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 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.
‘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.