Presentation on theme: "Including Everyone. How does Overton provide for children with a SEND? Identifying children Working in partnership Our staff Outside the classroom Supporting."— Presentation transcript:
How does Overton provide for children with a SEND? Identifying children Working in partnership Our staff Outside the classroom Supporting children Get involved Planning for learning Useful contacts A range of needs Reviewing Provision Where to get support What type and how much support? Moving on Please click on the centre circle first and then any circle to find out more information
Our provision for children with SEND Overton is a main stream school and we work hard to meet the needs of all our children as an inclusive school. We have a very strong ethos that values every child as an individual. We have an expectation that every member of staff will encourage children in their learning choices, and that no ceiling of opportunity will prevent children from achieving and surprising us. However, as a mainstream school we may not be able to provide support for certain children. We will be open and honest with you should this arise. We have a dedicated inclusion manager (Shelagh Wootten)who co-ordinates provision across the school. Please feel free to contact her with any enquiries Via the school Office on We have children with many diverse needs at our school These include children who have a special need in the following areas Communicating and interacting Cognition and learning Social Mental and Emotional Health Sensory and/or physical.
Identifying children’s needs Early Identification Parent concerns Parents can share any concerns,no matter how big or small, through the class teacher, Inclusion Manager and Head Teacher Parent information Parents will share with us information from other professionals. E.g Doctors, Paediatricians and Speech and Language Therapists. This information is confidential. The school uses this to provide the best support for each child. Class Teachers The class teacher works with each child and has direct responsibility for their progress. The teacher can raise any concerns at any time with the leadership team, who will support them in providing for any child’s needs. All children’s learning and other needs are reviewed every half term through pupil progress meetings. Screening in School Regular screening in school Children are screened at various times to detect any possible learning issues Year R Language link- a fun activity to detect any issues with language development(Autumn term) DEST- 12 activities which can give an indication of dyslexic tendencies ( Summer term) Year 1 to Year 6 Salford Reading- gives a reading age against national measures Vernon Spelling- gives a spelling age against national measures Individual Screening by the teacher Hampshire maths diagnostic assessment-Identifies any gaps in understanding of number and calculation. Individual Screening by Inclusion Manager British Picture Vocabulary Scale- measures a child’s vocabulary for standard English Non Verbal Reasoning – indicates how children may make sense of new information and relate it to what they already know DEST- for KS2 children may give an indication of dyslexia DYSLEXIA on line test- A screen which gives an indication if a KS2 child has dyslexic tendencies. Individual Assessments by outside professionals. School can refer a child via school health to a Paediatrician,Occupational therapist, Speech and Language Therapist or Physiotherapist. Educational Psychologist consultation sessions can be arranged and for children with severe needs individual observations can be sought.
Working in partnership The home school link book is used for parents and teachers to communicate on a daily basis Parents can ask to meet staff at anytime during the year if they have concerns. We will respond as soon as possible Individual Education Plans are written by the Inclusion Manager and teacher. These are shared with parents who may work on some learning at home The school and parents work together to get advice and support from other professionals. This will only be done with parent consent If a child has severe needs the school will work with parents to make sure the EHCP is supporting the child and annual reviews reflect the child’s needs Sometimes decisions need to be made about how best to meet a child’s needs. We work with parents in the best interest of their child
Our Staff All teaching staff have fully qualified teaching status. They have continuous professional development through Inset training days, staff development meetings and relevant courses. This year a day on attachment theory will be delivered by the Educational Psychologist (EP) and development meetings on the New SEND provision from 2014 are planned for the Autumn term The school provides a dedicated Inclusion Manager Mrs Wootten (3 days per week)who is a trained teacher with 10 years experience in post. She is part of the leadership team and has up to date training from HCC on child protection, assessment tools,monitoring and managing SEND within school,She has attended briefings, and SENCO conference so that the new SEND requirements are planned for with parents and the Governing Body and implemented in September 2014 Learning Support Assistants are under the direction of the class teacher and Inclusion Manager at all times If they are working with Children with SEND all activities and programmes are planned, monitored and assessed with the Inclusion Manager.They are trained along- side teaching staff where appropriate.and also receive specific training from the Deputy Head. The ELSA (Emotional Literacy Support Assistant ) is Mrs Bradey She is new in post and will be trained and supervised by the Educational Psychology Srvice from September She can work with children who have a range of emotional needs in blocks of 6-8 weeks. Parents and teachers can request these sessions and provision is co-ordinated with Mrs Wootten. We are a mainstream school and as such try to meet the needs of children who come to Overton. If a child arrives at the school with a new need not encountered before staff will receive advice and support from Teacher Advisors, the EP and Outreach agencies. If we believe a child’s needs cannot be met by mainstream teachers we will discuss this with parents and the Local Authority.
Outside the classroom School buildings and grounds We are very lucky to have fantastic grounds and buildings. The school meets accessibility requirements with ramps, disabled parking and easy access. We take advice from teacher advisors and carry out regular risk assessments for individual children. Outside learning Learning outside the classroom is part of all teachers’ planning. We have a willow area and use the outside classrooms, playgrounds and field areas to stimulate learning. We also have a swimming pool which all children use in the final half term of Summer. Educational visits and trips These happen regularly.Care is taken to ensure accessibility when planning trips. Parents may be asked to come and support their child to enjoy the day. Residential trips. All children have the opportunity to take part in a Year 4 visit to Stubbington and a Year 6 PGL experience in Y6. The children spend a week away from school for each trip.Both are fully accessible to all Sport All children have equal opportunity to take part in physical activity. They have access to PE, Games, Swimming and Dance as well as after school clubs and activities. The curriculum can be adapted for children and we use the expertise of Teacher Advisors to help us if necessary.
Supporting Children Wellbeing All staff work as a team to ensure that children are supported on the playground and in the classroom to be safe, happy and able to learn in a nurturing environment Create good relationships with the children to develop confidence. Foster self esteem. Quality teaching at a level designed for each child. Valuing the positives in a child and supporting the challenges. Enable the child to think as a learner and believe anything is possible. Follow advice from any outside agencies to promote wellbeing and learning. Provide an IEP supported by time and resources to meet each child’s need. Learning Needs We have a phased approach to supporting children with a Special educational need The Class teacher plans and delivers quality teaching. The curriculum is tailored to the needs of a child and delivered through small group or individual work. This is carefully assessed and monitored to plan next steps. Sometimes the LSA works under the direction of the class teacher and the Inclusion manager for specific intervention programmes and class learning. Teachers across the school deliver specific programmes to meet identified needs The Inclusion Manager consults with parents and teachers on concerns for individual children. She will help develop the IEP,gather resources and do any assessments. If a child’s needs are more complex the Inclusion Manager will liaise with teachers, outside agencies and parents to help understand needs and plan for learning.
Get Involved There are a number of ways you can become involved in the life of the school. Join the Overton School Association A vibrant group of parents who help organise events, fundraise and support the school Contact Become part of the Parent Council Each class has an elected Parent representative who can seek parental feed back on issues for discussion at the next Parent Council Meeting Be a Parent Governor Stand at the next election as a Parent Governor and help to move the school forward through supporting the Head Teacher and Staff. Volunteer We always need Parent to help in classrooms, with practical activities and to accompany trips out. Supporting your own child with homework and interests
Planning For Learning As we are a main stream school children’s learning is based in the National Curriculum September 2014 How will both you and I know how my child is doing and how will you help me support my child’s learning? Please sign up for our parent consultation session via parent mail. Teachers are always happy to meet with parents to discuss how best to support your child. IEP’s are reviewed as part of parent consultations Teachers are always assessing and planning for next steps for each child Teachers continually track children’s progress Home school link is very important to us and learning can be supported by parents through games, materials computers and talking. How does the school make parents aware of the progress a child should be making? Parents are informed about their child’s learning. An open door policy means that you can ask at any time Through regular IEP’s small next steps are identified to help children progress There is regular contact through home school link books Staff will discuss any concerns over progress as they arise. The Inclusion Manager is available to meet with you and your child’s teacher to discuss your child’s progress. How does the school explain how learning is planned ? Regular year group parents evenings are held to inform you about how teachers plan work and curriculum content Information about this year’s learning is posted on the website and parents are invited to attend meetings which explain how maths or literacy are taught 1-1 meetings with the Class teacher or Inclusion Manager are available to talk about an individual child’s learning
Useful Contacts Overton C of E Primary School School Nursing School Transport SEN North Team National Autistic society Hampshire Dyslexia Association Basingstoke Young Carers Children’s services
A Range of Needs We can adapt the physical and learning environment to meet a range of needs. Room organisation, furniture, specialist advice and equipment,and playground access are all considered. Staff training is available via HCC to meet children ‘s needs.We work with the teacher advisory service and parents on specific requirements. Risk Assessments are done annually to make sure a child is safe. SENDORY AND PHYSICAL NEED COMMUNICATION AND INTERACTION Each child will have an IEP specifically linked to their cognition and learning needs. Memory, processing and specific learning difficulties are common concerns we cater for. Teacher planning will take account of these needs and small group or individual support will help with access to the curriculum. We use evidence based interventions so that each child can learn at an appropriate level and pace for them. An IEP is written in partnership with parents, outside professional assessments and reports.The IEP is planned for small steps of progress that the children can achieve. COGNITION AND LEARNING All children have access to a well established PSHE curriculum. The emotional development of all children is tracked by the teacher termly to identify any potential problems. The class teacher supports children through talking, solving conflicts, observing and a circle of friends The school provides an ELSA (Emotional Literacy Support Assistant ) and a family support worker if a child needs individualised support. We can refer to the School Health and other specialist services should the need arise. SOCIAL EMOTIONAL AND MENTAL HEALTH To help children with Speech and language difficulties we may use an Individualised programme alongside general classroom strategies. ICT,Visual cues and ELSA can all help children communicate. Staff have training in strategies that may help children on the Autistic Spectrum. We are not a special school but try to make reasonable adjustments and modifications to meet a child’s needs. Visual timetables, social stories and planning for moving on all form part of what we do.
Reviewing our Provision As a school we are continually reviewing our provision for children with SEND and trying to improve it Parent consultations and reports offer the chance to reflect on progress regularly As part of the new SEND provision for September 2014 parents will be consulted about provision. Your comments and feed back are important in future provision for all children with SEND All children are continually teacher assessed and progress is tracked as part of everyday practice All children are included in the school monitoring progress meetings IEPs are reviewed and progress monitored with the Inclusion Manager Specific interventions impact is assessed through data or reading and spelling ages Governors are informed about SEND pupil progress regularly. The SEN governor meets termly with the inclusion manager for monitoring visits Governors are invited to attend staff development sessions The Local Authority monitors SEND progress and provision as part of whole school progress Ofsted will make judgements about SEND provision
Where to get support Overton C of E Primary School Head Teacher Inclusion Manager Classteacher Hampshire Gateway Service Information about free access to activities, holiday clubs, short breaks and buddy schemes Hampshire Parent Carer Network Hantsweb A central site for all this Hampshire. Follow the SEN menu Hampshire Alliance Hampshire Children’s and young peoples voluntary Sector Parent Voice Information and Advice Service for parents and carers of disabled children aged 0-19 in Hampshire. We provide a single point of contact for the information and advice you need for your child. Ring Hampshire Local Offer The local offer from Hampshire County Council
What type and How much support? Each child has different needs and the type and quantity of support is worked out on an individual basis. Children with an Education Health Care Plan (EHCP) This is the Old “statement”. A child’s needs are clearly laid out and the school provides the type and quantity of support stated. It can be useful for parents to be involved in discussions around provision although it is the schools responsibility to organise this within the school day under the guidance of the Head Teacher Children with an identified Special Educational Need Without an EHCP Pupil progress meetings look at children’s on-going needs and how to meet them. The Head Teacher, Inclusion Manager and teacher are all involved in the decisions about what is appropriate and for how long. These happen on a half termly basis Quality First Teaching is differentiated to meet the child’s needs within the curriculum and mainstream classroom. Teacher planning reflects the children’s development through assessment. Intervention time is allocated according to need and is supported by class teachers, LSAs, Inclusion Manager, ELSA or outside agencies. Because interventions are from 6-8 weeks they can be reviewed for progress and suitability regularly. Arrangements for access to SATS in Y6 and Y2 are made following the Government guidelines and all additional time/support is applied for via the official website. If a child is working at a level below that of the test they can be disapplied by the Head Teacher Outside agencies can become involved in supporting a child if expertise and knowledge are not available in school. Parents will always be asked for consent.
Moving On Moving into School We want to know that when your child starts school with us we know as much about them and their individual needs as possible Come to meetings before your child starts school. These give information and a chance to ask questions and tell us about your child It is really useful to talk to staff as early as possible School and Preschool have close links and meet to discuss all the children’s needs before they start with us. Moving on to Secondary We want to make sure that each child is as confident as they can be about their new school and that the new school knows and understands about your child’s needs. When Children move to Year7 the changes can concern parents. We can support you to help make the best choice for your child’s secondary education. We work with you and Hampshire County Council, if your child has a EHCP, and you are considering a special school placement. This happens in the summer Term of Year5 at the Annual Review We work with all schools, to ensure the best transition for all children. An individual child’s specific needs will be discussed with their new school Children can have additional visits, support from the secondary school and holiday activities if they need it.