Special Educational Needs

 

SEND (Special Educational Needs and Disablities)

The Children and Families Act 2014 has changed the way in which schools support pupils with special educational needs and disabilities (SEND.) The new code of practice for SEND places a significant emphasis on schools adopting a ‘child centred’ approach when putting in place support for pupils who may have a learning difficulty. Parents and carers also have a higher profile in the process for supporting children with SEND.

Here are some frequently asked questions regarding the provision for pupils with Special Education Needs and or a Disability in the mainstream school.

SEND Contacts:

Emily Genochio – Primary SEND Contact.  Assistant Headteacher – Inclusion

Caroline Langton – SEND Governor

Who are the best people to talk to at Sulivan School about my child’s difficulties with learning, special educational needs or disability?

  • Talk to your child’s class teacher about your concerns.

  • It is likely that the class teacher will have discussed your concerns with the Inclusion Manager.

  • You may wish to arrange a meeting with the Inclusion Manager.

  • A further meeting may be arranged with the Headteacher, Ms Wendy Aldridge.

 

How will the school let me know if they have any concerns about my child’s learning, special educational needs or disability?

  • Your child’s class teacher may initially speak to you at the end of a normal school day and arrange a further time to discuss the concerns.

  • The class teacher may also talk to you about any issues at a parent/teacher consultation meeting.

  • The Inclusion Manager may contact you and arrange a meeting to discuss your child’s difficulties with learning and any possible support strategies the school might be considering.

 

How will the school consider my views and those of my child with regard to her/his difficulties with learning, special educational needs or disabilities?

  • At Sulivan school we believe it is very important for parents/carers to be involved in all areas of their child’s learning and we actively encourage discussions.

  • You will be able to share your views and discuss your child’s progress at regular meetings with the class teacher and others.

  • If your child has an identified special educational need you will be invited to a termly meeting with the class teacher and Inclusion Manager to discuss current progress, support strategies being used and expected outcomes.

  • If your child has a Statement of special educational need or an Education, Health and Care plan (EHCP) you and your child will be able to share your views at the Annual Review.

 

How does Sulivan School ensure the teaching staff are appropriately trained to support my child’s special educational needs and/or disability?

  • At Sulivan we believe that your child’s learning needs will first be met through the high quality teaching delivered by her/his class teacher.

  • We regularly review the school training schedule and professional development for all teaching and support staff to ensure there is the appropriate expertise to support children with special educational needs.

  • The school is able to access training programmes from different organisations including the Triborough Training and Outreach team based at QE2 School.

  • Individual training can also be arranged when necessary.

 

How will the curriculum and the school environment be matched to my child’s needs?

  • At Sulivan we believe that your child’s learning needs will first be met through the high quality teaching delivered by her/his class teacher.

  • We carefully plan our curriculum to match the age, ability and needs of all children.

  • The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability.

  • It may be appropriate to adopt different strategies or resources and adapt outcomes to meet your child’s learning needs.

  • Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning.

  • Sulivan regularly reviews its Accessibility Plan to ensure that all children have the fullest access to the curriculum and the school site as possible.

 

What types of support may be suitable and available for my child?

This really depends upon the nature of your child’s needs and difficulties with learning. But our education provisions will match the needs of the four broad areas of need as defined in the SEN Code of Practice 2014;

  • Communication and interaction

  • Cognition and Learning

  • Social, emotional and mental health

  • Sensory and/or physical needs

  • At Sulivan School we have a 3 tiered approach to supporting a child’s learning.
    Universal – this is the quality first teaching your child will receive from her/his class teacher and may include some very minor adaptations to match learning needs.
    Targeted – it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning.  This takes the form of a graduated four part approach of a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes.

    Specific targeted one to one or small group interventions may be run outside the classroom. These will be limited to a number a weeks to minimise disruption to the regular curriculum. You will be kept informed of your child’s progress towards learning outcomes.

    Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy, occupational therapy, sensory advisory teachers and the child development service. The school may need to prioritise referrals to these services. For a very small number of pupils access to these specialists may be through a Statement of SEN or an EHC Plan.

  • The current interventions provided at Sulivan include:

Parents’ guide to Sulivan School Interventions and Provision map table

How will you support my child to reach his/her learning outcomes?

  • The class teacher and other staff working with your child ensure that your child receives appropriate teaching and support in order to reach these goals. The learning plan, strategies and progress will be reviewed termly.

  • External agencies and specialists may also review your child’s progress and adapt their planning accordingly.

 

What is an EHC Plan and who can request one for one for my child?

The purpose of an EHC Plan, which replaces Statements of SEN, is to make special education provision to meet the special educational needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/her gets older, prepare for adulthood. An EHC Plan will contain;

  • the views and aspirations of you and your child,

  • a full description of his/her special educational needs and any health and social care needs,

  • establish outcomes for your child’s progress,

  • specify the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes

You, your child (where appropriate and aged 16 and over)and/or the school, usually the Inclusion Manager or Headteacher, can request that the local authority conduct an assessment of your child’s needs. This may lead to an EHC Plan.

 

How will you help me to support my child’s learning?

  • There may be suggested strategies or activities for you to do at home to support your child’s learning.

  • We sometimes run parent/carer workshops in school to help you understand the strategies used in school. In addition, we may be able to offer you individual training in specific support strategies relevant to your child.

  • The Inclusion Manager may also support you with strategies, resources and ideas for supporting your child’s learning at home.

  • You may have an opportunity to meet with other professionals involved in supporting your child.

 

How is support allocated to children and how do they move between the different levels of support in school?

  • Sulivan School receives funding from the Education Funding Agency and/or the local authority. These funds include money to support the learning of children with SEN and/or disabilities.

  • The Head teacher, in consultation with the school Governors, decides the budget for SEN provision on the basis of the needs of the children in the school.

  • The Head teacher and the Senior Management team discuss the effectiveness of the school’s current interventions and provisions and prioritise an action plan, which may include additional or alternative interventions, staff training and equipment needs.

  • This process is reviewed regularly to ensure the best possible intervention is provided to those children who require additional support to learn.

  • Your child’s progress will be assessed both in terms of his/her regular learning within the class and with regard to specific intervention programmes.

  • The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and if not, what adaptations are necessary. It may be decided that a further period of support would be beneficial for your child.

  • You and your child will be kept informed and encouraged to be actively involved at all stages of this support.

 

What support will there be for my child’s happiness and well-being at Sulivan School?

  • At Sulivan School we believe that the happiness and well being of all our pupils is paramount. All members of staff take this aspect of school life very seriously.

  • You can be confident that in particular your child’s class teacher, the teaching assistants, the Inclusion Manager and the Inclusion team are available to provide support to match your child’s needs.

  • You should also feel free to contact your child’s class teacher if you have any concerns.

 

How is my child included in all the same activities as his/her peers at school?

  • Sulivan School is an inclusive school and committed to providing equal opportunities for all children.

  • School clubs, educational visits and residential trips are available to all children.

  • When necessary the school will make reasonable adjustments to ensure that children with SEN and/or disabilities are included in all activities.

  • You should also feel free to contact your child’s class teacher if you have any concerns.

 

How will Sulivan School support my child in transition stages?

  • We liaise closely with the school or nursery your child is transferring from. We are able to discuss with the relevant teachers any individual needs and how best to support your child in school.

  • While at Sulivan School we take care to ensure that during transition points (between classes each year and at the end of Key Stages) all staff are aware of individual pupils needs, learning progress and best support strategies.

  • Sulivan School makes arrangements to ensure there is a smooth transition when your child transfers to his/her secondary school of choice. Please contact us for further details.

  • If your child has an EHC Plan, we will participate and/or facilitate its review in sufficient time prior to him/her moving between key phases of education. You will be kept informed of these arrangements and asked to attend the reviews.

If I have any other questions about my child at Sulivan School, who can I ask?

At Sulivan School we are very happy to speak to you about any aspects of your child’s education. It is best to speak to one of the following in this order;

  • The class teacher

  • The Inclusion Manager

  • The Deputy Headteacher

  • The Headteacher

 

Roles and Responsibilities at Sulivan School

The Headteacher is responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.

  • Ensure the governing body is informed and up to date about any issues concerned with SEND.

 

The Inclusion Manager is responsible for:

  • The development of the school’s SEND policy.

Coordinating the provision for children with SEND.

  • Working closely with pupils, staff, parents and external agencies in order to raise the achievement of children with SEND.

  • Providing specialist support for teachers and support staff in school so they can help children with SEND achieve their potential.

 

The class teacher is responsible for:

  • Planning for pupils’ learning in a stimulating and purposeful working environment.

  • Assessing and recording pupils’ progress.

  • Identifying, planning and delivering targeted work and or additional support.

  • Working with additional adults and outside specialist support.

The Teaching Assistant is responsible for:

  • Supporting children in the whole class, small group and 1:1 setting.

  • Contributing to the assessment of pupils.

  • Working alongside outside agencies and carrying out additional programmes or activities for pupils.

 

The Educational Psychologist is responsible for

  • Working with individual pupils, class teachers and other school staff to identify and remove barriers to learning.

  • Monitoring and assessing interventions.

  • Consulting with school and families in identifying SEND.

Click here for details about SEN/D provision in the Tri-Borough (Local Offer)