Tel: 01773 852216 | enquiries@fritchley.derbyshire.sch.uk | Headteacher: Ms Karin Baker

Fritchley CE (Aided) Primary & Nursery School

Fritchley Church of England (Aided) Primary & Nursery School

Special Educational Needs and Disability (SEND)

SEN Information Report

Welcome to our SEN information report which is part of the Derbyshire offer for learners with Special Education Needs & Disabilities (SEND.) All governing bodies of maintained schools and maintained nursery schools have a legal duty to publish information on their website about the implementation of the governing body’s policy for pupils with SEN. This information is updated annually. 

We welcome any feedback on our offer.

The best people to contact would be:

Karin Baker: SEND Co-Ordinator (SENDCo); Headteacher

Ruth Townsend: SEND Governor

 

Click here to view Derbyshire's Local Offer.

 

Identifying the particular special educational needs of a child:

  • Thorough and individualised assessment of children, including: observation, termly class- based assessment, diagnostic assessment.
  • Communicate and consult effectively with all stakeholders, including: Pupil Progress Meetings, Parent’s meetings, target setting with children, Early Years Foundation Stage, involvement of outside agencies.
  • Constant monitoring review of progress during interventions, through differentiated class-based activities using an Assess – Plan – Do – Review approach and a graduated response to children’s needs.

 

Working in partnership with parents of children with special educational needs:

  • Termly Parents Evening meetings with the class teacher.
  • Termly Individual Provision Map (IPM) parents consultations for children identified as having a SEN; we aim to work closely with parents to obtain their views and help shape provision for children.
  • Learning Mentor – dedicated member of staff to work with parents and children.
  • ‘Open-door’ policy with class teacher/SENDCo/Learning Mentor. 
  • Relevant information about how parents can support their child at home.
  • Annual reports to parents.

 

Securing the services, provision and equipment required by children with special educational needs:

  • Regularly review provision maps to ensure high quality teaching in class, appropriate interventions and access to external agencies (e.g. Educational Psychologist, Enhanced Mainstream Schools).
  • Intervention groups, facilitated by specialist trained TAs and teachers, whose training is regularly updated.
  • Advice sought for environmental adaptations e.g. displays, sensory stimulation.

 

Supporting children with special educational needs in moving between phases of education, and in preparing for adulthood:

  • We liaise with local Secondary schools and offer additional meetings, visits and preparation for children who find transition more difficult.
  • Our children take part in the ‘Move up’ day, with additional support as necessary.
  • Through discussions with the children and parents, we identify short/medium/long term desired outcomes and consider their long term aspirations.
  • We incorporate the teaching of basic key skills necessary for a successful educational career and future adult life.

 

How facilities that are available can be accessed by children with special educational needs:

  • We meet the requirements of the Disability Discrimination Act (DDA), 1995.
  • We meet the requirements of the Equalities Act (2010) through the Disabilities Equalities Scheme (due for review 2015).
  • Resources and teaching are differentiated according to the child’s individual needs.
  • We access support from outside agencies, such as Educational Psychologist.
  • Our Positive Play workers work alongside parents and children to ensure that needs are met – we have a holistic approach.
  • Appropriate members of staff regularly take part in training and disseminate this as required.

 

The school’s approach to teaching/ learning and development of children with special educational needs:

  • Children with SEN are inclusively educated within an age appropriate classroom with their peers most of the time.
  • Teaching and resources are differentiated within the classroom to ensure children are able to achieve objectives.
  • Classroom and table-top displays support children’s independence.
  • If additional support is identified as necessary, children take part in planned, evidence- based intervention and are provided at a time to suit
  • Support is personalised and targeted.
  • Adults working with a child with SEN communicate regularly to ensure a consistent approach to teaching and learning.

 

How the school adapt the curriculum/provision and additional learning support available to children with special educational needs:

  • Class work is differentiated in small groups and individually when required.
  • Class-based TAs work alongside the class teacher to support children with SEN individually/in small groups and to facilitate the class teacher working with children with SEN.
  • Links are forged between classroom and intervention to ensure continuity, through verbal communication.
  • Provision, targets and outcomes are discussed termly and recorded on a Provision Map, which is subsequently reviewed at the end of term.

 

The additional learning support available to children with special educational needs:

  • Class-based TAs work alongside the class teacher to support children with SEN individually/in small groups and to facilitate the class teacher working with children with SEN.
  • Differentiated resources to support children with SEN’s independence.
  • Support from outside agencies when necessary.
  • Access to evidence based SEN interventions in very small groups or 1-1.
  • Specialist staff in school: SENDCo, Positive Play workers.
  • We offer targeted extra-curricular activities, such as Homework Club (an opportunity for extra support with homework activities – for parents too!), Code club (fun activities to develop computing skills) Sports clubs – these are accessible to all children, but selected children may be are invited to attend.

 

How the progress towards any of the outcomes identified for children with special educational needs will be assessed and reviewed, including information about how those children, their parents will take part in any assessment and review:

  • We use appropriate, intervention-specific assessments when children have taken part in an evidence-based intervention.
  • The children’s progress is tracked each half term.
  • We hold termly Pupil Progress Meetings, involving the Class Teacher, Head Teacher and SENDCo, during which we review the progress of children with SEN.
  • During school Parent’s Evenings; we work closely with parents to obtain their views and help shape provision for children.
  • SEN intervention staff review progress with children and seek their views.
  • We hold annual review meetings with parents of children on EHC plans and liaise with these parents and other professionals concerning these parents during the year.

 

How the effectiveness of special educational provision will be assessed and evaluated, including information about how children, their parents and young people will take part in any assessment and evaluation:

  • The SENDCo and/or other member of the SLT hold termly Learning Walks/Observations to review effectiveness of provision and inclusiveness.
  • The SENDCo produces a termly then annual summary report with regards to progress for children with SEN.
  • Parents’ and Pupils’ views are sought verbally and through surveys.
  • We hold multi-agency meetings as required.
  • Progress is reviewed termly with pupils, parents and relevant staff through, for example, Parent Consultation Meetings and Pupil Progress Meetings.

 

 

What activities are available for children with special educational needs in addition to the curriculum:

  • We offer targeted extra-curricular activities, such as Homework Club (an opportunity for extra support with homework activities – for parents too!), Code club (fun activities to develop computing skills) Sports clubs, lunchtime and break time support – these are accessible to all children, but selected children may be are invited to attend.
  • Suitable arrangements are made for children to access other extra-curricular activities e.g. additional 1-1 support to attend football or choir.

 

What support is available for children with special educational needs:

  • TAs – classroom based and specialist to work on specific differentiated learning/social development interventions with individuals and groups.
  • Adapted resources e.g. practical resources, displays, table top reminders, visual timetables.
  • Support from Outside Agencies (direct working and advice for staff) Personalised support, based on an Individual Education Plan.

 

How expertise in supporting children with special educational needs is secured for teaching staff and others working with those children:

  • Regular training, which is disseminated amongst staff.
  • Support from Outside Agencies to deliver whole staff training e.g. EAL training from specialist teacher.
  • Regular TA meetings and training sessions.
  • Liaison with SENDCo.
  • Specific training to meet specific needs is obtained and is also part of the school’s anticipatory duty towards meeting the needs of every child.

 

How the emotional and social development of children with special educational needs will be supported and improved:

  • Our Positive Play workers work with children 1-1 and in groups to develop social and emotional skills, in conjunction with Learning Support if required.
  • Extra-curricular activities.
  • Positive Play sessions.
  • In-class SEAL and personalised small-group SEAL, which is responsive to need. SENDCo facilitates communication to ensure all those working with the child, including the child themselves and the family, are aware of the support being implemented.
  • Children are educated for the vast majority of the day in their class with peers, including opportunities for mixed-ability collaboration.
  • SENDCo is available at the start and end of a day for parents/carers to respond to queries, concerns and crises.

To view our SEND policy

To Visit the Derbyshire Local Offer

Derbyshire Local Offer

To visit the Gov.uk SEND pages

GOV.uk"