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SEN

September 2019:  Please note that the SEN Offer and Policy are currently being updated.

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES INFORMATION

Shipston-on-Stour Primary School is a mainstream School for children aged 4-11 years old. There are 395 children on roll. We are an inclusive school which aims to ensure that all children achieve their potential personally, socially, emotionally and academically in all areas of the curriculum. The school follows these inclusive principles:

  • That all teachers set suitable learning challenges, enabling them to experience success and achieve a high standard through appropriate differentiation.
  • We respond to pupil’s diverse needs by creating effective learning environments, securing their motivation and concentration, providing equality of opportunity through teaching approaches, using appropriate assessment approaches and setting targets for learning.
  • We identify and overcome potential learning barriers for individuals and groups of children.

 

This webpage is intended to give you information regarding the ways we ensure the support of all our pupils including those with SEND in order that they can realize their full potential. Our provision is continually developed and modified in order to meet the changing requirements for individual pupils. Therefore this page is intended to be a working document.

A pupil is identified as having SEND if he or she requires special educational provision in order to access the curriculum and/or achieve his or her full potential. If children are identified as needing SEND support then the parents are informed. For children identified as having SEND then targets are set and a variety of strategies are used to enable the child to make progress. These strategies might include using different learning material, specific interventions, special equipment, different learning approaches and advice from outside agencies. Other information can be found in the School’s SEND Policy.

 

Q1. Who are the best people to talk to at Shipston Primary about my child’s difficulties with learning/Special Educational Needs or Disability (SEND)?

The class teacher is responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need.
  • Letting the SEND Consultant know about any concerns they may have.
  • Ensuring the schools SEND Policy is followed in their classroom for all pupils.
  • Keeping parents informed.

 

The SENCO is Mrs. Louise Tyrer, who is responsible for:

  • Developing and reviewing the school’s SEND policy.
  • Co-ordinating the provision for children with Special Education Needs or Disabilities (SEND).
  • Monitoring and evaluating SEN provision and the effectiveness of interventions and additional support.
  • Supporting and advising staff in The Stour Federation.
  • Liaising with outside agencies e.g. Educational Psychologists, Speech and Language Therapists.
  • Managing a range of resources, human and material, to enable appropriate provision for children with SEND.
  • Acting as a link between parents, teachers and outside agencies.
  • Ensuring parents are involved in supporting your child’s learning.
  • Ensuring pupils are involved in target setting and reviews.

 

The Early Intervention Co-ordinator is Mrs. Cartledge, who is responsible for:

  • Co-ordinating and managing the provision for children with SEND in Reception and Year 1.
  • Liaising with the SENCO.
  • Acting as a link between parents, teachers and outside agencies.
  • Managing a range of resources, human and material, to enable appropriate provision for children with SEND in Reception and Year 1.
  • Supporting and advising staff at Shipston Primary.
  • Transition of children with SEND from Pre-school settings to Reception.

 

The Associate Headteacher is Mr. Glyn Roberts, who is responsible for:

  • Day to day responsibility for management of all aspects of the school including the provision and support for children with SEND

 

The Executive Headteacher is Mr. Hilton, who is responsible for:

  • Leadership and management of all aspects of the school including the provision and support for children with SEND.
  • Ensuring the Governing body are kept up to date about how the school provides for and supports children with SEND and any issues relating to this.

 

The SEND Governor is responsible for:

  • Making sure the school is making provision for and supporting any children with SEND.
 

 Q2. How will the school know if my child needs extra help?

  • Liaison with pre-schools/previous school.
  • Concerns raised by parents/carers.
  • Concerns raised by teachers.
  • Foundation Stage assessments.
  • Year 1 Phonics Screening Check.
  • End of Key Stage 1 teacher assessments.
  • Regular teacher assessments and pupil progress meetings.
  • Liaison with external agencies e.g. Speech and Language Service.
  • Communication from medical professionals and/or parents/carers.

 

Q3. How will the school let me know if they have any concerns about my child?

  • Discussion with the class teacher.
  • Parents' evenings.
  • Reports.
  • Discussion with the SENCO.

 

Q4. What will the school do to support my child?

  • Establish a Pupil Passport with personalised targets identifying strategies to be used and success criteria to meet targets.
  • Ensure suitable learning challenges are set.
  • Use a variety of learning materials.
  • Provide special resources as needed - human and material.
  • Set up individual or group interventions.
  • Involve external agencies for advice and support.
  • Review progress regularly.

 

Q5. How will I know how my child is doing?

  • Parents' evenings/discussion with the class teacher.
  • Reports.
  • Pupil Passport reviews.
  • Annual reviews for children with EHCPs (Education Health Care Plan).
  • Meetings with SENCO, teachers, Associate Headteacher, Executive Headteacher and other professionals.
  • Telephone conversations/emails.

 

Q6. How will you help me support my child’s learning?

  • Home school liaison - school planners, communication books,  Seesaw app, parent workshops and coffee afternoons.
  • Parent/carer involved in target setting in reviews.
  • Weekly spellings.
  • Reading at home.
  • Practise for Total Recall badges.
  • Homework.
  • Discussion with class teacher about precise ways to support the child's learning at home.

 

Q7. What specialist services and expertise are viable at or accessed by the school?

  • Educational Psychologist.
  • Early Help through the Common Assessment Framework(CAF).
  • Specialist Teaching Service specialist teacher.
  • Access to a Speech and Language Therapist.
  • Specialist teaching assistant trained to deliver Speech and Language interventions.
  • Early Intervention Co-ordinator has  National SENCO accreditation and autism training qualification.
  • Therapeutic story writing.
  • Access through referral to CAMHS (Child and Adolescent Mental Health Service), IDS (Integrated Disability Service) - Occupational Therapist/Physio /Hearing Impaired/Visually Impaired experts and IDS Autism Team.

 

Q8. How will my child be included in activities outside the classroom including school trips?

  • Pre-planning of trips/residential visits  in review meetings for children with SEND.
  • Risk assessments.
  • Offering a wide range of school clubs at lunchtime, after school and wraparound care.
  • Where an activity is considered unsafe for a child then every effort will be made to provide an alternative activity to cover the same area of the curriculum.
  • Individual adult support on trips or residential visits.
  • Specific arrangements put in place by trip providers to accommodate pupils with specialist needs.

 

Q9. How accessible is the School environment?

  • Disabled toilet.
  • Ramp and stair lift to provide full access to the school.
  • Visual directions around school.

 

Q10. How will my child be supported in transition either to the next class or to secondary school?

  • Where needed, individual transition meetings are arranged between SENCO/current teacher/new teacher/SENCO and parents.
  • Transition booklets with photos of new teacher, classroom etc. to be sent home as early as possible.
  • Pupil Profiles in class files.
  • Class transition sheet with information about SEND/medical information.
  • Shipston High School is the most common secondary choice for our pupils. The High School SENCO liaises with the SENCO on transition from Year 6 to Year 7 and provide extra visits to High School for vulnerable children.
  • Contact with the SENCO at any other destination school.

 

Q11. How are the decision made about how much /what support my child will receive?

  • All pupils treated equally as individuals.
  • If there is an ECHP in place discussions will take place at the Annual Review.
  • Ongoing discussion between parents/carers /SENCO/class teachers/pupil.
  • Recommendations from external services such as CAMHS and Educational Psychologist for individual pupils.
  • Recommendations From IDS/OT/Physio As to reasonable adjustments for pupils with specific disabilities.
  • Information from SEND progress data and STS learning/behavioural assessments.
  • Pupils may be moved off the SEND register if they make sufficient and sustained progress.
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