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SEND Information

Decisions about whether a pupil has SEN

How does the school know if children need extra help and what should parents do if they think their child may have special educational needs?

At Welton CE Academy children are identified as having SEN through a variety of ways including the following:

  • Conversations with staff following concerns
  • Liaison with previous school/setting
  • Foundation Stage Assessments
  • Intervention Logs for pupils which monitor the impact of provision
  • Trackers for Years 1 – 6 that track individual academic progress
  • Termly Pupil Progress Meetings with the Headteacher to discuss academic progress and any concerns
  • Liaison with external agencies e.g. Educational Psychologist
  • Identification through meetings e.g. CIN Meetings
  • Identification through Child Protection Plans/Meetings
  • Conversations with parents/carers following concerns

How is the decision made about how much individual support pupils will receive?

  • Strategies for learning are decided collaboratively by the class teacher, SENCO and where appropriate outside agencies or other teachers in the school.  Parents and pupils, where possible, also contribute.  The strategies may include the use of other staff, adults or peers in the school.  Pupils may be supported in class or withdrawn to a quieter area.  They may experience a combination of strategies.  Spaces are available for quiet work.
  • Individual support is decided upon by all the adults involved, the children themselves being involved in the target setting process where possible.
  • Parents are invited to formal Parent Consultation meetings and weekly consultation slots are also available for parents.
  • Parents receive copies of reports and IEPs are discussed with them.
  • Liaison with parents about accessing outside agency support.

How does the school support pupils with special educational needs?

If it is felt that, despite a wealth of universal provision and differentiation, the pupil is not able to fully access the curriculum, or is struggling to make progress, an Individual Education Plan (IEP) is drawn up in liaison with all the adults involved, the pupil themselves being involved in the target setting process.  Every pupil works within the framework of the Foundation Stage Early Learning Goals or National Curriculum, adapted to suit his/her particular needs.  The adaptations ensure that each pupil experiences success and enjoys self-esteem.   IEPs contain targets for progress, a time-scale and identification of extra provision.  They are formally reviewed at least 6 monthly but, as working documents, are adjusted and amended as progress takes place.  An IEP will state that the child is receiving:

  • Early Action Plus - Support from an outside agency (as listed below) with regular follow up activities provide by teaching assistants or Early Years Practitioners (normally at least twice weekly but could be daily either 1:1 or small group).
  • School Action Plus Learning – pupils in KS1 or KS2.  Small group withdrawal.  There may also be input by other appropriate agencies and their recommendations/programmes will be included as part of the child’s provision, such as: Learning and Cognition Team, Service for Hearing and Visually Impaired, Psychology, Paediatric Services, Speech and Language.
  • School Action Plus for behavioural needs the IEP will include details of a behavioural plan which when completed in partnership with home provides an effective method of monitoring behaviour patterns.  Pastoral Support Programmes may be implemented and these could include a modified timetable for attendance to support transition back into full time attendance should exclusions have been necessary.
  • School Action Plus for medical needs the child will have a Health Care Plan detailing their needs, medication, actions and contact phone numbers.  The plans are held in the medical room with any necessary medication.  The plans are written in conjunction with parents and healthcare professionals.  They are updated when a change of condition/need arises.  All adults working with the child will be fully aware of, and follow, the contents of the plan.  The Academy has named first aider.

Education Health Care Plan (EHC)

All children with a EHC have an IEP which are written by the SENCO in consultation with class teachers, TAs and other agencies as appropriate.  IEPs are reviewed at least termly.  All pupils with EHCs receive a personalised programme of work which is specific to their individual needs.

Governors are involved when they consider the figures and interventions for SEN.  They also consider SEN when discussing personnel, finance and standards.

What mechanisms are in place for supporting pupils’ overall wellbeing?

Our school works hard to support children’s emotional well-being.  We have a number of highly skilled Teaching Assistants and Teachers who work with individuals, groups and classes to ensure that all children are happy at school.  Regular whole school assemblies on topics such as E-safety, Rights and Responsibilities and other key issues are recorded in the collective worship records.  These assemblies are often followed up with supporting work in the classroom.

All staff receive annual safeguarding training, and school visitors are given an information leaflet informing them about Safeguarding Procedures and expectations at Welton CE Academy.

The House captains and the School Council play an important role in ensuring that all pupils’ views are valued and heard.

Pastoral records are kept as part of normal record keeping in the teachers planning files, with the Teaching assistants’ notes of activities and if required information from SENCo.  All staff are aware that concerns are passed to the Designated Safeguarding Lead (DSL) for Safeguarding, using the concern form that is available at all times in the staff room. Children also have access to a Worry Box in which they can place a slip of paper with their name on it.  The box is emptied weekly and the Headteacher speaks with any children who have put their name in it.  This is complemented by a ‘Positive Box’ where children can celebrate things that they are feeling happy about.

Staff are able to administer prescribed medication following strict guidelines.  Parents must complete a form regarding the medicine, time and amount of dosage and personal details before signing it to state that they are happy for the medicine to be administered.  Medicines are kept in a locked cupboard or the staff room fridge if required.  Non-prescription medication cannot be administered to a pupil.  We have paediatric first aiders across the school and emergency first aiders.

We have a whole school approach to managing behaviour which is adopted by all staff. Pupils are aware of the behaviour policy for both lesson times and break times.

Attendance is monitored closely by the School Office, the Senior Management Team and the Governors.  Parents are expected to inform the school if their child is unable to attend, and if this is not happened telephone calls take place to ascertain why a child is not in school.  If necessary, in the case of persistent absences the school will liaise with the local authority Education Welfare Officer (EWO) with School Attendance Panel (SAP) meetings being held when necessary.

New pupils are supported by the whole school community.  Contact with the family is made prior to their arrival and all families are encouraged to look around and talk to the head teacher before admission.

How will parents know how their child is doing?

Communications with parents are mainly established by the class teacher but may also be via the Head teacher and/or the SENCO.  Newsletters are sent home weekly and our curriculum, and photographs are on the school website.

Parents receive an annual report and formal Parent Consultation meetings are held twice a year, but each week the teachers have a number of pre-bookable parent consultation slots available to be used as often as required by parents and carers.

Parents of children with an EHC are formally invited to review meetings at least termly including the Annual Review.  In addition parents of those children with an IEP have the opportunity to attend Parent Consultations termly and additional appointments are made as the need arises.

How are parents involved in discussions about planning for their child’s education?

We encourage parents to be involved as much as possible in planning for their child’s education. We operate an open door policy and ensure that all parents are invited to Parent Consultation meetings with other meetings/conversations being held when the need arises. 

How are children able to contribute their views?

As part of their role, subject leaders regularly speak to children about their views on certain subjects. Pupils also take part in annual pupil questionnaires.  Pupils are also able to contribute their views via the School Council and pupils are selected to form an interview panel when appointing new staff.

Provision Resources and Services

How is learning and development provision matched to individual pupils’ needs?

Differentiation, not just in terms of learning but also for social, emotional and behavioural, is built into all lessons and activities.  This ensures that all pupils can all activities and learning opportunities.

How are the school’s resources allocated and matched to pupils’ SEN?

SEN funding is allocated in our budget as targeted funding for SEN which is allocated for resources and training and is used to support any pupil with additional needs, including those pupils with EHCs.  The Head teacher/Finance Officer are responsible for the SEN budget.  The SENCo completes a subject action plan and purchases additional resources per pupils’ needs.  Curriculum leaders consider differentiation when requesting resources.

What specialist services and expertise are available at the school or accessed by the school?

Welton CE Academy will identify sources of support as they develop and evolve as the Local Offer is defined through Education, Health and Social Care (including the establishment of joint commissioning arrangements).

We seek to respond quickly to emerging need and already use and work closely with other agencies including:

  • CAMHS
  • Educational Psychology Service
  • Northamptonshire Parent Partnership Service
  • NCC Sensory Impairment team
  • Local NHS services
  • Early Years SEN support service (Inc Portage team)
  • Multi-agency safeguarding hub

Often at the request of families, we liaise with voluntary bodies in order to be as familiar as possible with best practice when the special educational needs of a pupil are very specific (eg dyslexia,  autism, visual impairment etc).

How are pupils included in activities outside the classroom including trips?

All pupils have access to the National Curriculum unless an individual statement indicates otherwise.  When needed, extra support and resources are provided in all subject areas, including trips, with parents being involved in planning these activities and trips to help consider what reasonable adjustments are required.

How accessible is the school/academy environment?

(n.b. every school/academy must have an up to date Accessibility Plan which is reviewed periodically by Governors)

Our building is 100 years old and has been considerably extended and altered over time.  There are stairs within the centre of the building which provides access to a lower level with two classrooms and KS2 cloakroom and toilet facilities.  There is a disabled toilet on the upper level with three further classrooms and the KS1 toilets.  Outside there are steps to the raised playground, but a ramped path has been added around the edge of the playground to allow access for wheelchairs and pushchairs.  There is no hearing loop.

Staff Training

What training have the staff supporting pupils with SEN had, or what are they expected to have?

Staff have experience and training appropriate to their roles including: Advanced Diploma SEN Open University, Speech and Language  Support Certificate, ASD training and experience of supporting children with ASD and hearing impairment, experience and training of supporting a child with Downs Syndrome, Attachment and Trauma Training. 

Training needs are regularly reviewed in line with the needs of pupils.  All teaching and support staff receive in house training or support from specialist agencies as dictated by the SEN of individual pupils.

Transitions

How does the school prepare and support pupils to join the school, transfer to a new school or the next stage of education and life in order to ensure their well-being?

At points of transition pupils spend time in their new class prior to joining it.  Their new teacher will also visit the pupil’s existing class to observe and work with the pupils. Pastoral and academic records are discussed at length before being passed on.  Specific plans are put into place for pupils with SEN if needed.

Before joining secondary school the pupils are visited by a member of staff before visiting their new school.  Staff from both settings liaise and transfer forms are filled in.  If it is needed additional meetings are held for individual pupils and extra visits to the school are arranged.  Reception pupils undergo a full programme of induction on entry to the school.

Who can parents contact for further information?

The first point of contact for any parent wishing to discuss their child would be the child’s class teacher.  The Head teacher, Deputy Headteacher, SENCo operate an open door policy and actively encourage parents to contact them.

Complaints about the school should be addressed to the Headteacher.

Complaints about the Headteacher should be addressed to the Chairman of the Governing Body. 

To download a copy of our Local Offer please go to the left-hand side of the page.