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Please open the document below the view our local offer for children with Special Education Needs or Disabilities (SEND)

Special Educational Needs and Disability (SEND) At Flyford Flavell First School

 

By 2014, schools are required to publish information about services they provide for children with disabilities and Special Educational Needs.  This is called the ‘Local Offer’. 

The intention is to offer choice and transparency for families, as well as providing a resource for professionals to detail the range of services and provision locally. The Local Offer was devised in consultation with parents and is designed to address common concerns and issues by posing a series of questions for schools and agencies to respond to.

At Flyford Flavell First School we strive to support all children to enable them to achieve well in school. Flyford Flavell is an inclusive school. We ensure that pupils are included in all aspects of learning and school life throughout our school. In order to do this many steps are taken to support children along their learning journey.

Quality First Teaching ( See Appendix 1) is vital in securing good outcomes. For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies, which may be suggested by the SEND leader or outside staff, are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress.

All children in Flyford Flavell School will be getting this as a part of excellent classroom practice. However sometimes for some children additional support may be required for a set period of time to help meet their needs, improve their learning and help them achieve. The decision to do this is made by the school and is based on a variety of factors including academic progress, and/or assessments carried out by teaching staff or other professionals.  It may also be based on ensuring children have a smooth transition into school or require support when going through significant change either at home or school.  Parents/carers will be informed when this happens.

Some children will require support for a longer period of time to ensure they can access the curriculum effectively and be included fully in classroom learning and school events. Support will be planned by school staff and where appropriate by external professionals. Parents/carers will be kept informed about this support

Children who require support in terms of their acquisition of English are not considered SEND pupils but as they may require additional support their needs are reflected in our local offer.

 Our Local Offer describes the range of provision and support available to support identified children as and when appropriate. This Offer is subject to change depending on budgetary constraints and policy review.

 

SEND Information Report

 

Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or disability (SEND)?

The SEND Leader (SENCo) Mrs Rachel Austin
Responsible for:

  • Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are:
    • involved in supporting your child’s learning
    • kept informed about the support your child is getting
    • involved in reviewing how they are doing
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc...
  • Updating the school’s SEND and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.

Class Teacher
Responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SEND Leader know as necessary.
  • Writing Individual Provision Maps (IPM), and sharing and reviewing these with parents at least once each term and planning for the next term.
  • Ensuring that all staff working with your child in school are well supported to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

Head teacher Mrs Rosalind Brotherton
Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • She will give responsibility to the SEND Leader and class teachers but is still responsible for ensuring that your child’s needs are met.
  • She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

SEND Governor Mrs Maggie Slater
Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.

What are the different types of support available for children with SEND at Flyford First School?

Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.
For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies, which may be suggested by the SEND leader or outside staff, are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress.

All children in Flyford Flavell School will be getting this as a part of excellent classroom practice when needed.

Specific group work with in a smaller group of children.
This group, often called Intervention groups by schools, may be

  • Run in the classroom or outside.
  • Run by a teacher or most often a Learning assistant who has had training to run these groups.

SENDWave 2.
This means children have been identified by the class teacher as needing some extra support in school.

For your child this would mean:

  • He/ She will engage in group sessions with specific targets to help him/her to make more progress.
  • A Learning Support Assistant/teacher or outside professional (like a Speech and Language Therapist) will run these small group sessions using the teacher’s plan

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.


Specialist groups run by outside agencies eg Speech and Language therapy OR Occupational therapy groups
AND/OR Individual support for your child of less than 20 hours in school

SEND Wave 3

This means children have been identified by the class teacher/SEND Leader as needing some extra specialist support in school from a professional outside the school. This may be from:

  •  Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as Speech and Language.
  • Learning Support Services for Assessment

SEN support – the graduated approach

Where a pupil is identified as having SEN, schools take action to remove barriers to learning and put effective special educational provision in place. This SEN support takes the form of a four-part cycle (assess, plan, do, review) through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people.

For your child this would mean:

  • Your child will have been identified by the class teacher/SEND leader (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional eg a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
  • The specialist professional will work with your  child to understand their needs and make recommendations, which may include:
    • Making changes to the way your child is supported in class eg some individual support or changing some aspects of teaching to support them better
    • Support to set better targets which will include their specific expertise
    • A group run by school staff under the guidance of the outside professional eg a social skills group
    • A group or individual work with outside professional
  • The school may suggest that your child needs some agree individual support in school. They will tell you how the support will be used and what strategies will be put in place.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.


This is usually provided via a Statement of Special Educational Needs, from September 2014 an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher/SEND Leader as needing a particularly high level of individual or small group teaching (more than 20 hours a week), which cannot be provided from the budget available to the school.

Usually your child will also need specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the virtual school  or Sensory Service
  • Outside agencies such as the Speech and Language therapy Service.

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
  • After the school have sent in the request to the Local Authority, they will decide whether they think your child’s needs seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the support at Wave 3.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more than 20 hours of support in school to make good progress. If this is the case they will write an EHC Plan. If this is not the case, they will ask the school to continue with the support at Wave 3 and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

This type of support is available for children whose learning needs are:

  • Severe, complex and lifelong
  • Need more than 20 hours of support in school

How can I let the school know I am concerned about my child’s progress in school?

  • If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
  • If you are not reassured that the concerns are being managed and that your child is still not making progress you should speak to the SEND Leader or Head teacher.
  • If you are still not reassured then you can speak to the school SEND Governor.

 

How will the school let me know if they have any concerns about my child’s learning in school?

If your child is then identified as not making progress the school will set up am meeting to discuss this with you in more detail and to:

  •  listen to any concerns you may have too
  •  plan any additional support your child may receive
  •  discuss with you any referrals to outside professionals to support your child’s learning

How is extra support allocated to children and how do they move between the different levels?

  • The school budget, received from Worcestershire County Council, includes money for supporting children with SEND.
  • The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
  • The Head Teacher and the SEND Leader  discuss all the information they have about SEND in the school, including:
    • the children getting extra support already
    • the children needing extra support
    • the children who have been identified as not making as much progress as would be expected

They audit what resources/training and support is needed.

  • All resources/training and support are reviewed regularly and changes made as needed.

Who are the other people providing services to children with SEND in this school?

Directly funded by the school:

  • Learning Assistants who provide a range of interventions
  • Supportive technologies.

Paid for by the Local Authority but delivered in school:

  • Autism Outreach Service
  • Educational Psychology Service
  • Sensory Service for children with visual or hearing needs
  • STEPS (Assessment, advice and resources for children with literacy or numeracy difficulties including Dyslexia)
  • Speech and Language Therapy (provided by Health but paid for by the Local Authority).

Provided and paid for by the Health Service but delivered in school:

  • School Nurse
  • Occupational Therapy
  • Physiotherapy

 

How are the teachers in school helped to work with children with an SEND and what training do they have?

  • The SEND leader’s job is to support the class teacher in planning for children with SEND.
  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as ASD and Speech and Language difficulties.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.

How will the teaching be adapted for my child with SEND?

  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.

How will we measure the progress of your child in school?

  • Your child’s progress is continually monitored by his/her class teacher.
  • His/her progress is reviewed formally every term and a National Curriculum level given in reading, writing, numeracy and science.
  • If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
  • Children at Wave 3 will have an IPM which will be reviewed with your involvement, every term and the plan for the next term made.
  • The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
  • The SEND Leader will also check that your child is making good progress within any individual work and in any group that they take part in.

What support do we have for you as a parent of child with an SEND?

  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The SEND Leader is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • IEP’s will be reviewed with your involvement each term.
  • Homework will be adjusted as needed to your child’s individual needs.
  • A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child

How is Flyford Flavell accessible to children with SEND?

  • The building is accessible to children with physical disability. We ensure that equipment used is accessible to all children regardless of their needs.
  • After school provision is accessible to all children including those with SEND.
  • Extra-curricular activities are accessible for children with SEND.

How will we support your child when they are leaving this school? OR moving on to another class?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

  • If your child is moving to another school:
    • We will contact the school SEND Leader and ensure he/she knows about any special arrangements or support that need to be made for your child.
    • We will make sure that all records about your child are passed on as soon as possible.
  • When moving classes in school:
    • Information will be passed on to the new class teacher and a planning meeting will take place with the new teacher. All IMPs will be shared with the new teacher.
    • If your child would be helped by a transition book to support them understand moving on then it will be made for them.
  • In Year 4:
    • The SEND Leader can attend the Middle School Transition Day to discuss the specific needs of your child with the SEND of their next   school.
    • Your child will undertake focused learning about aspects of transition to support their understanding of the changes ahead.
    • Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.

 

We hope you find the above information useful, however please remember that we have an open door policy and will want to address any concerns or issues you may have.

 

 

 

 

 

Reviewed February 2015

Whole staff review April 2015.

RA SENCo


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