SEND INFORMATION REPORT
Reviewed January 2018
SEN Information Report
Statement of intent
Spring Grove has a caring multi-cultural ethos. Pupils are encouraged to be motivated and independent learners, responsible and confident and able to contribute to the wider community. Pupils are at the centre of everything we do and all children have equal access to the curriculum, resources and support. We want all pupils to feel successful and have their personal success recognised and celebrated. We believe parents to be the experts where their pupil’s needs are concerned and place pupils and their parents at the centre of our approach.
The SEND Code of Practice (2014) makes it clear that all teachers are teachers of pupils with SEND and that quality teaching in the classrooms alongside their peers is the first stage in provision for all pupils with SEND. We strive to a a fully inclusive school and have been awarded the Kirklees Inclusion Quality Gold Standard.
- To ensure that all pupils have access to a broad and balanced curriculum.
- To ensure pupils receive a differentiated curriculum appropriate to the individual’s needs and ability.
- To ensure the identification of all pupils requiring SEND provision as early as possible in their school life.
- To ensure that pupils with SEND take as full a part as possible in all school activities.
- To ensure that parents of pupils with SEND are kept fully informed of their child’s progress and attainment.
- To ensure that pupils with SEND are involved, where practicable, in decisions affecting their future SEN provision.
Definition of Special Educational Needs & Disabilities (SEND)
The SEND Code of Practice (2014) defines SEND as, “A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
Special education provision means (CoP 2014), For a pupil over two, educational provision which is additional to, or different from, the educational provision made generally for pupils of the same age in maintained school.
Identification of Special Educational Needs
A pupil has SEND where their learning difficulty or disability calls for special educational provision to be made for them, that is provision different from or additional to that normally available to pupils of the same age. The identification of SEND is built into the overall approach to monitoring the progress and development of all pupils. Class teachers will assess each pupil’s current skills and levels of attainment on entry, building on information from previous settings. Class teachers then make regular assessments of progress for all pupils identifying in particular where pupils are making less than expected progress given their age and individual circumstances. Where a pupil’s progress is causing concern, this may be characterised by progress which:
- is significantly slower than that of their peers starting from the same baseline
- fails to match or better the child’s previous rate of progress
- fails to close the attainment gap between the child and their peer
- widens the attainment gap
It can include progress in areas other than attainment – for instance where a pupil needs to make additional progress with wider development or social needs.
Broad areas of need as outlined in the SEND Code of Practice (2014)
These four broad areas give an overview of the range of needs that the school plans for and not to fit a pupil into a category. In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time.
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health
Sensory and/or Physical
The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. In practice, individual children often have needs that cut across all these areas and their needs may change over time. In our school, the needs of the whole children will always be considered in this process.
There are other factors that may impact on progress and attainment that are not considered SEN:
- Attendance and punctuality
- Health and Welfare
- English as an additional language
- Being in receipt of pupil premium
- Being a ‘looked after child’
- Being a child of a serviceman or service woman
Any concerns relating to a child’s behaviour may be an underlying response to a need which the school would work with parents to identify.
The Graduated Approach to SEN Support
Identifying and adapting teaching to meet pupils’ needs is a process that is in place for all pupils. The school has a rigorous and regular system, through termly pupil progress meetings, to identify where pupils are not making expected progress or working below national expectations. Class teachers will put in place if necessary, relevant and timely interventions, appropriate differentiation and in-class support, aimed at closing the gap or raising the attainment. The class teacher will also to talk with parents to ensure there is a shared understanding of pupils needs and to gain parental perspective on any emerging concerns and areas of strength.
The process of monitoring/assessment, planning and providing support in different ways will continue. Further school based resources will be explored to determine and inform provision; this may include discussion with team leaders and the school’s Special Educational Needs Coordinator.
Where a pupil’s needs are persistent, the class teacher will meet with the SENCo. Parents will be invited to attend this meeting and share their perspective. Where appropriate, the child’s views will be sought. If, as a result of this process, it is clear that different and additional provision is required to meet the child’s needs, the child will then be placed on the school SEN record at ‘SEN Support’. The parents will be informed if the school is making special educational provision for a child. The class teacher remains responsible and accountable at all times for the progress and development of all children in his/her class, even where a child may be receiving support from a teaching assistant. High quality teaching, differentiated for individual pupils is always seen as the first step in responding to pupils’ who may have SEN
Working together the SENCo, class teacher, parents and child (where appropriate) will select appropriate support and intervention to meet the outcomes identified for the pupil, based on reliable evidence of effectiveness. This will be delivered by staff with sufficient skills and knowledge. This SEN support will take the form of a four part cycle (assess - plan - do - review) through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupils needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the Graduated Approach. It draws on more detailed approaches, more frequent reviews and more specialist expertise in successive cycles in order to match interventions to the SEN of a child.
The effectiveness of the support and interventions and their impact on the pupil’s progress will be reviewed each term. The review process will include an evaluation of the impact and quality of the support and intervention and the views of the pupil and their parents. This review will then feed back into the analysis of the pupil’s needs. The class teacher, with support from the SENCo where needed, will revise the support in light of the pupil’s progress and development, deciding on any changes to the support and targeted outcomes, in consultation with the parent and pupil.
The school can involve specialists at any point for advice regarding early identification and effective support. However, where a pupil continues to make less than expected progress, despite evidence based support and interventions that are matched to the pupil’s area of need, the school will consider involving specialists, including those secured by the school itself or from outside agencies. Parents will always be involved in any decision to involve specialists, along with the child’s class teacher and in appropriate cases, the child them self. Specialist agencies will only be contacted where parents are in agreement. It is the SENCo’s role to contact any specialist agencies and ensure that the involvement of specialists and what was discussed or agreed is recorded and shared and fully understood by parents, teaching staff and, where appropriate, the child. The involvement of specialists and what was discussed or agreed will be recorded and shared with the parents and teaching staff supporting the child.
Examples of specialist agencies used by and that are available to be used by the school are: Educational psychologists, Specialist teachers for children with hearing and vision impairment , including multi-sensory impairment, and for those with a physical disability, Speech and language therapists, Occupational therapists and physiotherapists
In some cases, there is a charge for accessing specialist agency support; funding for which will come from the school’s notional SEN budget and will be monitored by the SENCo and Head teacher.
Where pupils are made subject to a Statement of SEN or EHC plan (to be converted over time), the school will work in close partnership with any specialist agencies named on the ‘Plan’ to provide support and specialist advice.
The Local Authority ‘My Support Plan’ and ‘Education Health and Care Plan’ process:
Where the special educational provision required to meet the child or young person’s needs cannot reasonably be provided from within the resources normally available to the school, the school, in consultation with parents, will consider requesting a LA SEN Support Plan or Education, Health and Care assessment from the Local Authority is appropriate. To inform this decision, the SENCo will have close regard to the local authority’s criteria for funding through an SEN Support Plan or for an EHC Plan assessment. This can be found on the Kirklees Local Offer web site along with information on the EHC plan coordinated assessment process and will be shared in full with parents to ensure they are confident and clear about what the process and how they are involved in it.
Removing pupils from the SEN register:
In consultation with parents, the child will be considered for removal from the SEND register where he / she has made sustained good progress that:
- betters the previous rate of progress and has sufficiently closed the attainment gap between the child and their peers of the same age,
- or where a child’s wider development and /or social needs have improved and progress in the targeted area is considered to be sustained
- and SEN Support is no longer required to ensure this progress is sustained.
- Supporting Parents/Carers of Children with SEND
The school is fully committed to a meaningful partnership with parents of children with special educational needs where they can be as fully involved as possible in decisions and are provided with the information and support necessary to enable participation in those decisions.
The school will do this by:
- Always making parents feel welcome and actively listening to their concerns, wishes and aspirations for their child, instilling confidence and building effective partnerships.
- Providing all information in an accessible way.
- The SENCo being available for meeting by appointment through the school office or by email.
- Publishing how the school implements the SEND Policy on the school web site following the information set out in the SEN information regulations (2014) and as part of the school’s contribution to the Local Offer. (kirkleeslocaloffer.org.uk)
- Class teachers meeting with parents, in addition to parent evening appointments, to discuss concerns regarding pupils’ progress at the earliest opportunity, raised either by the class teacher or the parents themselves.
- Class teachers will invite parents of pupils with SEND in their class at least three times a year to set and review the outcomes of support, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent, the pupil and the school. It will provide an opportunity for the parents to share their views. This meeting may part of or in addition to parents’ evening meetings and will be supported by the SENCo.
- The school will ensure that teaching staff are supported to manage these conversations as part of their professional development.
- Support and guide parents in ways that they can help with their child’s learning and development at home.
- A record of the outcomes, action and support agreed through the discussion are kept and shared with all the appropriate school staff and a record will be given to the pupil’s parents.
- Signposting parents to wider support, information and services pertinent to their child’s SEND by ensuring they know how to access the Local Offer and Kirklees Information Advice and Support Service.
- Consulting with a representative group of parents of pupils with SEND when reviewing the school’s SEND Information Report (see school web site).
- Planning in additional support for parents at key times, for example, when considering and making a referral for a coordinated assessment for an EHC plan and to ensure smooth and successful transition into the school or to next phase of education.
- Seeking parents’ views through periodic questionnaires and considering adjustments to practice in the light of analysis.
- Supporting Pupil Voice
The school recognises that all pupils have the right to be involved in making decisions and exercising choice. We aim to develop pupils’ self-advocacy skills to enable them to transfer to their next phase of education confident and able to communicate, convey, negotiate or assert their own interests, desires, needs, and rights becoming increasingly able to make informed decisions about their learning and future and take responsibility for those decisions.
How the school will do this:
Self-knowledge is the first step towards effective self -advocacy so, with their parents, we will support pupils to understand their strengths, needs and approaches to learning that are particularly successful for them and to have the confidence to voice their concerns, hopes and aspirations.
Wherever possible and in an age appropriate manner, pupils with SEND are involved in monitoring and reviewing their progress are and as fully as possible in making decisions about future support and provision. They views are recorded and shared.
All staff will actively listen to and address any concerns raised by children themselves.
Planning in additional support for pupils at key times, for example, when considering and making a referral for a coordinated assessment for an EHC plan and to ensure smooth and successful transition into the school or to next phase of education.
Pupils are also provided with additional support to contribute as fully as possible in their Annual Review. This can be, for example, by attending part of the review meeting in person, preparing a statement to be shared at the meeting, using a peer advocate to support them in the meeting or by preparing a recorded presentation to share at the meeting.
Seeking pupils’ views through regular questionnaires / group interview activities undertaken by the SENCo and / or SEND Governor, considering adjustments to keep in the light of analysis.
Supporting Pupils at school with Medical Conditions
The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.
Some may also have special educational needs (SEN) and may have a statement, or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision where the SEND Code of Practice (2014) is followed.
In September 2014, a new duty from the Children and Families Act 2014 came into force for governing bodies to make arrangements to support children at school with medical conditions. The aim of this policy is to make sure that all children with medical
All teachers and support staff undertake an induction process on taking up a post and this includes a meeting with the SENCo to explain the systems and structures in place around the school’s SEND provision and practice and to discuss the needs of individual pupils.
The school’s SENCo, Miss Diane Mahon regularly attends (SENCO Network / Additional Needs Panel Meetings/ Local SENCo meetings etc) in order to keep up to date with local and national updates in SEND.
Funding for SEN and Allocation of Resources
The school’s core budget is used to make general provision for all pupils in the school including pupils with SEND. In addition, every school receives an additional amount of money to help make special educational provision to meet children’s SEND. This is called the ‘notional SEN budget’.
The amount in this budget is based on a formula which is agreed between schools and the local authority. The government has recommended that schools should use this notional SEN budget to pay for up to £6,000 worth of special educational provision to meet a child’s SEND. Most children with SEND need special educational provision that comes to less than £6,000. If the school can show that a pupil with SEND needs more than £6,000 worth of special educational provision, it can ask the local authority to provide top-up funding to meet the cost of that provision. Where the local authority agrees, the cost is provided from funding held by the local authority in their high needs block. Schools are expected to use this funding to make provision for that individual pupil.
The school may also use of Pupil Premium Funding where a pupil is registered as SEND and is also in receipt of Pupil Premium grant to address the needs of these pupils and enhance learning and achievement .
Each term, in consultation with the head teacher and class teachers, the SENCo will map the targeted provision in place for pupils on the SEND record to show how resources are allocated and to monitor the cost of the whole of our SEND provision. This targeted provision is outlined on the school’s Provision Map.
conditions (both physical and mental) are properly supported in school so that they can play a full and active role in school life, remain healthy and achieve their academic potential.
Our Medical Conditions Policy has been written following new recent guidance published by the Department for Education and available to view on this website.
Monitoring and Evaluation of SEND
The school regularly and carefully monitors and evaluates the quality and effectiveness of provision for all pupils including those with SEND. This is done through scrutiny of data related to the achievement of pupils with SEND, work scrutiny, observation and sampling of parent and pupil questionnaires. The school’s SEND Governor also has a role in scrutinising the findings of the school’s self-evaluation and relevant data as part of the Governing body’s process of monitoring the effectiveness of the school’s SEND Information Report.
In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development.
Training needs of staff are identified through the school’s self-evaluation process.
Roles and Responsibilities
The key responsibilities of the SENCO are taken from the SEND 0- 25 Code of Practice (2014) and include:
- Overseeing the day-to-day operation of the school’s SEND Information Report.
- Coordinating provision for children with SEND.
- Liaising with the relevant Designated Safeguarding Lead (DSL) where a looked after pupil has SEND.
- Advising a on the graduated approach to providing SEN support.
- Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively.
- Liaising with parents of pupils with SEND.
- Liaising with Early Years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies.
- Being a key point of contact with external agencies, especially the local authority and its support services.
- Liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned.
- Working with the head teacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements.
- Ensuring that the school keeps the records of all pupils with SEND up to date.
Governing Body and Head teacher
The Governing Body will, in line with SEND Information Regulations, publish information on the school’s website about the implementation of the school’s SEND Information Report. The information published will be updated annually and any changes to the information occurring during the year will be updated as soon as possible.
A member of the Governing Body is appointed to have specific oversight of the school’s arrangements for SEN and disability and to ensure that the full governing body is kept informed of how the school is meeting the statutory requirements.
Muhammed Shafique is the SEN Governor who has specific oversight of the school’s arrangements and provision for meeting special educational needs.
The governing body will make sure that:
- They are fully involved in developing and monitoring this policy.
- All governors, especially the SEN Governor, are up-to-date and knowledgeable about the school’s SEN provision.
- The quality of SEN provision is continually monitored.
The Head teacher, SENCo and Governing body will establish a clear picture of the resources that are available to the school and will consider the strategic approach to meeting SEND in the context of the total resources available, including any resources targeted at particular groups, such as the pupil premium.
Head teacher will ensure that the SENCo has sufficient time and resources to carry out her functions. This will include providing the SENCo with sufficient administrative support and time away from teaching to enable them to fulfil their responsibilities.
Storing and Managing Information
All records containing sensitive records relating to the special educational needs or disabilities of pupils in school will be treated as highly confidential. The same confidential and secure approach applies to information shared with outside agencies by telephone, email or letter.
Reviewing this Report
This report will be formally reviewed annually. Representatives of parents of pupils with SEND and pupils themselves will be part of this process.
The Disability Discrimination Act (DDA), as amended by the SEN and Disability Act 2001, placed a duty on all schools and LAs to plan to increase over time the accessibility of schools for disabled pupils and to implement their plans.
As a school we will discuss individual access requirements.
In compliance with the Equality Act 2010, we regularly review and evaluate the physical environment of the school in order to ensure equal access to the school’s provision and facilities. We are Grade II listed and as such are prevented from making certain changes to the building due to regulations.
We provide information to pupils and parents with disabilities in ways that are user-friendly and fully support the pupils in their learning experience. For example, at Spring Grove School we encourage the use of overlay material in class and (soft) coloured backgrounds on display boards and interactive screens. We use visual timetables and most staff have attended sign language training.
Our staff regularly review their teaching strategies to ensure that any potential barriers to learning and participation by disabled pupils are removed. We support our teaching and non-teaching staff with a programme of in-depth training designed to raise their awareness of disabilities and to enable them to minimise any potential difficulties for pupils.
At the present time the school has no wheelchair users.
We have pupils who have been diagnosed with dyslexia, mobility difficulties, hearing and visual impairment, downs syndrome autism and a variety of medical conditions, all of whom are fully integrated into school life and participate in the whole curriculum including extra-curricular activities (such as school trips).
We take a fully inclusive approach to our staff recruitment and aim to appoint the best person based on their skill set and qualifications and regardless of any disability he/she might have. We actively implement the school's equal opportunities policy for staff.
We will regularly monitor the plan and it will also be reviewed annually but any needs which are recommended or required prior to review will be implemented as a matter of urgency.
Dealing with Complaints
Please see Kirklees School’s ‘Complaints’ policy, that can be viewed on their website,
Where parents/carers and young people disagree with elements of a final Education Health Care