William Reynolds Primary and Nursery School

The definition of Special Educational Need (SEN) relevant to us is stated in the ‘S.E.N. Code of Practice’ 1:3 that

“Children have S.E.N. if they have a learning difficulty which calls for special educational provision to be made for them”

• At William Reynolds Primary and Nursery School we recognise that a child has a special educational need if he or she has a learning difficulty or ability, which is significantly greater than the majority of children of the same age.We believe that all children are vulnerable to stress caused by personal circumstances and may experience behavioural or emotional disturbance at some time during their school career, some children will show persistent patterns of disturbance over long periods, and this will be regarded as a Special Need.
• Special educational provision means:
  “Educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools, other than special schools in the area”

• When a child has an identified special educational need or disability before they join our school, we work closely with the people who already know them and use the information already available to identify what the possible barriers to learning may be to plan appropriate support strategies.
• The Special Educational Needs or Disabilities Co-ordinator (SENDCo) works closely with the Early Years Team to identify concerns and develop strategies for supporting pupils either one to one or in small groups.
• Intervention groups are used consistently through Early Years for targeting support for children in speaking and listening and phonics.
• We ask that parents approach the school if they feel that their child has a special educational need and we will discuss this with you and assess your child accordingly. Often these assessments will be carried out by the school, sometimes school seeks advice from more specialised services such as Educational Psychology, Learning Support Advisory Teacher (LSAT), Occupational Therapy (OT), or Speech and Language Therapy (SALT) – parents need to give their permission for any referrals. Feedback from any assessments and the next steps are then shared with parents.
• If your child’s teacher feels that your child is not making expected progress they will discuss their concerns with the SENDCo. If your child’s teacher becomes concerned about their progress you will be contacted either by the class teacher or the school’s Special Educational Needs Coordinator (SENDCo).The earlier we take action and modify our provision, the sooner we can support your child in making progress. This process will involve the teacher observing your child’s learning characteristics and how they cope with our learning environment; we will assess their levels of understanding and where appropriate, use tests to pinpoint specific difficulties.

• At William Reynolds Primary School and Nursery we believe that each child is a valued individual who needs a secure, caring, stimulating and challenging atmosphere and environment in which to grow and mature emotionally, intellectually, physically, and socially.
• We believe that it is the collective responsibility of our school to ensure that there is a consistency of approach to meeting the needs of all children and that any child’s special educational needs are identified early in order to provide appropriate provision, whatever their special educational need, access to the whole-school curriculum and to encourage participation in all aspects of school life.
• We work in partnership with parents and carers in establishing and meeting their child’s special educational needs and where appropriate, initiate and maintain contact with outside agencies that are able to provide advice, support or information for children with special educational needs.

• Our SENDCo leads a team of dedicated and talented staff who are well trained to support pupils with a wide range of educational and emotional needs.
• Our Senior Leadership Team works alongside teachers to track children’s progress to ensure every child is making the best possible progress.
• Our SEND team are able to undertake small group work or one-to-one support as appropriate in order to meet the needs of pupils with special educational needs or disabilities.
• In Nursery and Reception (Foundation stage) we have access to a Speech and Language Therapist who supports identified individual children in school on a regular basis.
• Different members of our staff have received training relating to SEND, these include
  • Supporting pupils on the Autistic Spectrum
  • Supporting pupils with speech, language and communication development. (Some of our SEN team are Elklan trained) and all staff have received training in supporting pupils with dyslexia.
  • Supporting pupils with social and emotional difficulties.
  • Supporting pupils with physical and co-ordination needs.
  • Supporting pupils with medical needs (Diabeties and PKU)
• We have a Learning Mentor, a Nurture group leader and an Inclusion/Behaviour Mentor who have excellent knowledge of how to support our staff, children, and their families.
• We have our own dedicated Educational Psychologist and a Learning Support Advisory Teacher (LSAT), who visit our school regularly to observe and assess pupils and offer advice and support to both home and school.

• We adapt our teaching to suit the needs of individuals wherever possible. – ‘If children can’t learn the way we teach, perhaps we should teach the way they learn’ (Howard Gardiner)
• Staff are supported in using a variety of approaches to learning so that they are able to support children with special educational needs or disabilities
• We are a very inclusive school children are taught alongside their peers in clear differentiated groups. Teachers adapt their teaching constantly in order to cater for each child’s needs and plan individual timetables where necessary. Support staff are deployed to give children additional support in small groups in and outside of the classroom, or to provide one-to-one support e.g phonics ‘catch-up’ groups in Y1, Y2 and Y3.
• Staff adapt resources to either offer a range of levels of support to ensure work is always at the right level to challenge children with special educational needs or disabilities, or those who are gifted and talented.
• We offer a wide range of in-house communication groups: these usually focus on Attention and Listening, Speech and Language and Social Communication.
• We use personal visual timetables to help children understand what activity or part of the day is coming next.

• Children (SEND or not) may need some support in their social or emotional development. Our Learning Mentor, Behaviour and Inclusion Mentor and Nurture Group Leader provide additional support for children and families.
• The Learning Mentor or Behaviour and Inclusion Mentor may work with a child on a 1:1 basis supporting within the class or work with groups of children outside of the class, which includes circle time, issue-based groups and development groups.
• The Nurture Group facility seeks to identify children, through a structured screening process called the Boxall Profile. This allows an individual picture of a child’s social and emotional need. These needs can then be addressed through small group interaction and structured activities in a calm and supportive setting.
• Our SEND team make bespoke individual resources for children with special educational needs or disabilities that support their specific learning targets and need that reflects the learning undertaken by their peers.
• We have a wide range of reading material to appeal to both aural and visual learners, and specialist ‘catch-up’ programmes to close the gaps in learning.
• We have a wide range of ICT equipment available to help motivate children and access learning.
• We use workstations, picture and symbol timetables and a range of equipment.
• We seek advice from outside agencies (Occupational Therapy, Speech and Language support, LSAT, Educational Psychologist) as and when the needs arises and act on recommendations including purchasing of specialist equipment such as coloured screen filters, writing tools and balance cushions.
• We use a range of software on our school learning platform/website to help children to engage with subjects they find difficult, to practise basic skills and work towards becoming independent learners.

• We can access support from specialist teachers and support staff for advice about accessing the curriculum and SEND related needs such as speech, language and communication, hearing impairment, visual impairment, behaviour related needs, severe learning difficulties and autism.
• We can access support from the Local Authority services through training and policy support as well as Educational Psychologist support for assessment, advice and training. The Local Authority provides an Early Intervention Qualified Teacher (EIQT) who assists our school in supporting children with special educational needs or disabilities.
• We have an Educational Welfare Officer (EWO) who works closely with our families in raising attendance and improving punctuality.
• We access support and advice from Speech and Language Therapy (SALT) who advise staff on effective strategies and programmes to use with identified children.
• We liaise with the School Nurse on a regular basis.
• We can access support from Occupational Therapy (OT) for assessing children with coordination issues.

• We have a Breakfast Club with trained support staff.
• We have termly educational visits and many other visitors who come in to school to bring our curriculum to life. Children with special educational needs or disabilities are always included in these and we provide staff to support their full involvement if needed. Risk assessments identify any adaptations or special requirements.
• We have a number of after school clubs where pupils with SEND are included.
• We run a daily Action Fun Club every morning from 8.50 – 9.10am to develop children’s fine and gross motor skills.

• We listen to what children tell us about how they learn. Their views and feelings are important to us and have an impact on our practice.
• Our children are made aware of the support they receive in school. They know who to talk to if they are worried or have any concerns they want to share. Our open door policy means that they have access to our Headteacher, Deputy Headteacher and SENDCo at all times.
• We have a high level of staffing at unstructured times such as playtimes and lunchtimes, to ensure children are well supervised and well supported. Dedicated play leaders involve children in play opportunities.
• We have buddy system that promotes peer-to-peer support. The “Buddies” are well trained by school staff who support their work.
• Parents are welcomed into school to discuss any issues however small they feel they are. A Senior Member of Staff is always on the playground first thing in the morning and teachers are available at the end of the school day.
• Parents are welcome into school as volunteers in classroom, providing a vital extra pair of hands that enhances our provision and celebrates our partnership working. (A DBS check will need to be undertaken and the office staff are happy to help you complete this).
• We are a training school and our role in developing educators of the future provides additional adult support throughout the school.

• Our Governing body is kept up to date and knowledgeable about the deployment of funding, equipment and personal resources through reports from the Headteacher, Link SEN Governor and SENDCo
• Our Governing school body has appointed a link governor for SEN who meets termly with our SENDCo to ensure that appropriate provision is made for pupils with SEN.
• Our SENDCo regularly presents data about the progression and attainment of all SEN children to the Governing body.
• Our Governing school body also reviews and monitors our school SEN policy.

• School receives funding for all children with special educational needs and we use this money to fund and train support staff, to purchase materials and resources and to buy in support from other agencies. The Local Authority will provide funding for children who have an Educational Health Care Plan (EHCP) and require a high level of support.
• From September 2014 any Educational, Health and Care Plan (EHCP) that identifies something that is significantly different to what is usually available, there will be additional funding allocated. Parents will have a say in how this is used. You will be told if this means you are eligible for a personal budget. This must be used to fund any agreed plan formulated by professional advisors, parents and school.

• Our inclusive philosophy aims to support parents/carers of children with special educational needs or disabilities so that their child’s journey throughout our school is smooth, successful and anxiety free. Our practise is enhanced by your views.
• The Family Connect service can offer advice and support to all parents of pupils with special educational needs or disabilities. Their telephone number is 01952 385385 – visit their website here
• Our SENDCo and Family Connect Service can put parents in touch with a wide range of support groups as appropriate to the specific needs of your child. Please come into school and discuss your needs.
• Parent Partnership is a support group and advice line for parents/cares of children with special educational needs or disabilities. A leaflet is available from school or you can telephone: 01952 457176. Parent Partnership Website