“I HATE MATHS”
SEN Speech and Language advice from Bexley
SEN stories to help your child return to school
SEN useful resources and links whilst at home
Please find below a toolkit with useful tips for a school closure:
These links are about how to talk to children about the virus, which can be particularly difficult for children with additional needs to understand:
This link has resources for pupils with dyslexia needs:
Special Educational Needs and Disabilities (SEND) Information Report
Academy Name: Eastcote Primary Academy
Academy Type: Primary
- How accessible is the academy environment?
- The academy is wheelchair accessible and is on one level making it easily accessible.
- There is a disabled parking bay
- There are disabled toilets
- There are double doors strategically placed around the building to allow for wheel chair access
- How are children identified as having Special Educational Needs?
- Concerns are raised by pupils, parents/carers, external agencies, teachers, or the pupil’s previous school, regarding a pupil’s level of progress or inclusion.
- Screening or intervention monitoring such as that completed on entry or as a result of a concern being raised, indicates a gap in knowledge and/or skills.
- Whole school tracking of attainment outcomes indicates lack of expected levels of progress despite Quality First teaching and evidence of class teacher support.
- Use of the Bexley Guidance for SEN Support
- How are parents and carers supported if they think that their child has SEND?
- In the first instance parents should discuss concerns relating to their child’s learning or wellbeing with their child’s teacher. This may then result in a referral to the school SENCO, Mrs. Hicks. (Appointments can be made via the school office)
- Parents may also contact the SENCO or the head teacher directly if they feel this is more appropriate.
- Parental view is valued and listened to.
- How are parents/carers kept informed about the support the academy has put in place?
Pupils’ attainment is tracked using the whole school tracking system and is discussed in termly progress meetings that are undertaken between the class teacher and a member of the Senior Leadership team.
Parents will be informed if the school considers their child may require additional support in order to improve progress and attainment.
- How is the curriculum differentiated and matched to children’s needs?
- All pupils will be provided with high quality teaching that is differentiated to meet the diverse needs of all learners.
- The quality of classroom teaching provided to pupils with SEND is monitored through a number of processes that is in line with the Teaching and Learning Policy.
- The class teacher works with all children in his/her class. The class teacher or the SENCO will plan the work for the Teaching Assistants. All support staff receive internal or external training for the areas of SEND support that they carryout.
- Teaching Assistants may be allocated to work with a child in a small focus group or one to one to target more specific needs
- Pupils with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage experienced in school and increase their access to the taught curriculum.
- If appropriate, specialist equipment may be given to the pupil e.g. concentration cushions, pen/pencils grips, easy to use scissors or coloured overlays for reading.
- How is progress measured?
- Action relating to SEND support will follow an assess, plan, do and review model:
- Assess: Information on the pupil held by the school will be collated by the class teacher in order to make an accurate assessment of the pupil’s needs.
- Plan: If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and where appropriate the pupil, will be obtained. Appropriate evidence-based interventions will be identified and implemented with advice from the SENCO.
- Do: The class teacher remains responsible for all children, including those identified with SEND and Quality First Teaching that is differentiated is the main form of support for all children and young people. Additional support or interventions (SEND support) will be recorded on a provision plan that will identify a clear set of expected outcomes, which will include academic and developmental targets. Parents and the pupil will also be consulted on the action they can take to support attainment of the desired outcomes. This will be recorded and a date made for reviewing attainment.
- Review: Progress towards these outcomes will be tracked and reviewed termly and shared with parents.
- How are parents/carers kept informed about their child’s progress?
- Parent evenings
- SENCO/parent meetings
- Written reports
- Welcome meeting
- How are parents/carers helped to support their child’s learning?
- A welcome meeting at the start of each academic year
- Reading Journals are sent home daily in KS1
- Contact books for individual children
- Written reports twice a year
- SENCO/parent meetings
- The school website
- The class teacher or SENCO may also suggest additional ways of supporting your child’s learning or accessing local support groups.
- Please look at the Bexley Local Offer website which provides ‘sign posts’ for additional support.
- How are the children’s emotional, personal and medical needs supported in our academy?
We offer pastoral support for children who are encountering emotional difficulties. Your child’s class teacher is the first person to contact with concerns about your child’s overall wellbeing.
If further support is needed the class teacher will liaise with the SENCO who will give advice and support and put a plan of action into place.
Children with medical needs
- See also Medical Needs Policy.
- The key contact for medical needs is Miss Kinghan
- Pupils with medical needs that affect daily access or require the administration of medical support will be recorded in a Medical Alert Booklet.
- Staff who volunteer to administer and supervise medications, will complete formal training.
- For some pupils it will be necessary to train further school staff in how to support the pupil across the school day, that is, support other than medication.
- It is the parent’s responsibility to keep the school informed about any changes to the pupil’s condition or medication.
At Eastcote we have a very positive approach to all types of behaviour with clear rewards and sanctions system that is followed by all staff and pupils.
If a child has on-going behavioural difficulties an Individual Behaviour Plan is written alongside the child, teacher and parents to identify the specific issues and put relevant support in place and set targets.
After any behaviour incident we expect children to reflect on their behaviour with a member of the Senior Leadership Team. They help to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
Attendance of every child is monitored on a daily basis by the Admin Assistant. Lateness and absence are recorded and reported to the Principal and monitored by the Education Welfare Officer (EWO).
Good attendance is rewarded termly with certificates.
- How do children contribute to the everyday life of the academy? How are their views gathered?
We encourage every child to contribute and to express their thoughts and ideas which we value, respect and celebrate. We do this in different ways throughout the academy year:
- Regular assemblies which enable children to give their opinions and views on a range of topics.
- Children record their views about a topic on post it notes and add these to school displays.
- In class children are encouraged to contribute to lessons daily.
- There is an Academy Council meeting where viewpoints are discussed.
- Children can express their views and concerns to their Academy rep during playtimes in the school day.
- Every child in KS2 is a member of a committee which has a say in areas of academy life such as maths, health and safety and the environment.
- We have pupil questionnaires to gather ideas and opinions about curriculum subjects as well as topics such as safety, bullying etc.
- There is a worry box in the school corridor which is regularly checked by the principle and actions taken where necessary.
- Children with EHCPs for SEND will have their views sought before review meetings.
- We promote British Values and the right for all children to be heard.
- What expertise and specialist services are available through the academy?
If progress rates are judged to be inadequate despite the delivery of high quality teaching and interventions, advice will always be sought from external agencies regarding strategies to best meet the specific needs of a pupil. This will only be undertaken after parent permission has been obtained and may include referral to:
- Specialists in other schools e.g. teaching schools, special schools.
- Local Authority support services, including Early Intervention Team (EIT), Advisory teaching services, Behaviour support teachers, Education Welfare Officers
- Speech and Language or other health Professionals, including school nurse, Child and Adolescent Mental Health Services (CAMHS)
- Social Care, including the Disabled Children’s Service.
In addition, the school will involve external agencies as appropriate including health and social services, community and voluntary organisations for advice on meeting the needs of pupils with SEND and in further supporting their families.
The Academy has an Educational Psychologist (EP) provided by the Leigh Academy Trust (LAT). S/he would normally only work directly with children whose needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them.
In order to help understand the pupil’s educational needs better, the EP will generally meet with the parent and give feedback after the assessment has been completed.
S/he will offer advice to the academy and parent/carers on how to best support the child to move their learning forward or recommend another supporting agency.
- What training do staff receive?
The school provides Continual Professional Development to all staff and seeks specialist advice and training to meet individual needs of students as appropriate.
- A termly meeting is held with the Early Intervention Team and other advisory services to seek additional support and advice.
- The Governor with specific responsibility for SEND has completed the SEND Governor training.
- How are academy trips and activities outside the classroom organised? How does the academy ensure that pupils with SEND are included?
- Activities and academy trips are a very important part of every child’s learning experience at Eastcote
- Risk assessments are carried out and procedures are put in place to enable all children to participate in all school activities where reasonably possible.
- The school ensures it has sufficient staff expertise or will seek external specialist advice to make reasonable adjustments for children with SEND to access school provided activities.
- How are children supported when changing academies or transferring to other education?
A number of strategies are in place to enable effective transition. These include:
- Prior to entry, admissions procedures are used to gather information relating to a child’s needs.
- A home visit is carried out for our nursery children
- A visit to the pre-school setting for our reception children is arranged
- A planned introduction programme is delivered in the summer term to support transfer for pupils starting reception in September. In September an Induction Day is held.
- All parent/carers are invited to a welcome meeting at the start of the academic year. They are provided with a range of information to support them in enabling their child to settle into the school routine.
- The SENCO meets with all new parents of pupils who are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be located prior to entry.
- If pupils are transferring from another setting, the previous school records will be requested and a meeting set up with parents to identify and reduce any concerns. Where a child has known SEND, the school will contact the previous school/ setting or other professionals as needed.
Primary to secondary transition:
- The transition programme in place for pupils provides a number of opportunities for pupils and parents to meet staff in the new school. These opportunities may be further enhanced for pupils with SEND.
- The annual review in Y5 for pupils with a statement of educational need or an EHCP begins the process where parents are supported to make decisions regarding secondary school choice.
- The school will invite the next school to the Transition Annual Review for pupils with an Education, Health and Care Plan or Statement of SEN.
- Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information provided is comprehensive but accessible.
- For pupils transferring to local schools, the SENCO’s of both schools will meet to discuss the needs of pupils with SEND in order to ensure a smooth transition where possible.
- The records of pupils who leave the school mid-phase will be to the next school.
- How are resources matched to a child’s needs?
- We ensure that the needs of all children who have Special Educational needs are met to the best of the academy’s ability within the funds available.
- We have a team of TAs who are funded from the SEND budget and deliver programmes designed to meet groups of children’s needs.
- The budget is allocated on a needs basis. The children who have the most complex needs are given the most support often involving a TA.
- How do the academy decide how much support is provided?
The class teacher alongside the SENCO will discuss the child’s needs and what support is appropriate.
Different children will require different levels of support depending on their needs.
For a very small percentage of pupils, whose needs are significant and complex and the SEND Support required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care (EHC) plan being provided.
- How is impact measured?
- By reviewing a child’s targets.
- The child is making progress academically against national/age expected levels.
- Verbal feedback from the teacher, parent and pupil.
- How are parents and carers involved in discussions and planning?
- Parents are invited to take part in consultations regarding new academy initiatives.
- For children with SEND parents are invited to parent conferencing meetings with the SENCO in addition to the parent/teacher meetings. At this time they are encouraged to contribute to the targets and evaluations.
- Where a child has an EHC plan regular meetings are held with parents and other professionals to discuss targets, needs and next steps.
- How can parents and carers get involved in the academy more generally?
- Volunteer time in school to hear readers etc.
- Attend class assemblies.
- Attend parent workshops.
- Attend PACE meetings and events.
- Join PACE
- Who can parents/carers contact for further information?
If you wish to discuss your child’s special educational needs or are unhappy about any issues regarding the school’s response to meeting these needs please contact the following:
- Your child’s class teacher,
- The SENCO,
- The Principal,
- If you feel that your concern has not been suitably addressed, please contact the School Governor with responsibility for SEN. Her name is Mrs. Campbell and she can be contacted via the school office.
- How are parents and carers supported to decide whether this is the right academy for their child?
Please contact our Principal Mrs. Greene or the SENCO Mrs. Adams on 0208 856 1346
Bexley Local Offer can be viewed via www.bexleylocaloffer.uk