Wragby Primary School – SEND Information Report

Special Educational Needs and Disabilities at our school

At Wragby Primary School we believe that each child is an individual and strive to ensure that all children receive challenge and support to achieve to the best of their ability and be happy in their learning.

How we identify individual special educational needs

  • When children have identified SEND (Special Educational Needs and Disabilities) before they start at Wragby Primary School, we work with the people who already know them and use the information already available to identify what their SEN (Special Educational Need) will be in our school setting.
  • If you tell us that you think your child has a SEND we will discuss this with you and check it out; we will share with you what we find and agree with you what we will do next and what you can do to help your child.
  • If a member of staff thinks your child may have a SEN, perhaps because they are not making the same progress as other pupils; self esteem is impeding engagement; they may not be able to follow instructions or answer questions; they may present certain behaviours, for example, we will observe them, assess their understanding of what we are doing in school and use tests to pinpoint what is causing the difficulty, what is happening and why.
  • A need made be identified through liaison with an external agency or a medical diagnosis through a paediatrician.

How we involve pupils and their parents/ carers in identifying SEN; ongoing monitoring/ support

  • Firstly, please come in and talk to us – initially this will be to contact your child’s class teacher. Alternatively, you could contact our SENDCo, Mrs A Jones or SENDCo Assistant, Mrs A Scott.
  • We are child and family centred so pupils, parents and carers will be involved in the assessment of SEN and regular planning meetings with school staff and, where appropriate, outside agencies.
  • When we assess SEN we will discuss with you if understanding and behaviour are the same at school and home; we take this into account and work with you so that we are all helping your child in the same way and helping them make progress.
  • Our SENDCo and SENDCo assistant oversees all support and achievement of any child requiring additional support.
  • The class teacher will oversee, plan and assess your child’s learning and work to ensure that appropriate levels of progress are being made.
  • Where appropriate, we will write and review IEP’s (Individual Education Plans) with pupils/ carers on a termly basis. When the IEP is reviewed, comments will be made against each target to show the progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.
  • A Teaching Assistant may work with your child either individually or as part of a group in class during the morning and our SENDCo, SENDCo assistant or a teaching assistant may work with your child either individually or as part of a small group during intervention sessions which take place during the afternoon. The regularity of these sessions will be explained to parents when the support starts.
  • We use homework and additional intervention to repeat and practice activities that are new and presenting a challenge to the pupil.
  • The class teacher will meet with parents regularly (this could be as part of a parents evening) to discuss your child’s achievements, progress and next steps.
  • How can pupils contribute their views
  • We value and celebrate each child being able to express their views on all aspects of school life. We have an active School Council, which has a weekly open forum for any issues or viewpoints to be raised.
  • Children have targets in literacy and mathematics to which they contribute and are involved in reviewing these and discussing their next steps.
  • There is an annual pupil questionnaire when we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry.
  • Subject leaders involve children in discussions about particular subjects in school, what they like about these subjects and how they could be improved.
  • Children are invited to their review meetings and their views are sought beforehand. These are then shared during the meeting.
  • How we adapt the curriculum, modify teaching approaches and differentiate work to support your child
  • All staff are trained to make materials and activities easier or more challenging so that every child is able to learn at their level. All learning within class is pitched at an appropriate level to accurately match each child’s individual needs. Typically, this may mean that in one lesson there would be four different levels of learning for the class. However, this can be differentiated further for individual children. Intervention sessions will be individually differentiated.
  • We use additional schemes and materials so that we can support at the appropriate level for pupils with SEN. We use school based programmes alongside purchased programmes such as The Nessy Learning Programme, Toe by Toe and Stile.
  • All of our staff are trained in a variety of approaches which means we are able to adapt to a range of SEN: specific learning difficulties (including dyslexia); Autistic Spectrum Condition; speech, language and communication needs; and behavioural, social and emotional difficulties.
  • We are a dyslexia friendly school.
  • Good and outstanding Teaching and Learning is delivered to whole classes, small groups and individuals, depending on what is deemed to be most appropriate to the learners and the subject matter being taught.
  • We consider how children learn best and adapt the teaching appropriately, for example using visual, auditory or kinaesthetic (hands on) approaches.
  • How does the school know how well your child is doing and what opportunities are there for you to discuss your child’s achievement
  • We have an open door policy. You are welcome to come in at any time to make an appointment to meet either the class teacher, SENDCo or SENDCo assistant to discuss progress. We are happy to offer advice and practical ways of supporting your child at home.
  • Class teachers continually assess child’s achievements, what their strengths are and any areas where further support or challenge is needed. We track children’s progress from entry to end of EYFS, to end of KS1 and to the end of KS2, using a variety of methods.
  • We use Pscales to assess progress that is in smaller steps and at a slower pace than age related expectations.
  • Provision mapping is used to ensure children are receiving the appropriate level/ type of intervention and enables us to track and measure the impact of this intervention.
  • Any child may receive extra challenge or support at the point of their need but this does not always mean they will require an IEP.
  • We have regular meetings where teachers collaboratively assess work to check our judgements are correct (moderation).
  • We use nationally agreed guidelines on progress to check our judgements are accurate.
  • We check how well a pupil understands and makes progress in each lesson.
  • Our senior leadership team check the progress of pupils every term (more often if progress is slow) and we discuss what we are doing to make sure every pupil is making good progress.
  • Pupil Progress meetings identifies and compares the progress being made by different groups within school including our SEND children.
  • For pupils with SEN, teachers discuss progress with parents on a regular basis, at least every term and more often if required.
  • School Governors receive regular updates on the achievement of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times.
  • What equipment or resources we use to give extra support
  • The school site is wheelchair accessible, with a disabled toilet (and shower) large enough to accommodate changing. The school is all on one level with ramps at specific exits.
  • For pupils who require them we provide workstations; visual timetables; countdown timers; slope boards; coloured overlays, etc.
  • We use a range of software on our school learning platform/ website to help pupils engage with subjects they find difficult, practice basic skills and become independent learners.
  • Appropriate Apps/ programmes are available as part of our ICT provision to support learning.
  • More specialised equipment can be organised via external agencies where appropriate.
  • All classrooms have TA support.
  • What additional support is available to help us meet SEN, pastoral, medical and social support
  • We are an inclusive school, welcoming and celebrating diversity. Our staff are a caring and understanding team who have the children’s health, wellbeing and best interests at heart. We believe that it is important that children have high self-esteem, as this is crucial to their wellbeing.
  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class. Therefore, they would be the parents’ first point of contact. If further support is required, the class teacher liaises with the SENDCo/ SENDCo assistant for further advice.
  • We have support from specialist teachers/ support staff for advice and assessments on SEND related needs (general and specific learning difficulties, speech, language and communication, hearing impairment, visual impairment, social and emotional related needs, social communication, including autism, physical disabilities)
  • We work with local authority services, including the Educational Psychology Service.
  • Speech and Language Therapy advise our staff, assess pupils and give advice on strategies and programmes
  • Occupational therapists assess pupils for special requirements such as seating.
  • Physiotherapy support is provided for pupils who need it.
  • We work with the CAMHS team to promote positive mental health for children.
  • The school nursing team can provide advice on medical and personal need.
  • All staff are trained to support dyslexia and dyscalculia and in strategies that can be used to support children.
  • Most staff have received Team Teach training.
  • Most staff have received Precision Teaching training in order to provide intensive intervention on a 1:1 basis.
  • We have access to colleagues in our collaboration schools who can also offer expertise and support.
  • What other activities are available for pupils with SEN in addition to the curriculum
  • We run breakfast and after school provision which offer a range of activities. This provision is available to all children, including those with SEND.
  • We have educational visits, including residential trips in Years 5 and 6. Pupils with SEND are included on these. We endeavour to ensure accessibility for all pupils and will provide the necessary support to ensure that this is successful.
  • How we support pupils in their transition into our school and when they leave us
  • We have good links with the pre-school, childminders and other providers and the SendCo and EYFS teacher visit the pre school throughout the year.
  • We encourage all new children and their parents to visit our school prior to starting when they can meet some of the children in their class and be shown around the school. They may also attend a taster day.
  • We have a good transition programme that takes place mainly during the summer term. As part of this programme, we receive information about the children coming in our school. Additional meetings can also be arranged prior to transition where a SEN concern has been raised.
  • We have close links with our secondary schools and together we plan a transition programme for our children with SEND, when they are moving on to their new school, sharing information and organising visits and transition days.
  • When children with SEND are coming into our school, we will formulate individual transition plans. If needed we will encourage further visits to assist with acclimatisation of the new surroundings. We may also liaise with other agencies such as, Educational psychologist to ensure a smooth transition.
  • In July all of our children spend a session in their September classes with the new class teacher so that they have experienced their new class and are not worrying during the summer break. For our SEND children, they may spend additional sessions with their new teacher and a social story may be written about their new class.
  • We liaise closely with staff when receiving and transferring children to different schools to ensure that all relevant paperwork is passed on and all needs are discussed and understood.

How additional funding works

  • Schools receive funding for all SEND pupils and use this to provide what pupils need (including equipment). The local authority may contribute towards very expensive items.
  • If a pupil’s EHC(Education, Health and Care Plan) identifies something that is significantly different to what is usually available, there will be additional funding allocated. Parents will have a say in how this is used. Parents will be told if this means they are eligible for a personal budget in order to make the application. This must be used to fund the agreed plan.
  • Where pupils can get extra support
  • The class teacher alongside the SENDCo/ SENDCo assistant will discuss the child’s needs and what support is appropriate.
  • Different children will require different levels of support in order to close the gap between expected levels.
  • Parents/carers views are important and it is crucial that parents feel listen to and that they are satisfied with what happens.
  • If you have a concern about your child’s SEND and the provision they receive, please arrange an appointment with the SENDCo. They will follow up your concern and make sure an agreeable outcome is reached.

How do we know if it has had an impact

  • By reviewing children’s targets on IEPs compared to their baseline and ensuring these targets are being met.
  • Your child is making progress academically against national expectations and the gap is closing – they are catching up with their peers or age related expectations.
  • Verbal feedback from the class teacher, parent and pupil.
  • Children may move off the SEN register when they have closed the gap or made sufficient progress.

Where parents/ carers can get extra support

  • Liaise SEND Information, Advice and Support in Lincolnshire (previously known as Lincolnshire Parent Partnership service) offers free and impartial information and advice about SEN issues. They can be contacted through the Family Information Service (FIS). The FIS Freephone number is 0800 195 1635 and is available 8am-6pm.
  • Lincolnshire Parent Carer Forum can offer independent advice to parents about SEND issues. They can be contacted on 0845 3311 310 or www.lincspcf.org.uk
  • The Family Information Service is part of Children’s Services. The service is delivered by Lincolnshire County Council’s Customer Service Centre. They have lots of information for families, child carers and professionals, including support for families of children with disabilities and specific needs. You can access this service by calling 0800 195 1635 Monday to Friday 8am - 6pm.
  • Contact a Family also help to provide information and support on any aspect of raising a disabled child. Monday to Friday 10am to 4pm (Monday evenings 5.30pm to 7.30pm) Tel: 0808 808 3555.
  • 4All Information for parents/carers of children and young people aged 0-19 with a disability and/or additional needs in Lincolnshire. They can be contacted in the following way:
    • Post : 4all Co-ordinator?4all Database (c/o Family Information Service)?FREEPOST?PO Box 841?Lincoln?LN1 1ZE
    • Phone: 01522 555517
    • E-mail: 4all@lincolnshire.gov.uk

Who can parent/ carers contact for further information

  • Your first point of contact to share a concern is always the person responsible – this may be the class teacher, SENDCo or SENDCo assistant.
  • You could also arrange to meet Mrs Osgodby (Headteacher)
  • You could look at our SEN policy on our website www.wragby.lincs.sch.uk
  • LIAISE Lincolnshire will also be able to offer support and advice if you have any concerns about your child’s education. They can be contacted on their helpline 0800 195 1635
  • If you are considering whether your child should join our school, please contact our school office. Our Senior Administrator is Mrs Creaser and she can be contacted on 01673 858477. You can arrange to meet our Headteacher who would willingly discuss how our school could meet your child’s needs.

File icon: docx SEND Information report sept 16 [docx 69KB] Click to download
File icon: docx SEND Policy [docx 94KB] Click to download
File icon: docx Accessibility Policy 2016 [docx 76KB] Click to download