Special Educational Needs and Disabilities Co-ordinator: Miss Faye Lunt
SEND Governor: Mr M Bogg
DATE: September 2017
The school vision
Our vision is that our school is a happy, safe and inspiring place of learning where children develop life skills, confidence and belief in themselves whatever their ability to achieve their full academic potential.
Our exciting curriculum, delivered by the very best teachers, will give children the skills for the next stage in their education and beyond. It will encourage children to have aspirations and dreams.
Our community links will foster good relationships with our parents and members of the local community.
Our nurturing ethos will help our children develop resilience, self-awareness and promote health and wellbeing to prepare our children to become responsible citizens of the future.
At Abbey Hulton Primary school
All children are valued equally and have the right to learn, achieve and participate fully in education, regardless of abilities and behaviours.
All parents and carers are valued as partners in meeting the needs of their children.
All children are entitled to access a broad, balanced and relevant curriculum that is differentiated to meet individual learning styles, recognising personal strengths and needs.
All children should receive an appropriate education where reasonable adjustments can be made that take into consideration, the needs of all learners.
The diversity of the needs of children is recognised and met through a range of flexible responses and varied provision and through a variety of teaching styles.
Who does our school provide for?
Abbey Hulton Primary School accommodates all SEND pupils in line with the Equality Act 2010 and provision is available for all 4 areas of need as outlined in the 2014 SEND Code of Practice. These categories are;
Cognition & Learning
Moderate Learning Difficulties (MLD)
Specific Learning Difficulties (SpLD)
Severe Learning Difficulties (SLD)
Profound and Multiple Learning Difficulties
Communication & Interaction
Speech, Language and Communication Needs (SLCN)
Autistic Spectrum Disorder (ASD)
Social, Emotional and Mental Health Difficulties
Children who experience a wide range of social and emotional difficulties, which manifest in different ways
Sensory and/or Physical Needs
Physical Disability (PD)
Visual Impairment (VI)
Hearing Impairment (HI)
Multi-sensory Impairment (MSI)
2. How does the school identify and assess pupils with SEN?
Nursery children are given time to settle in before any gaps in their Early Years Foundation Stage Profile are identified.
If there are any concerns about a child prior to them entering nursery, the SENCO or class teacher will meet and discuss these needs with the health visitor.
All children with SEND will be identified and assessed as early as possible.
It is the class teacher’s responsibility to liaise with the SENCO regarding any concerns about a pupil.
Pupil’s not making expected progress will be discussed by the class teacher and SLT at a pupil progress meeting, pupils will then be referred to the SENCO.
The SENCO will identify all pupils whose level of progress is significantly below that of their peers.
The SENCO will consult with parents to put pupils on the school SEN register.
Class teachers will monitor progress and complete a PIP (Pupil Intervention Plan).
Class teacher and SENCO will review progress termly.
Where a pupil is falling considerably behind or requires a lot of additional support the SENCO will liaise with SEND services, parents and the possibly the Educational Psychologist.
3. How do we provide for children with SEN?
Once a child has been identified as having SEN needs they will have a PIP (Pupil Intervention Plan) written by the class teacher. This will include any interventions that the child will take part in that is over and above what other pupils in the class receive.
All pupils with SEN needs will take part in interventions either small group or 1:1 matched to their specific needs.
Children will be assessed using a variety of standardised tests both before and after interventions and their progress will be reported to parents.
All teachers use a variety of different teaching approached to match the needs of the children.
All lessons are differentiated to meet the needs of the pupils.
Pupil’s identified as having SEN are entitled to 15 hours of small group or 1:1 support.
Pupils with an EHC Plan will have a designated Learning Support Practitioner for the number of hours specified in the EHC plan.
For pupils who are identified as having SEMHD needs members of staff such as the class teacher, teaching assistants, learning mentor and SENCO, who are readily available for pupils who wish to discuss issues and concerns.
Children have access to a learning mentor, to discuss any issues they may have.
For pupils who find lunch times a struggle there are a variety of lunch time clubs on offer.
We have a well-being centre (Acorn Wood) and staff trained to address a variety of social, emotional and mental health needs. The well-being centre is staffed by our two family link champions who work with both children and parents to offer support during their time at Abbey Hulton Primary School.
4. Who is the school SENCO and the key staff that will help pupils with SEN?
Head Teacher Mrs L William
Deputy Head Teacher Mrs L Brookes
SENCO Miss Faye Lunt
Assistant SENCO Mrs Poole
SEND Assistants Miss Burton
Family Link Champions Mrs E Burton & Miss S Ballantyne
Learning Mentor Miss S Ballantyne
Education Welfare Officer Julie Turner
SEND Advisory Teacher Mr D Weaver
Educational Psychologist Mrs C Cockcroft
School Nurse School Nursing Team
5. What expertise and training do staff have?
All staff have received some training related to SEND. These have included sessions on;
How to support pupils on the autistic spectrum.
How to support pupils with emotional needs through nurturing principles
How to support specific medical issues, such as asthma and the use of Epi Pens
Speech and Language development training
Attachment Disorder training
New SEN Code of Practice training
Children in Care Training
Some staff have had;
MAPA (Management of Actual or Potential Aggression) Training
Switch On Literacy Training
The Learning Mentor has had a variety of training, including;
Relationships without fears
FGM (female genital mutilation)
CAMHS (Child & Adult Mental Health Training
Safe guarding level 3
The SENCO is a qualified teacher who has;
Postgraduate Certificate in Special Needs and Inclusion
Safe Guarding level 3
All TA’s have had training on intervention to support pupils with SEN, such as SOS, probes, Daily Diaries.
6. What equipment and facilities does the school have to support children with SEN?
All teachers differentiate lessons and expected outcomes.
Pupils will have a variety of learning aids to help them access lessons and to help them with their independent work. This may be; counters, learning placements, word lists, number lines; number squares.
Pupils who need help with physical disabilities such as dyspraxia have access to laptops or iPads; writing slopes and pencil grips.
Pupils with vision problems or dyslexia have the use of coloured paper or overlays (this would be assessed by someone from the VI Team at Send services.
Pupils are all given full access to PE lessons and are supported in whatever way needed.
Activities and school trips are available to all.
Risk assessments are carried out and procedures are put in place to enable all children to participate.
An inclusion room for small groups and 1:1, where interventions and group work take place.
A well-being centre for children with social and emotional needs.
As a school we are happy to discuss individual access requirements. Facilities we have at present include:
Ramps into school to make the building accessible.
Parking (One space).
One disabled toilet.
7. How does our school consult and involve parents in their child’s learning?
We have an open door policy so that parents can pop in and speak to staff before or after school as they are dropping their children off or picking them up.
Our SEN team offers drop is sessions at various times of the year when parents of SEN pupils can come along to discuss any issues or concerns they may have.
At various times of the year parent questionnaires are sent out.
At the start of the school year parents are asked to sign a home school agreement.
Parents are given time to express their thoughts at 2 parent consultation evenings a year.
Parents of SEN pupils are invited to meet with the SENCO each term.
Parents whose children who have IEP’s (Individual Education Plans) will get these sent out each half term and can make comments on reply slips that should be sent back into school.
The Family Links Champions are on the gate every morning and every home-time
8. How does our school consult and involve children in their own learning?
The staff and governors value the contribution of all the children in the school. Their ideas and opinions are respected and where possible acted upon if appropriate. Children contribute to target setting for their IEPs and are consulted during the review process. Where appropriate pupils with an EHC Plan are invited to contribute to their own annual review meeting.
When we receive a complaint we will send an acknowledgement letter within three working days. Complaints are investigated by a nominated member of the Senior Leadership team. This person will then reply to a complaint within fifteen working days. (Not including non-term time and public holidays).
10. How does the school involve other services in providing for children with SEN?
The school benefits from the support of SEND Services. The SEND advisor visits the school each term.
The Educational Psychologist visits the school on a regular basis and offers support to staff and works with pupils assessing their individual needs.
The SENCO liaises, when appropriate, with a network of external support, including Health, Social Care, Inclusion Services, Educational Psychology Service, Speech Therapy, Occupational Therapy, Physiotherapy, advisory teachers for visually and hearing impaired, The Access to Learning Team (Behaviour Support), CAMHS, School Counsellor and Special School Outreach Support.
11. Who can I contact to help support me and my child?
Within school there are people to help; your first contact should be your child’s class teacher or the school office. Other people in school who are available to help;
Head Teacher – Mrs Williams
Deputy Head Teacher – Mrs Brookes
Family Links Champions – Miss Ballantyne & Mrs E Burton
Learning Mentor – Miss Ballantyne
SENCo – Miss Lunt
Assistant SENCo – Mrs Poole
SEN TA – Miss Burton
Outside of school there are a variety of people who you can contact for further help and support;
We have been alerted by Stoke-on-Trent Children and Family services to a potentially dangerous phone app in circulation. The app is called ‘IMVU’ and allows a user to create an avatar and speak to strangers. It also pinpoints your location. The attached images should help you identify the app, which we strongly suggest deleting if found. ...