Presentation on theme: "Alvechurch CofE Middle School ‘We value the individuality of all our pupils.’ Our aim for children with special educational needs is to ensure that they."— Presentation transcript:
Alvechurch CofE Middle School ‘We value the individuality of all our pupils.’ Our aim for children with special educational needs is to ensure that they are safe and happy at school and that they are given every opportunity to reach their potential Communication A Partnership Approach Appropriate, Effective and Child Centred Provision Frequently Asked Questions Click on the stars for additional information. Contact information 6
Pupils who require additional support, in accordance with the SEND Code of Practice (2014), follow a four step cycle called the graduated response. Pupils are assessed to identify a key area of need, provision is planned to support the pupils’ needs and to ‘bridge the gap’ in learning and or behaviour. Intervention is delivered and the impact on pupil progress is assessed in order to identify the next steps in learning. This is called Provision Mapping. The outcomes linked to pupil progress are shared with you at pupil progress meetings held on a termly basis. Identification of Needs :
Communication We have a Special Needs Co-ordinator, Mrs S. Sweeney who is responsible for ensuring all children who are identified with SEND, receive an inclusive, high quality response to meeting their needs. She can be contacted on: (Mon/Wed/Fri). The Special Needs Co- ordinator is supported by a lead TA for Special Needs, alongside a team of commited teaching assistants, who support the needs of pupils inclusively in the classroom. Teaching assistants also deliver intervention programmes to a target group of pupils or individually. This is in addition to the provision made in the classroom eg Speed up!, Mathswizz, Rapid Reading, Rapid Maths. We call this wave 2 provision. Our Special Needs Co-ordinator is responsible for auditing the training needs of all teaching/support teaching staff to enable the provision for pupils identified with SEND to be appropriate and effective. Our overall aim is to remove potential barriers to learning in order to enable all our pupils to experience success. Our SENCO ensures that all staff are aware of your child’s needs. This information is updated and shared on a regular basis in the form an individual Provision Map.
Appropriate, Effective and Child Centred Provision At AMS all teachers have responsibility for meeting needs of all pupils within the context of the classroom environment. We call this Quality Wave 1 Provision. Subject teachers regularly review the progress of pupils using both formative and diagnostic assessments which identify the ‘next steps in learning’. The needs of the majority of pupils are met through a differentiated, broad and balanced curriculum. If your child is not making the expected progress and has specific gaps in their understanding he/she may work within a smaller group of children. These groups are also called intervention groups. The intervention groups may be run: in the classroom or outside; by a teacher or a teaching assistant who has been trained to run these groups; by a specialist from outside the school such as a speech and language therapist. Further specific support may also be provided through a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by the class teacher and SENCO as needing a particularly high level of individual or small group teaching which cannot be provided from the notional SEN budget available to the school. Click to continue reading
Appropriate, Effective and Child Centred Provision continued.... We recognise that transitions can be difficult for a child with SEN and take steps to ensure that any transition is as smooth as possible. Prior to transferring to AMS, our SENCO will ensure that she knows about any special arrangements or support that may need to be made for your child. Information will be passed on to the new form teacher and in most cases, a planning meeting will take place with the new teacher to discuss your child’s strengths and difficulties and the strategies that have been successful. Provision maps, School Based Plans and Statement objectives/ Education Health Care Plans will be shared with the new form teacher. There are induction events during the summer term for all children who are joining Year 5 in September. The SENCO may arrange additional visits for children identified as having SEN and additional meetings will be arranged with parents and any other agencies who have been involved with your child, such as the Learning and Behaviour Support Service.
A Partnership Approach It is our aim that we work in close partnership with you and maintain regular and purposeful communication between home and school. For some children, we use a home-school liaison book. We operate a welcoming and open-door policy whereby parents are encouraged to contact teaching staff/SENCO on an ‘as and when’ basis. Parent Consultation meetings are held on a twice yearly basis and there is also an opportunity to discuss your child’s end of year report. Parents are given regular feedback about the level your child should be working at for their age and also about the expected rate of progress for Maths, Reading and Writing. The views of all pupils is sought (pupil voice) to provide a more enriching, personalised curriculum, which enables all our pupils to experience success and to achieve their potential. Workshops are built into the academic year for parents to attend in order to support how you can best meet your child’s needs in the key skills of literacy and numeracy. It may be necessary to refer your child to an external agency to seek their views, guidance and support in meeting your child’s needs inclusively. Your permission will always be sought before a referral is made.
Frequently Asked Questions Q. What support will there be for my child’s overall well-being? A. All staff at AMS believe that pupils’ high self-esteem is crucial to their emotional well- being and academic progress. Currently, we have two licensed Thrive practioners who assess pupils’ social, emotional and behavioural needs and plan intervention to support. The teacher with responsibility for pupil welfare is Mrs J. Baxter. Q. How accessible is the school environment? A. We have a disability and accessibility action plan and policy that is available on request. We have disabled toilets that are large enough to accommodate changing. Visual support systems are used in all classrooms. As a PFI school, we have a learning environment which is fully accessible and inclusive for all learners eg. We have disabled toilets that are large enough to accommodate changing and lifts to accommodate wheelchair access. Q. How are the school’s resources allocated and matched to children’s special educational needs? A. The school budget received from the Local Authority includes money for supporting pupils with SEN. The Headteacher and Finance Officer then decide on the budget for SEN in consultation with school governors and based on the needs of pupils in the school. The school may receive an additional amount of ‘top-up’ funding for pupils with higher level needs. The school will use its SEN funding in the most appropriate way to support.
CONTACT INFORMATION The class teacher is the first point of contact but parents are also welcome to contact the SENCO directly about any concerns. Any important information should be shared with the form teacher. Useful contact details: Headteacher: Mr D. Snell SENCO: Mrs S. Sweeney Local Authority SEN caseworker: LISA CONFIRMING SEN Governor: Mrs G. Onyon If you are considering applying for a place at Alvechurch CofE Middle School and your child has special educational needs, please telephone the school to arrange an initial visit with the Headteacher / SENCO who will be happy to meet with you. Your next step would be to contact Worcestershire County Council to discuss the admissions process. Their contact details are;