Special Educational Needs and Disabilities -
Frequently Asked Questions
1. What should I do if I think my child has special educational needs?
Please contact the school if you feel your child may have special educational needs.
- Speak to the class teacher. The class teacher is the person working with your child day to day and is always happy to speak to you about any aspect of school life.
- Make an appointment to speak to the special educational needs and disabilities coordinator (SENDCo)
Our SENDCO in School is Mrs Christine Haslam (NASENCO Award)
Our SEND Governor is Mrs Sue Pottinger
2. What does the term ‘Special Educational Needs and Disabilities’ mean?
The term ‘Special Educational Needs and Disabilities’ (SEND) has a legal definition, referring to children who have learning difficulties or disabilities that make it harder for them to learn or access an education than most children of the same age.
What ‘need’ might a child have? This may include:
- Learning difficulties.
- Specific Learning difficulties.
- Speech and language difficulties
- Social Communication Difficulties· Behavioural
- Social and Emotional Difficulties.
- Sensory Impairment.
- Medical and Physical conditions and/or difficulties.
If your child has special educational needs, they may need extra help in a variety of areas, for example;
· Reading, spelling, writing or understanding information
· Expressing themselves or understanding what others are saying
· Making friends and/or relating to adults
· Interacting socially with others
· Organising themselves
· Accessing information
· Accessing different areas in the school
Many children will have SEN of some kind at some time during their school education. For some this may be short term while for others there will be a range of help over their entire school life.
3. How will the school respond to my concern?
- Listen
- Information may be passed on to the SENDCo
- An observation, further assessment or meeting may be arranged with the SENDCo to discuss concerns and support
- Your child may be added to the SEND register – in this case information will be shared with you at every stage and the teacher may set up a pupil profile
4. How will the school decide if my child needs extra support?
This may include:
- Discussion between all parties involved with the child- parents, staff, SENDco and any outside agencies already involved.
- Review of usual assessments of attainment and progress that take place in school
- Further specific assessments made in school
- Observations
- Other agencies referred to or consulted with for further assessment or specialist advice (for example the speech and language therapy service)
5. What will the school do to support my child?
If appropriate, your child will be added to the SEND register and a SEND pupil profile is set up.
- What does it mean if my child is placed on the SEN Register?
A child placed on the register acknowledges that he/she has a specific need and may need additional support to ensure progress is made. A child is only on the register for as long as he/she needs specified help. If a child is on the register when they move school, the information will be passed to their new school so that their education can be continued. The register is for the use of teaching staff and is not shared with other children in the school.
- What is a Pupil Profile?
This is a plan which identifies your child’s strengths, needs and also sets down a small number of specific targets to help your child move forward in their learning. These targets can be worked on in school and at home.
- What happens next?
Once your child is placed on the register the class teacher will plan to provide extra help and support for your child through a range of ways depending on his/her specific needs. You and your child will be invited approximately every 12 weeks to a meeting to discuss progress against the targets.
6. Who will support my child in school?
There are three ways we help SEND children in our school:
A. Universal support in the classroom
Strategies to help children in the classroom may include::
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- Working in pairs or small groups
- Working with an adult to support them
- Providing resources, displays or equipment e.g. working walls, prompt cards, spelling mats, counting equipment, pencil grips
- Tasks set that are matched to their next steps; this may be different from the rest of the class
B. Targeted Support
Sometimes a child needs extra opportunities to help them learn skills. The teacher will then put in place specific focused interventions to achieve this. This may be led by an adult outside the classroom. An intervention is generally a short term measure and will be reviewed to evaluate success.
C. Outside agencies
Where a child has specific or more complex needs, it may be decided to gain the advice and support of other relevant professionals. Outside agencies include:
- Educational Psychologist
- GP or specialist nurses
- Community Paediatrician
- Specialist Teaching Team (STT)
- Speech and Language Therapy (SALT)
- Pupil Reintegration Team (PRT)
- Behaviour Outreach Support Service (BOSS)
- The Working Together Team (TWTT)
- Child and Adolescent Mental Health Services (CAMHS)
- Physiotherapist and Occupational Therapist Services
- Sensory Education and Support Team (SEST)
- Early Years Specialist Teachers Team
Any reports are shared with parents and advice given may be used to support pupil profile targets.
7. How is the decision made about what type and how much support my child will receive?
What Support is needed? - The class teacher and SENDCo will discuss the child’s needs and what support will be appropriate. Different children will require different levels of support in order to close the gap between where they are and expected levels. This will be shared through on-going discussions with parents.
Some examples of support for pupils with Cognition and Learning needs
- Systematic phonics programs
- The reading schemes which are phonetically decodable or dyslexic friendly
- Key topic vocabulary displayed and word bank cards available
- Maths vocabulary and visual resources e.g. hundreds squares, number lines displayed and/or available
- Letter formation and letter joins are practiced daily in a range of ways
- Classrooms have set places for materials and storage places are labelled with pictures/words
- Seating is organised so that pupils identified with cognition and learning difficulties face the teacher or key resources displayed
- Children are given structures for organising their written work e.g. boxes, writing frames, storyboards
- Precision teaching of key skills
- Pre-learning and overlearning to introduce and reinforce key learning
Some examples of support for pupils with communication and interaction needs
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Some examples of support for pupils with physical and sensory needs
- Letter formation and letter joins are practiced daily in a range of ways
- A consistent handwriting style is used throughout the school and modelled by all staff working with the children
- Children are supported in the foundation stage with developing a correct, comfortable pencil grip
- Large motor movements, fine motor skills and pattern making are practiced in the Foundation stage in preparation for learning to write
- Specific exercise programs are implemented to support the work of physiotherapists.
- Children are provided with opportunities to move when needed eg use of fiddle toys and physical activity breaks in-between key learning times
Some examples of support for pupils with social, emotional and mental health needs
- All staff in school work hard to develop and build up positive relationships with children.
- Teaching assistants are deployed to match skills and expertise with needs of pupils
- A teaching assistant is trained as an ELSA – Emotional Literacy Support Assistant.
- ELSA sessions support children in specific aspects of social and emotional skills
- Social stories bespoke to individual children support overcoming difficulties and prepare them for changes they are likely to face
- Classrooms use visual timetables and interactive feelings displays
- The school works closely with the Working Together Team, Pupil Referral Team and Behaviour Outreach Service and implement recommendations to support needs identified.
- A range of inclusive extra-curricular clubs are offered to all children throughout the year.
Developing Independence - It is important that children do not become over-reliant on the help which is given and there will always need to be opportunities for children to work independently to use and apply skills they have been developing.
What is an EHCP?
In some cases pupils have more complex needs and despite the school putting in place various different universal and targeted support strategies there is not enough progress made over time. The school will collect evidence and request an assessment from the Local Education authority for Education, Health, Care Plan (EHCP). This plan is a legal document reviewed annually.
8. What training and experience do staff have for the additional support my child needs?
Mrs Haslam (SENDco) is an experienced SENDco of over 20 years who has the National SENDco Award.
Mrs K Grummell (Headteacher) also holds the The National SENDco Award.
We liaise with a fully qualified Early Years SENCO in the Little Jesters Preschool who works with main school on all SEND pupils.
Teachers and Teaching Assistants have qualifications, training and expertise to support pupils with cognition and learning, communication and interaction, physical and sensory needs and social, emotional and mental health difficulties.
We also work closely with any external agencies that we feel are relevant to individual children’s needs within our school (see section 6 for further details of these agencies)
9. What support will there be for my child’s social and emotional well-being?
We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.
The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore, this would be the parents’ first point of contact.
We have a teaching assistant who is a trained Emotional Literacy Support Assistant (ELSA). She uses her expertise to support pupils who need more bespoke support for social and emotional well-being.
If further support is needed the class teacher liaises with the SENDco for further advice and support. This may involve working alongside outside agencies (see section 6 for further information about outside agencies)
10. How will my child be involved in the process and be able to contribute their views?
- Children are involved in their SEND profile review meetings three times a year and SEND Pupil Profiles record pupil views given.
- Pupil voice is sought by the SENDco on a range of topics relating to SEND and shared with the SENDco Governor
11. How will the curriculum be matched to my child’s needs?
The curriculum is carefully planned with all learners from Faldingworth Community Primary School in mind. Class teachers plan daily learning opportunities to match the needs of all children including those with SEND.
Our school aims to give all our pupils equal access to the curriculum at their own level, involving them in all experiences and activities that will engage them in their learning. Some pupils will need extra support or resources to enable this to happen.
Bespoke interventions will be planned where appropriate.
12. What opportunities will there be for me to discuss my child’s attainment and achievement? How will I know how well my child is progressing?
- Parents are very welcome to come in to school to make an appointment to meet with either the class teacher or SENDCo to discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home. We believe that your child’s education should be a partnership between parents and teachers, therefore, we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
- SEND reviews take place three times per year where parents are invited to attend and an SEND Pupil Profile is set up as a result of discussions from all parties and sent home.
- Parents are invited to attend parent’s meetings three times a year and written reports are provided three times a year.
- If your child has complex SEND they may have an Education Health Care Plan (EHCP). There is a formal meeting which takes place once a year to discuss your child’s progress and achievements. As a result, a review report is written and sent to the SEND team at LCC who then update the EHC plan- sending new copies to both parents and school.
13. How does the school know how well my child is doing?
As a school we measure:
- children’s achievement in learning against National age related expectations.
- children’s progress year on year and across key stages.
Every class teacher continually assesses each child’s strengths and any areas where further support or challenge is needed.
Children who are not making expected progress are identified through daily assessment for learning in class as well as regular pupil progress meetings. In pupil progress meetings discussions take place regarding all individual children and what further support and challenge can be given to aid their progress. Any children may receive extra challenge or support at the point of their need but this does not always mean they will go on the SEND register or require a Pupil Profile.
In SEND review meetings discussions take place and comments recorded against each target set to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does may progress.
14. How will my child be included in activities outside the classroom including school trips?
- All children are included in all parts of the school curriculum. We aim for all children to be included on school trips.
A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety. When carrying out a risk assessment for educational visits consideration must be given to any additional needs and reasonable adjustments that can be made to ensure the trip is accessible for all.
15. How accessible is the school environment? How accessible is the curriculum?
Environment
- The school site is wheelchair accessible with a disabled toilet large enough to accommodate changing.
- The school is all on one level.
- Fire exits are wheelchair accessible.
Please download the school’s accessibility plan for further information.
Curriculum
- Learning environments are adapted to support the bespoke needs of learners eg using visual display prompts, visual timetable, work stations, brain break areas, safety spaces
- Equipment eg writing slopes, wobble cushions, overlays, pencil grips, fiddle toys etc are made available for those who need them
- ICT is used to support pupils in a range of ways eg Ipads/laptops, diabetes metres, hearing aids,
- Exam access arrangements are organised for any children eligible
16. How will the school prepare and support my child to join the school and to transfer to a new setting?
- Joining the school
- Arrangements for applications in the normal year of intake (Reception Class in this school)
These will be made in accordance with Lincolnshire County Council’s (LCC.) co-ordinated admission arrangements. Lincolnshire residents can apply
- online: www.lincolnshire.gov.uk/schooladmissions
- by telephone
- by requesting a paper application
Residents in other areas must apply through their home local authority. The LCC timetable published online will be adhered to for these applications and the Local Authority will make the offers of places on our behalf as per the School Admissions Code. In accordance with legislation the allocation of places for children with the following will take place first; Statement of Special Educational Needs (Education Act 1996) or Education, Health and Care Plan (Children and Families Act 2014) where the school is named. The school will then allocate remaining places in accordance with the admission policy. For entry into Reception in September we will allocate places to parents who make an application before we consider any parent who has not made one.
- Midyear Admissions
The governors will accept admissions into other year groups unless this would cause an infant class to be unlawfully large or prejudice to the provision of efficient education or the efficient use of resources. If there are more applications than places then the oversubscription criteria will be used to decide who should be offered the place. If there are no places then you will be told of the independent appeal system. Parents can apply online at www.lincolnshire.gov.uk/schooladmissions
Please see the Admissions Policy for further information.
We encourage all new children and their parents to visit our school prior to starting. This gives children the chance to meet other children in their class, become familiar with the classroom environment and be shown around the school.
- Transition to a new school
When children are preparing to leave us for a new school, typically to go to secondary education, we support/ arrange transition visits.
Transition to a new school for children with SEND will always be carefully planned and transition plans will be put in place. This may include
- additional transition visits
- meetings with SEND staff from transition schools
- transfer of relevant SEND documents to transition schools
- transition books with bespoke information to support the transition for individual pupils
- transition sessions to explore the changes a new school will mean eg following a timetable, reading building maps, learning names of key staff etc
- Transition within school
Transition to a new class for children with SEND will always be carefully planned and transition plans will be put in place. This may include:
- transition meetings between teachers and support staff
- transition books with bespoke information to support the transition for individual pupils
- transfer of SEND Profiles, EHC Plans or medical care plans to the next teacher
For more information about transition or if you have concerns about transition for your child please see the school SENDCo
17. How can I be involved in supporting my child?
- SEND profiles will include information about how parents/carers can support children at home.
- Information about what themes each class are learning about are on the school website and discussions about these can help.
- Support your child to complete homework tasks and participate in regular reading of books together.
- If you need any further support with this, please contact your child’s class teacher.
18. What will you do if my child has medical needs?
- If your child has medical needs, then it is your responsibility to inform the school before they are admitted or as soon as these are diagnosed.
- Any allergies, asthma, eczema etc. must be documented on the medical records.
- If your child needs to take medication during the school day, please follow the school’s medication policy.
- In the case of serious medical conditions, the school will liaise with the medical professionals involved to develop a medical care plan.
- Staff all undertake first aid training and a some have also completed paediatric first aid courses. Some members of staff also have more specialist training in epilepsy medication and diabetes.
- If a child has a diagnosed medical need they may or may not be added to the SEND register. This will depend on whether the medical need is a barrier to their learning and require support additional to and different from other children.
19. How can I access further information or support for myself and my family?
You may wish to look at the following school policies for more information
- SEND policy
- Admissions policy
- Equality policy
- Accessibility policy
- Behaviour Policy
- Bullying Policy
- Attendance Policy
- Medicine Policy
You may wish to contact
- Your child’s class teacher
- The SENDco – Mrs C Haslam
- The headteacher –Mrs K Grummell
Please contact our school office on 01673 885366 to arrange a meeting at a mutually convenient time
The Local Authority Website will also offer further information. Please follow the link below:
www.lincolnshire.gov.uk/SENDlocaloffer
20. What should I do if I am unhappy with my child’s support or progress?
The normal arrangements for the treatment of complaints at Faldingworth are used for complaints about provision made for special educational needs. We encourage parents to discuss their concerns with the class teacher, SENDCo or Headteacher to resolve the issue before making the complaint formal to the Chair of the governing body. This can be done by emailing enquiries@faldingworth.lincs.sch.uk
If the complaint is not resolved after it has been considered by the governing body, then a disagreement resolution service or mediation service can be contracted. If it remains unresolved after this, the complainant can appeal to the First–tier Tribunal (Special Educational Needs and Disability), if the case refers to disability discrimination, or to the Secretary of State for all other cases.
There are some circumstances, usually for children who have an Educational, Health and Care Plan, where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints that fall within this category cannot be investigated by the school.
For further information, please see the SEND policy.