Special Educational Needs and Disabilities Information Report
Laughton Junior and Infant School is a fully inclusive school and we have high expectations of all children. We strive to remove barriers to learning in order to meet the needs of every individual child so that they can achieve their best. We aim to do this with high quality provision and teaching that is differentiated and personalised.
A child with Special Educational Needs and Disabilties (SEND) may have:-
- Communication & interaction needs –speech, language & communication needs and Asperger’s Syndrome and Autism.
- Cognition & learning needs – children are learning at a slower rate than their peers even with support. It may be a wide range of needs including a specific learning difficulty (SpLD) such as dyslexia or moderate learning difficulty (MLD)
- Social & emotional and mental health difficulties – these difficulties can be displayed in many ways such as becoming withdrawn and isolated or in other ways such as displaying challenging or disruptive behaviour.
- Sensory and/or Physical needs – visual impairment (VI), hearing impairment (HI), multi-sensory impairment (MSI) or physical disability which may require additional support or equipment (PD)
Identification of SEN at Laughton Junior and Infant School
‘A child or young person has SEN if they have a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others 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.’
Special educational needs and disability code of practice: 0-25 years July 2014.
If parents have concerns about their child please speak to the class teacher as soon as possible so that we can address these concerns.
In school we aim to identify a need at the earliest point. Class teachers regularly assess and track the progress of all children. If a child is causing concern because they are not making the expected progress for their age or individual circumstances the teacher will speak to parents at the earliest possible stage and the special needs co-ordinator in school.
The Special Educational Needs and Disabilities coordinator is: Mrs Clare Wilkinson 01909 550477.
Transition for SEND children
All children transferring into Foundation 1 and 2 follow a highly structured transition program so they settle with ease into their new surroundings. This includes home visits, regular visits into their new setting and welcome meetings for parents.
For older children we ensure that all children with SEND have a tailored transition to suit their needs. We will arrange a meeting with the parents and professionals involved to ensure strategies and provision is in place prior to them starting. Once the child has started they will be closely monitored and maybe supported by the learning mentor.
During Year 6 a transition program is in place for transferring to the secondary school. The SENDCO will liase with the receiving school's SENDCO and extra transition such as visits to the secondary schol. Meetings with parents will be arranged to ensure smooth transition to the next school.
Supporting children with SEND in School
- Initially the class teacher will have an immediate response with high quality teaching in class targeted at the area of weakness. It will also be discussed with the Special Educational Needs co-ordinator (SENDCO) and parents. The child’s progress will be closely monitored.
- If a child is still not making the expected progress despite adaptations within the classroom more targeted additional support maybe required to accelerate progress often with a TA in small groups or individually. The impact of this is assessed regularly.
- The next step is to seek advice from other agencies. We work very closely with specialist services to ensure that we use all available expertise to help support the needs of children. Our school is currently involved with:
- Education Psychology Service
- School Nursing
- Speech and Language Therapy
- Social Services
- Child and Adolescent Mental Health Services (CAMHS)
- Vision Impairment Service and the Hearing Impairment Service
- Parent Partnership Service
- Physiotherapy and Occupational therap
- When assessing children we always think about the whole child. A support plan maybe put into place and if required the child may follow a highly structured learning program delivered by a teacher or teaching assistant.
- If a child has severe, complex and lifelong learning needs and requires additional support above and beyond support outlined above it maybe necessary to request an Education, Health and Care needs assessment. EHC plans came into action in September 2014 and replace a statement of SEN. Parents will be fully included in discussions towards decisions and their views are very important in this process.
Well Being and Emotional Support
The well being of children is crucial to ensuring that they are happy, secure and motivated to learn. We are an anti bullying school and we understand that in accordance with the United Nations Convention on the Rights of the Child that ‘every child has the right to live a full and decent life in conditions that promote dignity, independence and an active role in the community’. We promote all children to respect the rights of others and to care for each other in our school community.
Where a child has a particular difficulty or disability we will provide support to meet their individual needs at that time. The learning mentors may have a role in this by giving children opportunities to talk about worries and concerns or giving them access to the nurture room. All support is tailored to the individual needs of the child and may be a one off session or a number of sessions. The Learning Mentor is always available to talk to parents and discuss a child’s needs.
Mrs Brammer is the Learning Mentor.
All staff undertake continuous professional development from external providers and through in-house training. Where appropriate staff access specialist training to support specific difficulties such as Autism, Dyslexia and Speech and Language Therapy. Health workers train staff in care plans such as epi-pen training, asthma or about specific medical conditions.
The SENDCO regularly attends local network meetings and has regular meetings with the Learning Support Service and Educational Psychologist.
All staff are fully trained in first aid and a number in paediatric first aid.
SEND and the Curriculum in our School
At Laughton J and I School we follow the National Curriculum implemented through broad, exciting and engaging opportunities to enthuse pupils and develop a love for learning!
The curriculum is adapted to meet the needs of all pupils according to how they learn best e.g. visually, or with a hands on approach. We make full use of the environment to enhance learning opportunities such as with displays, alphabet cards, keywords etc. If children require specific equipment to enable them to learn such as slope boards, laptops, stabilo pens, talk tins, fiddle toys and coloured overlays, we provide them as and when required.
We fully involve SEND children in all aspects of school life such as taking part in sports festivals, school trips and extra curricular activities.
Working together with parents
Working together with parents is very important to us at Laughton Junior and Infant School. We have an open door policy and we welcome parents to come and discuss ideas or concerns with staff. Newsletters, texts, home/school personal organisers and the website will provide parents with information about the learning in school.
When a need is identified it is discussed with the parent and targets to be met are decided together. This is then discussed with the SENDCO and teaching is adapted to meet the child’s needs.
All SEND children are reviewed regularly and parents are invited to all meetings alongside those involved with the child including other specialist agencies. Parents are invited to give their views and help make decisions about next steps for their child.
The SENDCO also has informal meetings with parents on an individual basis to discuss strengths, weaknesses and aspirations. We believe it is important that parents and children have the right to say what they think in all matters affecting them.
We also have celebration reviews for some children to celebrate their achievements. The child decides who they would like to invite and makes their own invitations, chooses refreshments and can share their learning and proud moments. These have proved to be a huge success!
The parent partnership service (SENDIAS) are a resource for parents to ask for impartial advice, find out information about all aspects of SEND and support. You will find the contact details for this service by clicking on the link below or telephoning (01709) 823627
Link: Rotherham Parent Partnership
Accessibility for children with SEND
The school has an accessibility plan and this can be found on the website. There is a disabled toilet in school and the school is all on one level with accessibility ramps on all entrances.
We fully implement all care plans and ensure that a child’s needs are fully met so that all SEND children are safe in school.
- Association for all Speech Impaired Children (Afasic) Voice for Life
- BIBIC is a national charity offering practical help to families caring for children with conditions like autism, Asperger's syndrome, cerebral palsy, Down's syndrome, developmental delay, brain injury, and specific learning difficulties like ADHD, dyslexia and dyspraxia.
- British Deaf Association
- British Institute of Learning Disabilities
- Contact a Family - For Families with Disabled Children
- Disability Information Advice Lines (DIAL)
- Disability Rights UK
- Down's Syndrome Association
- Dyslexia Action
- Dyspraxia Foundation
- Education advice
- The Family Fund helps families of disabled or seriously ill children aged 17 or under.
- GOV.UK guide about Children with Special Educational Needs (SEN)
- ICAN for children providing information and support on speech, language and communication needs (SLCN).
- Independent Panel for Special Educational Advice (IPSEA)
- National Association for Special Educational Needs (NASEN)
- The National Attention Deficit Disorder Information and Support Service (ADDISS)
- National Autistic Society
- National Children's Bureau
- Network 81 gives information, help and advice on the Education Act.
- REACT helps children with a life-limiting illness
- Royal National Institute of the Blind (RNIB)
- SENSE support for deafblind people.
- Sheffield Asperger's Parents Action Group
- Special Kids in the UK