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1. Types of SEN
Provision
12. External Specialist Support
2. Our SEND
• Policy• Accessibili
ty plan
4. Teaching
pupils with SEN
10. Preparing
for the next stage
7. Consulting with Parents and Young
People
13. Identifying
and Assessing
Needs
6. Assessing and
Reviewing pupil
Progress
3. ContactingThe SENCo
11. Evaluating Provision
Panshanger Primary School SEND Provision
Click on the buttons for further information
5. Accessing
the Curriculum
9. Pastoral Support
8. Access to Local
Authority SEN
Officer
14. Commonly
asked questions
1. Types of SEN we provide for:Communication and Interaction•Autism Spectrum Conditions (inc. Asperger’s Syndrome)• Speech and Language Difficulties
Cognition and Learning• Dyslexia
• Dyscalculia• Dyspraxia
• Moderate Learning DifficultiesSocial, Emotional and Mental Difficulties• ADHD• Attachment disorder• Mental Illness-Depression• Self harm
Sensory and/or physical needs• Vision/ hearing impairment
• Motor skill difficulties Next
Next
2. Our SEND• We adapt our curriculum and the
learning environment of children and young people with SEN by :
• See SEN Police (click here).• See Inclusion Policy (click here).• See accessibility plan (click here).
ACCESSIBILITY PLAN
1. This Accessibility Plan has been drawn up in consultation with all stakeholders and covers the period from September 2014 – September 2015
2. We are committed to providing a fully accessible environment which values and includes all students, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
3. Panshanger Primary School, over time, to improve the accessibility of provision for all students, staff and visitors who may have the following disabilities:
ASD/Asperger’s
Behaviour Communication
Consciousness Palliative care Eating &
drinking Hand function
Hearing
Incontinence Learning
Medication Mobility Other Disability/ health problem Personal care
The Accessibility Plans contain relevant actions to:
Improve access to the physical environment of the Academy, adding specialist facilities as necessary. This covers improvements to the physical environment and physical aids to access education.
Increase access to the curriculum for students with a disability, expanding the curriculum as necessary to ensure that students with a disability are as equally prepared for life as are the able-bodied students. This covers teaching and learning and the wider curriculum of the Academy such as participation in after school clubs, leisure and cultural activities, off site visits etc. It also includes the provision of specialist aids and equipment, which may assist disabled students in accessing the curriculum.
Improve the delivery of written information to students, staff, parents and visitors with disabilities. This will include handouts, timetables, textbooks and information about the Academy and its events.
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1. Types of SEN provisionTargeted
Specialist Child needs a range of outside specialist
support.
Child has multi agency involvement Child may be working towards, or will already have, a EHC plan. SENDCo to seek advice where necessary from outside specialists. Training for adults involved in the care of the child to be regular. Specialist assessments are used to recognise steps in learning – Educational Psychologist Monitoring of the support given to the child through range of means and by a range of specialists. Parents are contacted frequently and kept up to date on the day to day progress of the child through a key
adult.
Targeted Child needs
resources and support from one or
more outside agencies
‘Cycle of Support’ in place and reviewed regularly – Learning Plan targets Advice sought by SENDCo to outside agencies. Child will be working towards , or already have, a Learning plan in place. Additional Training may be needed to support the child in school. Additional arrangements and time will be needed in order for the child to receive specialist support. Monitoring by SENDCo and other outside specialists. Complete CAF and start TAC (if required)
UnniversalTargeted Needs are not
being met through QFT
Concern highlighted to SENDCo ‘Cycle of support’ put in place using resources from within school. Advice sought from SENDCo and members of SLT Progress monitored through analysis of extra and additional support that has been given Monitoring by SENDCo and Teacher through individual observations of the child and consultations with the
teacher Half termly ‘Structured Conversations’ with parents to discuss progress of child and next steps- Class
Teacher and SENDCo to attend if required Use of additional assessments , where needed.
Universal has an identified
additional need but is
progressing well
Needs met through quality first teaching Advice sought through Subject Leader and other teachers Progress monitored through Pupil Progress Meetings , formal and informal assessments Monitoring by SENDCo through Learning Walks/ Book Scrunities/ Pupil Interviews/ Learning Plans Parents evenings used by Class Teacher as a time to share what is working well and next steps for the child Training for students and NQTs. Access to training as appropriate. Whole school policies and procedures in place.
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Area of Need: Cognition and LearningFor All children as Appropriate –
‘Wave 1’Catch Up – ‘Wave 2’ SEND – ‘Wave 3’
Differentiated planning, activities and delivery
Different teaching styles Use of rhymes Mnemonics for spelling or handwriting
formation Interactive whiteboards Use of apparatus for more practical
application General support from an adult Peer support Use of learning objectives and success
criteria Marking relating to success criteria Peer marking Individual, group and class targets Small group work Paired work Vocabulary lists Bank of words Writing frames Dictionary and thesaurus Pictures or cartoon strip instead of
written prose Cut and stick activities for labelling
rather than writing own labels Computer programs e.g. Clicker 5 – 2
Simple painting Keywords displayed Word wheels Use of 100 square / individual and
whole class, number lines, odd / even number line, posters / signs reinforcing knowledge e.g. 100cm = 1m
Class displays Interactive displays Specific apparatus areas Labelled drawers Labelled objects Makaton signs used and displayed Daily routine
Group Education Plans/ IEP’s Additional in class support from adults -
CT,TA, student, parent Additional use of apparatus differentiated groups e.g. tracks/
differentiated spellings Additional slots for reading Reading games Sorting and matching words Y5 / Y6 Reading buddies SENCO support in nursery for
assessment SENCO informal assessment Handwriting 1:1 and groups Fine motor skills groups Gross motor skills groups. Small group teaching for speech and
language support. Group photo’s Adult photographs Small group teaching for EAL ELS Catch up plans for phonics. Key words sent home. Increased visual aids Differentiated delivery Withdrawal groups. Use of ICT programs e.g. Clicker 5/ Easy
keys Booster Sessions
Involvement of outside agencies e.g. Educational Psychologist, Pre School Advisory service. Speech and Language
Individual Education Plans Implementation of programmes
developed by SENCO and/or outside professionals
One-to-one CA support Makaton Intensive literacy support Daily individual reading Intensive numeracy support CAF / TAF Individual Task List Individualised curriculum Use of lower case keyboard Visual timetables - Individual
FOUNDATION KS1 KS2 lower KS2 Upper
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Area of Need: Communication and InteractionFor All as Appropriate –
‘Wave 1’Catch Up – ‘Wave 2’ SEN – ‘Wave 3’
Differentiated planning, activities and delivery
Simplified language Use of mnemonics or rhymes Use of symbols e.g. smiley faces,
thumbs up, pictures of objects for counting rather than numbers
Use of other visual aids and prompts
Sound systems Modelling and demonstration Structured school and classroom
routines School council Visual Timetables
In class support from additional adults Vocabulary extension Small group sessions Use of ICT
Liaison with speech therapists and implementation of programme
Makaton Support from advisor for Autism Use of ICT - Widget One-to-one CA support Visual timetable CAF/TAF Sing-along signing Expressions chart ‘First and Then’ board Timers Visual prompts – Visual Time
tables and rewards Writing with symbols/ pictures
e.g. rules (ICT/ widget) Pictures of adults around school
FOUNDATION KS1 KS2 lower KS2 Upper
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Area of Need: Social, Emotional and Mental Health Difficulties
For All as Appropriate – ‘Wave 1’
Catch Up – ‘Wave 2’ SEN – ‘Wave 3’
Whole school behaviour policy Blue respect book Golden rules Golden Time Class rules Reward systems e.g. Star of the Day,
Worker of the Week, Reward Charts, Stickers
Use of parachute Circle Time Buddy groups Sharing assembly Worry box / confidential box Class and school assemblies Marking Social stories Protective Behaviours SEAL Superstars Crucial Crew
Group Education Plans/ IEP’s Small group circle time ( Nursery) Group reward systems Individual ‘Buddy’ Time away Short tasks to develop fine motor
control.
IEP’s Individual reward systems Behaviour chart One-to-one support from named
adult Pastoral plans Pastoral support worker Support from The Park ESC CAF/TAF Reminders for toileting Carpet tiles for individual
children Cut up food/ special drinking
cups Timed ‘Time Away’ Use of timer for activities. Large keys keyboard Foot rest Individual speech therapy and
language support by LSA Social Stories Art Therapy Play Therapy
FOUNDATION KS1 KS2 lower KS2 Upper
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Area of Need: Sensory and/or Physical Needs For All as Appropriate – ‘Wave
1’Catch Up – ‘Wave 2’ SEN – ‘Wave 3’
Brain gym activities Specific seating arrangements Teacher aware of implications
of sensory and physical impairment
Pencil grips Differentiated PE equipment
e.g. larger balls
Additional handwriting Small group or 1 to 1
handwriting practice Fine Motor skills Gross motor skills Handwriting homework Modified resources e.g.
scissors/ writing equipment Double handled scissors. Use of sensory materials to
write e.g. paint, chalk, sandbox, chunky pens/ pencils, grips etc
Individual support in class during PE
Physiotherapy programme Occupational therapy
programme Gross and fine motor
skills programmes – Individual support at
break times Individual support
throughout the day CAF / TAF Adapted equipment e.g.
smaller size (toilet seat, foot rest, lowered water tray)
Daily activities Use of large coloured
keyboard Visual sequences for
changing to/from PE/break
FOUNDATION KS1 KS2 lower KS2 Upper
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3. Contacting the SENCO.
SENCo – Mrs Amanda Reed Tel 01707 [email protected]
I can :• Offer advice about how to identify if your child has any special
educational• needs.• Suggest ways to support your child at home• Make referrals to outside agencies• Lead multi-agency meetings to make sure your child’s needs are met in
school• Provide support on family needs and suggest who can help• Should you wish to speak or meet with me then please ring the school
office or speak with a member of our office staff to make an appointment.
You can also contact Mrs Freya Rymer.School Family Worker.
[email protected] Tel: 07957 361266
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3. Contacting the SENCO, if you have a Concern.
1. Raise any concerns with
your child’s class teacher.
2. Head Teacher and theSENDCo will always be happy to talk to you
either face to face, by phone, or by email.
3. If you are still not happy, please feel free to contact the Head teacher to discuss your concerns
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All pupils with SEN are taught a full range of subjects by teachers with
training and experience of adapting lessons to make them accessible but
appropriately challenging for all pupils. Pupils have access to all aspects of the curriculum unless otherwise stated in a
published eh&c plan.
The quality of every teachers’ provision for pupils with SEN is
observed, monitored and reviewed as part daily processes and the teachers’ annual performance management arrangements.
Panshanger Primary School provides regular training
throughout the year to support teachers in addressing specific
SEN ensuring that pupils receive ‘quality first teaching’.
Our aim is to encourage and prepare all pupils to become independent
learners.
Some classes provide additional support in the classroom to
help pupils access the lessons.Targeted pupils may access
additional learning opportunities to help them
catch up.
4. Teaching pupils with SEN
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4. Teaching pupils with SEN - Differentiation
To ensure we have an engaging, fun
curriculum that all children can access,
whatever their needs.
Teachers plan and deliver lessons based on knowing their children
well and by adapting lessons quickly so that all children can
receive the best outcomes.
Lessons and teaching can beadapted in a number of ways:
Teaching style appropriate for a child’s needs eg. visual approach, high level of interaction, drama, role play, adult support, additional resources.
Use of multi sensory resources and visual stimuli
Repetition of concepts
Suitable access strategies eg. work in chunks, extra processing time, work breaks
Adult support where necessaryMainMenu
We will provide the following to support children in their learning:
Adult support where appropriate
Flexible groupings
A wide range of visual and multi
sensory resources
Appropriate teaching approach for a
child’s needs eg. hands on, visual,
multi sensory
A range of access strategies such as work in chunks, work breaks, extra processing time
Access to ICT devices eg. iPad, notebook,
laptop, voice recorder
Specialist equipment eg sloping boards,
pencil grips, calming/fiddle toys, seating cushions, coloured overlays
Individual timetables/schedules
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6. Assessing and reviewing pupil progress.•
Teacher assessments
Data collection and analysis
Comparison with national data
Review meetings
Written reports
Additional intervention reports
Annual reviews and structured
parent conversations
We will ensure that there are regular chances to assess and review children’s progress and we will use the following means :
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7. Consulting with parents and young people.• We will ensure that when we discuss any additional needs
this will include you, as the parents/ caregiver and the children themselves.
Structured Parent Conversations and review meetings
Informal meetings
Written reports
Open door policy
Parents
Use of School Council members
Informal pupil
interviews
Assessment for Learning
opportunities in class
Young People
Open door policy
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8. Access to the Local Authority SEN offer.
The Local Authority’s Local Offer is can be found at:
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Click on link below:
http://directory.hertsdirect.org/kb5/hertfordshire/directory/localoffer.page
9. Pastoral
Support
Counselling and support Family
Support worker
Home School Liason
EAL support in and out of
class
1 to 1 support in and out of
class
Nurture Sessions
School Council
PSHElesson
s
Buddies
Behaviour support
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Resiliencetraining
Bereavement support
Outside agencies
10. Preparing for the next step
The child visits the new class/ school
with parents/carers
SENCo contacts the previous
school to discuss particular needs and support the
child has received
SENCo will visit/ liaise with the
previous school of children with
Special Educational
Needs
The child makes extra visits to the school, if
deemed appropriate
Information gathering from all professionals
involved with the child
Transition meetings with
the parents and any other agencies
working with the child.
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11. EvaluatingProvision.
Comparison with National
and Local Data
Information gathered from
formal and informal
assessment analysis
Pupil Interviews
Parent consultations
Monitor and analysis of the
impact ofinterventions
, including final analysis
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High quality first
teaching based on individual
needs
PupilProgress
meetings
12. External Specialist Support
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Educational Psychologist
(EP)
Specific Learning
Difficult Base (SPLD)
Speech and Language
service (SALT)
Advisory Teacher service
Occupational Therapists
(OT)
Child and Adolescent
Mental health Service
(CAMHS)
Step2 – Mental Health
Family Support Worker
School Nurse
Primary Support
Base (PSB)
Education Support
Centre (ESC)
Play Therapy
Counselling Service
We do this by:• Listening to Parental concerns.• Listening to the concerns of the
child.• By observing the child.• By carrying out additional
assessments.• By using school tracking data for
reading, writing and maths• By seeking advice from outside
agencies – complete a Single Service Request Form (SSR)
• By gathering Information provided by previous setting.
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13. Identifying and assessing needs
14. Commonly asked questions:
1. How does the school know if my child needs extra help?
2. What should I do if I think my child has special educational needs? Who do I contact?
3. How will the learning and development provision be matched to my child’s needs?
4. How is the decision made about how much support my child will receive?
5. How will I know how my child is doing? How will you help me to support my child’s learning?
6. How will I be involved in discussions and planning for my child’s education?
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14. Commonly asked questions cont:
6. What specialist services and expertise are available at or accessed by the school
7. What training has the staff supporting children and young people with SEND has or having?
8. How will my child be included in activities outside the classroom including school trips?
9. How accessible is the school environment?10. How will the school prepare and support my
child to join the school, transfer to a new school or the next stage of education?
11. How are the school’s resources allocated and matched to children’s special educational needs?
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