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 available to identify what their barriers to learning may be in our school setting.
• If you tell us that you think your child has a SEND we will discuss this with you and investigate further. We will work with you to share findings and consider next steps in supporting your child at home and at school. 
• If a member of staff thinks your child may have a SEND, 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. Reasons for concerns being raised might include children 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.
• A need may be identified through liaison with an external agency or a health 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 S Thornton or our Pastoral Officer Mrs A Scott.
• We are child and family centred, so pupils, parents and carers will be involved in the assessment of SEND and regular planning meetings with school staff and, where appropriate, outside agencies.
• When we assess SEND we will discuss with you if your child’s needs are presenting the same at school and home; we take this into account and work with you to plan a consistent approach for you child.
• Our SENDCo and Head Teacher oversee all support and achievement of any child requiring additional support.
• The class teacher will plan and assess your child’s learning, work and interventions to ensure that appropriate levels of progress are being made.
• Interventions will be planned, recorded and monitored. These will be monitored regularly and the outcomes shared with parents. 
• A Teaching Assistant may work with your child either individually or as part of a group in class during the morning and our SENDCo a) may also work with your child either individually or as part of a small group during intervention sessions. 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 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 meet regularly.
• 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.

How we adapt the curriculum, modify teaching approaches and differentiate work to support your child

• High quality teaching is available to all children, including those with additional needs. Through Quality First Teaching, 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.
• All staff have ambitious goals for all pupils, adapting support as required to ensure all pupils are able to achieve.
• 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.
• 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 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 or SENDCo 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 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 SEND, teachers discuss progress with parents on a regular basis.
• School Governors receive regular updates on SEND; this report does not refer to individual children and confidentiality is maintained at all times.

What equipment or resources are used to give extra support

• The school site is wheelchair accessible, with a disabled toilet. 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, sensory breaks, 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.

The additional support available to help us meet SEND, 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 for further advice.
• We have support from specialist teachers/ outside agencies 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 (SLT) train our staff, assess pupils and advise 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 Healthy Minds team to promote positive mental health for children.
• All staff are trained to support dyslexia and strategies that can be used to support children.
• Most staff have received Team Teach training.

Other activities are available for pupils with SEND in addition to the curriculum

• JB Coaching 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 4, 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 local Nursery, childminders and other providers. The EYFS teacher and, where appropriate, the SENDco, visit all children ahead of their transition sessions. 
• 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 SEND 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 Occupational therapists and Speech Therapists 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 script may be written about their new class for them to read over the summer break.
• 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 towards the support of SEND pupils. If a child requires support in addition to that which school is able to provide without further funding, a needs assessment can be requested from the Local Authority once relevant evidence has been gathered. 
• If a pupil’s EHC Plan identifies something that is significantly different to what is usually available, we will work with outside agencies to consider any additional support required. 

Where pupils can get extra support:

• The class teacher, alongside the SENDCo 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 their current and expected levels.
• Parents/carers views are important and it is crucial that parents feel listened 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 or SENDco assitant, who will listen to you and follow up your concern.

How we know if it has had an impact

• By reviewing children’s outcome on the provision plan and comparing their intervention exit data to their baseline.
• 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  offers free and impartial information and advice about SEN issues. They can be contacted through the Family Services Directory  The Freephone number is 0800 195 1635 and is available 8am-6pm.
• Local Offer Link: https://www.lincolnshire.gov.uk/send-local-offer
• 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 Lincolnshire Family Services Directory has lots of information for families, carers and professionals, including support for families of children with disabilities and specific needs. You can access this service online. https://lincolnshire.fsd.org.uk/kb5/lincs/fsd/home.page                      
• Lincolnshire’s Local Offer can also be accessed through the above link. 

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 or Mrs Kenyon (Co-Headteachers)
• You could look at our SEND 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 on 01673 858477. You can arrange to meet our Headteacher who would willingly discuss how our school could meet your child’s needs.