Edwalton Primary School

Edwalton Primary School is a mainstream Primary school that aims to be as inclusive as possible and tries to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.

There is a wide range of special educational needs for which children may need extra support. Sometimes these needs are only short term, others may continue through a child’s school life and some children may have a specific diagnosis. We use dyslexia friendly strategies in all classrooms.

The needs generally fall into one or more of the following categories; Cognition and Learning, Communication and Interaction, Behaviour, Social and Emotional and Sensory and Physical needs.

Children are identified as having SEND in 2 main ways;

All children are regularly assessed by class teachers and progress is tracked and monitored. Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries, have social or emotional difficulties, are vulnerable or have specific diagnosed needs will be monitored and some may become 'SEN support'. Some of the strategies we use to assess are included in the SEND policy and below.

Children are also assessed by outside agencies such as a pediatrician and specific diagnosis made. Where outside agencies are involved the school will work alongside them in collaboration with the family. Not every child with a diagnosis will be SEN support, but they will be regularly monitored.

What should I do if I think my child has special educational needs?

Any concerns about a child’s needs should be raised through the class teachers who will then consult with the SENCo:

Annabel/ Annie Holmes

Intervention work is reviewed at least termly by the SENCO with class teachers and teaching assistants, using teacher assessments, specific test results and observations. The Teaching Assistants meet with the SENCO, or SENCO support, regularly and children's individual needs are reviewed and adapted as necessary. Children with SEND are also carefully monitored at termly progress meetings with the head teacher. The head teacher, Assistant Head teachers and class teachers regularly monitor progress. This is reported back to the governors by the Head teacher.

Parents will be offered a chance to discuss progress each term in a parents evening or 'review meeting'. Additional meetings may be planned as necessary. Multi- agency meetings where support from other agencies is necessary will also happen as needed. A home school communication book (or via dojo) can also be set up on a needs led basis where daily contact is needed.

There are parents evening in Autumn and Spring Term. Targets are reviewed at these meeting for some children. For some children who have been identified as having more complex SEND support Special needs, or who are in receipt of an EHC plan may have additional review meetings with the SENCO or Assistant SENCO, class teacher and agencies involved will be invited along. At this meeting targets are reviewed and new ones set together. At the end of the year every child will receive an Annual Report from the class teacher as per their peers.

At Edwalton the approach we take varies from child to child, and is personalised according to need. We believe in the importance of every child achieving their ‘best’ through Quality First Teaching. A child centred marking policy and feedback system allow all children to be involved in their learning. We may also use interventions to support their learning. This may be in class or away from the main curriculum teaching depending on the aim and effectiveness. Interventions may be on a one to one or a small group basis.  It may also involve use of different equipment or the adaption of the curriculum.

The curriculum may be adapted through differentiation, using prompts, adapted resources and by support from teachers and teaching assistants. In some cases specific schemes of work (including for social and emotional difficulties) and interventions will be used.

 Examples of the interventions we use include literacy interventions such as switch on reading and writing, additional phonics, 5 minute box, precision teaching, speech and language programmes, use of numicon to support maths and interventions to help with self-esteem, anxiety and managing feelings.

Children who have a special need will have the targets and strategies they are working on recorded as ‘individual targets’ on a SEN Support Plan/ pupil profile. These targets and a review of strengths/ progress and needs will be re-evaluated termly and discussed with both the pupils and their families at review meetings. The individual targets will include strategies on how families can best support their child and what the preferred outcome will be.

Some children will have extra help from another adult to achieve targets from their individual plan.

A few children may benefit from support and advice from other sources and specialists.

A very small number of children will have exceptional needs that require the school to request support and additional funding from the Rushcliffe Family of schools (AFN) or Children and Young People’s Services (HLN)

 Funding

• ASN funding (additional school need). Some children will need additional support other than that normally provided by the classroom teacher. This funding comes directly into the schools budget.
• AFN funding (additional family need). A few children may continue to give concern or may have a specific diagnosis that requires additional help. The SENCO has to put in a bid to the family of schools to access this funding and it is decided on by the family of schools SENCOs.
• HLN funding (higher level need). Occasionally a child may have complex or more severe needs which require more consistent adult support to access the curriculum. This funding has to be applied for through the Local Authority.
• Medical funding If a child has complex medical needs which require some form of physical intervention  we may be eligible to access this funding.

Note: An EHCP in Nottinghamshire does not affect the amount of support / 1:1 TA time a child will receive. Funding for TA support is applied for separately. 

We will aim to include all children in extra activities. Where necessary will work alongside families and support services to ensure children access a broad and balanced curriculum. We also aim to make sure all children are have equal access to school life including clubs, residential visits, school council and in the day to day roles and responsibilities in school.

Extra preparation and resources such as a visual timetable may be provided in order to reduce anxieties which may occur when things are different.

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative. All classes deliver PSHE (Personal, Social, Health end Economic education) curriculum to support this development.

However, for those children who find aspects of this difficult we offer in-school nurture provision, through planned activities and groups. We have a school ELSA (Emotional Literacy Support Assistant who may become involved. If your child still needs extra support, with your permission the SENCO will access further support through Children and Adolescent Mental Health services (CAMHs)

The SENCO: Mrs Annabel Holmes can be contacted by phoning the school office 0115 9144221 or emailing:

aholmes@edwalton.notts.sch.uk

The SENCO/ Asst SENCO received additional training in the last 3 years (2020-2023) on ADHD, Demand Avoidance from a Speech and Language perspective; Speech and Language training via the most recent SENCO conference 2023; Supporting effective transition 2023; Inclusive schools 2023; ATTEND (promoting positive relationships between home and school re attendance) 2022. Additionally in previous school years: Emotional Health and Wellbeing and child mental health. This has been cascaded to all staff at INSET and through meetings. Developmental Language Disorder; OFSTED best practice SEND; Engagement model; Wellbeing for Education; Attention Autism overview; FASD virtual school training;  Child protection and attended the Looked After Children Conference.   plus additional trainin in the Areas of ASD, Trauma, Looked after Children and behaviour support.

Our SENCO support senior TA is ELSA Trained (Emotional Literacy Support Assistant) and has clinical supervision through the Educational Psychology Service. The ELSA also had a significant amount of training during 2021/2 including on mental health, behaviour, ASD, dyslexia and supporting parents.

We have staff who are trained in Coping with Risky Behaviour (CRB, previously known as MAPA). We also have staff trained in delivering ‘Switch on Reading and Writing’, Autism level 2 and level 3 and PTAP; ADHD, play therapy and around attachment difficulties. All staff are first aid and safeguarding trained. Finally the Rushcliffe Primary SEMH Team provides training for teaching staff, TAs and Midday Supervisors on behaviour management and social and emotional issues.

Our school operates the following training programs:

• Flying High Trust PLCs
• From Flying High partnership -  Teaching School Network
• The SENCO attends Local authority conferences
• TAs also attend Local authority professional development
• Specialist schools and Families services training
• The Rushcliffe Primary Behaviour Support provides training for teaching staff, TAs and Midday Supervisors on behaviour management and social and emotional issues. The Educational Psychologist also provides training for example on attachment issues
• The family of schools work together to train staff where possible, agreed through Springboard
• Individual staff also attend training to support specific needs

The SENCO at Edwalton invites and seeks advice and support from external agencies in the identification and assessment of, and provision for, SEND. The SENCO is the designated person responsible for liaising with other agencies. (see policy for more information). The SENCO is also the Rushcliffe Family SENCO and so works with additional agnecies and specialists in this role.

Access to the PDSS team at Fountaindale can be made through a referral for equipment needed to support a physical disability. Currently the school is all on one level with occasional steps to the outside areas. These steps and other uneven surfaces are highlighted in yellow paint. There is an accessible toilet and shower in the main school building and an accessible toilet in one of the external classrooms.

We believe that children do their best when staff and parents/carers work together.  Parents/carers have a unique knowledge of their child and we encourage them to share this knowledge with the class teacher.  Parents/carers are invited to review meetings, Parents’ Evening and to contribute to their child’s Support Plan.  Information on support agencies, including the Parent support network 'Ask Us' , is available from the SENCO.  Parents/carers to receive a leaflet about Special Educational Needs at Edwalton in their admission packs which is also available on the school website.

The SEND team can always be contacted, via the school office, for an appointment to discuss any concerns.

Parents can contact their class teacher at the beginning or the end of the day to make an appointment or by phoning or emailing the school office.

 The SENCO: Annabel Holmes can be contacted by phoning the school office or emailing:

 aholmes@edwalton.notts.sch.uk

In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs. The SENCO may also signpost parents of pupils with SEN to the local authority Parent Partnership service, children’s centre and other specialist organisations where specific advice, guidance and support may be required.

If an assessment or referral indicates that a pupil has additional learning needs the parents and the pupil will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child. The school’s SEN governor may be contacted in relation to SEN matters.

Children with special needs are asked to contribute their pupil views regarding things they are good at or enjoy and things they feel they could be even better at. Children, where able, are asked to review meetings to contribute their view on the provision they are accessing and how they feel they can best be supported. Some children have additional provision from a Nurture / pastoral teaching assistant to allow time to express their views and feelings.

If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the SENCO or if the complaint is about the SENCO to speak to the head teacher, who will try to resolve any difficulties and also be able to advise on formal procedures for complaint. The head teacher and senior leadership team will aim to resolve any complaints as soon as possible.

The School complaints Policy is on the school website or available on request from the school office.

Governors have a responsibility to ensure children with SEND can access services by:

• Determining school’s general policy
• Appointing the ‘person responsible’ for Special Needs (SENCO)
• Having regard to the Code of Practice in all decisions
• Establishing the appropriate staffing and funding arrangements and maintain an overview of the school’s work
• Ensuring that where the ‘responsible person’ has been informed by the LA that a pupil has special educational needs, those needs are made known to all who are likely to teach him or her
• Ensuring that teachers in the school are aware of the importance of identifying, and providing for, those pupils with special educational needs
• Working with the governing bodies of other schools in the area where necessary to co-ordinate special educational provision.
• Ensuring that necessary provision including accessing other services is made for any pupil who has special educational needs and that all pupils are fully included.

Parents / Carers seeking advice if they have a concern about their child can contact the following

 Annabel Holmes school SENCO: aholmes@edwalton.notts.sch.uk  Tel: 0115 9144221

 Abbey and Lady Bay children’s Centre; Tel: 0115 9694480

 Ask Us (formerly Parent partnership) :0115 9482888 Helpline 0115 8041740 Email enquiries@ppsnotts.org.uk

 More information about the local offer available in Nottinghamshire can be found on the Nottinghamshire County Council website:

 http://nottinghamshire.sendlocaloffer.org.uk/kb5/nottinghamshire/fsd/local_offer.page

 Information for children and young people with disabilities in Nottinghamshire can also be found through Iris, which can be found within the SEND Local Offer site.

Transition into school is carefully managed. The SENCO and/ or a TA or Class teacher from school visit the nursery, and then the nursery visit the new setting so they can be aware how to prepare the child. Passports to facilitate a smooth transition are made where necessary with photographs. The SENCO works with nursery and Early Years outside agency to gather information necessary in order to secure funding where necessary.

Transition between classes is carefully managed by all the staff. At the end of each year the class teachers hold meetings with the children’s new teachers. TAs also meet, at the end of each academic year, to pass on information about targeted children. Class teachers pass on all relevant information regarding children including details of any interventions, difficulties etc.

The SENCO at Rushliffe Secondary is invited to Year 6 reviews to meet with the children and their families. We also liaise closely with the head of Year 7 and the pastoral assistant. When a child is moving to a different secondary school we would also contact and liaise with the relevant staff.

In the summer term the Key Stage 3 SENCO invites children with an EHCP or with anxiety related SEND and those whom there are concerns about the secondary school transfer, to visit the Learning Support Centre.  Some children will also undertake extra visits to Rushcliffe School to familiarise themselves with the support available, meet staff and facilitate the transition process.

Transfer forms/ booklets are completed by the SENCO/class teacher and relevant documentation is transferred indicating the child’s needs and placement on register, relevant assessments and nature of current support.

NA Primary Education

From the school website  https://www.edwaltonprimaryschool.co.uk/