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Askern Moss Road Infant Academy

Askern Moss Road Infant Academy

SEND

SEN INFORMATION REPORT

The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published must be updated annually and any changes to the information occurring during the year must be updated as soon as possible. The information required is set out in the Special Educational Needs and Disability Regulations 2014.

The SEN Information Report must include the following information and be cross referenced to the School’s SEN Policy, Accessibility Plan and how the school meets its duties under the Equality Act 2010 (and updates issued in 2012).

The kinds of special educational needs that are provided for in school

‘Sharing the joy of learning’

‘The level of care the school provides is outstanding’ OFSTED June 2013

At Askern Moss Road Infant Academy we aim to be a fully inclusive school with good disabled access. We are a mainstream infant school.  Our priority is to actively remove barriers to learning and cater for the individual needs of all the children in our care.

Under the new ‘SEN Code of Practice 2014’ a child has a special educational need if they have provision that is ‘additional to’ or ‘different from’ that made generally for others of the same age.  The SEN Code of Practice 2014 also explains that special educational needs and provision can be considered as falling under four broad areas:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, mental and emotional health
  4. Sensory and/or physical

Many children have difficulties that fit into one or more of these areas.

In order to ensure that each child is given appropriate levels of support we meet regularly with parents who are welcomed to discuss any areas of concern but also successes in the life of their child. We have high expectations of our children.  We plan together and review each child’s next steps and how all parties can work together to achieve them.  In order to ensure that each child’s educational journey is as smooth as possible we work hard to liaise with all partner agencies. In addition at key transition points; e.g entry to Nursery we do home visits and consult with health workers, moving to reception we have a range of activities so that children become comfortable in the environment with the adults who will care for them. This continues each year as children move from class to class. In Y2 before children move to the junior school additional activities take place to again ensure a smooth transition. Alongside this we track children individually to ensure that they are fulfilling their potential and to analyse the effectiveness of the support they receive.  Where necessary, we work with colleagues from external agencies who can provide additional support such as Speech Therapists, Occupational Therapists and Educational Psychologists to ensure our provision is tailored to the child’s needs.  We have a comprehensive policy which outlines our approach in more detail which you can find on the website or is available in school.

Very good personalised support ensures that disabled pupils and those with special educational needs achieve well against their individual starting points’ OFSTED June 2013

https://www.gov.uk/government/.../send-code-of-practice-0-to-25

The name and contact details of the SENCO (mainstream schools) and further contacts where parents/ carers may have concerns

At Askern Moss Road Infant Academy we have two designated teachers who have responsibility for special needs and disabilities in school, Mrs Kathryn Briggs (SENCO) and Mrs Carol Ann Turner (Executive Head teacher).  Your child’s class teacher will usually be the first point of contact for concerns and updates and their duties are specified below.  Mrs Turner, the Head teacher, will also be able to advise and support should you need to discuss any concerns further.  Our policy stipulates the roles and responsibilities of each of these staff members who can support you. 

Class/subject teacher:

Responsible for:

  • Checking on the progress of your child and identifying planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENCO know as necessary.
  • Writing and reviewing an Individual Support Plan with you (and SENCO where appropriate) on a termly basis.
  • Ensuring that all staff working with your child in school are able to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND

The SENCO (Mrs. K Briggs):

Responsible for:

  • Coordinating all the support for children with Special Educational Needs and/or Disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Analysing the effectiveness of additional support
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.

Ensuring that you are:

  • Involved in supporting your child’s learning.
  • Kept informed about the support your child is getting.
  • Involved in reviewing how they are doing.

Head Teacher (Mrs. Turner):

Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • The Head Teacher will give responsibility to the SENCO and the class teachers but is still responsible for ensuring that your child’s needs are met.
  • The Head Teacher must make sure that the Governing Body is kept up to date about any issues in school relating to SEND.

SEND Governor: (Mrs.A.Alcorn)

Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.

For safeguarding concerns please contact our ‘Designated Safeguarding Lead’ Mrs Turner (Headteacher) on the school office number 01302 700287.

Policies for identifying children and young people with SEN and assessing their needs

SEND policy

Arrangements for consulting parents of children with SEN and involving them in their child’s education

At Askern Moss Road Infant Academy we have an open door policy where we would like parents to feel comfortable to discuss any concerns with staff in school.  We will endeavour to answer any questions and discuss concerns with parents, making an appropriate time to do this.  Class teachers will be able to discuss how each child is progressing towards their targets, and difficulties they may be experiencing and how parents can support at home.  Please make an appointment time to do this.  We use an assess, plan, do and review approach.  Mrs Lee will also be able to meet to review their progress and next steps.  We feel it is very important to consult the children in the reviewing process and planning their next steps, asking how they feel they are doing, what they are doing well, what things they need more help with and what they can do to improve.

Arrangements for consulting young people with SEN and involving them in their education

The welfare of our pupils is an upmost priority in school and we endeavour to make sure they are happy and thrive in our environment.  We talk to the children about what they are learning, how they are learning and ways to practice and improve.  Along with this, we discuss the child’s strengths, ambitions and things they find difficult in order to find ways to support them further.  We use lots of praise, rewards and encouragement to boost self-esteem and use our skilled support team members to deliver tailored support in their familiar environment with adults they are comfortable to work with.

Arrangements for assessing and reviewing children and young people’s progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review

All children are assessed on an informal and daily basis on all aspects of classroom work and play.  The class teacher will give input via excellent targeted classroom teaching also known as Quality First Teaching

For your child this would mean:

  • That the teacher had the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • At times the teacher may direct the class based Teaching Assistant to work with your child as part of normal working practice.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
  • Your child’s teacher will use continuous assessment to ensure that each child is appropriately supported and challenged in their learning. If a child experiences difficulties your child’s teacher will plan appropriate levels of support.
  • Support is varied and wide ranging, in order to cater for individual needs. It may include  in class support through explanation /additional activities, teaching assistant support, specific group work with a smaller group of children to target an area of difficulty, 1:1 support on the Read, Write Inc. phonics programme, The Black Sheep Speech and Language programme, Numicon numeracy support, First Class at Number.

Throughout this input, any areas for development or concern are noted and addressed through additional support, resourcing or intervention.  If concerns persist, discussions with the child and parents is often necessary to find ways to tailor support.  If support in school is required on a frequent basis or a child has additional needs then a School Support Plan will be made which identifies what the difficulties are, how they are to be supported and what the target outcomes will be.  This discussion usually takes place between the class teacher and parent (and SENCO where appropriate), taking into account the views of the child.  This meeting gives all parties a chance to share success, identify ongoing needs, ask questions, review support strategies and identifies what the next steps will be and how parents, school and the child can work together to achieve them.  Mrs Briggs will then form the Plan based on the actions discussed and agreed.  This is reviewed at least termly by all parties and next steps devised to ensure the child is making their full potential.  At any point, it may be necessary to involve additional agencies to provide specialist advice and support- always with parent consent.

Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society

Transition or beginning a new phase can be daunting for any child or parent as a child moves up through school or from other settings.  We prioritise easing the transition difficulties in many ways; as a small and friendly school, all staff know the children well and communicate regularly about their progress in review meetings, specific transition meetings, school support and teacher liaison and SENCO meetings too.  Parents are made to feel a part of this process by discussing transition arrangements in advance.  We work with feeder private nursery settings, childminders in order to meet the children and find out about their interest, strengths and any initial concerns before school begins in nursery as well of course, getting to know the families in a home visit.  At the other end of Key stage 1 when our Year 2 children are ready to begin junior school, we hold special transition visits and events to ensure the children feel familiar and safe in their new environment.  For children with Special Educational Needs, we tailor a specific transition plan which will include a professionals meeting to handover individual cases.

Approach to teaching children and young people with SEN

How adaptations are made to the curriculum and the learning environment of children and young people with SEN; schools should include details of how the broad and balanced curriculum is adapted or made accessible for pupils with SEN

How children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN

At Askern Moss Road Infant Academy we believe strongly in inclusive practice and want every child to be a part of a broad, rich and exciting curriculum.  We offer differentiation, where teachers adapt teaching and tasks to meet the needs of all pupils, either by providing additional resources, support or tailoring the work in order for all children to work towards an objective.  There may be times when a more intensive intervention programme is offered to boost, scaffold, consolidate and support children in small groups in order to meet their needs.  We monitor each child’s progress throughout.  It is important for children with SEND to fully integrate with children who do not have SEND.  We offer continuous provision throughout school for children to develop their skills and independence in cross curricular contexts including lots of hands on experiences, outdoor play and the use of ICT in school and links at home to encourage home-school learning. 

The expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured

We have a wealth of experience and expertise in at Askern Moss Road Infant School and pride ourselves in seeking out new training opportunities, sharing good practice and seeking advice from external agencies.  We have members of staff who have specialisms in areas such delivering 1-1 phonics programmes, Literacy programmes such as TELL and a maths specialist assistant who can deliver the First Class @ Number programme.   We have a highly skilled staff at Askern Moss Road who are trained to deliver support at varying levels, from 1-1 phonics and reading boosters to delivering specified programmes set by outside agencies and professionals.  We will always seek advice and further training to ensure we are able to meet the needs of our pupils on a child by child basis.

Evaluating the effectiveness of the provision made for children and young people with SEN

We regularly review the progress and achievement of all pupils and meet as a staff to discuss next steps, further support requirements and to discuss targets for the children to work towards.  Children with special educational needs will also have an additional review meeting with the class teacher, parents and SENCO (where possible) to review their specific areas of progress and development in their individual support plan.  In this review meeting, the impact of any additional support they have received will be discussed and new targets or adaptations needed will be agreed.  A new ‘Support Plan’ will be written based on the reviewed targets as an outcome of the discussion and this will be discussed with the child in order to include their ideas.  This is regularly reviewed and monitored. The role of home support is crucial in this in order to consolidate the learning and for school, child and home to be working in partnership.

Support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying

At Askern Moss Road Infant Academy we take the wellbeing of our children very seriously and ensure all staff are able to provide a nurturing and safe environment in order to encourage emotional and social development.   We have a broad and balanced curriculum which incorporates a rich personal, social and emotional education.   This is reinforced in our assemblies, in class circle times and in our school council.  We have the safeguarding and emotional wellbeing of our children at the forefront of all we do.  We take bullying seriously and have a comprehensive policy in the link below.

ANTI BULLYING POLICY

Arrangements for handling complaints from parents of children with SEN about the provision made at the school

Our school endeavours to provide a good service to and have good relations with pupils, parents and the community. It is therefore important that when a parent or other member of the local community has a problem with an issue that has arisen at school, it is resolved as promptly as possible.  We pride ourselves on our open door policy and welcome concerns to be discussed with us.  If you feel that you would like to discuss the provision in place for your child then please contact the SENCO Mrs Lee.

If you have any further concerns, contact the office for an appointment to speak to Mrs Turner the Headteacher.

Should a matter failed to be resolved, parents can access the Parent Partnership Service who can offer impartial advice (see local offer details for further information) or can contact school for a copy of the Complaints Procedure Policy. 

Details of the school’s contribution to the Local Offer, including information on where the Local Authority’s Local Offer is published

The government has listened to what parents say their experience of services is like and have put in place a number of things to bring about improvements. One of these is the ‘Local Offer’.  In 2012 the former Children’s Minister Sarah Teather explained that:

“The current system is outdated and not fit for purpose. Thousands of families have had to battle for months, even years, with different agencies to get the specialist care their children need. It is unacceptable they are forced to go from pillar to post, facing agonising delays and bureaucracy to get support, therapy and equipment”.

“It is a huge step forward to require health, education and care services work together. The reforms will give parents better information and a comprehensive package of support that meets their needs”.

Local authorities and other services will set out a local offer of all services available to support children who are disabled or who have SEN and their families. The local offer will enable families to understand what services they can access and what support they can expect from a range of local agencies, including from the local authority, health services, schools, leisure services and the voluntary sector. The offer will include provision from birth to 25, across education, health and social care.

The potential outcomes of the Local Offer are:

  • To provide clarity and confidence for parents.
  • To support earlier intervention.
  • To reduce the need for assessment.
  • To identify need and gaps in provision.
  • To provide an evidence base for improving progress and securing better outcomes, at school and local level.

Further information can be found at: www.doncaster.gov.uk/services/schools/local-offer-send