Binbrook C of E Primary School – SEN&D Information Report
At Binbrook we believe that every child is entitled to enjoy his/her childhood. They will be valued for their individuality and encouraged to develop their full potential in a stimulating and caring environment.
We will instil in our pupils a sense of belief and confidence which will enable them to become life-long learners. For further information regarding SEN&D provision in our school, in the first instance, please contact our school SENDco, Ms Tracey Walker-Brown. Mrs Debbie Wilson co-ordinates SEND in our pre-school. Our SEND link governor is Mrs Rosemary Kirk.
Working Together towards Excellence and Enjoyment
What kinds of special educational needs and disabilities does the school make provision for?
All Lincolnshire Local Authority maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities (SEND) and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress (please see link to Lincolnshire Local Offer at end of report).
The four broad areas of need are:
- Cognition and Learning
- Social, Emotional and Mental Health Difficulties (SEMH)
- Communication and Interaction
- Sensory and Physical needs
How does the school know if pupils need extra help and what should I do if I think that my child may have special educational needs?
When children have identified SEND before they start school, we work with the people who already know them and use the information already available to identify what their SEND support will be in our school setting and how we will manage it together.
If you tell us you think your child has a SEND we will discuss this with you and look in to it further. We will share what we discover with you and agree with you what we will do next and what you can do to help your child. Your child’s class teacher is the first point of contact for responding to any parental concerns.
Class teachers closely monitor the progress of all children, taking in to account all factors including attendance, punctuality, health and individual circumstances of particular students (for example children Looked After by the Local Authority and/or eligible for Pupil Premium). If there are any concerns regarding lack of academic progress, the following actions will be put in place:
- The child’s class teacher will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied.
- Specific intervention groups will be established and delivered by the Class Teacher or a T.A.
- The SENDco will be consulted as needed for support and advice and may wish to observe the pupil in class. They will contribute to the setting of personalised targets on an IEP (Individual Education Plan) to be shared with parents/carers.
- Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.
- Children will be involved in target setting.
- Termly Pupil Progress Meetings are used to monitor and assess the progress being made by all children.
What will the school do to support my child? How accessible is the curriculum?
- Quality first teaching with work differentiated appropriately to individual children’s levels.
- Each pupil’s education program will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional support by the teacher and/or teaching assistant in the class.
- All children have access to Ipads. We use Ipad apps for children for a variety of needs including communication difficulties, basic number and word recognition and dexterity issues. Pupils also use them as a means to record their work in photograph/audio or video format.
- We use a range of software on computers to help children engage in areas they may find difficult. We use specific software to help pupils who have elements of dyslexia.
- We use worktop wedges, visual timetables and cues, countdown timers, coloured overlays, pencil grips for children who may need them.
- Depending on the task children can record their work in a variety of ways including large sheets of paper, chalk outside and other media.
- We deliver speech and language programmes provided by the speech therapy service. A therapist demonstrates to the child, parent and school staff member how to use the programme and this then will be taught and assessed after a period of time.
- We deliver the ‘ First Move’ and ‘First Call’ programmes for children.
- Any specific other requirements will be individually assessed and then the appropriate local authority SEND services will be contacted.
- We work closely with the Local Authority Specialist Teachers (STT) where a child has a specific need such as hearing/visual/physical impairment, autism or behavioral issues
- Outside agencies we work with include: Educational Psychology Team, Speech and Language Therapists, Occupational Therapists, Physiotherapists, the Working Together Team, CAMHs, the School Nurse and the Community Paediatrician.
How will both the school and I know how my child is doing and how will the school help me to support their learning?
- The partnership between school and home is essential in ensuring the needs of all our children are met. Parents are welcome to telephone to make an appointment with the class teacher at a mutually convenient time to discuss any aspect of their child’s education.
- Children are assessed termly and their progress is considered at pupil progress meetings attended by all staff.
- Daily assessments are on-going and help identify any areas of success and also areas to be developed.
- Interventions that are in place are closely monitored for effectiveness and amended as necessary.
- In addition to this there are two Parents’ Meetings held and also meetings to discuss progress of pupils with SEND, which may include Outside Agencies in attendance as necessary.
- School reports go out once a year with mid-year mini reports given out at Parents’ Meetings
- Parents who don’t attend these meetings will be contacted
- The child’s view is very important to us and we want to listen to them and know that they are satisfied with what happens in school to support them.
How accessible is the school environment?
- There is a disabled toilet.
- We ensure, wherever possible, that equipment used is accessible to all children and families regardless of their need.
- Breakfast club is accessible to all children including those with SEND.
- Extra-curricular activities are accessible to all children.
- Specialised equipment may be accessed through external agencies where appropriate.
- There is ramp access from the pavement outside into the school playground and main building.
How will the school/setting prepare my child/young person to:
- Join the school/setting?
- Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
- Prepare for adulthood and independent living?
We recognise that transitions can be a challenging time for all children, especially children with SEND and we take steps to ensure that any transition is as smooth as possible.
All children with SEND are highlighted during transition periods. Arrangements will depend on the type and complexity of their needs. We liaise closely with Early Years Support to identify children who will join our school. Our pre-school children are based in the classroom next to our Reception Class children. There are therefore many opportunties to ensure smooth transition. When any child joins our school, at whatever age, we use the records from their previous setting and our own initial assessments to determine the most appropriate level of support and targets.
When children leave our school to transfer to secondary school we liaise with a contact teacher to ensure all information regarding difficulties and support is passed on through discussion as well as through records. If a child moves to another school before Year 6 a telephone conversation as well as reports and records are communicated to the new school. Sometimes it is beneficial for the child to have a few sessions at their new school whilst staying with us so their integration is planned in smoothly and properly.
How additional funding works
- Schools receive funding for all children including those with Special Educational Needs and Disabilities and these needs are met from this (including equipment). The Local Authority may contribute more funding if the cost of meeting an individual child’s needs exceeds a certain amount.
- If the assessment of a child’s needs identified something that is significantly different to what is usually available then additional funding may be made available.
Where parents/carers can get extra support
- In the first instance please contact our school SENDco Ms Tracey Walker-Brown. Mrs Debbie Wilson co-ordinates SEND in our pre-school. Our School SEND link governor is Mrs Rosemary Kirk.
- Lincolnshire’s parent/carer forum is Parent Partnership, which offers free and impartial information and advice about SEND issues. Parent Partnership services were set up as part of the Special Educational Needs and Disability (SEND) Code of Practice
Early Help in Lincolnshire:
Team Around the Child (TAC) Consultant for West & East Lindsey:
Tel: 01522 555828
Tel: 01522 555828
Local Authority website: www.lincolnshire.gov.uk/SENDlocaloffer
Family Action – 01522 690101 e: Lincoln@family-action.org.uk
Lincolnshire Children’s Services – 01522 554673
Parentline plus – 0808 800222 www.parentlineplus.org.uk