Special Educational Needs and
Disability Information Report 2018-19
At Barnabas Oley Church of England Primary School we endeavour to ensure that all children will have access to the highest quality teaching which will be differentiated to meet the needs of all learners. Children are taught by highly qualified class teachers. Where additional support is needed to enable children to make progress and meet their individual learning goals a ‘graduated response’ is employed to provide targeted assistance as recommended by the Local Authority and detailed in the Special Educational Needs and Disability Code of Practice (2014).
Click here for information on Cambridgeshire’s Local Offer for children with SEND.
Mrs Michelle Downes
Telephone: 01767 677294 email: firstname.lastname@example.org
School Governor for SEND
Mrs Susanne Autenrieth
Termly SEND visits and meetings take place between the school SEND co-ordinator and SEND governor.
Reports of these SEND visits and meetings can be found here.
- To have the highest expectations and aspirations for every child.
- To ensure that all children identified with SEND have equal access to a broad, balanced, creative and challenging curriculum.
- To ensure that barriers to learning and achievement are identified as early as possible and robust steps are taken to secure progress.
- To ensure progress and attainment is closely monitored.
- To listen to children, take their views into account and include them at all stages of planning their education.
- To ensure all children are aware of their next steps in their learning and are involved in target setting.
- To work in close partnership with parents and carers to determine the most effective level of support.
- To ensure that all professionals including those in school and outside agencies work closely together to secure the best outcomes for children with SEND.
How do teachers at Barnabas Oley know when a child needs extra support?
Every teacher knows the needs and abilities of the children in their class. Rigorous assessment, monitoring and target setting procedures ensure that every child’s progress and attainment is continually monitored. Each term the class teacher meets with the Head teacher to discuss the progress and attainment of every child in their class and to identify where a child’s attainment and progress is not at expected levels. If this is the case addition support and /or targeted interventions are put into place through our schools detailed provision map drawn up by the School SEND Co-ordinator.
Are parental views included in this process?
At Barnabas Oley we recognise and value the close relationships we develop with parents and carers. We will share any concerns about your child’s progress through scheduled parents meetings throughout the year or extra meeting as and when we feel the need. Parents along with the child, class teacher and SEND Co-ordinator are involved in reviewing children’s progress that are on the SEN list and setting new targets through termly meetings. If you have any concerns about your child we would encourage you to share these with your child’s teacher in the first instance. The teacher will be happy to arrange a meeting with you to discuss your concerns and agree a course of action. Following this meeting if you still have any concerns then you should contact Mrs Downes, the school’s Special Educational Needs Co-ordinator (SEND Co) who will be happy to meet with you.
How will parents/carers know if their child is making progress?
Communication between parents/carers and school is vital if children are to make the best progress they can. In addition to the twice yearly parent consultation evenings parents/carers of children with SEND will be invited into school to review the progress made towards individual targets and to contribute to the target setting process for their child’s Individual Support Plan (ISP). In addition the class teacher will be available at the end of each school day and appointments can be made to have more detailed discussions with them.
How will children with SEND be supported?
All children attending Barnabas Oley Primary school receive quality first teaching which is fully differentiated to meet the needs of all learners. Teachers provide stimulating, creative and supportive learning environments and use a range of contexts and teaching techniques to engage all pupils. As part of this provision the class teacher carries out frequent accurate assessments of every child’s attainment and progress and gives them detailed and effective feedback, to which the children are encouraged to respond as their views are vital to their learning process. Children may also receive focused support from the teacher or a teaching assistant working within the classroom. Where a child is identified as needing support related to a specific area of learning such as spelling, handwriting, maths, reading or writing skills they may be included in a small group intervention. These intervention programmes usually run for a period of up to six weeks and progress is monitored very closely during this time to measure their impact. These interventions form the school’s provision map.
How does the school ensure the staff are adequately trained for specific interventions and needs?
The school fully supports the continued professional development of all staff. Where a child has a specific need, staff will attend training to ensure they are best able to meet that child’s needs. Future training needs are identified through the school SEND Provision Map, the school development plan and professional development meetings. Where a child needs very specific support then the SEND Co ensures relevant services are accessed by the school. These include health, Occupational and Speech and Language therapy and social care services. Family support and paediatric support are also initiated through school and the SEND Co.
Barnabas Oley is a dyslexia friendly school and all staff have received training and operate dyslexia friendly classrooms. For further information click here.
How accessible is the school?
The school is fully accessible and has an access ramp at the front of the school. There is a specially designed toilet in school to allow wheelchair access and mobility support. Specific materials and equipment provided for individual needs are stored in the child’s classroom. Where specific equipment is required the SEND Co, through the advice of professionals involved, will work with other services to secure this provision and ensure advice and training on its use is delivered.
How does Barnabas Oley support children in their transition into the school and when they leave?
Children entering Barnabas Oley will be visited in their preschool environment prior to starting in the September. Information will be gathered regarding any SEND and any necessary support put in place on their entry into school. Additional visits beyond normal transition to school are encouraged for those children who may find transition difficult between home and school.
Meetings will be arranged for those children who are already known to Early Years SEND services or other agencies to ensure school is aware of their needs to ensure the correct support is in place.
When children leave Barnabas Oley Primary to attend secondary school, meeting are arranged between schools to speak to the children, SEND Co’s from each school share information particularly for those at SA+ or with EHCP. Extra visits to the next school are also put in place. All SEN records are passed on to the child’s secondary setting.
In year transition is supported with extra visits to their new class. For children with ASD resources can be made to show a visual representation of their new room and teacher. Support from the school mentor is also available to prepare the child for the new academic year and the changes they will face.
How does additional funding work?
Schools receive funding for all children including those with Special Educational Needs and Disabilities and these needs are met from this (including equipment). The Local Authority may contribute more funding if the cost of meeting an individual child’s needs exceeds a certain amount.
If the assessment of a child’s needs identified something that is significantly different to what is usually available then additional funding may be made available.
Which outside agencies do the school work closely with?
Some children with SEND within school require support from professionals and organisations outside of school. These may include: Occupational therapy, Speech and Language therapy, Visual Impairment teachers, Physiotherapy or an Educational Psychologist. Schools are also supported by the Local Authority Specialist Support Team. The SEND Co and Head teacher also support parents to access the Paediatric service, Family support and CAMH.
What are the Intervention programmes and strategies currently used at Barnabas Oley?
Reading and Phonics
- All children in Reception and Key Stage One are taught phonics and reading skills through direct phonics.
- A reading intervention programme called Reading Recovery is used for children in Year 1.
- Extra group reading and 1:1 reading sessions are used for those children that need to catch up as well as a buddy system that pairs younger children that are struggling with older pupils.
- Clicker 5, an ICT based child-friendly writing tool that enables pupils of all abilities to significantly develop their literacy skills.
- For older children extra comprehension groups are in place.
- Targeted writing groups working on specific aspects of writing.
- Clicker 5, an ICT based child-friendly writing tool that enables pupils of all abilities to significantly develop their literacy skills.
- Sir Kits Quest, a year 3 writing catch up programme.
- Writing booster groups
- 5 minute box, structured literacy programme to develop maths concepts on a daily basis.
- Numicon, a multi-sensory intervention programme to raise achievement in maths.
- First class@number, an intervention programme for children in Year 2 who struggle with the concepts of place value.
- First class@number2, an intervention programme for children who need support in maths in Years 3 and 4.
- Small Group Tuition, targeted support and booster groups for children.
- Pre and Post tutoring, the concepts for the week’s maths lessons are gone over in a small group on a Monday morning prior to the maths lesson to give those children struggling a head start. At the end of the week the small group meet again to reinforce and check understanding.
- 5 minute box, structured maths programme to develop maths concepts on a daily basis.
- Sensory Circuits, a programme to develop focus and concentration skills through a series of short sensory motor activities.
- Social stories, these direct the child as to what the desired behaviour would be in the social situation.
- Social skills groups, structured programme to help groups of children focus on aspects of social situations they find difficult.
- Play therapy
What are the admission arrangements for disabled pupils?
The school adopts the local authority's admission arrangements. Please see our Admissions page.
What are the arrangements for handling complaints from parents of children with special educational needs about the support the school provides?
In the first instance, parents are encouraged to speak with their child’s class teacher if they have any concerns. If, however, parents feel that their issues have not been resolved then they can make an appointment with the SEND Co-ordinator, a senior member of staff or the Head teacher. If the matter remains unresolved then parents should reference the school's Complaints Procedure for Parents Policy.
What do the acronyms used for SEND mean?
|ADD||Attention Deficit Disorder|
|ADHD||Attention Deficit/Hyperactivity Disorder|
|ASD||Autistic Spectrum Disorder. Pupils who may find it difficult to understand and use non-verbal and verbal communication|
|Asperger's syndrome||Pupils on the autism spectrum, higher functioning|
|BDA||The British Dyslexic Association|
|BESD||Behavioural, Emotional and Social Difficulty. Pupils whose behaviour or social needs present a barrier to learning|
|CAF||Common Assessment form used by all professionals to ensure all the child’s details are in one place. Needed for referrals to services outside of school.|
|CAMHS||Child & Adolescent Mental Health Service|
|DCD||Development Co-ordination Difficulty. Also termed Dyspraxia|
|Dyscalculia||Pupils having difficulty in acquiring mathematical skills|
|Dyslexia||Pupils having a marked and persistent difficulty in learning to read, write and spell, despite progress in other areas|
|Dyspraxia||Pupils with impairment of gross and fine motor skills|
|EAL||English as an additional Language|
|ECHP||Education, Care and Health Plan, legally enforceable document that de-scribes the special educational needs of the child and how these needs will be met|
|EMASS||Ethnic Minority Achievement Support Service|
|EPS||Educational Psychology Service|
|EWO||Educational Welfare Officer|
|ISP||Individual support plan|
|Inclusion||School provides flexible curriculum and increased capacity to meet needs of all pupils|
|MLD||Moderate Learning Difficulties. Pupils whose attainments are significantly below expected levels in most areas of the curriculum|
|MSI||Multi-Sensory Impairment. Pupils with complex visual and hearing difficulties|
|NASEN||National Association for Special Educational Needs|
|P Scales||Performance descriptors. A common basis for measuring the progress of pupils working up to level 1 in all subjects of the National Curriculum|
|PMLD||Profound and Multiple Learning Difficulties. Pupils with complex learn-ing needs and other significant physical difficulties|
|SA+||School Action Plus|
|SALT||Speech and Language Therapist|
|SEND Code of Practice||Practical guidance to LEAs and the governing bodies of all maintained schools|
|SEND||Special Educational Needs and Disabilities|
|SEND CO||Special Educational Needs and Disabilities Co-ordinator|
|SENDIST||SEN & Disability Tribunal|
|SLCN||Speech, Language and Communication Needs. Pupils may have difficulty in understanding and / or making others understand information conveyed through spoken language|
|SpLD||Specific Learning Difficulties. A descriptor covering Dyslexia, Dyscalculia and Dyspraxia|
|SLCN||Speech, Language and Communication needs|
|Statutory Assessment||Multi-disciplinary assessment by the LA of a child’s educational needs|
|SSS||Specialist Support Service|
|STS||Specialist Teaching Service|
|TA/LSA||Teaching Assistant/Learning Support Assistant. Interchangeable terms for support staff|
|TES||Traveller Educational Service|