Welcome to our SEN information report which forms part of our Local Offer for learners with Special Educational Needs and Disabilities (SEND).
At Primrose Lane we value all members of our school community and strive to support all children to enable them to achieve in school. At Primrose Lane, special educational provision means educational provision which is additional to, or otherwise different from, the educational provision made generally for children of the child's age in maintained schools, other than special schools, in the area.
Our aims are to ensure that:
- There is identification and monitoring of a child's needs at the earliest possible stage, following the recommendations of the SEN Code of Practice, 2014.
- All children receive appropriate educational provision, which encourages them to fully achieve, both as learners and as members of our school and the wider community.
- There is equal access to the curriculum and equal opportunities for all children. Pupils with SEND have access to both the National Curriculum and as broad a curriculum as possible.
- There is involvement with parents/ carers from the earliest stage and they are actively encouraged to be involved with their children's education.
- The involvement of the child in the decision-making process on their educational future is emphasised through the discussion of support, outcomes and aspirations for the future.
- All staff hold high expectations of children with SEND in order to secure good progress.
- Regular and accurate assessment is used to secure and measure pupil progress.
- To follow a robust review system using the recommended pattern of ‘assess, plan, do, review.’
All of our pupils have a right to equal opportunities in education, irrespective of their social background, ethnic origin, gender, ability or any other characteristic. We recognise that children are individuals with their own learning needs. Experiences to meet those needs, appropriately differentiated, are offered. When providing support that is ‘additional to’ or ‘different from’ we engage a graduated response in a four-stage process: Assess, Plan, Do and Review.
Our Graduated Response:
We aim to identify any needs early to minimise a gap.
Raising a concern
- Meeting the needs of all the children in the school is up to individual teachers and their skills. When a teacher finds that a child is not responding as expected, has stagnant progression or is having increasing difficulties with emotions and well-being, the teacher will seek the advice of the SENDCo and try alternative strategies in the classroom to resolve the problem. If it is decided that something over and above that which is normally available is needed, it is at this point that the parents will be involved.
- If the teachers and parents agree that interventions that are ‘additional to’ or ‘different from’ the school’s differentiated curriculum and strategies are needed, this triggers SEND Support, and placement on our school’s SEND register. This is where the SENDCo shares responsibility in assessing the child's difficulties and for planning the child's SEND provision. This may involve an individual learning plan (My Learning Plan/ MLP) or other appropriate programme will be drawn up by the class teacher, with support from the SENDCo and will include contributions from the parents and child. Parents will be informed and advised on how they might help at home. MLPs or other appropriate programmes are reviewed regularly with the involvement of parents, the child and all staff concerned.
SEND Support Plus
- If the child continues to make little or no progress in learning and emotional well-being, the school will need to seek help from outside agencies; at Primrose Lane we have decided to categorise this as SEND Support Plus. This is where the degree of need is such that the school judges more intensive action with external specialist support is necessary. An MLP, supported by advice from appropriate outside agencies and discussions with the child (as appropriate) and parents, will be drawn up. It is the responsibility of the class teacher to ensure the interventions set out in the MLP or personalised/ appropriate learning programme are delivered either by themselves or a member of support staff.
Education, Health and Care Plan (EHCP)
- If, despite all the support and provision from home and school, with the help of external specialists, taking relevant and purposeful action to meet the child’s learning difficulties, those difficulties remain or have not been remedied sufficiently a request for an EHCP may be made.
- If the statutory assessment results in a child having an EHCP the governors of the school are legally responsible for ensuring that the specified needs of that child are met.
Special educational provision at Primrose Lane may include (but not be limited to) any of the following:
- differentiated support by class teacher
- use of particular materials or special equipment
- support in class by additional teacher or other helper, including teaching assistant
- tuition in small group
- individual tuition
- advice and support from outside agencies, such as Speech and Language Therapy, Educational Psychologist etc
- specific home/school collaboration
- enhanced pastoral support
- A individually tailored learning plan; at Primrose Lane these are called ‘My Learning Plans’ (MLPs)
- any other specific provision or adjustment which may be deemed necessary and appropriate.
All children on the SEND register will have review meetings at least three times per year.
More detailed information can be found in our Local Offer which is available on our school website, with paper copies available from the school office.
We welcome your comments on our offer, so please do contact us.
The best people to contact are: Mrs Jo Turnbull our Special Educational Needs Coordinator (SENCo) or Mrs Helen Brough our SEND Governor.