1. A guide to provision for pupils with Special Educational Needs and Disability at Middleton Primary School Updated Nov 2015 Review Nov 2016

2. Identification of SEND at our School Our school identifies children/ young people with special educational needs/ disability (SEND) by Using checklists, termly Pupil Progress meetings, data tracking, lesson observations and work scrutiny, dialogue with individual pupils. Dialogue and liaison with a range of parties including parents and outside professionals. We encourage you to raise your concerns by Contacting your class teacher in the first instance and then if necessary the SENCo- Mrs Maker. The SEN team also run fortnightly drop-in for parents to discuss concerns. Our school has specialist provision for children/ young people with Hearing impairment for profound or severe hearing loss. This provision includes a specialist Teacher of the deaf and qualified signers. Support for your Child/ Young Person The education plan for your child/ young person will be explained to you and overseen by In the first instance class teacher with monitoring by SENCO- Mrs Maker as necessary. Staff who may be working with your child/ young person are Your child’s class teacher, TA’s, SENCO, the SEN teacher- Mrs Mellish, trained intervention staff, pupil mentors or possibly visiting specialists. We monitor the effectiveness of our SEND arrangements/ provision by Termly pupil progress meetings, assessment/tracking data and teaching observations. Also learning walks around school take place termly where teaching, provision and environments are checked for SEND access arrangements. The school has also joined the national initiative for Achievement for All which focuses the school on achievement and success for pupils with SEND. The roles and responsibilities of our governors are To monitor the impact of our provision for SEND pupils by visits and monitoring of pupil progress data for pupil with additional needs. Our SEND governor is Mrs Linda Ward.

3. Curriculum Concerns Our approach to differentiation is to Adapt and resource lessons using flexible approaches for individual needs. This may include visual/practical adaptations or additional sessions or time/intervention from another adult. Extra support is allocated according toChildren’s individual needs, outcomes from discussions in pupil progress meetings, outside professional recommendations and consultation with parents. Partnership: Planning, Monitoring and Review We offer the following opportunities, in addition to the normal reporting arrangements, to parents/ carers, children and young people to discuss progress, to plan and review support, specific approaches and/or programmes. Meeting as needed at key transitions for pupils e.g. class change, Key stage 1 to 2 or secondary school. Also as required for changes in circumstance for a particular child needs. Children with an Education Health Care Plan will have a formal annual review and interim meetings where necessary. If needs of a pupil have changed significantly Mrs Maker (SENCO) would co-ordinate a meeting with all relevant parties including parents. General Support for Wellbeing Our school offers pastoral, medical and social support to the children/ young people by A dedicated welfare team of three staff who can support the family and help liaise with other agencies in formal processes i.e Child protection, Family support, school nurse, attendance, Care plans and CAF’s. Regular school nurse drop ins are coordinated for parents to book in school. We encourage the children/ young people to contribute their views by Pupil voice work, carried out by both Senior leaders and pupils, School council, and pupils contributions in formal reviews for EHCP plans and co-ordinated plans.

4. Specialist Services/ Expertise Available We employ specialist staff in the areas of Hearing impairment including access to a qualified teacher of the deaf and specialist HI support staff. Also experienced teaching assistants in ASD support and experienced support staff for Speech and language difficulties. SENCO Mrs Maker and SEN teacher Mrs Mellish both have significant experience of various SEND and procedures/strategies to support those pupils. Our school accesses the following servicesEducational Psychology service, occupational therapy, speech and language, Sensory impairment, Autism Outreach and Child and Adolescent Mental Health.(CAMHS) *** please note that all these services are accessible through identification of need and formal referral procedures and criteria. Training We have staff who have the following qualifications. All qualified class teachers, Teacher of the Deaf, level 2 teaching assistants, 4 high level teaching assistants. We access specific training through outside specialist support to help with specific individuals needs where appropriate e.g Visual impairment support strategies, Autism awareness, Sensory needs support. Staff have recently attended the following training. Our SEND team have received regular updates and training on the NEW Code of Practice. TA’s have attended Achievement for All training on leading Learning for all pupils lead by a lead coach from the scheme. All staff have had Deaf Awareness training, Speech and Language development training, Strategies for supporting pupils with Autism. All school staff have annual Safeguarding training. Particular staff have full designated Child Protection training. We plan to undertake the following training/ disability awareness sessions(s). All teaching assistants are to embark on training programme linked to Achievement for All. ICT access for all pupils. All staff are attending whole school training on Learning with Limits and levels. Also all staff are to attend a focus training on enhancing speaking listening skills to move literacy progress forward for all pupils.

5. Accessibility We provide the following to ensure that all children/ young people in our school can access all of the activities offered. Disabled ramp access, disabled changing and hygiene area, hearing loop, sound field technology for HI pupils. Staff awareness training to ensure suitable placement and seating for pupils with disability. We enable children/ young people to access all activities by Individualising resources, i.e enlarging print, pictorial representation, use of PECS communication symbols, signing. Enabling particular pupils to settle and access learning by offering sensory menu allowing them to settle in class. We involve parents and carers in the planning by School offers an open door approach to parents allowing access to class teachers to discuss their child’s learning, possible professional meetings and meetings with SENCO/SEN teacher. Reviews of co- ordinated plans and EHCP. Parents and carers can give their feedback by; Parent consultation evening (2x yearly) Feedback opportunity in summer reports, appointments with SENCo, KS leader or Senior managers. Parent questionnaires and parents drop in workshops. Also school have a Facebook page with a closed forum for points or feedback to be reviewed by Senior leaders. Parents/carers can make a complaint byEither making an appointment or discussing initially with class teacher or manager. A formal complaints procedure is published on the school website in the policies section. Transitions The following arrangements help children/ young people and their parents/ carers to make a successful transfer to our setting/ school. Year 6 cluster work with secondary schools to help- year 6 pupils. EHCP review in year 5 to ensure appropriate placements arranged by SENCO. Year 6 transition meeting for all ECHP pupils and others with complex needs. Meetings for pupils and parents for EYFS children with additional needs. All of the pupils with significant needs have visit to the school conducted by SMT/SENCO and additional visits or part time plans are designed to aid transition where necessary. We prepare children and young people to make their next move by Extra visits supported by school staff, to new provision, internal move up day to new class and teacher in summer term. Transition plans if necessary for individuals. For some pupils with complex medical or physical needs a professional meeting with parents is set for transition to new teachers.

6. Resource Allocation Our SEND budget is allocated according toPeterborough Local Authority funding formulas for schools. Funding is matched to SEND by Children with an Education Health Care Plan are provided with additional funding if necessary to target specialist support either through specialist professionals or appropriate resources to enable access to the school curriculum. Our decision making process when matching support to need is By using the Peterborough Local Authority Mapping Matrix. Some children’s support may be given within the class, others’ needs may be additional to the general class support, and some children may need outside visits from specialist professionals. Parents/ carers are involved throughDiscussions with school. Fortnightly SEND ‘drop in’ mornings with the SEND team. Contact Details Your first point of contact is Class Teacher Our Special Educational Needs Co-ordinator isMrs Nicola Maker Other people in our setting/ school who might be contacted include Head Teacher, Deputy Head teacher, Key Stage leaders, members of the Senior Management Team or the Welfare team External support services for information/ advice are  SEND Information Advice Support Service – Tel. 01733 863979 email pps@peterborough.gov.uk Marion Deeley- Independent parent support officer for Peterborough Local Authoritypps@peterborough.gov.uk  Educational Psychology Open Access Consultation Service – Tel. 01733 863689  City Council Website http://www.peterborough.gov.uk/educationhttp://www.peterborough.gov.uk/education