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Welcome to
Spring Meadow
Primary School
Aim High, Inspire, Make a Difference
1 . Aims
Our SEN Information Report aims to:
2. Legislation and guidance
This information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:
3. Definitions
A pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.
They have a learning difficulty or disability if they have:
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.
4. Roles and responsibilities
4.1 The SENCO
Our SENCO is Mrs Emma Donegan.
She will:
4.2 The SEN Governor
The SEN Governor will:
4.3 The Headteacher
The Headteacher will:
4.4 Class teachers
Each class teacher is responsible for:
5. SEN information report
5.1 The kinds of SEN that are provided for
Our school currently provides additional and/or different provision for a range of needs, including:
5.2 Identifying pupils with SEN and assessing their needs
As stated in the ‘Special Educational Needs and Disability Code of Practice: 0 to 25 years’, the benefits of early identification are widely recognized. We have systems in place to enable us to identify children’s need at the earliest point and this then enables us to make effective provision.
We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed above and beyond quality first teaching.
5.3 Consulting and involving pupils and parents
We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:
Notes of these early discussions will be added to the pupil’s record and their parents can have access to these. We will formally notify parents when it is decided that a pupil will receive SEN support usually through a face to face meeting.
5.4 Assessing and reviewing pupils' progress towards outcomes
We will follow the graduated approach and the four-part cycle of assess, plan, do, review.
The class teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:
The assessment will be reviewed regularly.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
5.5 Supporting pupils moving between phases and preparing for adulthood
We will share information with the school, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.
We will ensure that suitable opportunities are available for the pupil to visit the new setting and have a number of visits to ensure they are familiar with it before moving on. We as a staff would send a familiar and trusted adult with the pupil during these visits.
Therefore, below are the clear details of what we provide as a school:
Transition in to Foundation
Foundation to Key Stage 1/ Key Stage 1 to Key Stage 2
Key Stage 2 to Key Stage 3
Moving between schools
5.6 Our approach to teaching pupils with SEN
‘Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.’
Code of Practice 2014:6.36
High quality first teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.
5.7 Adaptations to the curriculum and learning environment
We make the following adaptations to ensure all pupils’ needs are met:
5.8 Additional support for learning
We have a high number of teaching assistants who are trained to deliver a wide range of interventions such as precision teaching, toe by toe, various speech and language programmes, first at Number to name but a few.
Teaching assistants will support pupils on a 1:1 basis when it is thought to be appropriate to enable the pupil to develop emotionally, academically and physically.
Teaching assistants will support pupils in small groups when …
We work with the following agencies to provide support for pupils with SEN:
Along with anyone else who is required at the time to ensure the full support of the pupil.
5.9 Expertise and training of staff
Our SENCO works full time (5 days) a week to manage the SEN provision for Spring Meadow Primary School & ‘School House’ Nursery.
We have a team of teaching assistants who are trained to deliver SEN provision.
We also have a dedicated Inclusion team now working within the school and they are staffing an Inclusion Hub on the school grounds to support those pupils who have suffered trauma, loss or have mental health issues that have been identified by the school systems that are in place.
In the last academic year, staff have been trained in the above mentioned interventions see section 5.8 of this report.
We use specialist staff from outside agencies and from County to give us extra support and guidance to ensure the best possible education and experiences are being provided for each individual SEN pupil.
5.10 Securing equipment and facilities
Any equipment or resources which have been recommended by outside agencies or specialists will be ordered by the SENCo through the school’s procedures of sourcing the items required and putting in the order to the school office to ensure this is authorized by the finance manager and then the Head Teacher. If changes are required to allow access to certain rooms etc. discussion would be had with the Site Manager who would then action this to ensure access is possible for every pupil.
5.11 Evaluating the effectiveness of SEN provision
We evaluate the effectiveness of provision for pupils with SEN by:
5.12 Enabling pupils with SEN to engage in activities available to those in the school who do not have SEN
All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.
All pupils are encouraged to go on our residential trip each year.
All pupils are encouraged to take part in sports day/school plays/special workshops, etc and staff are expected to ensure these events are fully inclusive.
No pupil is ever excluded from taking part in these activities because of their SEN or disability.
For further information, you can find it in our Accessibility Report and Plan.
5.13 Support for improving emotional and social development
We provide support for pupils to improve their emotional and social development in the following ways:
5.14 Working with other agencies
Referrals as appropriate to:
Family Support to include:
5.15 Complaints about SEN provision
Complaints about SEN provision in our school should be made to the SENCo in the first instance. They will then be referred to the school’s complaints policy.
The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:
5.16 Contact details of support services for parents of pupils with SEN
Please contact the SENCo on telephone: 01255 504528 option 2
Or email: emma.donegan@springmeadow.essex.sch.uk
Or postal: Spring Meadow Primary School & ‘School House’ Nursery, Pound Farm Drive, Dovercourt, Essex, CO12 4LB
6. Monitoring arrangements
This information report will be reviewed by the SENCo every year. It will also be updated if any changes to the information are made during the year.
It will be approved by the governing board.
7. Links with other policies and documents
This policy links to our policies on:
Reviewed: Autumn 2021
Next Review: Autumn 2022