School Offer / SEN Information Report
St Andrew’s is an inclusive school where we want all pupils to thrive. All children can expect a fully inclusive, well differentiated education at our school, some children may need additional support during their time with us and a few children will need more precise, specialist input. On these pages you should be able to find the answers for many frequently asked questions relating to what we offer children in our school who have a Special Educational Need (SEN). We hope that you find this information useful, however if you have any further questions please talk to either your child’s class teacher or the school Inclusion Coordinator (Mrs Thorp). Mrs Thorp can be contacted by arranging a meeting/telephone conversation time through the school office. Alternatively you may leave a written note for her at the office.
- What is a special educational need (SEN)?
A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.
(SEN Code of Practice 2014)
- What should I do if I think my child may have special educational needs?
If you think your child may have a problem at school or are concerned about any aspects of their development, talk to us! We want to work in partnership with you to support your child. You are able to make appointments to see both your child’s class teacher and/or the Inclusion Coordinator (INCo) who are able to discuss your concerns and take any action necessary.
- How will I know how my child is doing and whether my child needs extra help?
All parents are invited to attend parent’s consultations with their child’s class teacher in the Autumn and Spring terms. They also receive a written school report in the Summer term. Meetings with the INCo are available on request and she will be available during parent’s consultation evenings, as necessary, to meet with you if needed. Throughout the year you are welcome to discuss any concerns you have with your child’s class teacher and if they have any concerns they will contact you to arrange to discuss them.
During the school year, class teachers regularly assess how children are doing and will closely monitor the progress of all children in their care. We hold termly Pupil Progress Meetings where all children are monitored by the Senior Leadership Team and the INCo to ensure they are making good progress and whether there are any concerns with the general development and social and emotional wellbeing. If, at any time, they have any concerns they may approach the INCo for advice as to further strategies they may try with an individual and begin the graduated response to a child’s needs, as necessary. You will always be informed if this is happening and invited in to school to discuss your own opinions with the INCo and your child’s class teacher.
- How will you help me to support my child’s learning and involve me in discussions about my child’s education?
We will communicate with you regularly about your child. We will share recommendations and targets from outside agencies with you. The INCo or class teacher will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child. If you would like more information or further support all you need to do is ask.
Pupil Profile and Support Plans (PPSPs) will be reviewed with your involvement each term, where a child has been identified as having a SEN. These will set out specific, measurable targets for your child and specify how we will support your child to meet them.
Home Learning will be adjusted as needed to your child’s individual needs. We also regularly hold workshops for parents of all children in the school, for example in relation to reading, phonics or maths. We will be happy to discuss any necessary adaptations for your child. If there are external professionals involved with your child they will be happy to meet with you on request. A Family Support Worker can work alongside you to provide additional support by signposting various agencies to provide a broader range of support. Details of parental training courses, from local providers, will be published in the newsletter or notice board.
- How will the learning and development provision be matched to my child’s needs?
All class teachers use an ongoing assessment cycle to appropriately differentiate in order to make the work of a suitable challenge for all children within the class. This is made clear on the teachers’ planning and evaluations and is monitored by the school. In order to meet the needs of the pupils fully, staff may also draw from a wide varieties of different intervention strategies or services running at or available to the school.
For some children, identified through the Pupil Progress Meetings, the school uses the ‘Assess, Plan, Do, Review’ cycle (known as the ‘graduated response’) to constantly review children’s progress and make decisions as to the most appropriate form of support for the future, where appropriate. Children with identified SEN may also have outside professionals attend school to offer advice and support to ensure that provision is match to each child’s individual needs.
- How will school staff support my child?
All pupils will receive high quality teaching in the classroom, which aims to both stretch and support pupils of all abilities. In some sessions, teaching assistants are available for general support.
For those children needing more help, a variety of small group, paired and individual learning opportunities are provided, with interventions tailored to a wide range of needs. These are run by teachers or teaching assistants. The amount of time spent on a particular intervention is entirely determined by individual need. Parents will be informed if their children are receiving additional support or have been included in an intervention group.
Where necessary, the INCo may access support from external agencies with your consent. Examples of the specialist services we have links with are shown here.
- What support will there be for my child’s overall wellbeing?
At St Andrew’s we are a Christian school in which positive values and attitudes are promoted and each child is celebrated as unique. The following values are central to how we work and learn together: Thankfulness, Justice, Koinonia, Courage, Forgiveness, Honesty, Compassion, Respect, Ubuntu, Peacefulness, Friendship and Perseverance. Class teachers regularly reflect on the wider wellbeing of the individuals in their class and this is discussed termly in pupil progress meetings.
Day to day, all children’s emotional health is well supported with such things as PSHE sessions and in class and some children may be offered additional support to meet their needs. Examples of additional support accessed are: 1 to 1 Counselling, Art Therapy, Social Stories, Play Therapy, Music Therapy, Circle of Friends Group etc. If you have concerns about your child’s emotional wellbeing please let us know so that we are aware of this as worries and anxieties are often more pronounced at home than at school.
- How accessible are the school environment and the activities that take place outside the classroom including school trips?
The school is fully compliant with the Equality Act and reasonable adjustments are made for all children with SEND where necessary. Most of the school is accessible to children with physical disability via ramps and we have disabled toilet facilities. We have an accessibility plan which sets out further changes we wish to make to the school environment over time to make it even more accessible to those with disabilities and have a SEN action plan to insure we continue to update our inclusive practice. We ensure that specialised equipment is provided where appropriate for children with SEND and that advice is sought from the appropriate professionals to ensure all children’s health and physical needs are catered for within the school environment. The school has staff trained to support children with a range of needs. All learning outside the classroom, including school trips, takes place after a full risk assessment by the class teacher. They ensure that all activities are fully inclusive and will make adaptations or changes to ensure any additional risks identified for children with additional needs are minimised appropriately.
- How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?
We recognise that ‘moving on’ can be difficult for a child with SEN/and or disabilities and take steps to ensure that any transition is a smooth as possible.
If your child is starting at this school:
We will first invite you to visit the school with your child to have a look around and speak to staff. If other professionals are involved, a team around the Child (TAC) meeting may be held to discuss your child’s needs, share strategies used, and ensure provision is put in place before your child starts. Your child’s key person may make a home visit and also visit your child if they are attending another provision; this will automatically happen if your child is starting in the school Foundation Stage 1 class (nursery class) or is new to the school and starting in our Foundation Stage 2 class (Reception). We may suggest adaptations to the setting to help your child to settle more easily but these will be agreed with you in advance. If they have not already visited, your child will be invited into school in advance of starting to meet the staff they will be working with and their peer group. The class teacher will arrange an early meeting with you to review your child’s learning, following the settling in period. If your child has been allocated a place in our Foundation Stage (Reception) class via the local authority and they have a special educational need and/ or disability, please contact us as soon as you receive the offer as we may not have details of their needs at this stage.
If your child is moving to another school:
We will contact the new school’s SENCO and ensure s/he knows about any special arrangements or support that need to be made for your child. We will make sure that all records about your child are passed on as soon as possible.
When moving classes in school:
Information will be passed on to the new class teacher in advance and in all cases, a planning meeting will take place with the new teacher. All PPSP’s will be shared with the new teacher and parents will be invited to meet with the new teacher and INCo towards the end of the summer term to prepare for the change. Training needs are identified for new staff and courses attended as soon as possible. Physical changes are made in the new class during the summer holiday. Your child will also engage in transition activities with the whole class. A bespoke transition will be planned for some pupils which takes into account their individual needs.
When moving to a secondary school:
The SENCO will meet to discuss the specific needs of your child with the SENCO of their secondary school. Your child will attend a small group in school, to support their understanding of the changes ahead. This may include creating a ‘Personal Passport’ which includes information about themselves for their new school. Where possible your child will visit their new school on several occasions and in many cases staff from the new school will visit your child in this school. Your child will also engage in transition activities with the whole class.
- How are the school’s resources allocated and matched to children’s special educational needs? How is the decision made about how much support my child will receive?
The school budget, received from Herts LA, includes money for supporting children with SEN. The Head Teacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of the needs of the children currently in the school. The Head Teacher and the INCo discuss all the information they have about SEND in the school, including:
- the children receiving extra support already;
- the children needing extra support;
- the children who have been identified as not making as much progress as would be expected;
and decide what resources/training and support is needed. The level of support is dependent on the type and degree of need additional to and different from peers in the class. Support may be given in a variety of ways and consideration will also be given to encouraging the child to develop the skills of independent learning and build confidence as well as supporting their maximum progress; your child’s individual support will be discussed with you regularly. All resources/training and support are reviewed regularly and changes made as needed.
You may wish to look at the Hertfordshire Local Offer detailing the County's wider provision which can be found here. Other pages which may be of interest are our Special Educational Needs and Disabilities Policy and our Communications Policy.
This document has been put together with members of the whole school community including parents, pupils, teachers, support staff, the named SEN governor, the INCo and the Head Teacher. It will be reviewed annually by the stakeholders listed above.
If you have any comments or suggestions then please talk to us, we are always keen to improve our practice and welcome your input. We will review this document and it’s links annually.