Information for Parents and carers of children with Special Educational Needs and Disabilities (SEND).
Glenfield Primary School is a mainstream setting catering for children aged from 4 to 11 years old with 424 pupils on roll.
Within the school, we also have a specialist Speech and Language Provision which currently meets the needs of up to 30 pupils. All children within the provision have a statement of special education need with speech and language as their primary need.
At Glenfield Primary we strive to support all children to enable them to achieve and become active participants in their education.
In order to do this many steps are taken to support them through their learning journey and we recognise that every child is entitled to a broad and balanced curriculum which is relevant to their individual needs.
Our school SENCO (Special Needs Coordinator) Is Miss Laura Stretton. The Head of the Speech and Language Unit is Mrs Anna Thomson. To contact either, please either phone the school office or email email@example.com.
How does Glenfield Primary School know if my child needs extra help?
We know when your child needs help if:
- Concerns are raised by parents/carers, teachers or the child
- Limited or no progress is being made
- There is a change in the pupil’s behaviour or progress
- Continuous analysis of data throughout the child's education
- Assessments completed by the SENCo or external agencies, as required
The Early Years Team, nurseries, Inclusion support Services or other agencies may inform the school about the forthcoming admission of a child with Special Educational Needs or Disability.
What should I do if I think my child may have SEND?
- The class teacher is the initial point of contact for responding to parental concerns.
- ²The class teacher will complete a concern form and gather evidence and discuss your child’s needs with the SENCo.
- You will then be invited to work with the class teacher and SENCo to look at ways in supporting your child.
How do you identify children with SEND?
When identifying SEND we use a number of indicators to assist in the accurate identification of a child’s SEND:
- Parental concerns
- Information from previous schools, nurseries, pre-schools
- Information from other services
An ‘Initial Concerns’ form is completed by the class teacher which then forms the basis for a discussion with the SENCo and parents/carers. If your child is identified as having SEND he/she will be entered onto our SEND record, an Individual Education Plan (IEP) is written by the class teacher and discussed with parents/carers. Appropriate provision is put in place to meet the needs of your child.
Pupils with special educational needs and disabilities are identified as early as possible. In accordance with the 2014 Code of Practice there is a two staged process for identification, assessment and provision. The stages are SEN support (with or without a SEND support plan) and a Education, Health and Care Plan (EHCP). The first stage is a school based stage where it is anticipated the needs of pupils can be met through school based provision. Where pupils at this level are showing increased levels of need and involvement from external agencies a SEND Support Plan will be put into place to access resources over and above what the school is able to provide. These SEND Support Plans will be reviewed in line with the schools system of assessing, planning and reviewing progress. This graduated response recognises that there is a continuum of Special Educational Needs and Disabilities, and that the majority of children will lie at the SEND Support Stage.
How will you support my child and match the curriculum to their needs?
The triggers for intervention through SEND Support could be the teacher’s or other’s concern if the child:
- Makes little or no progress even when teaching approaches are targeted particularly in a child’s identified area of weakness.
- Shows sign of difficulty in developing literacy or numeracy skills that result in poor attainment in some curriculum areas.
- Presents persistent social, emotional or mental health difficulties, which are not ameliorated by the behaviour management policy employed by the school
- Has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment where appropriate
- Has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of an adapted curriculum.
Teachers professional judgements and effective tracking of pupils will ensure that a child having difficulties would be identified early.
- All pupils' learning is planned by their class teacher. It will reflect their individual needs.
- Our curriculum incorporates a variety of learning styles to deliver quality first teaching to all pupils.
- Children's views are taken into account with regard to their learning targets in line with their age and level of understanding.
- If your child has needs related to more specific areas of their education, such as spelling, handwriting, numeracy, staff may be allocated to work with a pupil on a 1:1 basis or he/she will be placed in a small focus group. These groups will be run by the teacher or teaching assistant and may involve some pre-teaching to help pupils' to be "ready" for the whole class work. The interventions will be regularly reviewed by all involved to check the effectiveness of the provision.
- Specialist equipment may be used depending on your child’s needs – such as a writing slope, pencil grips or concentration cushions.
- Pupil Progress Meetings are held each term, where discussions take place between the Senior Leadership Team and Class Teacher about the progress of pupils in their class. Discussions take place to check whether the provisions match the pupil’s needs.
How will I know how my child is doing?
- The SENCo, class teacher, support staff and, where appropriate, external agencies, are all involved in the assessment process.
- Where external agencies are involved, information is shared with staff and parents to inform the planning, teaching and learning process and the child's individual learning passport.
- Children are given opportunities to reflect on their own learning.
- You will be able to discuss your child’s progress at parents’ evening which are held twice a year. In addition, reports are sent out termly.
- If your child has an Individual Education Plan (IEP) meetings are held termly to discuss how your child is doing and what further steps need to be taken to enable your child to make progress in their learning.
- If your child has an Education, Health and Care Plan (EHCP), you will be invited to contribute to and attend all review meetings. Children are also consulted to obtain their views prior to these Annual Reviews.
Who do I contact if I have questions or concerns about my child?
- The class teacher should always be your first point of contact, your child’s teacher should be able to answer most of your questions, however if they are unable to answer then they will talk to the relevant members of staff and get back to you.
- If you need to talk about a specific special need and support on offer then the schools Special Educational Needs Coordinator Laura Jameson is available to meet with you. You can ring the school for an appointment or email the school office.
How will you help me to support my child’s learning?
- We hold curriculum events such as maths and literacy open sessions for you to attend, so that you can get actively involved with what your child is learning in school.
- Curriculum leaflets are sent home on a termly basis outlining what the children will be learning. Speak to your child’s class teacher about what you could do at home to support them.
- An outside agency holds weekly sessions offering guidance/ideas and support in helping parents to support their child in a range of curriculum areas.
- The school runs a number of booster classes for Year 6 children who have been targeted for additional support for literacy and maths. An after school homework club is held once a week and there is a weekly Number Partners group that meet at lunchtime.
What support will there be for my child’s overall well-being?
Glenfield offers a variety of support for pupils who are encountering emotional difficulties. These include:
- A member of staff that your child can go and chat to
- The school operates a mentoring programme for children who need additional support with their well-being.
- An individual behaviour plan with strategies to support your child for all staff involved to consult. This includes an individual consequence and reward system and a clear behavioural policy which is followed consistently across the school.
If my child has medical needs how will they be supported?
Each school has a school nurse who is available for support and advice and the school is able to make reasonable adjustments for medical needs.
- We would liaise and gather as much information with all the medical professions who are working with your child in order to follow direction and advice. A care plan may be compiled and the plan will be discussed with all staff who are involved with your child.
- If staff require additional training to support your child, where possible we would try to accommodate this.
- Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed medicine consent form is in place to ensure the safety of both child and staff member.
Have staff received specialist training for children with needs?
Different members of staff have received training related to SEND. These include:
- How to support pupils on the autistic spectrum
- How to support pupils with speech and language difficulties
- How to support pupils with physical and co-ordination needs
- How to support pupils with a specific learning difficulty (Dyslexia)
- Staff working with pupils with highly individualised needs have had specific training from external agencies such as Autism Outreach and Speech and Language Therapists.
- The two SENCos are currently undergoing the training to gain the qualification “National Award for Special Educational Needs Co-ordination”
What specialist services and expertise are available or accessed by the school?
Glenfield has built strong links with support services and has access to and can buy into all the provision on offer by the Local Authority. These include
- School Nurse
- Educational Psychology Service
- Specialist Teaching Provision
- Speech and Language Therapists
- Inclusion Service
- Physiotherapy Service
- Occupational Therapy Service
- CAMHS Child and Adolescent Mental Health Service
Occasionally, a pupil may need more expert support from other support services such as the Paediatrician etc. A referral will be made, with your consent, and forwarded to the most appropriate agency.
How are the school’s resources allocated?
- The SEND budget is allocated each financial year. The money is used to provide additional support or resources dependent on and individual’s or group’s needs.
- Additional provision may be allocated after discussion with the staff at progress meetings or if a concern has been raised during any other times of the year.
- If your child has an Educational Health Care plan, you will be invited in to discuss provision and see what the school has to offer your child. The provision for your child will be based upon the recommendations outlined on the plan.
How accessible is the school?
As a school, we are happy to discuss individual access requirements.
- The school is on one level, with no steps and is therefore accessible to all.
- There is a hygiene suite adapted for use by those with a disability.
- There are two disabled toilets available for pupils and parents.
- Specialist equipment as required based upon an individual’s needs.
How will my child be included in after school clubs and on school trips?
Where possible, Glenfield will make every attempt to ensure that every child has access to everything that is on offer. However, there are times when certain events and activities may not be suited to individual pupils. The school has to take into consideration the education and safety of all pupils and staff.
- A risk assessment is always carried out, which is additional to everyday classroom activities. Based on the outcome of the risk assessment and your child’s best interests, a decision in consultation with members of staff and parents will result in a number of options. These may include an additional adult or a member of staff trained in a specific medical procedure.
- Where there is financial hardship, pupils who are in receipt of pupil premium will be subsidised by the school so that your child can attend a trip or club.
How will the school prepare my child when joining or transferring to a new school?
Many transition systems are in place, depending on whether your child joins in foundation, part way through a year or at the beginning of an academic year.
- Foundation – the minimum transition will include a telephone conversation with the previous setting. Usually, foundation staff go to the early years setting and speak to the staff to gather information. There are lots of opportunities for you and your child to visit Glenfield prior to starting school.
- In some cases, the class teacher and SENCo will visit your child in the setting and invite members of the setting to come over with your child and visit Glenfield.
- Additional visits are arranged for children who need extra time as they might find the change challenging.
- Discussions between the previous or receiving school prior to your child joining or leaving are important to ensure a smooth handover.
- Year 6 transition to Year 7 – we have good links and work closely with our local secondary schools. We start to give information about the secondary transfer to you as your child approaches the end of year 5.
- If your child has additional needs, or is on the SEND record, then the SENCo has a transition meeting with the secondary setting SENCo and sets up meetings for parents in advance of your child moving on. Additional visits are also arranged for the child to become familiar with the school.
- Local secondary staff visit pupils and staff at Glenfield prior to them joining their new school.
- All pupils attend transition sessions at their new secondary setting to meet their new teachers.
- Staff are always willing to meet new parent/carers prior to them joining Glenfield.