SEND Report to Parents
Sandy Lane Nursery and Forest SCHOOL S.E.N.D. REPORT FOR PARENTS.
(please also refer to our School Offer for further details)
SENDco: Kirsten Matthews
SEND Governor: Sue Melville
– The last review of the SEN policy took place in October 2019 to ensure that it was in line with the new S.E.N.
– Code of Practice and the policy will be updated during the Autumn term 2020
– Our Special Educational needs co-ordinator is Kirsten Matthews who has held the position since 2007
– Our Special Education Needs Governor is Sue Melville
Number of pupils with S.E.N.
The numbers of pupils over last 2-3 years who are on SEN Support:
– Number of pupils who will go on to have an Education, Health and Care Plan is high because we have an Early Years Alternative Provision class for children with complex additional needs: 22 children with 2 of these children receiving 30 hours funding.
– The number of children we have submitted to panel for EHCPs over the last two years are as follows:
We expect 14 to submit to panel EHCPs this year, 2 EHCPs are currently in place. one further is to be submitted
– There is an upward trend year on year in the number of children entering nursery requiring Communication and Language interventions: currently we have 57% requiring SALT and 47% of these have a diagnosis of ASD
– Communication and Language interventions are delivered to children in the mainstrream provision by a designated trained teaching assistant.
Progress of pupils with S.E.N.
General information regarding progress of pupils with SEN and those within lowest 20 % of attainment at the end of nursery
– Overall, all pupils with SEN make at least good progress given their starting points and their capabilities.
– The progress of these children is evidenced through tracking, Personal Plans, B- Squared assessments, their therapy targets and their individual learning files.
– There have been no exclusions of children with SEN
– Overall, the lowest 20% in mainstream make at least typical progress from their starting points, that is at least 3 steps of progress
– The progress of these children is evidenced through EYFS tracking tool, C&L tracking tool and their individual learning files.
– High quality first teaching
– An emphasis in raising attainment in the PRIME areas of learning.
– Small group and 1to1 support
– High expectations
– Pupil progress meetings (three times per year)
– Appropriately differentiated work /support.
– Appropriate grouping
– Support for mainstream children from the EY alternative provision
– Effective target setting and PP targets
– Quality teaching assistant support
– Appropriate use of interventions such as ECaT, Early TalkBoost, Toddler Talk, PECS, MAKATON, Visual timetables and prompts, objects of reference, TEACH, REAL, TEACCH and Team Teach, on-body signing, intensive interaction and a sensory based curriculum including sensory circuit
– Availability of quality resources
– Partnerships with parents and outside agencies
– The SENDco’s dual role as DSP
Deployment of staff and resources
Staffing to support S.E.N.
– Full time SENDco in post who is also the lead teacher in the Alternative Provision and on the SLT.
– Within the alternative provision classes there is 1 full time equivalent teachers, 5 full time equivalent teaching assistants.
– Within mainstream there is a designated TA to deliver SALT programmes.
– An Early Help offer where appropriate
– All staff trained in ECaT and MAKATON
– Skilled and experienced staff.
All funding devolved to school is used to fund:
– A highly qualified and experinecd SENDco
– Suitably qualified adult support
– Quality training
– Quality resources
– Assessment tools such as BSquared
– Alternative provision
Involvement of key external agencies e.g. educational psychologists, behaviour support etc.
External Agencies involved:-
– Educational Psychology
– Visual Impairment Services
– Hearing Impairment Services
– Occupational Therapist
– Speech and Language Therapists
– Children's Centre Support Workers
– Health Visitors
– Consultant Paediatrician
Key CPD of staff relevant to SEN
- Intensive Interaction
- Rebound Therapy
- Sensory Processing
- Attachmet and Trauma
- Ongoing SENDco training
Liaison with feeder settings, next phase schools and other educational settings.
– Class teachers organise transition meetings with up to 20 receiving primary schools to discuss children’s needs and any additional support required.
– SENDco and Outreach teachers deliver an annual meeting to parents focussing on the process of EHCP requests and transistions in to mainstream and specialist school provisions
– The SENDco and Outreach teachers provide support to all parents of children with additional needs in visiting schools
– There are planned and effective transition visits for children transferring into mainstream, designated provision and special schools
– A series of transition days for children in the mainstream to our two local and main primary schools are planned for to ensure effective transitions especially for our most vulnerable children.
If a parent feels that the school has not met their child’s educational needs, they should:
- discuss their concerns with the class teacher
- consult with the SENDco if their concerns continue
- consult with the Headteacher/SEND governor
- follow the school’s Complaints Procedure