SEND and INCLUSION

Special Educational Needs

Introduction
At Britannia Education Trust, we aim to enable all children, including those with Special Educational Needs to enjoy a well-balanced and broad curriculum. We pride ourselves in supporting pupils to develop their confidence, independence and positive self-esteem in a secure and caring environment.
Our Special Educational Needs and Disability Co-ordinator (SENCo) is Brittany Fowler.

The Local Offer at Royal Wharf Primary School
We welcome all children whatever their abilities and needs. We believe all pupils should have access to a broad, balanced curriculum that is differentiated and personalised in order to maximize learning. Our practice is in line with the SEND Code of Practice 2015.

How does the school know if my child needs extra help?
We know children need extra help if:

•  Limited progress is being made (as identified through assessment procedures)
•  Concerns are raised by parents or carers, a teacher or the child
•  There is a change in the pupil’s behaviour or progress

How can I let the school know if I am concerned about my child?
If you have concerns about your child, you should speak to the class teacher in the first instance. If you are not happy that the concerns are being managed, and that your child is still not making progress, you should speak to the SENCo.

How does the school support my child?
Every child is unique, with talents, strengths and areas for development. Every child will, at some point, require additional support and guidance to make sense of the learning – that’s what school is all about! At Britannia Village Primary School, we support children in many ways, as detailed below.
Universal: Quality First Teaching (Wave 1)
Each pupil is entitled to Quality First Teaching as planned by the class teacher. This support is tailored to individual needs within the classroom. It may include additional support by the teacher or Teaching Assistant in class.
Quality First Teaching also involves:

• Having high expectations for your child and all pupils within the class.
• An approach that builds upon skills and knowledge the child already has to move them forward.
• Using different teaching styles, such as practical learning and outdoor learning.
• Specific strategies suggested by the SENCo and outside agencies to support differentiation.
• At Britannia Village, pupils benefit from smaller class sizes, 20 pupils per class.
• Small Group Work 

Pupils may have access to small group work. This support is available to any child within school. These groups may be run by the Class Teacher or Teaching Assistant. These groups may work on English and Maths skills, or have a focus on friendship or social skills.

Targeted: Specific Small Group Work – Wave 2 Provision
Specific ‘Wave 2’ groups run for children where we have identified barriers to learning that Quality First Teaching may not be able to meet. These groups are run with support and advice from the SENCo and outside advisory agencies. Core subject (Maths, Reading, Writing) intervention groups are delivered by teachers and other groups (social skills, confidence building, EAL, speech and language, fine motor, etc) are delivered by trained Teaching Assistants.  We always aim to only withdraw children from class to do intervention groups for the minimum amount of time so that they do miss out on too much curriculum time with their peers.

Specialist: Individual Support – Wave 3 Provision
Where children show a particular difficulty or are making limited progress, the school may support your child with a Wave 3 intervention. This intervention involves a structured program, run with support and advice from professional outside agencies and delivered by trained Teaching Assistants under the guidance of the SENCo. In order for your child to access specialist support, permission will be obtained from parents and your child must be identified on the SEN register by the SENCo. The type of the intervention program is dependent on child’s ability and age. The SENCo is responsible for organising this provision.
Pupils who require a high level of additional support to access learning may receive Higher Level Funding provided by the Local Authority (As identified by the SENCo).
In some cases children with SEN are not able to access learning with their peers for some or most of the day. In this case, they access personalised learning and an adapted curriculum in a SEN class with high staff-to-child ratios, lead by an SEN specialist teacher.

How will the curriculum be matched to my child’s needs?
Class Teachers plan lessons according to specific needs within their class. Activities are differentiated to enable children to access the curriculum at their level. Teaching Assistants can adapt planning and be allocated to work with pupils, either 1:1 or in small groups. Children may have access to specialist equipment and resources to support their access to the curriculum.

How will I know how my child is doing?
Your child’s progress is continually monitored by their teacher and is discussed each term with the SENCo, Deputy Headteacher and Headteacher in a pupil progress meeting. All pupils have their progress and individual target sheets shared through termly Parent/Teacher Consultations. Pupils who receive High Needs Funding will have an annual review where progress is shared. All children receive an annual report from their Class Teacher during the summer term. Outside of these reporting arrangements, parents are welcome to come and talk through progress concerns with their child’s teacher or the SENCo by making an appointment.

How will I be involved in discussions about planning for my child’s education?
Parents are encouraged to contribute to their child’s education, this may be through:

• Informal discussions with the class teacher.
• Parent/Teacher Consultations (where targets are shared and discussed).
• Meetings with the SENCo or other professionals.
• Annual Reviews (for children with High Needs Funding).

How will the school help me to support my child at home?
Your child’s teacher is available, by appointment, to discuss your child’s progress and to share information about what is working well at home and school so similar strategies can be used. The SENCo is also available to discuss strategies and offer support during parent consultations or by appointment. The school can also signpost parents to external help (from outside agencies) if this is required.

What support is available for my child’s overall well-being?
We offer a wide variety of pastoral support for all pupils, including those who are encountering emotional, behavioural or social difficulties. Children may need pastoral support in the short term or over a longer period as appropriate to their individual needs. We can offer:

• Friendship groups.
• Social skills groups.
• Learning Mentor support.
• School counsellor support.
• Behaviour support strategies.
• Signposting to relevant agencies.
• Lunchtime clubs (activities for children who find lunchtime a challenge).
• Playtime buddies.

What specialist services and expertise are available at or accessed by the school?

Available in school:

• Counselling
• Mentoring
• AMBDA Specialist Teacher
• Outreach services from Local Authority
• Speech and Language Therapist
• Family liaison officer

Accessed by the school:

• Educational Psychology Service
• NHS Speech and Language Therapy
• School Nurse
• Occupational Therapy
• Physiotherapy
• Local Authority Services, such as Specialist Teacher advisers for, Autism, Physical Difficulties, Visual impairments, Hearing impairments, Behavioural difficulties

How are the staff in school working with children with SEND and what training do they have?
The SENCo supports the class teachers in planning and resourcing for children with SEND. As part of the performance management cycle, every staff member has opportunities to improve practice, teaching and learning of all pupils, including those with SEND. This may include whole school training, individual courses and e-learning opportunities. The SENCo plans training opportunities for support staff and with the whole school and regularly meet for update and advice sessions following outreach support. Training and development is linked with the school development and SEN development plans. Individual staff may also access advice and support from outside agencies who are working with specific children.

How will my child be included in activities outside of the classroom, including school trips?
Activities and trips are available to all pupils. Risk assessments are carried out and procedures are put in place to enable all children to participate. If an intensive level of support is required for an individual pupil, we may ask a parent or carer to accompany their child during an activity or alternative provision may be arranged. In some cases, we may feel that a child will not benefit by going on a trip with their year group. In such cases, they will be going on a more suitable trip with members of the SEN class.

How will the school prepare and support my child when joining Britannia Village Primary School or transferring on to a new class or school?
We recognise that transitions can be difficult for children with SEN and we take steps to ensure that any transition is as smooth as possible. If your child is joining our school, the SENCo will endeavor to visit or make links with school/agencies involved with your child before they start school.
When moving between classes, information is passed between class teachers in advance of joining the new class. Where children would be helped by a social story/transition book to support them in understanding moving on then it will be made and shared within school; a copy will also be sent home for the child to look at during the summer holidays.
Before moving to secondary school, the SENCo will attend the primary transition event to discuss specific needs of the child with secondary school staff. Some children may have extra transition visits with the secondary school and in some cases secondary staff may visit your child here.

Who I can contact for further information?
Appointments can be made via the school office with our SENCo Brittany Fowler, Deputy Head Emma Joseph, The Executive Headteacher Mrs Linda-May Bingham. The trustee responsible for SEN is Sharon Monahan.