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North Stainley CE Primary School

SEN Information Report

 

At North Stainley CE Primary School our aim is to provide all children with an exciting, engaging and enjoyable learning experience in which they thrive and make excellent progress.

We offer an inclusive and welcoming ethos which fosters the development of well-rounded individuals.  We achieved the North Yorkshire Inclusion Quality Mark at the highest level (Evidencing) in November 2014, demonstrating the importance we place in including all learners in every aspect of school life.  Teaching takes place in a variety of settings – in whole class, in single year cohorts, in small focussed groups and one to one teaching. This variety enables teaching to be differentiated to meet the needs of every pupil in the class.  We recognise that children learn using a range of preferred learning styles and aim to teach so that every child has the opportunity to learn through their favoured style.  Teaching staff plan and deliver an exciting and stimulating curriculum which engages children at all levels.

High quality support for learning within mainstream lessons is the most important factor helping pupils with Special Educational Needs and Disabilities (SEND) to make good progress alongside their peers.  The universal provision is the support provided for all learners to meet their individual needs.  It includes:

  • Well trained teaching staff who are motivated to deliver quality first teaching to every pupil in every lesson.
  • Differentiated planning and delivery of lessons with well-matched resources to ensure effective learning takes place.
  • Using a variety of recording methods, recognising individual strengths and minimising barriers to progress.
  • Purposeful constructive feedback is given so that individuals know how well they have done and how they can improve further.
  • Sensitive and caring staff who understand the needs of those they are responsible for.

There may be occasions when the school feels that some additional support within the lessons may help your child to make better progress.  This is by no means always the case.  However, if some additional group or one to one support within lessons is planned, the school will explain how this will work, what the aims of this support will be and how and when the impact of this support will be reviewed.  Most importantly, this support should be aiming to make your child more independent in lessons.

Working closely with parents, teachers will discuss any concerns they may have regarding a pupil and may, at this stage, involve the school’s special educational needs coordinator (SENCo).  At North Stainley CE Primary school the SENCo is Maggie Wilson.  The named Governor for SEN is Mrs Viv Roberts.  Together the aim is to find the best way of supporting individual children and ensure the best possible progress is achieved.  Early identification of needs and subsequent intervention can be very effective in supporting children with additional needs.  Resources and guidance from other professionals may be sought at the earliest opportunity.

 

Recording Provision

Where something additional or different is needed to support a child with SEND a structured programme (intervention) will be planned.  Information regarding this personalised provision will be recorded in a document known as an individual provision map (IPM). Children may also have an Inclusion Passport (IP) which tells the story of the child’s support over time.  The IPM/IP will be drawn up in consultation with the pupil and parent and will include: 

  • Identification of the particular special educational need of the child.
  • What interventions your child is receiving and what are the intended outcomes.
  • Group provision maps may be used for children receiving support in a group
  • When the interventions will be delivered and for how many weeks.
  • Who will be delivering the interventions (usually a well-trained teaching assistant) and where (eg in or outside the classroom)
  • How the interventions will relate to and support learning in the classroom.
  • How they will be monitored closely to make sure they are helping your child make accelerated progress.

 On-going communication with Parents

Parents of children with additional needs are invited to discuss each new IPM with the class teacher and are also encouraged to arrange additional meetings should they feel the need.  For pupils with SEND it is often desirable that there is more frequent communication as it is vital that parents and school work together closely. Your knowledge and understanding of your child’s needs is essential to support the school in making the best provision for them.  This should also take account of your and your child’s hopes, personal goals and interests.  This will allow the school to regularly explain to you where your child is in their learning, and how to work with you to ensure the most appropriate targets are set to ensure progress.

 The development of well-rounded individuals

At North Stainley CE Primary School we aim to provide an experience that gives our pupils the skills, attitudes, values and confidence that they will need to be happy and successful individuals. 

 The progress of all pupils in the school is monitored on a termly basis. This enables us to target provision where it is needed.  Short term targets are set for children with SEND and recorded on their Individual Provision Map. These are shared with the children and their parents. The progress that children with SEND make towards their personal targets is monitored and reviewed on a termly basis. 

 Some of our children on the SEND register have an inclusion passport which outlines the provision that has been made for them over a period of time.  This enables us to build up a picture of what strategies are most effective to help them in their learning and can be passed on to their secondary school when they leave us.

 At North Stainley the children are offered 1:1 mentoring with their class teacher on a termly basis.  The children’s attendance, behaviour and attitude to learning are discussed as well as academic targets set.  The school has introduced a survey for children on the SEND register to gather their views about their experience of school and provision made for them. 

 

Academic Progress

Children are assessed on entry into school and their progress is measured from their own individual start point.  Different children will progress at different paces depending on their individual SEND.  We are aspirational for the progress of all our pupils.

 In primary school there are national expectations for children in every year group.  Most children will be working towards these targets (emerging and developing) and some will exceed them (exceeding).

 Children’s development across the curriculum is highly valued and the development of the whole child, across a range of areas is as important as progress in English and Maths.

 Children are given opportunities to access activities that foster different skills and talents.  These opportunities help to develop independence, promote social skills and develop leadership potential. 

 Opportunities may include:

  • Residential visits to France and outdoor and adventurous educational providers.
  • Art/Sport/ Eco Council
  • Worship Leaders
  • Art Workshops
  • Writing Workshops
  • Sporting events
  • Reading Events
  • Dance and Drama events
  • Extended School activities

 Evaluating The Effectiveness Of Provision:

We encourage children with SEND to play a full and active part in all aspects of school life. Children with SEND represent the school in sports and cultural events.  They play an active role in the school council.  Interventions are targeted and monitored on a regular basis.  A survey for children on the SEND register has been introduced to gather views of experiences of the school and provision made for them. 

Support From Other Agencies

Sometimes in order to meet the needs of individual pupils, we may request or require support from other agencies.  These include:

  • Educational Psychologist
  • A local enhanced mainstream school
  • Speech and Language support
  • Parent Support Adviser
  • School Nurse
  • Prevent

Transition

Transition between classes and at other key points is smooth as there is good communication between teachers in the school.  An IP moves through school with a child and then is used to aid transition to another school when the time comes.

There are four important points of transition during primary school:

  • Entry into Reception
  • Entry into Key Stage 1 (Year 1)
  • Entry into Key Stage 2 (Year 3)
  • Entry into secondary school (at the end of Year 6 to start a new school for Year 7)

Liaison with the local secondary schools is tailored to the needs of individual children so that a smooth transition can be made between primary and secondary education.

Parent Partnership Coordinators

Parent Partnership Coordinators are qualified professionals who have an experienced background in SEND.  They are able to offer advice, listen to worries and concerns, offer home visits and support you in meetings. They may also be able to put you in touch with other organisations or parent support groups.

They can be contacted on 0845 034 9469.

North Yorkshire Provision For SEND

The North Yorkshire local offer can be found at:

http://www.northyorks.gov.uk/article/23542/SEND---local-offer

SEND Policy (click here)

Provision Maps

Cognition and Learning

Behaviour

Communication and interaction