SEND Report

Fazakerley Primary School- SEND Information Report

 

This is the SEND Information Report for Fazakerley Primary School.

 

Welcome to our SEND Information Report. All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. This published information is updated annually.

 

 

  1. What types of SEN are provided for within the school?

 

  • At Fazakerley Primary School, a variety of Special Educational Needs and Disabilities are provided for. This includes children with physical disabilities, learning difficulties, speech, communication and language difficulties and social, emotional and behavioural difficulties.

 

  • Children with specific learning needs are catered for wherever possible and the school staff work closely with a variety of outside agencies to ensure children and their families are supported.

 

  • Our school has ramped access to all office entrances and classrooms, with handrails where necessary. In 2011 access to all classrooms became DDA compliant.

 

  • The school is on one floor and there is no requirement for a lift.

 

  • There are two toilets with wheel chair access and hand rails. There are no other specialist facilities.

 

 

  1. What are the policies and procedures for identifying children with SEN and assessing their needs, including the name and address of the school’s SENCO?

 

  • If your child is new to our school then progress will be discussed with the previous school or nursery.

 

  • All pupils are tracked in English and Maths. If there are concerns about progress or if any child needs extra support then this is identified early and acted upon.

 

  • Teachers monitor the success of these interventions, judging their effectiveness by the impact on pupil’s progress

 

  • If required staff will come to your home to gather relevant information

 

  • If you think your child has special needs and this has not already been identified by the school, then an appointment can be made to see the class teacher, SENDCo or Headteacher and your child’s needs can then be discussed.

 

 

EYFS/ KS1 SENCo: Mrs Hill

KS2 SENCo: Mrs Willcox

Fazakerley Primary School

Formosa Drive

Liverpool

L10 7LD

 

  1. What arrangements for consulting parents of children with SEN and assessing their needs, including the name and contact details of the SENCO?

 

  • We invite specialist agencies into school to talk to you about how they can support you and your child.

 

  • Parents Evenings with your child’s class teacher and held twice a year and SEN Review meetings are held three times a year. These meetings provide opportunities for parents/carers to meet with class teachers to discuss progress, review one page profiles and set new outcomes.

 

 

  • We are happy to offer individual appointments to discuss specific issues with you about your child’s progress.  We encourage parents/carers to contact school and arrange an appointment if they are worried or concerned about any aspect of their child’s learning or development

 

EYFS/ KS1 SENCo: Mrs Hill

KS2 SENCo: Mrs Willcox

 

 

  1. What arrangements are in place for consulting young people with SEN and involving them in their education?

 

  • Children are involved in the reviewing of and the writing of their One Page Profile.

 

  • Age and need appropriate questions are asked of the children and children work with staff to complete these. A big focus is given to what the children enjoy within school and what they feel they are good at, as well as looking at things they find difficult and what they could improve upon.

 

 

  1. What are the arrangements for assessing and reviewing children’s progress towards outcomes? This should include the opportunities available to work with parents and young people as part of the assessment and review.

 

  • Parents Evenings with your child’s class teacher and held twice a year and SEND Review meetings are held three times a year. These meetings provide opportunities for parents/carers to meet with class teachers to discuss progress, review one page profiles and set new outcomes.

 

  • We are happy to offer individual appointments to discuss specific issues with you about your child’s progress.

 

  • We encourage parents/carers to contact school and arrange an appointment if they are worried or concerned about any aspect of their child’s learning or development

 

 

  1. What are the arrangements for supporting children in moving between phases of education?

 

  • You will be invited to look around the school and meet senior staff. Your child will also be invited to visit and stay for a short session before starting school.

 

  • We will contact any early years settings, or other schools you child has attended to gather information about their needs.

 

  • We will contact any specialist services that support your child and ask you to invite them to a ‘Team Around the Child’ meeting at school to ensure that we are working in partnership to achieve the best outcomes for your child.

 

  • We support pupils moving to new settings and Key Stages by making opportunities available to them to attend the new setting for discreet activities, assemblies and playtimes.

 

  • We develop a transition plan in partnership with you, your child, the new setting and specialist staff supporting your child to ensure that they enjoy a smooth transition.

 

  • School carefully manages the transition of children from key stage to key stage and from school to school

 

 

  1. What is the approach for teaching children with SEN?

 

  • At Fazakerley Primary we know that all children learn in different ways. Therefore all teachers plan lessons which take this into consideration.  Lessons are planned to suit the learning needs of all children

 

  • In order to support all children the curriculum is delivered in a variety of ways. All lessons within school are differentiated in order to support the needs of all children

 

  • Small group and individual support is offered to children whom we feel would benefit from this

 

  • We understand that children learn at their own pace so we closely monitor progress using One Page Profile outcomes.

 

  • Advice will be given to parents/carers relating to how they too can best support their children

 

 

  1. How are adaptations made to the curriculum and learning environment for children with SEN?

 

  • All children are different and all children regardless of their SEND learn in different ways

 

  • Staff within the school are mindful of this fact and provide a curriculum and learning environment which can be accessed by all children

 

  • Our staff know the children within their care well and are able to differentiate above and beyond the usual curriculum for children with SEND

 

  • Examples of adaptations may include the use of specialised equipment when it has been recommended by an outside agency or a medical professional, another example may be the teaching of children in smaller groups or the change of an activity or a change in delivery style

 

  1. How are staff trained to support children with SEN?

 

  • The SENDCo attends Local Authority Briefings to keep up to date with any legislative changes in SEN.

 

  • The SENDCo and support staff can access training through their primary Consortia.

 

  • All staff in the school receives training to meet the needs of all the children attending the school at any point in time.

 

  • This has previously included ASD awareness training, ADD awareness training, Visual Literacy, PIVATS training delivered by a specialist teacher, Bereavement Training and we continually plan for more training in the future.

 

 

  1. How is the effectiveness of provision evaluated?

 

  • Provision is reviewed within school on a regular basis and is planned using the Assess, Plan, Do, Review cycle.

 

  • All class teachers evaluate their own teaching and make changes wherever they feel it is necessary

 

  • Provision for children with SEND is regularly reviewed by class teachers, the SENCO and the Senior Management Team, outside agencies may also be involved too

 

  • If provision/interventions are not thought to be working or need amending school staff will alter accordingly

 

  • In September 2016, 14.36% of the pupils are on the SEND register. 13.9% are supported at the SEN support level and 0.46% have a statement or an Education, Health Care Plan.

 

  • Our Autumn 2017 ASP data shows that a the end of KS2, 29% of children on SEN support achieved the expected standard in reading, writing and maths combined. 

 

 

  1. How are children with SEN enabled to engage in activities available to children in the school who do not have SEN?

 

  • Where possible, provision will be made for all pupils to access all areas of the curriculum including extra-curricular activities.

 

  • We will always contact you before a planned activity if we think your child may require additional support to meet required health and safety standards. This may involve a specific risk assessment to identify any additional support needs your child may have to ensure full participation.

 

 

  1. What support is available for improving emotional and social development?

 

  • The school will keep in close contact with you about your child’s overall wellbeing.

 

  • Midday supervisors have been trained to support and defuse challenging behaviour.  

 

  • In school we also have a ‘worry box’ for the children to write down any concerns they have about any aspect of their school life. 

 

  • At Fazakerley Primary we use Circle Time to ensure that all children are listened to and we have a School Council for children to share their views and ideas.

 

  • If your child requires medication or a health plan this will be accommodated through the school’s Administering Medicine Policy or Intimate care plan.

 

  • As part of the whole school curriculum we explore feelings and our place in society through PSHE, SEAL, Circle Time and Philosophy4Children.

 

  • All academic support staff and mid-day support staff have had basic first aid training. In EYFS all support staff have had Paediatric First Aid training with an additional 10 members of staff having defibrillator training. 

 

 

  1. How does the school involve other bodies, including health and social care, local authority support services and voluntary sector organisations in meeting the needs of children with SEN and supporting their families?

 

  • The school has access to specialist support from Special Schools for children with Social, Emotional and Behavioural Difficulties, children with Learning Difficulties and Children with a diagnosis of Autistic Spectrum Disorder. (Ernest Cookson, Bankview and Abbots Lea)

 

  • We can make referrals to our in school Learning Mentor and also to the ‘Seedlings Project’ which is an eight week play therapy service.

 

  • The school also works closely with the Children’s Centre seeking support for speech therapy assessment.

 

  • The school receives support from the Educational Psychology Service and SENISS (Special Educational Needs Integrated Support Service).

 

  • We can make referrals, with your consent, to many specialist services including CAMHS (Child and Adolescent Mental Health Service) and SLT (Speech and Language Therapy Service)

 

  • School staff are trained in a variety of specialist areas and can access the expertise of teachers from other schools in their Primary Consortia. Staff deliver programmes to develop self-esteem, self-confidence, socialisation and EAL

 

 

  1. What are the arrangements for handling complaints from parents of children with SEN about the provision made at the school?

 

 

  • In the first instance, parents are invited into school to discuss their concerns with the class teacher and the SENDCO who will endeavour to resolve the problem

 

  • The head teacher will also be informed at the above stage

 

  • Outside agencies may be consulted, if there is an issue with the provision being provided

 

  • Dialogue between parents and school is actively encouraged in order to resolve problems at an early stage