St Michael’s Church of England Academy – SEN Information Report
At St Michael’s Church of England Academy we are committed to working together with all members of our school community. This SEN Information Report has been produced with pupils, parents/carers, governors and members of staff. We have a legal duty to publish information on our school website about the implementation of our policy for pupils with SEND, to produce an SEN information report and review both annually. This forms part of the Norfolk Local Offer for learners with Special Educational Needs and Disability (SEND) click here for more information. We would welcome your feedback and future involvement in the review of our offer, so please don’t hesitate to contact us.
Mrs Gill Spinks SENDCo
Mrs Emma Scarisbrick Headteacher
Antonia Masson SEND Governor
WHAT IS YOUR APPROACH TO TEACHING LEARNERS WITH SEND?
- St Michael's Church of England Academy provides a broad and balanced curriculum for all children.
- Teachers take account of the special educational needs presented by the children they teach and make provision to support individuals or groups of children through planning and classroom strategies.
- When planning, teachers set suitable learning challenges and respond to the diverse learning needs of the children.
HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP?
At St Michael's Church of England Academy children are identified as having Special Educational Needs (SEN) through a variety of ways including the following:-
- Liaison with previous school, nursery or pre-school setting
- Child performing well below age expected levels – assessed barriers to learning
- Concerns raised by parents
- Concerns raised by teacher, discussed at pupil progress meetings
- Liaison with external agencies e.g. physical/sensory
- Health diagnosis through paediatrician
HOW DO I RAISE ANY CONCERNS I HAVE?
- Talk to us – contact your child’s teacher, school SENCO or Headteacher. Building positive relationships with parents is important to us. We are open and honest with parents and appreciate them being the same way with us.
HOW WILL SCHOOL SUPPORT MY CHILD? WHO WILL WORK WITH MY CHILD AND HOW OFTEN?
- Each learner identified as having SEN is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum.
- Our SENCO and class teachers are responsible for the support and progress of any child needing additional support in school.
- The class teacher will plan for each child with SEN in their class to ensure that good progress is made in all areas. At St Michael's most classes are supported by a Higher Level Teaching Assistant and additional adults provide extra help for the children.
WHO WILL EXPLAIN THIS TO ME?
- The class teacher will meet with parents at least on a termly basis (possibly part of parents evening) to discuss your child’s needs, support and progress.
- The SENCO is available to discuss support in more detail and answer any further questions you may have.
HOW WILL THE CURRICULUM BE MATCHED TO MY CHILD’S NEEDS?
- All work within class is pitched at an appropriate level so that children are able to access learning. Usually this means that there would be three different levels of work set for the class, however, sometimes it may be set for individuals.
- At St Michael's we have a range of interventions and additional support throughout the school. These are detailed in class and whole school provision maps. Click here for whole school provision map.
HOW WILL I KNOW HOW MY CHILD IS DOING? HOW WILL YOU HELP ME SUPPORT MY CHILD’S LEARNING?
- You are welcome to make an appointment to meet with either the class teacher or SENCO to discuss how your child is getting on. At St Michael's we also have a Family Support worker as part of our team.
- We believe your child’s education should be a partnership between parents, teachers and children, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
- If your child is on the school’s Special Educational Needs list/register, they may have an Individual Education Plan (IEP) with individual targets. IEP targets are SMART (Specific, Measurable, Achievable, Realistic, Time scaled), targets with the expectation that the child will achieve them by the time they are reviewed.
- If necessary they may have a Behaviour Plan which outlines the best way to manage their behaviour. All adults working with your child will be made aware of this in order to provide a consistent approach.
- If your child has complex SEN they may have an Education, Health and Care Plan (EHCP), which will be reviewed at least once a year to discuss his/her progress.
HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING?
- At school we measure children’s progress against National and age related expectations.
- The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. Children’s progress is tracked from entry at year R to year 6, using a variety of different methods. Where appropriate the progress of SEN children is measured in small steps.
- Those children who are not making expected progress are flagged up in Pupil Progress meetings with the class teacher. During these meetings any difficulties being experienced are discussed along with support that might be provided to help.
- IEPs are reviewed every term showing the impact of additional support and discussed with the children. Targets are adapted to ensure the child makes progress.
HOW DOES THE SCHOOL MANAGE MEDICAL CONDITIONS?
- The school has a policy regarding the administration and management of medicines on the school site. Click here to view our policy.
- Parents need to contact the school office and fill in a form if medication is recommended by Health Professionals to be taken during the school day.
- On a day to day basis the class TAs generally supervise giving any medicines.
- We have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical issues.
- If a child has a very severe medical condition we are able to access The Medical Needs Service for support and advice.
WHAT SUPPORT IS THERE FOR BEHAVIOUR ISSUES, AVOIDING EXCLUSION AND INCREASING ATTENDANCE?
- As a school we have a very positive approach to all types of behaviour with a clear behaviour management system followed by all staff and pupils.
- If a child has persistent and severe behavioural difficulties, a Behaviour Plan is written with the child and parents to identify specific issues. Relevant support will then be put in place and targets set.
- After any behaviour incident we expect the child to reflect on their actions and where appropriate we will have a “circle” to discuss what happened. During this time we will try to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
- Our pupil mentoring system G4G uses red, yellow and green cards for behaviour. A yellow card can be earned back to green by changing the behaviour. Red cards means a loss of playtime and parents are usually informed.
- The attendance of every child is monitored daily. Lateness and absence are recorded and reported to the Head teacher. We hold attendance meetings with parents when poor attendance is a concern.
- Good attendance is actively encouraged throughout the school and supported by an incentive scheme. Our attendance has improved each year for the past 4 years and we work very hard to support parents so that their children can attend regularly.
HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS?
- We have a School Council which has an open forum for any issues or viewpoints to be raised.
- We talk to the children about issues and ask for their wishes and feelings when reviewing statements.
- Children are actively encouraged to contribute in class lessons.
- We follow the PATHS programme in which children’s opinions are valued and they are encouraged to contribute to discussions.
- Children who have IEPs discuss and set their targets with the class teacher.
- Children contribute their views when EHCPs are reviewed annually.
WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY THE SCHOOL?
- Our SENCo is fully qualified and accredited.
- As a school we work closely with any external agencies working with the child/family e.g. GPs, school nurse, clinical psychologist, paediatricians, Speech and language therapists, occupational therapists and Social Services.
- In addition we have access to an Educational Psychologist, an Advisory support teacher, School 2 school service (linked to Churchill Park), the ASD team, the Behaviour Support Team and the Dyslexia outreach service.
- We have access to a Family Support Worker who works across both the Children’s Centre and the main school.
WHAT TRAINING HAVE THE STAFF SUPPORTING CHILDREN WITH SEND HAD OR ARE CURRENTLY HAVING?
- Our SENCo holds the National Award for Special Needs Coordination.
- All our staff are trained to support children with behavioural difficulties and use the Norfolk Steps Programme
- All our TAs have had training in delivering reading and spelling/phonics programmes.
- Some have had training in delivering Speech and Language programmes.
- We have 1 THRIVE licenced practitioners.
HOW WILL MY CHILD BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM INCLUDING SCHOOL TRIPS?
- All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We provide the necessary support to ensure that this is successful.
- A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in the activity, alternative activities which cover the same curriculum areas will be provided in school.
WHAT EXTRA CURRICULAR ACTIVITIES ARE OFFERED THIS YEAR?
- Football club
- Art Club
- Multi skills club
- After school clubs accessed via the family centre
HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?
- St Michael's School is fully wheelchair accessible being all on one level with wide learning corridors. It has 3 disabled toilets large enough to accommodate changing and 2 wet rooms equipped for disabled access.
- We support our children/families with learning English as an additional language.
HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD WHEN JOINING THE SCHOOL AND TRANSFERRING TO A NEW SCHOOL?
- We encourage all new children to visit the school prior to starting. We organise 3 visits for children coming into Year R and encourage more if they have SEN. On these visits the children are shown around the school and spend time in their classrooms.
- We write social stories with children if transition is potentially going to be difficult.
- When children are preparing to leave us for a new school, typically to go to High School, we arrange additional visits. We liaise closely with the schools, giving them important information regarding our year 6 children, particularly those with SEN. We ensure all relevant paperwork is passed on and all needs are discussed and understood.
- If your child has complex needs, a statement/EHCP review will be used as a transition meeting during which we will invite staff from both schools to attend.
- If your child has individual access requirements we will arrange a planning meeting prior to admission to ensure we have necessary resources and provision in place.
HOW ARE THE SCHOOL’S RESOURCES ALLOCATED AND MATCHED TO CHILDREN’S SEND NEEDS?
- We ensure that the needs of all children who have SEN are met to the best of the school’s ability. Some additional funding is available from the Local Authority for individuals to provide specific resources i.e.children with an EHCP or high need SEND support.
- We have a team of TAs who are deployed throughout the school to best meet children’s needs.
- The budget is allocated on a needs basis and classrooms are staffed accordingly.
HOW IS THE DECISION MADE ABOUT WHAT TYPE AND HOW MUCH SUPPORT MY CHILD WILL RECEIVE?
- The class teacher will discuss the child’s needs with the SENCo and possibly our Specialist Advisory Teacher to establish the level of appropriate support.
- Different children will require different levels of support in order to bridge the gap and to achieve age expected levels.
- There will be discussions with parents about best provision for their child.
- We also act upon any recommendations made in Professional reports.
HOW DO WE KNOW IF IT HAS HAD AN IMPACT?
- By reviewing children’s targets on IEPs and ensuring they are being met.
- The child is making progress academically against national/age expected levels and the gap is narrowing – they are catching up with their peers or expected age levels.
- Impact shown through PIVATS reviews
- Verbal feedback from the teacher, parent or pupil.
- The impact of interventions and additional support is closely tracked.
WHO CAN I CONTACT FOR FURTHER INFORMATION?
- First point of contact would be your child’s class teacher.
- Arrange a meeting with Mrs Spinks our SENCo.
- Look at our SEND policy on the school website.
- Contact Norfolk Parent Partnership – www.norfolkparentpartnership.org.uk
WHO SHOULD I CONTACT IF I AM CONSIDERING WHETHER MY CHILD SHOULD JOIN THE SCHOOL?
- Contact the school office to arrange a meeting with our Headteacher Mrs Scarisbrick and our SENDco Mrs Spinks who will be happy to discuss how the school could meet your child’s needs.
Information Report reviewed/updated 04/10/19
Next review no later than 04/10/20