SEND: New Arrangements
New arrangements for supporting children and young people with special educational needs and disabilities
On 1st September 2014, the Children and Families Act 2014 will introduce a new framework for children with special educational needs and disabilities (SEND) representing the biggest shift in SEN for 30 years. Please refer to the letter from Edward Timpson, Minister for Children and Families April 2014 ~ please follow this link:https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301837/SEND_reforms_-_letter_for_parents.pdf
All Local Authorities are required to publish information on ‘the Local Offer’ about all SEND services. The Devon local offer website is available via the main DCC website (just click on this link.)
In addition to this we are reviewing our school’s SEND processes and information. If you would like to be part of this process, please contact Jill Ryder SENCo at Landscove. email@example.com
SEN Information Report For Parents and Carers
- How does the school assess the progress of pupils and what would they do if my child was falling behind?
Pupil progress is regularly assessed by the teachers through observation, marking, conferencing and assessments. Assessment by testing occurs at the end of term and the academic year. Pupil progress meetings are held every half term between the teacher, and the Head of School, where every child’s progress and attainment is reviewed. Pupils who are identified as not making sufficient progress will have an intervention programme created and tailored to meet their specific needs.
- How accessible is the school environment?
The school is easily accessible for children with a disability. Ramps have been installed to provide access to all areas. There is a disable toilet with shower facilities available.
- Where can I find information about the school approach to pupils with SEN?
The school’s approach to pupils with SEN is documented in the school’s SEN policy. Further information can be found from the school’s latest Ofsted report. Links are provided below:
Ofsted Report: Landscove 2008 OFSTED report
- Who is the person responsible for children with SEN?
Every teacher has the responsibility for children with SEN in their class. The SEN co-ordinator is the person responsible in ensuring this support meets the needs of the children and provides support and advice to teachers and parents where required.
- How do I contact the person responsible for SEN or arrange to meet them?
The SEN co-ordinator can be contacted by telephone or by email. See the ‘Contact Us’ tab on the home page of the school’s website. Alternatively, visit the school and leave a message with the school’s administrator, Paula. A link is provided below:
Contact Us: firstname.lastname@example.org
- What training or specialist expertise does your staff have around SEN?
School staff have been trained to provide a variety of specialist support. Where a training need is identified and the expertise not present, the school is committed to ensuring that training gap is promptly addressed.
- What support can the school provide for children with SEN?
The school will provide a variety of support for children with SEN. This may include 1 to 1 intervention and group work. The school will also access external agencies when appropriate to enhance provision. Please see below for current intervention provision details.
- What further external support can the school access and when would this happen?
The school has access to several external agencies that can provide additional support. Where a need has been identified by the school, the SEN co-ordinator will discuss this with parents and seek advice and support from the appropriate agency in order to meet the needs of the child.
- Who can I contact to provide additional advice and support for my family?
Additional advice may be obtained from the school’s Parent Support Advisor (PSA) who can be contacted using the link below:
PSA: Sandra Maggs, email@example.com
- How are parents/carers and children with SEN supported to share their views and concerns and work alongside the school?
The school has a variety of ways to allow parents/carers to share their views and concerns. Teachers endeavour to be available at the end of the school day if parents/carers wish to discuss their child. Alternatively, an appointment may be booked to talk to the teacher and SENCo. In addition, the school holds parent consultations twice a year.
- If I am not happy with the provision at the school, how can I share my concerns or make a complaint?
If you are not happy with the SEN provision at the school, please contact the class teacher or SEN co-ordinator or the Head of School, to share your concerns. If you wish to make a complaint about the school, please direct your grievance to the school’s chair of governors. A complaint form is available from the school office.
- Where can I find information about the Local Authority’s Local Offer for children with SEN and their family?
Information about the Local Authority’s Local Offer can be found on the Devon County Council website. A link is provided below:
Listed below is a brief overview of the various additional programmes we offer at Landscove to support learners. If you wish to discuss your child’s support programmes please do not hesitate to get in touch with class teachers or Jill Ryder, SENCo.
Additional Educational Needs
All children are valued, respected and welcomed to the school whatever their additional educational need. We will support their learning and ensure they are fully included in all school activities, making full use of externally provided facilities where appropriate.
To ensure the best outcomes for children, we work with a range of services and agencies across education, health and care, to improve access and inclusion. We aim to identify special educational needs and disabilities (SEND) as early as possible and provide the right support built around the needs of our children.
For further information please follow the link to Devon’s SEND website: https://new.devon.gov.uk/send/
Our school has received dyslexia training to ensure that it does everything possible to meet the needs of learners with dyslexic type difficulties. All staff run dyslexia friendly classrooms and have access to a wide range of dyslexia resources.
A speech programme which targets sounds that children have difficulties in producing. Children are tested within the school using this specialised computer programme and then our TAs (under the guidance of a class teacher) delivers the suggested individualised programmes. There are occasions when the tests show that a child needs to be referred to a Speech and Language Therapy for additional guidance and/or intervention.
Speech and Language
Individualised programmes submitted by a Speech Therapist assigned to this school which is delivered by a TA. These are for children who have been referred, by the school or by a medical professional, to be assessed by the Speech and Language Therapy Service. These programmes can include speech sound production, language development and social skills, depending on the child’s needs.
ALS – Additional Literacy Support
ALS is an intervention programme targeted at children in Year 3 (and if necessary Year 4) who achieved Level 2C or Level 1 at the end of KS1 and who need to consolidate key literacy skills and understanding in early KS2. It consists of 4, 8-week modules, which focus on key objectives for reading, writing and phonics.
This is computer based program which helps reinforce spelling skills.
Toe by Toe
This is a highly structured multi-sensory individual reading programme which is specially designed for children diagnosed as having specific learning difficulty or who are a little stuck at the beginning of learning to read and apply their phonic decoding skills.
This is a simple but intense teaching method aimed at helping a child to embed facts such as letter sounds, single word reading, times tables etc. The method aims to enable a child to recall the targeted facts in order to be able to apply it independently in class. Because it allows high repetition of the facts to be learnt, it is effective at accelerating progress in word reading. For example, if the following basic principles are followed:
- specifically targeted facts to learn e.g. secure recognition of 10 high frequency words or spell 5 topic words;
- daily 1-1 teaching session for no more than 15 minutes per session;
- deliver the teaching in the ‘flash card’ method;
- daily assessment recorded in scores for the child to compete against;
- programme delivered over fixed period of time, eg 8 weeks and repeated/extended as necessary.
Plus 1 and the Power of 2: maths coaching
Plus 1 covers basic number work, such as counting forwards and backwards with numbers up to 10, adding and subtracting numbers up to 10, and introducing doubling and halving. It is for anyone who benefits from repeated practice and explanation as the book, Plus 1, stems from the need of some people to have more reinforcement and practice in order to consolidate early skills.
Power of 2 teaches mental maths and through its use enables pupils to access the full maths curriculum. Power of 2 is essentially about putting in place the building blocks of number and developing skills with mental calculations.
The THRIVE on-line program includes dozens of differentiated strategies to help children and young people have the experiences they need to develop emotional literacy and to manage their feelings and behaviour. Having identified the child’s emotional developmental needs through the assessment part of the program, it is then possible to create a differentiated Action Plan custom-made to address the particular needs of that child.
The Action Plan can include:
1:1 Support Strategies
1:1 Activities and / or Teaching Strategies ~ all of which can be used in the classroom.
It can also include:
Home Activities for the parent / carer to do alongside the school.
Fine motor skills: Teodorescu
The ability to produce fluent, legible handwriting with ease is something that affects attainment in most areas of the curriculum, yet many children continue to struggle with this vital skill. Based on holistic principles, this programme offers a different approach, developing the muscles of the hand – so that children gain the necessary control to produce letter forms – alongside the perceptual skills required to orientate and organize letter and words.
EAL – English as an Additional Language
This is for children who have a first language other than English and may need further intervention with their English language understanding in order to aid their academic development. When necessary. our SENCo and class teachers use guidelines given by Specialist Teachers for EAL.
Gifted and Talented
We aim to ensure that children who display exceptional gifts and talents are provided for. Every year, the children with exceptional gifts and talents are identified by members of staff. This enables the school to ensure that provision is in place to challenge and enrich the learning of this group of children. The school works to offer a variety of enrichment opportunities both inside and outside of the classroom, and aims to harness and develop the gifts and talents that our children display. We collaborate with The University of Plymouth, University of Exeter and the South West HEI Excellence Hub. They provide excellent updates of events, opportunities and articles aimed at gifted and talented learners.
Should you require any further information about SEND at Landscove please contact our school SENCo; Jill Ryder. firstname.lastname@example.org