Special education needs provision, is outlined by a code of practice. The Code of Practice September 2014, sets out the legislation and regulations concerning children and young people with special educational needs and disabilities (SEND).

SEND – The School’s Offer (SEN Information Report 2017)

  • What is the definition of Special Educational Needs and Disability?

    The SEND Code of Practice: 0-25 years (2014) states that a child or young person has a special educational need or disability if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

    • A child of compulsory school age/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 educational facilities of a kind generally provided for others of the same age in mainstream schools

  • What kinds of special educational needs (SEND) might the pupils at Yavneh Primary School have?

    According to the Code of Practice 2014, special educational needs and provision can be considered as falling under four broad areas:

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

  • How does the school know if children/young people need extra help?

    • Liaison with each pupil’s Nursery or childcare setting.
    • Liaison with external agencies
    • Concerns raised by school staff, parents or other agency about behavior or progress observed through informal observations.
    • Nursery and Reception Baseline assessment to benchmark initial pupil progress.
    • Programme of informal and formal assessment
    • Children do not make a good level of development and are making limited progress against the EYFS Framework.
    • Limited progress is being made according to expecting progress set out in the National Curriculum 2014 Age Related Expectations for each year group (KS1 and KS2)
    • KS1 and KS2 SATs results
    • Pupil tracking systems
    • Value added data
    • Reading/spelling/ Maths assessments
    • Read, Write Inc Phonic assessments
    • Scales
    • Individual Education Plans
    • Individual Provision Maps
    • Views of parents and pupils
    • Progress and attainment in lessons and over time.

  • What should I do if I am concerned about my child’s academic progress?

    • If you have concerns about your child’s progress, you should speak to your child’s class teacher in the first instance.

  • What should I do if I think my child may have special educational needs?

    • If you think that your child has a SEND, please contact, Mrs Field, SENCo

  • How will school staff support my child?

    Subject teacher input, through targeted classroom teaching (Quality First Teaching).

    • The majority of your child’s learning needs will be supported and addressed by high quality, personalised teaching in the classroom, targeted at the area of weakness identified.  
    • Class teachers are responsible for the planning and implementation of learning tasks for all pupils, including the learning of pupils who have identified special educational needs
    • Staff will employ different ways of teaching, so that your child is fully included in learning in class. This may involve using more practical learning, visual aids and the use of IT
    • Ensure that specific strategies and/or resources suggested by the SENCo, are in place to support your child’s learning.
    • Support may include additional general support by the teacher or teaching assistants in class
    • There are Learning Support Assistants in some classes where pupils need additional
    • Appropriate specialist equipment may be given to your child e.g. writing slopes, pencil grips, lap top, wiggle cushions

  • Provision in addition to classroom teaching

    Additional provision will be given where a pupil’s needs are ‘additional to or different from their peers’. The duration of an intervention, will vary according to need but will be monitored regularly. Interventions will be reviewed by the school to establish the effectiveness and impact of the provision and to inform future planning.

    Intervention programmes may include:

    • Speech and Language support
    • Pastoral mentoring
    • Additional numeracy sessions
    • Additional literacy sessions
    • Handwriting programme
    • Social skills groups
    • Enrichment programmes include additional literacy skills and Hebrew
    • One to one tuition in English and/or Maths
    • Anger Management programme
    • Social, emotional and behavioural support programmes
    • Bereavement support group

  • Highly personalised and individualised interventions

    • This level of support is available for a few children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
    • This is usually provided via an Education, Health and Care Plan (EHCP). This is a legal process which sets out the amount of support that will be provided and will also outline how the support should be used, and what strategies must be put in place
    • An additional adult or Learning Support Assistant (LSA) may support your child with whole class learning, run individual programmes or small group sessions which include your child.
    • Reduced or modified curriculum

  • How will I know how my child is doing?

    • We support and involve parents in their child’s learning both formally and informally
    • Parent consultation evenings are held twice a year, where you will have the opportunity to meet with class teacher, SENCo and support teachers to discuss any specific needs
    • In the EYFS focus meetings take place termly
    • Regular reporting details the progress that your child is making in school
    • Reviews of support plans such as IEPs
    • Additional means of communication may also be put in place, such as home/school liaison using the pupil planner, email correspondence and telephone conversations
    • We invite parents to be involved in forming school policy, by giving us feedback and making suggestions, through questionnaires and meetings
    • Additional appointments can be made with the class teacher and SENco to discuss progress.
    • Regular learning walks and lesson observations will be carried out by members of the Whole School Leadership and Senior Leadership teams to ensure that the needs of all children are met and that the quality of teaching and learning is high
    • The SENCo will check and monitor that your child is making good progress within any individual work and in any group that they take part in
    • If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and plan any additional interventions or support and/or referrals to outside professionals
    • The progress of children with an EHC Plan will be formally reviewed at an Annual Review held with all adults and professionals involved with the child’s education

  • What support will there be for my child’s overall wellbeing?

    • Pupils are encouraged to forge close relationships with their class teachers and the LSA’s working in the classroom who are the first point of contact for overall well being
    • A very clear behaviour policy with instant rewards for positive behaviour
    • A structured PSHCE programme (Personal, Social, Health and Citizenship education)
    • Social emotional behavioural support programmes usually delivered in the form of circle time to address issues such as anger management, behavioural difficulties friendships and self esteem
    • Buddies are allocated to some pupils who are struggling socially or to the whole class when appropriate.
    • SEND pupils are monitored by the team of Learning Support Assistants who they may talk to frequently
    • Close links with a number of external agencies who offer support as and when required
    • Pupils who are encountering significant social, emotional and mental health difficulties receive support from outside agencies such as CAMHS and the school nurse

  • What specialist services and expertise are available at or accessed by the school?

    A pupil may be identified by the school as needing some extra specialist support from a professional outside the school. This may be from organisations that include:

    • Local Authority Advisory teachers for behaviour, ASC, Hearing and Physical impairment (Integrated Services for Learning /ISL)
    • Support from the Summerswood Primary Support Base
    • Outreach Support from The Park ESC for significant behavioural needs
    • Health services such as occupational therapists, speech and language therapists, physiotherapists
    • Outside agencies such as the Education Psychology Service, the school nurse
    • Special Educational Needs and Disability Advisory Service (formally known as Parent Partnership)
    • Family Support workers
    • Attendance Advisory team
    • Education Support Team for Medical Absence ESTMA
    • Child and Adolescent Mental Health Service (CAMHS)

  • What training have the staff supporting children and young people with SEND, had or are having?

    • The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND through a programme of Continuing Professional Development (CPD)
    • The SENCo contributes to whole school training on SEND issues such as personalised learning, inclusion, specific learning difficulties (Dyslexia, Dyspraxia) , meeting the needs of pupils on the autistic spectrum and pupils with Speech, Language and Communication needs
    • The SENco from Yavneh College supports staff at Yavneh Primary School with advice and training,
    • Support staff have access to training from outside specialist agencies
    • As part of the local SEND cluster group, the SENCo has access to up to date and relevant training related to SEND.
    • The staff appraisal process enables gaps in SEND training to be identified and targeted.
    • Read, Write Inc phonics training.
    • All members of the SEND department receive ongoing training on Specific Learning Difficulties, Autistic Spectrum Conditions, Speech, Language and Communication needs and supporting pupils effectively in the classroom.
    • The SENCo at Yavneh College has a Masters in Special Educational Needs and a Diploma in Psychology. She has an ELKLAN qualification in Speech and Language difficulties.
    • The SENCo attends regular training courses which inform departmental and whole staff training
    • As part of the local SEND cluster group, all members have access to up to date and relevant training related to SEND in order to support the needs of your children.

  • How will you help me to support my child’s learning?

    • All parents are invited to a transition meeting at the beginning of a new school year where ideas are given on how to support your child at home.
    • Home visits will be made to new pupils joining us in Reception.
    • Where a child needs extra support the class teacher will meet with parents individually and provide them with ideas and resources to support the child to make progress.
    • Regular updates regarding effort and progress will be sent home
    • The SENCo is available to discuss strategies on how to support your child with their specific needs at home
    • If outside agencies have been involved, suggestions and programmes to be used at home are normally provided by them
    • The class teachers can be contacted to discuss your child’s progress and any concerns/worries that you may have
    • The school encourages liaison with external agencies and professionals so that information to support your child’s learning can be shared
    • Pupil home/school link book can be used to support communication between you and the school
    • The SENDIASS (Parent Partnership Service) is available to give impartial advice and support should you need it. Their website address is: http://www.hertsdirect.org/services/healthsoc/childfam/specialneeds/educ/parpart/

  • How will I be involved in discussions about planning for my child’s education?

    • When children have been identified as having SEND needs, the thoughts and feelings of the child and the parents/carers, together with the views of school staff and relevant professionals are taken into account through:
    • Informal discussion with staff
    • Teacher and child meetings
    • Teacher and parent meetings
    • Annual Reviews, CAF and TAF meetings which include outside agencies where appropriate
    • The school may invite parents to a meeting to discuss their child’s progress and academic/social emotional and behavioural concerns
    • The SENCo will invite parents to meet to discuss the possibility of SEND at any time in the school year.

  • How will my child be included in enrichment activities during the school day?

    • The individual needs of all our pupils are taken into account in the planning of enrichment activities and trips.
    • Appropriate provision and reasonable adjustments will be made where necessary to ensure that activities are as inclusive as possible i.e. arranging for an additional adult to accompany a pupil, additional preparation for a child who is anxious, making adjustments for sporting activities to allow a pupil with a physical disability to participate
    • Pupils with SEND are supported during school activities during the school day such as religious celebrations.

  • How accessible is the school environment?

    • The school ensures that it is fully accessible in terms of access to the curriculum, to the physical environment and to information for members of our school community.
    • The new school building has been designed to ensure that pupils in wheelchairs can move around independently.  
    • There are accessible parking spaces for parents who wish to drop off their children and wheelchairs to the school.
    • There are toilets and changing facilities that support pupils in wheelchairs.
    • We endeavor to adapt the environment for individual pupils with visual, hearing and physical requirements by using assistive technology that benefits and aids them.

  • Who can I contact for further information?

    • Mrs Field, Headteacher and SENCo
    • Mrs G Peters, SEND Governor
    • Mrs J Moore, MAT Board Trustee, responsible for SEND

  • How will the school prepare and support my child to join the school or transfer to a new school?

    Change can be challenging for all children, particularly children with SEND, therefore at Yavneh Primary School, we have a range of procedures to support the transition of children with SEND as they join our school, move to new classes within the school or transfer to new schools.

    Joining our school in Hachana – home visits are carried out for all children and parents are provided with a pack of information when they attend the ‘New to Yavneh Parents’ meetings.  During home visits at the beginning of term, any concerns are discussed and information gathered.  Children and their parents are encouraged to come in for special sessions before joining Hachana and the settling in process is tailored to support the needs of individual children.

     

    We recognise that transitions can be difficult for any child, and we take steps to ensure that any transition is as smooth as possible

  • If your child is joining us from day-care, preschool, or home:

    • Teachers and Senior Leaders visit the children in their day-care setting or preschool and spend time talking to current teachers.
    • Teachers and Senior Leaders make home visits to the homes of every child starting in Reception to gather information and discuss concerns.
    • Children are invited to visit the school for a ‘Stay and Play’ afternoon.
    • An open evening is held for all parents before the start of the school year.
    • Information is gathered from your child’s preschool.
    • For pupils with SEND, the SENCo will liaise with your child’s previous setting to discuss the specific needs of your child.
    • The SENCo may also visit pre-school nurseries where a child has been attending and meet with relevant members of the Hertfordshire pre-school teaching team
    • The SENCo will attend annual review of pupils with an EHCP.
    • Copies of children’s SEND records are received and kept on file with the SENCo

  • If your child is moving to another school/setting

    • We will make sure that all records about your child are passed on as soon as possible per request
    • We will respond to the schools/SENCo request for information about any special arrangements or support made for your child.

  • When moving through the school/transition

    • Information is maintained on the school’s database system and is accessible to all staff.
    • Teachers are informed about the SEND status of the child and the area of need via handover transition meetings.
    • Pupils visit their new classrooms and meet their new teacher before the start of the academic year.
    • Teacher support strategies and pupil information is made available to teachers
    • For pupils with significant SEND needs, planning/information meetings will take place with their new teachers.

  • How are the school’s resources allocated and matched to children’s special educational needs?

    • The deployment of financial resources provides high quality learning for all our pupils.
    • The level of support will be reviewed by the school through consultation with pupils, parents, teaching and support staff, and relevant external agencies.
    • The notional SEN budget and Pupil Premium allocation premium is used to support pupils effectively to provide additional support or resources dependent on individual needs.
    • The school identifies pupils with additional needs on an inclusion register which is reviewed and updated regularly. This ensures that the needs of children are being met, and resources are deployed as effectively as possible.
    • Resources may include deployment of staff or additional equipment depending upon individual circumstance.
    • Funding is provided by Local authorities through an EHCP
    • Exceptional Needs Funding, where appropriate, may be applied for in order to support the needs of individual and groups of children with exceptional needs.

  • How is the decision made about how much support my child will receive?

    • Through consultation with parents, teaching and support staff and relevant external agencies.
    • Additional support, provision or intervention will be allocated according to need after discussion with the Class teacher, Head teacher and/or SENCo.
    • The level of support is constantly reviewed and allocated according to need.

  • How do we address concerns and handle complaints from parents of children with SEND about provision made at the school?

    We are committed to working in partnership with parents and carers to meet the needs of the children in our school.     

    • If you have a concern or question about provision for your child with SEND, we would encourage you to contact your child’s class teacher in the first instance.
    • If you wish to discuss your concerns further, you can contact Mrs Field SENco
    • In the unlikely event that your concern is not resolved, then please make contact (in writing) with our Executive Headteacher- Mr S Lewis, in line with our Complaints Policy which can be seen on the website.

  • Please visit the following website: