At Sunnybrow Primary School, we celebrate the fact that every child is unique. We understand that children learn and develop in different ways, and have different strengths and areas for improvement. For all children we aim to provide:
- Access to a varied and stimulating curriculum, which is relevant to the needs of the children.
- Different Teaching approaches based on the needs of the children.
- Hands on learning and as many school trips as we possibly can.
- A range of technology to support and aid teaching.
- Opportunities for small group or independent work.
- Opportunities to develop self-esteem, independent learning, and development in decision making and problem solving skills.
- Access to highly skilled teaching assistants.
However, many children, at some time in their school life, need extra help.
We offer the following support for children with Special Educational Needs and Disabilities:
We aim for early identification of any special educational needs and disabilities, and this process starts from the first day children enter our school. If a child is attaining lower than age-related expectation or progress is slower than expected/usual for the child, but it is felt that the child doesn’t have a SEND, then the child in placed on the ‘Cause for Concern’ register, appropriate intervention is planned for and the child’s progress is carefully monitored. Interventions are carried out by our skilled learning support assistants and evaluated after each session. These interventions are then monitored by Mrs Sim or another member of our Senior Leadership Team to ensure that they are of a high quality.
If we suspect a child might have SEND, then we talk to the people who know the child best-the child and their parents/carers. In that initial assessment meeting, the child, their parents and their class teacher are invited to share their opinions and discuss the child’s strengths, areas of difficult and hopes for the future. This is recorded on a ‘short note’ form and forms the starting point for future support planning. We may also consult relevant external agencies such as an Educational Psychologist or an Advisory teacher from one of the teams at our Local Authority.
Following the first meeting, if it is deemed appropriate, a Support Plan will be created for your child. This contains 2 or 3 specific, measureable, achievable and realistic targets, outlines appropriate support or intervention programmes and who will be the responsible adult. These targets will be reviewed at least every term with the child, their parents, class teacher and Mrs Sim. We use the graduated approach detailed in the new Special Educational Needs and Disability Code of Practice 2014 of “assess, plan, do, review.”
We track pupil progress through:
- Every day formative assessments, using a system called assertive mentoring, which tracks pupil progress against the National Curriculum descriptors for their age group
- Analysing pupil progress data and setting appropriate targets
- Using national curriculum testing
- Using tests such as the year 1 phonics test, reading age and spelling age tests and Rising Stars optional tests
- Gathering information from the child, parents, carers and professional from other agencies
With the permission of parents we may seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:
- Carry out further assessment of the child’s needs
- Provide advice to schools on how to best support the child
- Suggest resources that would help the child make progress
For more details on how we assess children with SEND, please click on the link on the right hand-side of the page-‘How do we identify and assess pupils with SEND?’
Every teacher produces weekly Literacy, Numeracy and Foundation subject planning. This outlines the Quality First Teaching that will be taking place in class and also additional enhanced provision for any children with a SEND. Teachers and Teaching Assistants also produce carefully tailored intervention plans for additional sessions outside of the classroom.
In class, each child’s teacher will be finding ways to support your child to achieve these targets, such as:
- Changing the way activities are planned and delivered
- Matching activities to the ability / need of each child (differentiation)
- Adapting learning materials such as equipment and activities to suit each child’s needs. This might include providing visual prompts, a talking tin, a writing slope board, a box of fidget toys or a timer to help keep children on track.
- Carefully assigning additional adults (Although we do advocate for children to work as independently as possible)
- Where necessary, we adapt materials (for example, enlarging text for children with visual impairment) or adapted National Test papers, and apply for additional test time
- Adapting our behaviour policy and creating individual personalised behaviour plans
- Carrying out risk assessments to remove barriers to learning and ensure full pupil participation in all activities.
If extra intervention and support is required, then your child will be assigned to one of our skilled Teaching assistants. They will work closely with the class teacher to plan a programme of intervention.
We review provision for all children in the following ways:
- Support plan outcomes are reviewed at least once a term between a child, their parents and class teacher. New outcomes are written in partnership.
- Daily reflections on lessons throughout the week. Plans are then adapted following these reflections
- Weekly discussions between teachers and teaching assistants regarding children’s progress and the effectiveness of interventions/ additional support
- All SEND based interventions are evaluated after completion and next steps are planned
- Teachers meet with Mrs Binks (Head Teacher) and Mrs Sim (SENCO) for pupil progress meetings.
If your child has Special Educational Needs our SENCO will:
- Ensure the right support is put in place for each child
- Advise other teachers and teaching assistants on how to help each child and ensure they have an up to date Support Plan detailing how their needs will be met in school
- Arrange training for staff so they understand each child’s needs
- Work closely with parents on a regular basis to talk with them about their child’s needs and listen to any ideas or concerns they might have
- Work with other professionals (if necessary) who may be able to help individual children, e.g. speech and language therapist /medical professional/educational psychologist
If a child’s needs are very complex and/or severe we may ask the Local Authority to carry out an Education, Health and Care Assessment:
- This is a very detailed assessment of each child’s needs. Parents or carers, the school and a range of professionals will all be asked to provide written reports.
- At the end of the assessment phase the Local Authority will consider these reports to help decide whether or not to issue an Education, Health and Care Plan for the child.
- Parents/carers also have the right to ask the Local Authority to carry out this assessment although it is usually best if you can do this with the support of the school.
- Education, Health and Care Assessment is only appropriate for a small number of children. Your school SENCO or the Parent Partnership Service will be able to advise you about this.
- For more detailed information, go to the County Durham Local Offer: http://www.countydurhamfamilies.info/kb5/durham/fsd/localoffer.page?localofferchannel=0
We encourage all children to participate in every activity, regardless of special educational need or disability. Where this might be difficult (such as in the case of P.E.) we strive to remove barriers and put measures in place to support children in their engagement of the activity.
Qualified and caring staff
The teaching and learning requirements of all children with SEND is primarily the responsibility of the class teacher. This reflects the principle that SEND (provision for children with special needs and disabilities) is a whole school issue and a recognised aspect of all curriculum planning.
At Sunnybrow Primary School, we recognise that our greatest resource are our trained professionals. Our teaching assistants are Mrs Featherstone, Mrs Kitching, Mrs Austin and Mrs Leddy. The work of our teaching assistants plays an important role in supporting and accelerating the progress of all children, especially our SEND children.
Staff have particular expertise in working with children with: behaviour, emotional and social difficulties; speech, language and communication difficulties; children with complex needs. We attend regular training to ensure we are kept up-to-date with policies, practicse and changes. We can also offer Nurture Groups, Relaxed Kids therapy, Lego Therapy and Connecting with Children therapy.
Ensuring Inclusive practise:
We are fully committed to ensuring that all children can take part in any of the activities we offer in school. We are a small school and every member of staff knows every child and their needs. We complete risk assessments and tailor additional staff to ensure that children can participate fully in all aspects of school life, including external visits or events. Where necessary, we seek advice from external agencies or professionals to ensure that we are supporting a child’s needs effectively.
Evaluating the effectiveness of SEND provision:
At Sunnybrow Primary Scjhool we strive to ensure that our provision is having a positive impact on the outcomes for all pupils. We do this by:
- Regularly reviewing polices and practice
- Completing book scrutiny in leaderships meetings, staff meetings and Key Stage meetings
- Our Senior Leadership team (Including the SENCO) carry out learning walks and lesson/intervention observations
- All staff have performance management targets which are reviewed mid-cycle
- Our SEND Governor comes into school 3 times a year for a monitoring visit with the SENCO and also monitors our School Information Report
- The SENCO meets with children and parents to review the School Local Offer and provision
We have a written Special Educational Needs Policy which you can view or download in the school policies section of our website.
If you have any questions about SEND please contact the school and we will try our best to help you.