Special Educational Needs and Disability School Information Report

Ridgeway Primary School

SEND School Information Report

Updated September 2016

 

Ridgeway is an inclusive school where children from differing backgrounds, with differing needs and differing starting points thrive as a result of their needs being met through a creative, well differentiated and where appropriate personalised curriculum.

This information Reports works alongside the SEND school policy. Some information may be repeated.

 

Ethos Statement

A thriving purposeful community of learners where adults and children work together in an environment planned for high quality teaching and learning.

 

“The more we expect of ourselves and one another, the more we can achieve.”

 

Core Values

• High quality relationships

• Individuality and Inclusion

• Independence

• Creativity

• Team work

• Development of the ‘whole child’

• Achievement right across the curriculum

• The classroom as a learning community

• Enquiry based learning

 

Who do I contact about my child if I have concerns regarding an educational need and what are their responsibilities?

If you have any concerns about your child you should talk with the class teacher.  Depending on the outcome of these discussions you may have follow up meetings with the school’s SENCO, Rachel Hosking. Please contact the school office or call into the SENCO office to arrange an appointment.  

 

The class teacher is responsible for:

  • adapting and refining the curriculum to respond to the strengths and needs of all pupils;
  • monitoring  the progress of each child;
  • identifying, planning and delivering any additional support required to aid progress;
  • contributing to devising personalised learning plans / additional support plans, to prioritise and focus on the next steps required for each child to improve in their learning and make progress;
  • communicating with the team involved in supporting a child to ensure that all staff are aware of the child’s needs.

If you have concerns about your child you should speak to your child’s class teacher first.

 

SENCO – The Special Needs Co-ordinator is Rachel Hosking and is responsible for:

  • the operation of the Special Educational Needs Policy and the co-ordination of specific provision to support individual children with SEN;
  • liaising with staff to monitor pupil progress and to plan further interventions where progress is slower than expected;
  • making regular contact with a wide range of external agencies that are able to give more specialised advice.

 

Our co-head teachers are Rebecca Shelley and Suzanne Kelly and they are responsible for:

  • the day-to-day management of all aspects of the school, including the provision made for pupils with SEN.

 

Our SEN Governor is Rachel Webster and she is responsible for

  • supporting the school to evaluate and develop quality and impact of provision for pupils with SEN across the school.

 

Children and Families Bill 2013

The Children and Families Bill takes forward the Government’s commitments to improve services for vulnerable children and support strong families.  It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background.  The Bill reformed the systems for adoption, looked after children, family justice and special educational needs.

The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them.  The Bill extends the SEN system from birth to 25, giving children, young people and their parents /carers greater control and choice in decisions and ensuring needs are properly met.

It takes forward the reform program set out in Support and Aspiration: A new approach to special educational needs and disability: Progress and next steps by: 

  • replacing statements and learning difficulty assessments with a new birth-to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training;
  • improving co-operation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
  • requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.

 

The Local Offer was first introduced in the Green Paper (March 2011) as an offer of all services available to support children with disabilities and children with SEN and their families within Croydon. Croydon’s framework will allow the Local Offer to provide parents / carers with information about how to access services in their area and what they can expect from those services.  With regard to Education, it will let parents / carers and young people know how schools and colleges will support them and what they can expect across the local settings.

 

Arrangements to meet the Needs of Pupils with Special Educational Needs and Disabilities

All Croydon schools are committed to and adopt a similar approach to meeting the needs of all pupils, including those with special educational needs. There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which enables them to make the best possible progress in school and ensures they can actively participated at the wider aspects of school life.

 

What is the purpose of the Information Report?

The school information report is an account of how children with SEN are supported in Ridgeway.

Glossary of abbreviations

ADD

Attention Deficit Disorder

ADHA

Attention Deficit & Hyperactive Disorder

ASD

Autistic Spectrum Disorder

ASP

Additional Support Plan

BESD

Behavioural Emotional & Social Difficulties

CAF

Common Assessment Framework

CAMHS

Child and Adolescent Mental Health Service

COP

Code of Practice

CP

Child Protection

DCD

Developmental Co-ordination Disorder

EAL

English as an Additional Language

EP

Educational Psychologist

FSM

Free School Meals

HI

Hearing impairment

IEP

Individual Educational Plan

KS

Key Stage

LAC

Looked After Child

LA

Local Authority

MLD

Moderate Learning Difficulty

OT

Occupational Therapist

PSP

Pastoral Support Programme

SALT

Speech and Language Therapy

SEND

Special Educational Needs and Disability

SENCo

Special Educational Needs Co-ordinator

SPLD

Specific Learning Difficulty

VI

Visual Impairment

BELOW IS SOME FURTHER INFORMATION YOU MANY FIND HELPFUL

 

What kind of special educational needs does Ridgeway support?

Ridgeway supports a range of different special education needs including: Autism; Speech and Language difficulties; Aspergers; physical difficulties affecting fine and gross motor skill development; specific learning difficulties such as dyslexia and dyspraxia; ADHD; attachment disorder and oppositional defiant disorder.

 

How do I find out how well my child is doing?

If a child has an Additional Support Plan (ASP) parents/carers are given the choice of meeting at the beginning of the year or during parent consultation week to review their child’s plan. A child with an ASP is entitled to a double parent consultation appointment if choosing to review ASP’s during this week. Ridgeway have formal parent consultations in November and March; this will be followed by a written report about your child towards the end of the summer term. Ridgeway has an open door policy and staff members are available to discuss a child at a time convenient to their parent / carer and the member of staff. Please contact the school or the member of staff to arrange an appointment.

 

How does Ridgeway know about and identify an additional special educational need?

A concern about a child’s development may be raised by a parent/carer, member of staff, the child themselves, or an external agency.  This could be where a child has a difficulty that is impacting on their ability to make expected progress academically, socially, behaviourally, physically or emotionally. The SENCo and external agencies (further information below) use a variety of assessments to identify and to diagnose a range of differing needs.

 

What external agencies does the school access?

Staff at Ridgeway work with a range of different agencies that can best advise on the needs and development of children in our school.

These include:

  • Speech and language therapists and assistants
  • Occupational therapists
  • Physiotherapist,
  • Educational Psychologist
  • School nurse
  • Paediatricians
  • CAMHS
  • Social care team – social workers
  • Behavioural support
  • Outreach by Specialist educational settings
  • PASS (Physical and Sensory Service) to support pupils with hearing/visual impairment
  • Inclusion Team
  • Child Protection Advisors

 

What support is available for children who have special educational needs?

Through a differentiated curriculum, class teachers will plan for the needs of the children in their class and plan for the next steps appropriate to their level of learning. Children are supported in a range of different ways, focussing on children’s development in speaking and listening, reading, writing, maths, fine and gross motor skills, social communication, emotional development, play skills and behavioural support. These are implemented in a range of different ways including:

  • small group interventions in and out of the classroom
  • individual support
  • managed time during lunchtimes and break times
  • the use of specialist equipment including pencil grips, writing slopes
  • 1-1 fixed sessions
  • Flexible session where the need arises
  • Sessions with therapists, Place 2 Be

The extra support will be carried out by class teachers, teaching assistants, counsellors and therapists.

 

How is my child’s development monitored and tracked?

Staff continually assess children’s learning through observations as children learn, through discussions with a child and assessing completed learning outcomes. Staff formally assess termly and this data is analysed by the leadership team. 

When monitoring emotional development, staff observe children’s behaviours, and have discussions with children, parents/ carers and other staff members. For more formal assessment tools Ridgeway used the Boxall Profile to track specific children.

When monitoring social development, children are observed closely during break, lunch and in class-based environments to ensure they are secure in their relationships with other children and adults. We value support and a close relationship with parents / carers where there are concerns.

 

How does Ridgeway record a child identified with special educational needs?

Each class teacher completes a class profile outlining the children in their class. Individuals whose individual support is not recorded through the classroom differentiation will have their needs recorded and monitored through an ASP.

The SENCO keeps an overview of the provision across the whole school through provision mapping and monitors the progress each child makes.

 

How skilled are staff in supporting the needs of children with Special Educational Needs?

Ridgeway is an inclusive school with a high level of commitment to ensuring that members of staff have the skills needed to meet the needs of our learners. Staff members have been involved in training that has included sessions on:

  • supporting pupils on the autistic spectrum;
  • supporting children with specific learning difficulties impacting on their reading, writing and maths learning;
  • supporting pupils with social and emotional needs including attachment theory;
  • bereavement and supporting siblings with SEN;
  • supporting pupils with speech and language difficulties;
  • supporting pupils with physical and co-ordination needs;
  • supporting children with specific identified disorders including: dyslexia, downs syndrome, autism, Asperger’s and dyspraxia;
  • how to handle a child in a positive way.

 

How will my child be included in activities outside the classroom including school trips?

Activities and school trips are available to all. Risk assessments are carried out and procedures are put in place to enable all children to participate. However, if it is deemed that an intensive level of 1:1 support is required, a parent or carer may be asked to accompany their child during the activity.

 

How accessible is the school environment?

As a school we are happy to discuss individual access requirements. The current facilities available include:

  • Ramps into school to make the building accessible to all;
  • 2 toilets adapted for disabled users;
  • Wide doors in all parts of the building;
  • Lift access in the entrance;
  • Sound system in hall;

 

Supporting pupils with medical needs?

Ridgeway works closely with medical professionals and families to meet the medical needs identified and being supported through a care plan. We will liaise with medical professionals and family to ensure the appropriate support is in place.  Children with ongoing medical conditions such as asthma and allergies have their medicine readily available when required. Staff are trained in the use of epi-pens and more specific training is requested when needed.

 

How does Ridgeway support children moving to another year group or a different school?

For some children a more specialist setting may be more appropriate to meet their needs. If a child is moving to another primary, a specialist setting or onto secondary school and has significant additional needs an individualised programme will be developed, taking into account the most successful way to meet the child’s needs upon transition. Staff will have a meeting at Ridgeway usually involving parents / carers and staff from their new school. A plan will be created and implemented; this could include extra visits to their new school, visual images of their new school before transferring and staff visiting the child while they are still at Ridgeway. Staff at Ridgeway will discuss the needs of children with SEN with their named secondary school before the end of the summer term.

 

When moving to another year group, staff members have a transition meeting in the second half of the summer term to discuss each child in their class. All SEN paperwork will be passed on. A meeting involving the current teacher and next year’s teacher and parents may be arranged if appropriate. Some children may require more than one visit to their new classroom or to meet their new teacher alongside other strategies as mentioned in the previous paragraph.

Are there any organisations out there where parents of a child with SEND can go to for support?

  • Family lives
  • Early help through local children’s centre
  • Organisations such as the Autistic Society
  • SEND Information and Advice Services (SENDIAS) SENDIAS 020 3131 3150