Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Consett Junior School we follow a graduated support approach which is called “Assess, Plan, Do, Review”. This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details can be found on the Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
Ø Quality First Teaching and what this means for your child.
Ø Specific group work.
Ø Specialist group support from outside agencies e.g. Speech and Language Therapy; Speech and Language work to improve Reading and Writing, Early intervention programme to build confidence, self esteem and peer group relationships.
Ø Specific individual support for children whose learning needs are severe, complex which may involve specialist provision.
Ø Range of teaching and learning styles to suit all aspects of how pupils learn.
Ø An engaging, innovative and supportive curriculum tailored to the needs of all pupils.
Ø Mentoring and Counselling, where necessary by scholl staff or through outside agencies.
Ø A broad range of extra-curricular activities, including homework club, booster classes, music groups, art club and a variety of sport and outdoor activities.
Ø Differentiated materials, where necessary.
Pupils who come to us with a specific learning difficulty, we discuss this with parents and provide the support that the school is able to offer, reviewing this termly and seeking the advice of outside agencies where necessary.
Assessment of SEN pupils
SEN Support children and EHCP pupils are assessed termly using PIVATS assessments and/or teacher assessment using levels and APS. These assessments are used to assist in the identification of clear targets to ensure progress.
Individual PIVATS assessment sheets are collated and kept in the child’s SEN file.
Outside agency assessments are also an integral part of the assessment process and feed into teacher assessments.
Assessment may also include deciding when to exit children from the SEN Register. Those children who make two terms of sustained progress, narrowing the gap between where they began working and where they are expected to be, will be removed from the SEN register. We will place them on a ‘Monitor’ status.
Children will sit statutory assessments and tests where appropriate and/or mandatory. Extra time can sometimes be offered, as can timed breaks or the offer of a ‘reader’ to support with the reading of papers. This may be agreed by looking at assessments and administering ‘screening’ to gain standardised scores that exempt children from specific activities or gain them concessions. All of this is carried out under strict guidelines set by DfE (Department for Education). The SENDCo and relevant staff (Year 6 staff) will administer any concession screening required.
Other professionals are welcomed into school to provide advice and support. The SENCo will organise all visits with the professionals and will keep a record of dates and actions resulting from these visits. Reports will be copied for the class teacher and will be filed in individual pupil’s files held by the SENCo.
The Local Authority publish a Local Offer. This outlines the additional support and expertise available through the Local Authority that can be accessed by parents and the school.
Resources for SEN/Adapting the Curriculum (Included in the School’s Information Report)
- Staff may reduce the amount of language they use in the classroom.
- Staff may request and order specialist pieces of equipment (for example ‘yoropencils’ for children with Developmental Co-ordination Disorder or ‘quiet tents’ for children with a diagnosis of Autistic Specturm Disorder)
- Recording of work may look different for SEN children. This may include:
- Learning stories and photographs of activities/learning taking place.
- Access to equipment such as easispeak microphones, cameras, digiblue recorders, ipads, Language Master recordings stuck into books.
- Larger lines in books.
- The use of a different pencil/pen to support hand grip.
- Classrooms use, and display, a visual timetable which may include Makaton signs and words.
- Staff may pre-teach any vocabulary prior to a lesson to enable children to follow the learning.
- Staff may provide a ‘low arousal’ work station or learning environment – lessening distractions.
- Classrooms have an alphabet strip available and word mats.
- Resources for pupils with special educational needs are regularly reviewed to ensure work can be differentiated to meet their needs.
- The SENCO will liaise very closely with the designated teacher for looked after children to ensure identified needs and outcomes are part of the child’s personal education plan.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.