SENCo: Mrs Thomas
Identification of SEND
How does the school respond to concerns raised about the children’s learning at Richmond Avenue? Sometimes teachers or parents have concerns about a child’s progress, learning or development. If you have a concern you should:
1) Share the concern with your child’s teacher
2) Your child’s teacher will then begin the cycle of action known as the graduated approach. The teacher will record your child’s views as well as your own on an initial concern sheet. Your class teacher will then make changes to support your child. The impact of these changes will be reviewed at an agreed date.
3) An Early Help Family support assessment will be completed if we feel we can help your family in this way, with outside agencies.
4) If there are still concerns at this point, the teacher will speak to the SENCO to see how the assess, plan and review cycle has worked. Then if we find your child’s needs are a significant learning difficulty, we will create an Individual Support Plan. Your child’s views will be collected and used to support the agreed outcomes.
5) If needed, changes will be made to the support your child receives. Where appropriate, expertise from outside agencies will be arranged. You will be kept informed throughout the whole process.
Assessment, Planning and Progress
How does the school know if pupils are making progress?
At Richmond Avenue the teachers assess the progress of all children. · Some children with extra needs may require an individual timetable or an Individual Support Plan (ISP) with specific outcomes and targets so we can track their progress more closely.
ISP targets are reviewed and set regularly by the child and the teacher and any other adults that support that child. All of this is monitored by the Inclusion Team who will provide additional support where required, including the use of outside agencies. These are recorded termly on the child’s ISP and a copy is given to you. How are parents/carers informed about how their child is progressing?
We have three termly Parent’s Evenings throughout the year that allow teachers to talk through children’s progress with their parents/carers.
Parents/carers can also make an appointment at any time to speak to their class teacher on Senior Teacher. The SENCO or a member of the Pastoral Support team will attend if necessary.
If a child receives high levels of support, which may include funding from the local authority with an EHCP, then more regular review meetings as necessary are held to discuss the individual progress of that child. Parents are always invited to these meetings, working towards a person-centred approach. How does the school monitor the impact of extra support?
The approach taken to designing and implementing provision is constantly reviewed and updated to ensure it is effective in supporting the pupils’ with their learning and development, whilst teachers have progress review meetings with the Senior Management team.
The progress of each child is also regularly tracked.
Based on this information, interventions and other forms of support are adapted where necessary.
Your child’s needs will be met though a differentiated curriculum
How do pupils access the curriculum?
At Richmond Avenue we value a wide range of approaches to support pupils’ learning. These include:
- Lessons that are carefully planned and adapted to suit all learners.
- Creating stimulating indoor and outdoor learning environments.
- A holistic approach to learning.
- A variety of visual and tactile resources will be used to support learning.
- Personalised provision for all pupils, including those with special educational needs and/or disabilities.
- Outside or in house pastoral mentoring or counselling are available to support your child’s access to learning when we deem necessary.
What expertise and training do the staff who support pupils with Special Educational Needs have?
We are committed to providing all staff with the most up to date training based on findings from the most recent educational research.
Our training is provided by specialists both internally and externally.
Our SENCO will endeavour to seek extra expertise when internally a question cannot be answered.
How is support organised for pupils with identified Special Educational Needs?
At Richmond Avenue we support all children to achieve their highest potential. Specialist professionals from within the school along with those from external agencies that we meet all children’s needs and that they are supported fully.
Your child might have:
- Interventions such as speech and language development, counselling, play and additional sessions for maths and literacy, along with interactive programs such as Lexia and RM Maths.
- An individual timetable tailored to their specific needs if necessary.
- Some 1 to 1 adult support (including pastoral chats).
How are decisions made about how much support individual pupils receive?
Decisions concerning support are made collaboratively with parents, teachers, the SEN team and when appropriate, external specialists or the Head Teacher.
We collect information from parents and external agencies in order to decide how much support a pupil will receive. · The pupil’s own views are also taken into account.
We seek the advice of an Educated Psychologist and then put an EHCP application into the Local Authority if we require more support for your child’s needs.
What specialist support or services does the school access for pupils with Special Educational Needs?
The school has regular contact and support from many specialist support services.
- Speech and Language Communication Advisors.
- Physiotherapy/Occupational Therapy Services.
- Educational Psychologist Services (EPS).
- Emotional Wellbeing and Mental Health Service (EWMHS).
- School nursing services and therapeutic interventions.
- The Kingsdown School for the visual and hearing impaired.
- St Christopher’s School for autism support.
- Play therapy, nurture development centres and child counselling.
How are classrooms and other areas of the school adapted to meet pupils’ individual needs?
At Richmond Avenue we make sure that all classrooms create an enriching, visually stimulating learning environment to enable all pupils to access the curriculum and resources they require.
A small number of children may need a quieter area or more tailored visual aids to support them and these are put into place where needed.
If you have any further questions regarding our provision for children with special educational needs and/or disabilities, please do not hesitate to contact the Inclusion team.
You can either:-
Contact the school via phone; 01702 292 197
Email concerns or questions to; email@example.com
Arrange a meeting to speak to the SENCO or Pastoral Support team.
If you feel that you need to make a complaint at any time, please refer to our School Complaints Procedure policy. Alternatively, you can contact a member of the Senior Leadership Team.
The Southend-on-Sea Borough Council Local Offer is available on the SHIP (Southend Help and Information Point) website. It tells parents how to access services in their area and what to expect from these services. The SENCO is the LAC Designated Teacher and she, or a member of the Pastoral Support team will attend PEP meetings for Looked After Children (LAC)
The Inclusion Team consists of:
Special Educational Needs Coordinator (SENCO): Emma Thomas
Designated Teacher for LAC: Emma Thomas
Lead Pastoral Manager: Bethan Russell
Pastoral Support Team: Lesley Dorrell, Sally Trevail, Sylvie Richardson
The Inclusion Team are responsible for:-
- Ensuring that all children on the SEND register receive the appropriate support so that they can learn and achieve to their potential
- Monitoring the support for children with Special Educational Needs, Medical Needs and/or Disabilities (SEND), social and emotional difficulties,
- Developing the school’s SEND Policy to make sure all children receive a consistent, high quality provision to meet their needs in school.
Ensuring that parents / carers are:
- Kept informed about the support their child is getting.
- Involved in supporting their child’s learning.
- Involved in reviewing their progress along with your child.
- Working with all the other agencies who may be involved in supporting your child’s learning e.g. Speech and Language Therapists, Educational Psychologists, counsellors, early help and physiotherapists etc.
- Making sure that there are excellent records of children’s progress and needs.
- Providing specialist support and training for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible