SEND Information Report to Parents
How does the school know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
Progress is monitored closely and children who are below age expectations or not making required progress are highlighted for extra support, interventions or further assessments.
Pupil progress meetings are held at least termly where a discussion around every child’s progress is held between the team leader and the class teacher followed by a meeting with team leaders and the Head teacher.
Pupils have a learning difficulty if they have significantly greater difficulty in learning than the majority of pupils of the same age. Pupils are not regarded as having a learning difficulty solely because their home language differs from the language in which they are taught. All of our teachers provide quality first teaching and any child who needs education which is additional to or different from this will have their needs assessed.
If you think that your child may have special educational needs (SEN), or are concerned about their progress, you can make an appointment to speak to the class teacher in the first instance. Teachers will always discuss any concerns at parents’ evenings where you can also express any concerns you may have. If the school decides, after consultation with parents, that a child requires additional support to make progress, the Special Educational Needs Co-ordinator (SENCO), in collaboration with the teacher will support the assessment of the pupil and have an input in planning future support. The class teacher will remain responsible for planning and delivering individualised programmes. Parents will be informed of the action and results in a follow up meeting. If progress is still minimal, we may then decide to place your child on the Special Educational Needs register.
Uplands Infant School adheres to the guidance in the SEN Code of Practice. The Code of Practice advocates a graduated response to meeting pupils’ needs. A graduated response is used for identification and assessment and support for pupils with SEN.
The SENCO overseas all this and keeps a track of how each child is doing and if, in consultation with the child’s teacher, the child is not improving despite interventions, then external specialists such as autism outreach, educational psychologists and speech and language therapists are called in to assess and make recommendations.
How will the school staff support my child/young person?
Each child is unique therefore the support that a child receives will depend on their individual level of need and area of need.
Support for learning difficulties
Quality first teaching: The class teacher will be expected to differentiate activities so that they are accessible to all. This may be by providing additional resources.
Small group targeted work: The teacher will target identifies pupils to enable them to close the gap. This may involve additional teaching time.
Setting: Where appropriate the school will make use of ability grouping to address learning needs.
1-1 support: If necessary staff in school will target specific pupil in order to accelerate progress and close the gap.
Additional classroom support: All classes are supported by dedicated and able teaching assistants. They are directed by the class teacher and can provide support for pupils with additional needs through working with a small group or 1:1 if necessary.
Specific interventions: The school uses a range of interventions designed to close the gap these include: Read, Write Inc, BRWP, Numicon, Let’s Talk, Dyslexia, Funtime, Motor Skills, Play Interaction and Colourful Semantics.
Reduced content curriculum: Where appropriate the school will adjust the content or hours of the school day in order to meet the needs of pupils.
How will the curriculum be matched to my child’s/young person’s needs?
Teachers take account of the needs of all children and plan tasks and resources appropriately.
Lessons are planned so that all children can learn and make progress and opportunities will be provided for children with additional needs to work in different ways (for example in mixed ability groups, 1:1 support with an adult, and independently).
The school will make all reasonable adjustments to ensure that every child can take advantage of the full range of opportunities within the classroom.
Differentiation is the way a teacher prepares tasks to meet the needs of all the children in an inclusive classroom.
Differentiation not only helps children to fully participate, it also enriches and improves experiences of the general education of pupils. Teachers will plan and use differentiated resources to enable every child to access the curriculum.
How will both you and I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning?
Teachers constantly review the progress made by all children. There are lots of opportunities to talk to staff (including your child’s teacher) about progress or any concerns that you may have. Class teachers are usually available during our morning Earlybird but sometimes we may ask you to make an appointment.
We hold regular parents’ evenings where your child’s progress will be shared with you. We encourage all parents to attend. If your child needs a higher level of support to make progress we review their Special Educational Needs targets with you during parent’s evening appointments or more frequently if appropriate. You will probably need a longer appointment with the teacher. We know that in some cases more regular communication may be needed between parents and school and our SENCO can arrange this.
Annual reports are sent home towards the end of each school year.
What support will there be for my child's/young person's overall well-being?
Our school aims and vision:
Where Diversity is celebrated and Learning is Inspirational!
We aim to be a fully inclusive school where equality of opportunity is a reality for all. We pay close attention to the different groups within our school to ensure that all, regardless of age, gender, disability, ethnicity or background are given opportunity to contribute, learn and achieve to the highest standards. We believe that values such as kindness, respect, love and honesty are very important and we work hard to ensure our richly diverse and multi-cultural community live together in harmony. We offer a learning culture of high expectations and quality teaching that encourages independence, a growth mind-set and a belief that all can succeed.
The class teacher has overall responsibility for the well-being of every child in their class. If you have any worries, please speak to the class teacher first.
At Uplands, we recognise that self-esteem is the key to a child’s emotional well-being and academic progress. We support children’s emotional, social and behavioural needs through our PSHE (Personal, Social, Health, and Education) and SEAL (Social, Emotional Aspects of Learning) curriculum. The school has achieved the Leicester Anti Bullying Award.
We have a clear behaviour system throughout the school promoting high standards of behaviour and conduct.
Prescribed medicine can be administered in school with signed parental permission with the agreement of the school. There are nominated first aiders in school and many members of staff have first aid qualifications, if your child has significant medical needs please speak to the SENCO to discuss how we can best support you and your child. Support might include drawing up an Educational Health Care Plan, and seeking advice or training from medical specialists.
What specialist services and expertise are available at or accessed by the school?
Here are some of the special needs we have supported in school:
– ASD (Autistic Spectrum Disorder)
– Behaviour and emotional needs
– Hearing impairment
– Motor skills
– Sensory needs
– ADHD (Attention Deficient Hyperactivity Disorder)
– Medical needs, including Diabetes and Epilepsy
Here are some of the specialist services we have accessed in school:
– SALT (Speech and Language Therapy)
– CLCI (Complex Learning, Communication and Interaction)
– EYST (Early Years Support Team)
– Educational Psychology Service
– SEMH Team ( Social Emotional Mental Health Team)
– Hearing Support Team
– Visual Impairment Team
– School Nurses
– Family Support Worker
– CAMHS (Child and Adolescent Mental Health)
What training are the staff supporting children and young people with SEND had or are having?
All staff are kept up to date with SEND training and have the opportunity to attend relevant courses. Regular training is provided for all staff when needed either within school or at a Local Authority specialist course.
These are some of the areas our staff are trained in:
– Let’s Talk
– Colourful Semantics
– Play Interaction
– Autism training
– LEGO™ Based Therapy
– Precision Teaching
– First Aid
– Read, write Inc.
– Better Reading & Writing Partnership
– Team Teach
– National SENCO Award
All of our staff have regular safeguarding training. There are two Designated Safeguarding Persons (DSPs) in school.
How will my child/young person be included in activities outside the classroom including school trips?
It is the school’s policy to enable every child to participate as fully as possible in all elements of the wider curriculum. We ensure that all children attend school trips with support as appropriate. Where necessary, the school will meet with parents and careers to discuss individual needs prior to any visit or activity. Risk assessments are carried out for every school trip to ensure that procedures are in place so that all children can participate.
Parents of children with disabilities are signposted to the The Access Point (TAP). If parents register, they will receive a free carer’s pass for leisure activities in local leisure centers.
At Uplands Infant School we have a link with Netherhall School and our SEND pupils visit once a term for the whole day to take part in some leisure activities.
How accessible is the school environment?
Our school has an Accessibility Policy which is reviewed regularly. As part of this review, we ensure that the school environment is accessible for all children, including those with physical and sensory needs or where English is not a first language. Uplands Infant School works closely with outside agencies to support children with Special Educational Needs and has certain staff with specific skills for working with children with English as an additional language.
How will the school prepare and support my child/young person to join the school, transfer to a new school or the next stage of education and life?
At Uplands Infant School we ensure smooth transition between phases and year groups and provide for continuity and progression for all pupils. We want to make sure that:
– Pupils are confident and ready to move on
– Parents know and understand pupils next steps in learning
– New settings reflect good practice from previous experience
– Parents and pupils are familiar with and confident in their new environment
– Records and data from previous settings are used to set targets, to ensure seamless learning and appropriate challenge
Into Foundation Stage 1
– Meetings with 0-3 providers
– Transfer record received from previous setting
– Parents induction meeting / home visit
– Open day for parents and children to meet staff and become familiar with setting
– Staggered starting days
Into Uplands Junior School
– Establish a series of social links between classes and year groups throughout the year
– Pupils visit new teacher and new class
– Parents made aware of new teacher and new class
– Y2 staff to prepare and send the agreed records to year 3
– Year 2 children to complete an agreed piece of work
– Time for Y2 and Y3 staff to discuss individuals and class
How is the decision made about what type and how much support my child/young person will receive?
Having identified the needs of the child, we seek to match provision to need. We monitor the impact of interventions through regular meetings and tracking of pupil progress. All provision is monitored and evaluated to assess its impact and effectiveness for the child through a School Provision Map.
Your child will be supported in a variety of ways. The support will be tailored to meet their individual needs.
This could include:
– Differentiated tasks;
– Special resources to aid learning;
– Support form a teaching assistant;
– Specific intervention groups;
– External specialist support;
– Personalised targets.
How are parents involved in the setting/school/college? How can I be involved?
At Uplands Infant School we welcome the contribution that parents and the wider community can make to our school. We strongly encourage parents to attend parent’s evenings two times a year where you will be updated about how your child is progressing.
– Parents are welcomed into the classroom every morning during our ‘Earlybird’ to complete an activity with their child or speak to the teacher
– Parents are invited to regular reviews for children who are on the special educational needs register
– We hold a coffee mornings once a week for all parents
– Information sessions where parents are encouraged to attend
Parent workshops such as helping your child with phonics or reading
– Parents and carers are invited to celebration assemblies and other events.
– Parents will be signposted to the Parent Partnership Scheme if they feel additional support is needed.
What are Social, Emotional and Mental Health Needs and what support can be provided?
Social, Emotional, Mental Health (SEMH) difficulties is an overarching term for children who demonstrate difficulties with emotional regulation and/or social interaction and/or are experiencing mental health problems. Children and young people who have difficulties with their emotional and social development may have immature social skills and find it difficult to make and sustain healthy relationships. These difficulties may be displayed through the child or young person becoming withdrawn or isolated, as well as through challenging, disruptive or disturbing behaviour.
A referral to the local authorities SEMH team can be made with parental consent. Our link teacher will come in and provide advice and strategies for pupils on their caseload, as well as supporting the school to implement pastoral support plans and positive handling plans.
We provide a range of group interventions for pupils with SEMH Needs:
- Lego Based Therapy
- Play Interaction
- Thera play
Who can I contact for further information?
Our Special Educational Needs Co-ordinator is Artee Odedra.
My name is Mrs Odedra, I am the Inclusion Manager. I am responsible for managing the care of children with Special Educational Needs (SEN). This mainly involves children that have difficulties with learning and /or behaviour and sometimes medical. I also oversee Looked After Children and those with English as an Additional Language. I can offer a referral to Family Support, Behaviour Support in the home, Medical Practitioners (hearing, speech and language therapy), Psychology Service, ADHD Solutions, and to the local authority’s Special Needs & Disability Service.
I liaise with each class teacher about the pupils in their class and discuss any concerns arising regarding a child.
If you are concerned about your child in anyway e.g.
– speech and language development
– medical issues
– problems at home
Please feel free to contact me.
Tel: 0116 2625280