SEN Information Report

Who should I contact to discuss the concerns or needs of my child?

 

  • Appointments can be made at the school office or by phone.
  • There are appointment sheets available at the office with the relevant staff responsibilities and line of complaint.
  • It is always important to discuss concerns with the class teacher first.
  • The SENCO (Special Educational Needs Co-ordinator) will not make any appointments until this has taken place as usually this is where the information required is accessed.

 

For SEN Concerns

 

  • First point of contact: Class teacher
  • SENCO: Ms Thomas
  • Deputy Headteacher/Headteacher:  Ms Brant/Ms Scrase

 

For Child Protection concerns, the Designated Safeguarding Officer should be contacted as below:

 

  • Inclusion Leader: Ms Thomas
  • Family Development Leader: Ms Laing
  • Senior Nurture Teaching Assistant: Mrs Webb
  • Children Centre Manager: Mr Ayeni
  • Deputy Headteacher: Ms Brant
  • Headteacher: Ms Scrase

 

Please click here to view our Child Protection Policy

 

Assessment, Planning and Review/Partnerships for Progress

 

  • How does the school know how well my child is doing?
  • How will I be kept informed about how well my child is doing?
  • How regularly will I be updated on my child's progress?
  • Will I know if my child is not making progress and what will happen?

 

The school uses a variety of formal and informal techniques to assess achievement and monitor progress.

  • The collection of formal data at the end of Reception with Foundation Stage Scores, Statutory Assessments and Tests (SATs) at Years 2 and 6. As well as a Year 1 phonics test which are sent to parents of these year groups with the end of year report. These are sent with a comparison to the National Average.
  • As well as teacher assessments and ongoing monitoring by all teachers assessing against the National Curriculum requirements which take place in every year group which are shared in parent's afternoons offered each term together with next steps and support ideas for Literacy and Numeracy leaflets shared in the Autumn term (Also available on the website: Supporting my child).
  • The tracking of individual pupil progress over time is monitored at class teacher level and by the Senior Leadership team who have termly meetings with teachers to discuss progress expectations, targets and interventions that may need to be put in place.
  • IEP (Individual Education Plan) meetings take place termly to set and review targets for children who are on the SEN (Special Educational Needs) register and share how these targets will be met.
  • Target Teaching Assistants (TTAs) may also work with identified groups from the school development plan and children to improve progress throughout the school. This will be shared by the class teacher at parents' afternoons. The interventions are evaluated by the Senior TTA and the Deputy Headteacher for impact and progress.

 

Informal verbal feedback about your child's progress at school may be provided by the child's teacher on an ad hoc basis, either at your request, or in relation to a particular activity or piece of work your child has been doing. Please request an appointment at the office.

Parents' Open Evenings are offered each term. Appointment letters are sent home for you to complete. Appointments with the SENCO are also available. Written feedback is welcomed at each parents' afternoon.

A detailed School Report is provided annually at the end of the summer term and there is a slip provided to send back any comments or queries you may have.

IEPs are shared with parents/carers and targets discussed.

Meetings are arranged with the SENCO as necessary.

 

If tracking and monitoring suggests that the child is not making expected progress, additional support may be provided via additional resources after discussions with key staff, parents/carers, pupils and possibly other professionals.

 

Support may include:

  • different learning materials or special equipment
  • some group or individual support
  • extra adult time to implement a planned intervention and to monitor its effectiveness
  • access to LEA support services for one-off or occasional advice on strategies or equipment

 

An application for an Education Health and Care Plan (EHCP) assessment may be considered for a child who continues to experience significant difficulty and meets the criteria for this assessment. This would always be done in consultation with the parent/carer and the SENCO. Parents of children with an EHCP have an additional yearly review meeting with the SENCO.

 

Curriculum and Teaching Methods (including groupings/interventions)

 

  • What is the curriculum and how is it taught?
  • How will the curriculum be adapted to meet the needs of my child?
  • How flexible can teachers be in meeting the needs of my child?
  • Is there any additional support available to help my child reach his/her expected outcomes?

 

At Manor Park we follow the National Curriculum and provide a thematic curriculum that fosters enthusiasm through a cross-curricular approach to learning, encouraging children to gain a deeper understanding by making connections.

Our curriculum takes into account the interests and needs of our children, is relevant to our local surroundings and draws on the resources available in our community. It is multi-cultural and promotes the skills needed by individuals to be successful in the 21st century.

It seeks to motivate and interest children and provides them with a purpose for learning. Clubs, trips, outside speakers and other planned opportunities for enrichment enhance the children's experience.

At Manor Park we take into account different learning styles and use a variety of teaching styles and resources to teach the curriculum, allowing us to encourage and promote children to be independent thinkers, to learn through making mistakes, to challenge and ask questions, to make connections and see relationships, to communicate their ideas and work well with others and reflect on their learning and ideas.

Teachers plan to meet the needs of all pupils by ensuring learning is focused on individual pupils' needs and abilities. Outcomes from assessment of learning enable teachers to set targets which reflect individual pupils' skills, abilities and potential.

The school has interventions for children experiencing difficulties in literacy or mathematics. Barriers to learning are carefully identified and specific support is put in place e.g. Nurture support Teaching Assistant (TA), Play therapy, EAL (English as an Additional Language) group work, SEN group work etc. The school has a commitment to make reasonable adjustments to ensure access to the curriculum for all.

 

Access to Learning and the Curriculum

 

  • Are there any special features or strategies to help children learn?
  • How do I know my child's particular need will be met?

 

Teachers plan to meet the needs of all pupils by ensuring learning is focused on individual pupils' needs and abilities. Teachers set targets which reflect individual pupils' skills, abilities and potential.

The school has interventions for children experiencing difficulties in literacy or mathematics. Barriers to learning are carefully identified and specific support is put in place e.g. Nurture support TA, Play therapy, EAL group work. SEN group work etc The school has a commitment to make reasonable adjustments to ensure access to the curriculum for all.

 

Support for SEN pupils may includes

 

  • different learning materials or special equipment
  • some group or individual support
  • extra adult time to implement a planned intervention and to monitor its effectiveness
  • access to LEA support services for one-off or occasional advice on strategies or equipment

 

Access Arrangements for Tests and Assessments

 

  • What arrangements are available for pupils to access tests and assessments?
  • How will I know if my child qualifies for additional support or time to access tests?

 

Manor Park will consider each child's individual case and their specific needs to decide if any adjustments are necessary in order to allow that child to access tests.

 

Adjustments that may be made include

 

  • Additional time to complete the test
  • A break during the test
  • Large print
  • An adult to help the child to stay focused
  • Making a transcript of the test if the child's writing is difficult to read

 

Any adjustments would become part of normal classroom practice.

This would be shared with the parent/carer at parents evening/meeting or an IEP meeting.

 

Social and Emotional Support

 

  • How does the school help my child to feel comfortable and safe and manage social situations?
  • How does the school help develop my child's social and emotional skills?
  • What is the school's policy on bullying?

 

At Manor Park we take our pastoral responsibilities very seriously and our Nurture Policy and procedures reflect the Ethos Values of the school. To offer social and emotional support within the school environment for every child and their family/carers.

 

Please click here to view our Nurture Policy

 

The school works in partnership with parents and carers to encourage good behaviour. We expect the children to be responsible, make good choices and show respect for the whole school community.

 

 

Accessibility to Premises and Facilities


  • What facilities are in the school to assist children with disabilities move around the building and take part in lessons?
  • How do I know my child will be able to access all lessons?

 

Manor Park Primary School has a Disability Equality Policy & Accessibility Plan in place and will make reasonable adjustments to assist all children with disabilities. These adjustments would be discussed in IEP meetings.

 

Some of the adjustments made so far have included:

 

  • Ramps for wheelchair access
  • Handles at entrance doors
  • Disabled toilet in main building and Foundation Unit
  • Bar tap installed
  • Hearing Loop systems in certain classes
  • Extra adults available at certain times of the day and on trips for specific children
  • Policies available in audio versions
  • Visually Impaired team consulted and larger print text used for specific child
  • Request for large text and audio for all policies In place

 

Please click here to view our Disability Equality Policy & Accessibility Plan

 

Working with others

 

  • Who does the school work with?
  • How are these parties accessed?
  • What are our criteria for referrals?

 

The school works closely with a variety of external agencies including the following:

 

  • Educational Psychology Service
  • Learning Support Service
  • Sensory Impairment Service
  • Speech Language Communication Service
  • Autism Spectrum Disorder Service
  • Special Educational Needs Team
  • Occupational Therapy
  • School Nurse
  • Child and Adolescent Mental Health Service
  • Social Care
  • Voluntary services e.g reading partnerships

 

This is not an exhaustive list and the school would engage with any agency or professional as necessary to support the needs of the children.

The school would follow the criteria and referral procedure as set out by the individual agency/professional.

Any referral to be made would be in consultation with the parent/carer through a discussion with the SENCO.

 

Transition

 

  • How will the school help my child settle with confidence and manage change as they move between schools and year groups?

 

Moving schools can create understandable concerns for children and their parents. If your child is joining the school you and your child will be offered the chance to tour the school in advance on request and if your child has SEN the SENCO is happy to meet during this tour. New children will also be allocated another child to spend time with, help them settle in and find their way around.

Our staff are sensitive to the implications of joining a new peer group, joining the school mid-year, or moving to a completely new location. They are experienced at supporting these transitions and will be keen to offer help and reassurance to ensure your child integrate well and are happy at their new school.

Transition work and/or a transition booklet is given to parents of children who may experience difficulties with the change.

 

Please click here to view our Transition Policy

Please click here to view our SEN Policy