Special Educational Needs and Disability (SEND)

 

Special Educational Needs and Disability Information Report

This report was completed and updated in collaboration with parents/carers and children over the course of the Spring Term 2019

At Christ Church we inspire all children to be happy and confident learners who achieve and grow together as one family.

 What is a special education need or SEN?

As documented in the 2014 code of practice

  • A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision be made for him or her.                                                                                                                                                                                                                                     
  • A child of compulsory school age or 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 institution. 
  • For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers. For a child under two years of age, special educational provision means educational provision of any kind.

 

IDENTIFICATION
What should I do if I think my child may have a special educational need?

If you have any concerns regarding your child’s progress or well-being, speak to your child’s class teacher or Mr. Southern (Pastoral Manager). If you want to discuss your concerns further please feel free to contact or email the following:

·       Mrs Clarke (KS1 Inclusion Manager)

·       Mrs Monaghan (KS2 Inclusion Manager)

·       Mrs Hill (Headteacher)

·       Miss Taverner (SEND Governor) 

enquiries@admin.christchurch.wigan.sch.uk

How do we know if children need extra help in school?

Assessments are carried out on a regular basis with all children and we use the information gathered to measure progress and plan the relevant next steps for the children. Each child’s progress is discussed termly by the Head, Deputy Headteacher, Assessment Manager and class teacher.

If our assessments, tracking and monitoring systems show us that a child may have an additional learning need, a plan of action will be implemented depending on the individual needs and circumstances of the child. Parents voicing a concern may highlight a particular need and this will be discussed and investigated within school. Any concerns from early years settings attended prior to joining Christ Church will be investigated and monitored and appropriately actioned.

Our links with the Early Years Inclusion Team and other settings enable us to liaise regarding children who may transfer with SEND from nursery provision. Other relevant documentation (via the Speech and Language Therapy Departments, Educational Psychologists, Paediatricians etc.) may also aid early identification prior to school entry. The records of children transferring from other Primary Schools will be carefully checked to aid identification and discussions will take place with the child’s class teacher and parents. We have a graduated approach in the way in which we respond, support and care for our children with additional needs, including; monitoring, class support, school support and Education and Health Care Plan (EHCP). (See SEND Policy to read our graduated approach).

SUPPORT
How will the staff at Christ Church support my child?

Once a child has been identified the Inclusion Managers will meet with the class teacher to assess the support necessary. Christ Church invests in talented and caring teachers who are supported by qualified teaching assistants, that work together to meet each child’s individual learning needs. The class teacher with the support of the Inclusion Managers are responsible for providing interventions and targeting support, monitoring its quality and evaluating its impact.

To ensure children and their families are supported, Christ Church will:

• Gain children’s views, listen to their feelings, opinions and ideas and help them achieve their goals.

• Meet with parents to ensure they are regularly updated on progress, share their views and are involved in decision making.

• Ensure that individuals and groups are identified in planning (where necessary) through differentiation of learning challenges and tasks. Support may be provided by the teacher, in class, working in small groups or individually according to their needs. 

• Develop Individual Education Plans (IEP) or Behaviour Support Plans (BSP) which will be written and discussed with parents. 

• Ensure IEP targets and other curriculum targets in English and Mathematics, be reviewed termly, teachers will consider intervention / support strategies and groupings for these pupils and make necessary changes.

• Seek advice from support services to provide specialist assessment and advise teachers on setting targets for learning, learning strategies, and resources.

• Ensure that teachers and class teaching assistants (TA) will be fully trained to support any additional needs a child may have.

• In some cases, enable children to work with Specialist Teachers, TAs or Health Care Professionals.

CURRICULUM
How will Christ Church ensure the curriculum is matched to my child’s needs?

We provide a curriculum that inspires, achieves and meets the needs of all children through quality first teaching.

To ensure the curriculum meets the child’s needs, we will: 

  • Provide provision that is differentiated to ensure all children progress.                                                                                   
  • When necessary, ensure additional support be provided to help children access all learning opportunities.                               
  • Provide ‘Individual Education Plans’ which ensure children are developing skills and knowledge more rapidly.                          
  • Seek expertise from outside/external agencies in order to better match the curriculum to the child’s needs. 

 

COMMUNICATION
How will Christ Church know how well my child is doing and how will I be kept informed? How will Christ Church support me to help my child’s learning and development?

Parents are the most important part of any child’s learning journey therefore we strive to ensure where possible parent’s wishes are met. School will always seek their feelings and perspectives on their child’s development - parents are very highly regarded and valued.

Our ‘open door’ policy and use of the ‘Seesaw app’ ensures our parents/carers are always welcome each school day to discuss their child. We encourage active partnerships through on-going dialogue and excellent teamwork between school and parents.

To ensure parents are well informed, Church Christ will:

  • Inform parents when they first identify that a child has SEND and will explain the purpose of any intervention or programme of action.                                                                                                                                                                        
  • Expect parents to attend standard parents evenings, regular meetings with the class teacher or Inclusion Manager to discuss and share Individual Education/Behaviour Plans (IEP/IBP) and any meetings with other agencies such as Educational Psychologists (EP).                                                                                                                                                           
  • Ensure that parents understand procedures and have knowledge of their child’s entitlement within the SEND framework.          
  • Respects the differing needs of parents themselves such as a disability or communication barriers.                                         

Parents are expected to reciprocate and communicate regularly with the school, alerting us to any concerns they have about their child’s learning or provision.

WELL BEING
What support will Christ Church provide for my child’s overall well-being?

The well-being of any child at Christ Church is paramount and the highest of priorities of all staff. Our whole school ethos is one where everybody is valued, respected and cared for. We have a highly experienced Pastoral Manager (Mr. Southern) with a wealth of experience and expertise in supporting children, who offers emotional support for both children and their families. 

To ensure children’s overall well-being is nurtured, Christ Church will: 

• Immerse children in an environment which oozes love, care and positivity.

• Provide access to nurture groups aimed at creating positivity, confidence and well-being or similar sessions which develop areas of specific personal, social or emotional need.

• Be supported through the use of social stories and our ‘Heartsmart’ scheme of work to support changes in their lives.

• Provide access to lunch times support for those children who need additional care with behaviour.

• Have ‘Health Care Plans’ with detailed information which are prepared by school in partnership with parents/carers to ensure all staff are aware of any medical needs and what actions must be taken to ensure a child’s well-being.

• Administer Medicines if prescribed by a doctor and a letter of authorisation is completed by the parent.

• Provide care by staff at Christ Church, which hold a current Paediatric First Aid certificate.

SPECIALIST HELP
What specialist services and expertise are available or accessed at school?

The school works in co-operation with Support Agencies in making provision for children with SEND. Many children have a range of difficulties that require a concerted approach from the school. The school works with the following agencies to provide a high quality integrated service.

• Targeted Education School Support Team (TESS)

• Child Protection Advisors

• Educational Psychologists

• CAHMS (Child and Adolescent Mental Health Service)

• Start Well Service

• Visual Impairment and Sensory Team

• Social Care

• Speech and Language Therapist

• Occupational Health Team

• Physiotherapy

• Bridgewater Health Service (Pediatricians)

• School Nurse

• EMAS Team (Ethnic Minority Achievement Service)

• Early Years Inclusion Team

TRAINING
What training do the staff who support children with SEND access?

We update all staff to ensure that they have the best knowledge and skills to support children with any SEND. We complete audits provided by the Local Authority Targeted Education Support Service Team (TESS) and share good practice ideas.

The Inclusion Managers keep abreast of all national and local policy, research and literature. Staff are informed of any national changes to SEND provision through regular meetings and informal professional dialogue. Training needs of staff are planned in relation to the implementation of the performance management framework and whole school priorities associated with SEND.

 

ACCESS
How accessible is the school environment?

Our school prides itself as being fully inclusive and caters for all medical needs:

Facilities at present include:

• School on one level.

• Ramp at the office, KS1 and KS2 entrances into school to make the building accessible to all.

• Children’s disabled toilet and medical room with shower.

• Ethnic Minority Advisory Support team (EMAS) offer guidance and help communicate with families who English is not their first language.

TRANSFER
How accessible is the school environment?

On entering our Reception Class:

  • The Reception teacher/Deputy Headteacher (Mrs. C. Gornall) makes home visits and liaises with the relevant nursery/pre-school of any child that has been highlighted to school as having additional needs.                                                                                                                      
  • We will seek the views of key workers and parents on how the transition can be smooth and the necessary provision which needs to be provided when the child starts school.                                                                                                                                                                                                                                
  • We will also follow any advice provided by the ‘Early Years Inclusion Team.’

 

Transfer to High School: 

  • The KS2 Inclusion Manager and Year 6 class teacher will meet with the receiving school.                                                                                 
  • Arrange visits to school from receiving teacher, if needed.                                                                                                                             
  • Arrange visits to the receiving school if beneficial.                                                                                                                                        
  • Provide all SEND information in line with the GDPR guidelines to the SENCO at the receiving school.

 

To read our school’s SEND (Special Educational Needs and Disability) policy click here . Alternatively you can request a copy from the school office. 
 

This Information report will be reviewed again in October 2020.

 

Governor's Send Report 2019

           

Below is a link to Wigan Council’s Local Offer.

Wigan Council SEND Local Offer