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Stretton C of E Academy SEN Information Report Continue reading to discover all you need to know about special educational needs and disabilities in our.

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Presentation on theme: "Stretton C of E Academy SEN Information Report Continue reading to discover all you need to know about special educational needs and disabilities in our."— Presentation transcript:

1 Stretton C of E Academy SEN Information Report Continue reading to discover all you need to know about special educational needs and disabilities in our school

2 Mission Statement We are a fully inclusive mainstream school. We strive to ensure that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). This document is intended to give you information regarding the ways in which we ensure we support all of our pupils, including those with SEN, in order that they can realise their full potential. It may not list every skill, resource and technique we employ in order to achieve this, as these are continually developed and used to modify our provision to meet the changing requirements for individual pupils.

3 Meet our SENCO Mrs Susan Samra is our Special Educational Needs Co-ordinator or SENCO. She works on a Monday, Tuesday, Wednesday and Friday. She can be contacted for appointments via the school office.

4 Contents page Q1: Definition of SEN Q2: What training and/or expertise do adults at Stretton have to teach pupils with SEN?Q2: What training and/or expertise do adults at Stretton have to teach pupils with SEN? Q3: What type of special educational needs and disabilities do you support at Stretton?Q3: What type of special educational needs and disabilities do you support at Stretton? Q4: How are these identified? Q5: If my child has SEN, how will I be involved with planning the support to meet my child’s needs?Q5: If my child has SEN, how will I be involved with planning the support to meet my child’s needs? Q6: How do you support pupils with their emotional well-being?Q6: How do you support pupils with their emotional well-being? Q7: Is there extra support available to help my child with their learning?Q7: Is there extra support available to help my child with their learning?

5 Contents page cont. Q8: Who should I contact in school if I want to find out more about how my child will be supported?Q8: Who should I contact in school if I want to find out more about how my child will be supported? Q9: How do I and my child find out about extra-curricular support and activities?Q9: How do I and my child find out about extra-curricular support and activities? Q10: What other services are provided in school and out of school for children with SEN or disabilities?Q10: What other services are provided in school and out of school for children with SEN or disabilities? Q11: How will I be informed about the work other services are doing with my child?Q11: How will I be informed about the work other services are doing with my child? Q12: Which services support parents and families of children with SEN or disabilities?Q12: Which services support parents and families of children with SEN or disabilities? Q13: How will my child be supported with transition (moving on)?Q13: How will my child be supported with transition (moving on)? Q14: Funding for SEN. Q15: Where can I find information about policies relating to SEND? Q16: Support available through the local authority.Q16: Support available through the local authority

6 Stretton’s definition of SEN A child or young person has SEN 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 or a 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 facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions Taken from: Special educational needs and disability code of practice: 0 to 25 years 2014

7 What training and/or expertise do adults at Stretton have to teach pupils with SEN? All staff have general training in order to meet the needs of SEN pupils within their class. This includes training on: How to identify when pupils have special educational needs and the best ways to support them Dyslexia Differentiation (meeting different abilities within the class group) Supporting pupils with language difficulties Behaviour management Fresh Start training (to help pupils who have been identified as needing to improve their reading and writing skills). We also have staff with specific expertise in the following areas: Speech and language and communication Supporting pupils with social and emotional difficulties

8 What type of special educational needs and disabilities do you support at Stretton? Typically, in our school, children with SEN have difficulties with: Reading and writing Maths Memory Language - understanding and following instructions Making friends and working with other children Relating to adults Social or emotional development, and sensory difficulties Social communication needs (such as Autistic Spectrum Disorder/ Attention Deficit Hyperactivity Disorder) linked to emotional and mental health needs

9 How are these needs identified? Our class teachers closely monitor the progress made by all the children and ask advice from the SENCO as soon as they have concerns about any pupil. The SENCO helps class teachers to plan activities such as small group work or special programmes to help the child. If these activities don’t help the child to make good progress, the SENCO might suggest other programmes or temporary additional support, or ask for advice or assessment from an external specialist service. It is at this point the SENCO and class teacher will meet with parents/carers and together agree that additional SEN support will be put in place. The teacher will plan a ‘All About Me’, which has their targets and how they will be helped.

10 If my child has SEN, how will I be involved with planning the support to meet my child’s needs? The following are available for all children at Stretton: Parent evenings Curriculum meetings Open classrooms Termly reports Further discussion with class teacher by appointment If your child has SEN you can also access : Termly review meetings to evaluate progress against outcomes Consultation meetings with outside agencies where appropriate (eg. Educational Psychology Service etc) Further discussion with class teacher/SENCO by appointment

11 How do you support pupils with their emotional well-being? At Stretton we recognise and value the importance of building strong, mutually respective relationships with all our pupils. All staff are trained to support the emotional well-being of pupils to reflect the ethos of our academy. When dealing with pupils, staff are always sensitive to their individual emotional needs and have a range of strategies to ensure that there is always a positive impact on their self esteem. Some children with SEN may need additional support with their emotional well-being; at Stretton we can provide the following: Access to a quiet space with 1:1 adult support Lunchtime clubs/After School clubs 1:1 counselling Personalised timetable and/or personalised curriculum 1:1 adult support to access the curriculum Referral to other agencies (eg. VIBES; CAMHS; Young Carers; Barnardo’s etc)

12 Is there extra support available to help my child with their learning? The following extra support is available as appropriate: Access to short-term intervention groups (e.g. Six week programme to develop basic maths skills; social skills group) Access to longer-term intervention groups (e.g. Fresh Start reading and writing programme) Lunchtime skills groups (both inside and outside) Nurture group Additional individual support as appropriate to a pupil’s level of need Mentoring support Access to expertise from outside agencies: Time for You Counselling Learning and Behaviour Support Service (including Dyslexia Support Teachers) Educational Psychology Service Speech and Language Therapy Coventry Autism Support Service Abacus Counselling

13 Who should I contact in school if I want to find out more about how my child will be supported? Initial contact should be with your child’s class teacher. Additionally our SENCO, Mrs Samra, is available to meet with parents/carers and discuss this support.

14 What other services are provided in school and out of school for children with SEN or disabilities? Cognition & Learning Learning & Behaviour Support Service (LABSS) Educational Psychology Service (EPS) Dyslexia Support Teacher Tel: Communication & Interaction Speech & Language Therapy (SALT) Tel: Website: Coventry Autism Support Service (CASS) Tel: LABSS (Tel. as above)

15 Cont’d.. Social, Mental & Emotional Wellbeing Advice from EPS Advice from LABSS Tel. as above. Child and Adolescent Mental Health Service (CAMHS) Tel: Primary Mental Health Team Tel: Sensory & Physical Physiotherapy service Occupational Therapy service Tel: website: Access to Technology service (ICT hardware / software) Advice / input from Sensory Support Service Tel:

16 How will I be informed about the work other services are doing with my child? Permission is always sought from parents/carers before any outside agency work is begun. Some agencies will set-up a pre-meeting before the work is begun (e.g. counselling) Once a block of work has been completed, feedback will be given to parents/carers and may include a written report.

17 Which services support parents and families of children with SEN or disabilities? The following local government website provides information about relevant support networks: onal_needs- parent_partnership_service/264/local_support_groups onal_needs- parent_partnership_service/264/local_support_groups Also: Parent Partnership Service (open 9.00am pm) Limbrick Wood Centre, Thomas Naul Croft, Tile Hill, Coventry, CV4 9QX Tel: Fax:

18 How will my child be supported with transition (moving on)? At Stretton we have a variety of transition arrangements in place including the following: Transferring to the next year group: Period of transition during the summer term (eg. Visiting their new classroom space, meeting new staff, taking part in activities linked to their next year group.) Transition meetings between previous and new class teachers Transition to secondary school: For pupils with statements or Education, Health and Care plans transition arrangements are discussed at their Y5 review meeting. Meetings between Stretton’s Y6 teachers and the Y7 transition teachers

19 Year 7 staff come into school to meet and work with Y6 pupils. For some pupils additional visits are made to their new secondary school. LABSS transition group work. Transferring to a new primary school: Liaison between the new primary school and Stretton. Visits prior to transfer if appropriate. Visit from new school staff to St Bart’s to meet the pupil and staff. Transfer of all records to the new school with discussion as appropriate. Cont…

20 Funding for SEN General SEN funding: All schools have an allocation of funding to meet the needs of pupils with SEND. The allocation is based on the number of pupils on our school SEN register. This funding is used by the school to support a variety of needs. Pupils with Statements/EHC Plans: Support for pupils is partly funded through the general SEN budget and through top-up funding. This allocation is based upon level of need. The way this funding is used is discussed and agreed with pupils and their families

21 Support available through the local authority The Coventry Local Offer website has information about the services that are available. Click here to view the Coventry Local Offer (available from September 2014).Click here The language used can often be confusing, click here for a glossary of terms and an acronym buster.glossary of terms acronym buster


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