleigh C of E Primary School adheres to the 2015 SEND Code of Practice.
Our Policy for SEND provision
The school’s policy for SEND is regularly reviewed by the governing body. We use the Devon Graduated Response to SEND Support tool to help identify, support and monitor children with SEND. To help us identify the particular needs a child might have we monitor their progress data rigorously. We also use observation, screeners and termly provision map meetings and regularly communicate with teachers and parents and carers. Communication between teachers, parents and carers is essential in this process and if necessary, professional guidance is sought from a range of external agencies and specialist services (see below). If, after thorough assessment, additional SEND support is required, then a clear and detailed plan is laid out in a class provision map and in some cases an individual My Plan which has been adapted from the Devon Assessment Framework to suit our school requirements. Pupils with SEND are involved in their education and their comments are recorded in their My Plan. We work closely with our feeder Nurseries and Secondary Schools and information is shared in a timely way to ensure children with SEND will continue to receive the provision they require on transition.
The range of support and strategies in place and pupils’ expected outcomes are mapped out using class provision maps, these are monitored termly by the SENDCo. The observation and monitoring of all interventions is coordinated and carried out by the SENDCo throughout the year. The impact and success of these interventions is measured by comparing pre-/post-data, individual target setting and drawing comparisons with peer and national equivalent data.
In addition to Quality First Teaching there are levels of scaffolding available to pupils within all classes and children with SEND have access to a wide range of interventions; these might be at universal, targeted or specialist level. These include small group programmes such as Languagelink, Lego Therapy, NELI, Toe by Toe, Talk Boost, Trugs and 1:1 daily programmes meeting the specific needs of individuals. Children with complex needs might have access to a highly personalised curriculum.
We take a graduated approach to meeting pupil need by reviewing class teaching and strategies and removing barriers to learning within a classroom setting. If additional funds are required to enable a child to achieve their full potential, then this will be sought through the Devon Graduated Response process, with funding allocated as part of an Education Health Care Plan (EHCP) assessment. EHCPs are issued by the -0-25 team with whom we work closely. For pupils with Education Health and Care plans, these are reviewed annually or more regularly if required through an interim review process. The SENDCo works closely with parent and carers as well as obtaining advice from a range of external agencies throughout the EHCP process.
All pupils at Goodleigh C of E Primary School have access to Quality First Teaching. Our curriculum takes into account pupils’ differing needs. We make appropriate use of delegated budgets to support children with additional needs. All children are encouraged to take part in the full range of high quality experiential learning on and off site and in all aspects of school life which all parents and carers can access at no additional costs.
We promote a positive attitude to SEND among all staff and children and we place a strong emphasis on the pastoral and emotional wellbeing of our children. We promote a positive approach to behaviour management, and have moved more recently to the use of relational care plans to support children with challenging behaviours, more details of which can be found in our behaviour policy. We provide a safe environment for our children including nurturing their physical, mental and emotional wellbeing. The SENDCo is also the school’s Mental Health Champion and works closely with staff to promote positive self-esteem for all pupils including those with SEND. This year we have rolled out a therapeutic play programme in conjunction with a local charity and have signed up for the Mental Health Support Team for School programme.
Our SENDCo is responsible for coordinating and implementing the school SEND policy and the range of these duties and responsibilities can be found in the school’s SEND policy. Staff training is audited regularly and in an annual SEND audit to provide relevant training to develop whole school understanding of SEND and strategies to support inclusion. Staff are informed about effective strategies to use within their class to support children with SEND. The school is up to date with all statutory moving and handling training.
Parents and Carers
We pride ourselves on having close links with parents and carers. In addition to formal reporting, parents and carers are encouraged to engage in regular discussions about their child’s specific needs and what interventions are in place to support them and the expected outcomes of these.
Parents and carers may be invited to attend informal consultations with the Executive Headteacher, the Head of Teaching and Learning, the class teacher or the SENDCo.
Parents and carers of children with SEND are given access to advice and information about SEND matters through Devon Information Advice and Support (DIAS) and other external agencies.
Parents and carers are made aware of the planned support and interventions for their child and how this will help them achieve their expected outcomes. We recognise that parents have a right to request an Education, Health and Care needs assessment and we would fully support them with the process of applying for one. In the rare cases where parents are dissatisfied with the provision in place for their child, we have a complaints procedure we would support parents to follow.
Pupils Transferring between Phases of Education
For those pupils moving between phases of education, for example, moving to a secondary school or a specialist setting, individual transition plans are drawn up which may include additional visits to the new setting, transition books, social stories, as well as additional meetings with the SENDCo.
Our SEND Team
Our school SENDCo is Maddy Yates and she can be contacted on 01271 342977 or email@example.com
Silvia Panella is our SEND Governor and Nadine Sampson is our Child In Care (CIC) Governor.
Agencies that the school has worked with in the last twelve months:
• Educational Psychology
• Speech and Language Service (SALT)
• School nursing team
• Social Emotional and Mental Health support team
• Autistic Spectrum Disorder Team
• Barnstaple Children’s centre
• Children and Adolescent Mental Health Services (CAHMs)
• Physiotherapy department
• Occupational therapy department
• Early Help 4 Mental Health (EH4MH)
• Devon SpLD (Dyslexia) Service
“If you wanted to do something like celebrating a festival you can ask and the teachers will try to do it for you.”