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SEN

What is the school’s ethos and approach to teaching pupils with SEN and Disability?

School Ethos:

Robin Hood Primary firmly believes that all children have an equal right to a full and rounded education which will enable them to achieve their full potential. We use our best endeavours to secure special educational provision for pupils for whom this is required, that is ‘additional to and different from’ that provided within the differentiated curriculum to better respond to the four areas of need identified in the new Code of Practice (September 2014).

  • Communication and interaction
  • Cognition and learning
  • • Social, mental and emotional health
  • • Sensory/physical

Provision at Robin Hood:

Robin Hood Primary School is a mainstream one form entry setting, except for Year4 which has two classes, with an attached nursery.

All children and young people are entitled to an education that enables them to make progress so that they:

  • achieve their best
  • become confident individuals living fulfilling lives, and
  • make a successful transition into adulthood, whether into employment, further or higher education or training 

At Robin Hood Primary we already make provision for every kind of frequently occurring special educational need with or without an Education, Health and Care Plan, for instance dyslexia, dyspraxia, speech and language needs, autism, Asperger’s syndrome, learning difficulties and behaviour difficulties.  There are other kinds of special educational need which do not occur as frequently and that we have had experience of within the school, such as hearing impairments.  In areas of need in which we have less experience we are quick to access training or the services of specialist professional so that these kinds of needs can be met. 

The school currently meets the needs of pupils with an Education, Health and Care plan with the following kinds of special educational need:

Autistic Spectrum Disorders (ASD);

Speech, Language and Communication Needs.

Decisions on the admission of pupils with an  Education, Health and Care plan are made by the Local Authority.

The admission arrangements for pupils without an Education, Health and Care Plan do not discriminate against or disadvantage disabled children or those with special educational needs and will follow the usual school admissions procedures.

See admissions policy

Monitoring impact and effectiveness of interventions:

Every pupil in the school has their progress tracked termly.  In addition to this, pupils with special educational needs may have more specific assessments to inform targets and to measure small steps of progress.  The SENDCo meets with class teachers each term to discuss how specific pupils are progressing and discuss action plans.

If these assessments do not show adequate progress is being made the support plan and planned outcomes will be reviewed and adjusted.

Interventions are monitored termly and the use of them is reviewed to ensure their effectiveness.  This is done by tracking start and end data for both academic achievement and social, emotional development.  If a pupil is making progress staff have a discussion about if the pupil requires some further support or whether the intervention is no longer required.  If the intervention does not show impact on pupil progress then staff will discuss what could be done differently to support the pupil.

Teaching approaches:

‘Special educational provision is underpinned by high quality teaching and is compromised by anything less’ (SEND CoP, 2014)

We work to ensure that our approach to teaching and learning is of high quality and personalised to meet the individual needs of the majority of children.  Some children need educational provision that is additional to or different from this. This is special educational provision.

In meeting the requirements the school employs some additional teaching approaches and/or interventions.  All intervention programmes we use are research based and known to support pupils to make increased progress.  

Interventions which have been used at Robin Hood include precision teaching, colourful semantics, word wizard, toe by toe and Lego therapy.  More information on interventions can be seen on the attached document.

These are often delivered by additional staff under the close direction of teachers employed through the funding provided to the school. This is known as ‘notional SEND funding’. The class teacher will remain responsible for working with the pupil on a daily basis.

We have regard to the statutory guidance supporting pupils at school with medical conditions. Please see medical conditions policy. 

Adapting the curriculum and learning environment:

At Robin Hood Primary we follow the advice in The National Curriculum Framework on how to adapt the curriculum and the learning environment for pupils with special educational needs.  We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in Education, Health and Care Plans.

            ‘All pupils should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Teachers should use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum.’ (Code of Practice 6.12)

All teachers are expected to differentiate lessons to meet the needs of all learners.  Differentiation may be through resources, teaching or support.  Pupils may receive support in the form of an intervention group.  Please see appendix 1 for additional detail on the interventions used at Robin Hood.

All learning environments promote independence through display and easily accessible support resources.  We have a quiet room to provide pupils with a calm space, in addition we have a range of resources which assist pupils to be calm e.g. weighted blankets.  Two of our classrooms are fitted with a sound field to support pupils with hearing impairments.  We also make use of work stations both in and out of classrooms to provide pupils with a distraction free work area.

As part of our requirement to keep the appropriateness of our curriculum and learning environment under review, our school has a working on-going plan which is reported in the School Access and Disability Policy. 

Access to all aspects of school life:

‘Reasonable adjustments’ may need to be made in order for children with SEN to access extra-curricular activities and trips. This will be achieved in discussion with parents and carers.

If pupils require additional support to prepare them for an extra-curricular activity, school trip or change to the timetable, careful plans are put in place.  This may be in the form of social stories, photo books or additional resources.  If social stories are deemed appropriate the teachers prepare social stories which are shared with the pupil in advance and ensure they have an understanding of what is going to happen, these are also shared with families.

What expertise, experience and training do school staff have in SEND?

Each school is allocated from the LA, funding which is to be specifically used to support the learning of children with SEND. 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.

All teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENDCo 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 SENDCo regularly attends SENDCo network meetings in order to keep up to date with local and national updates in SEND.  

Where a training need is identified beyond this we will find a provider who is able to deliver it or engage the services of other professionals to provide support and guidance. Training is ongoing in response to identified needs.  

Previously staff have received training in:

  • Precision Teaching
  • Numicon
  • Wave 3 (Numeracy Intervention)
  • Springboard (Numeracy Intervention)
  • Early Bird
  • Memory magic
  • Speech and Language (a range of small group interventions)
  • Occupational Therapy (Gross and Fine)
  • Circle of Friends
  • Socially Speaking
  • Time to Talk
  • Colourful Semantics
  • Sound Awareness
  • Nessy Spelling
  • Lego Therapy

Advice available to school staff:

The Governing Body have engaged with the following:

  • A Service Level Agreement with Educational Psychology service for 18 hours per year
  • Additional Education Psychology support through Head-Ways Psychology
  • Link to Disabled Children’s Service for support to families for some pupils with high needs
  • Access to local authority SLA with Speech and Language Therapy Services / Occupational Therapy Services / Physiotherapy Services for pupil with requirement for direct therapy or advice
  • Ability to make ad hoc requests for advice from AfC
  • Membership of professional networks for S.E.N.D CO e.g. S.E.N.D CO forum,
  • Sensory education team for pupils with VI and HI
How will I know how my child with SEN is doing and how will I be involved in discussions?

All parents of pupils with SEN at Robin Hood Primary School are invited to discuss the progress of their children three times a year.  During these reviews a pupil’s progress will be assessed against the targets and outcomes which have previously been set on their Personal SEN Passport.  At this meeting parents will also be asked to contribute to the planning of the next terms passport.  In addition we are happy to arrange meetings outside these times.  These SEN review meetings are in addition to the parent consultation meetings which are held in the Autumn and Spring term.

In addition to this, parents of pupils with an Education, Health and Care Plan will be invited to contribute to and attend an annual review, which, wherever possible will also include other agencies involved with the pupil. Information will be made accessible for parents.

How do we evaluate the effectiveness of our provision?

Regular monitoring and review will focus on the extent to which planned outcomes have been achieved.   The views of the pupil, parents and class teachers will be taken into account. The assessment information from teachers will show whether less than expected progress is being made.

The SEN Code of Practice (2014) describes adequate progress as:

  • Is similar to that of children of the same age who had the same starting point
  • Matches or improves on the pupil’s previous rate of progress
  • Which allows the attainment gap to close between the pupil and children of the same age

For pupils with an Education, Health and Care Plan there will be an annual review of the provision made for the child, which will enable an evaluation of the effectiveness of the special provision to be made.

What support will there be for my child’s overall well-being or behaviour?

At Robin Hood Primary we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching e.g. PSHE, SEAL, circle time and indirectly with every conversation adults have with pupils throughout the day.  If a pupil requires additional support to develop their emotional literacy skills an intervention would be put in place which may be in a small group or on a one to one.

For some pupils with the most need for help in this area we can also provide external agencies to support their needs.

We value parents/carers and pupils’ views and regularly consult with them through termly meetings. 

We recognise that vulnerable pupils may be at risk of bullying. We do not tolerate bullying in any forms and we have an Anti-Bullying Policy/ Behaviour Policy where our school procedures are outlined.  We make the most of opportunities to promote diversity and celebrate those that have overcome barriers to become successful e.g. celebrities and Paralympians.

How are pupils involved in the process of their target setting and reviewing?

Class teachers make the use of pupil conferencing to discuss individual’s progress with them and identify their next steps.  Pupils are asked to share how they feel they have progressed with their targets.  This also gives pupils the opportunity to discuss areas of success and difficulties with their class teachers and ensure that they have a clear understanding of how they can work towards achieving their targets.

Pupils who have a Personal SEN Passport are asked to identify a personal target in which they want to work towards.  They are also involved in the review process and asked how they feel they have met the targets they were previously set.

In preparation for an annual review pupils are asked to give feedback about their learning and experience of school.  We have used the East Sussex County Council Pupil Voice Mannual to gather pupils’ views.  Pupils also prepare a PowerPoint presentation for their annual review and are invited to come and share this at their review.

How will the school support my child when they move classes or move schools?

At Robin Hood Primary School we work closely with the educational settings used by the pupils before they transfer to us and to which they transfer from us in order ensure all have the information that will make the transfer as seamless as possible. 

Transition plans are made in consultation with parents and we agree on the most suitable strategies to support an individual.  Strategies which may be used include additional visits, meetings with members of staff from the other educational setting, photo books and communication passports.

Where ever possible we would invite the receiving school to attend a pupil’s annual review.

Where can I find information about the local offer and get additional support?

The Local Offer is a website that provides information on local services and support available for families including children and young people aged 0 - 25 years with special educational needs or disabilities.

Local Offer website: www.afcinfo.org.uk/local_offer

Email address for enquiries and feedback: sendlocaloffer@achievingforchildren.org.uk

Phone number for enquiries: 020 8547 4722

KIDS Richmond and Kingston SEND Information, Advice and Support Service (SENDIASS)

SENDIASS is a friendly team of local advisors who offer impartial advice and support on all matters relating to Special Educational Needs and or Disability.  Their aim is to enable parents and carers to make informed decisions.  They provide impartial, confidential advice and information for families around Education, Health and Care.

They offer support with Education, Health and Care Plans, personal budgets, person centred planning and how to use the Local Offer plus:

  • Support with understanding reports and letters, attending meetins and preparing for assessments and reviews.
  • Information and signposting to support services in your area.
  • Support with Transition and Preparing for Adulthood.
  • Support with and signposting to our specialist mediation team.
  • Advice and support on benefits.

They can be contacted on :

HELPLINE:  020 8547 6200

Website: www.kids.org.uk

Email: RichmondKingston@kids.org.uk

Leaflet: https://www.afclocaloffer.org.uk/uploads/afclocaloffer/document/file/277/SENDIASS_leafletOCT2015.pdf

SEND Family Voices (SFV).

Kingston & Richmond SEND Family Voices are a volunteer parent-led charity, formed in June 2014, in response to the opportunities offered by the SEND reforms; these are the changes in law which aim to create equal partnerships between families of children and young people with Special Educational Needs & Disabilities (SEND) and the professional services. 

SFV bring people together into a community to improve services, share support and strengthen our common voice.   By ensuring families are heard, they empower children, young people and their families to obtain the best possible care and services.   They work independently from, but in partnership with the providers of children's services.

Phone: 07469 746145

Email: SENDFamilyVoices@outlook.com

Website: www.sendfamilyvoices.org

Independent Support Partnership (ISP)

ISP provides a friendly and flexible service over the telephone, email or they can arrange to meet in a place that suits you.  ISP is the first point of contact for new EHCPs or conversions from Statements of SEN.

Phone: 020 8831 6076

Email: independent.support@richmondaid.org.uk

Website: www.raid.org.uk

How should complaints regarding SEND provision be made and how will they be dealt with?

The same arrangements for the treatment of complaints at Robin Hood Primary are used for complaints about provision made for special educational needs and disabilities.  We encourage parents to discuss their concerns initially with the class teacher, Key Stage Leader, SENDCo, Deputy or Headteacher to resolve the issue before making the complaint formal to the Chair of the GB. (See the Complaints Policy)

If a parent wishes to make an appeal in relation to an EHCP they can seek further advice through the Kingston Local Offer Page:

https://www.afclocaloffer.org.uk/pages/home/assessment-and-education-health-and-care-planning/challenging-our-decision

Who in school do I contact for further support and information?

SENDCo: Mrs Vicky Wales

The SENDCo can be contacted via the school office on 02085467388

Email: office@robinhood.rbksch.org

The school’s full SEN Policy is available under the ‘Policy’ section of the School’s website.

This SEND Report was written in September 2018

This SEND Report will be reviewed in September 2019