- How we identify if your child / young person may need additional help and/or has special educational needs (SEN)
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:
Is significantly slower than that of their peers starting from the same baseline;
Fails to match or better the child’s previous rate of progress;
Fails to close the attainment gap between the child and their peers;
The attainment gap widens. (This may include progress in areas other than attainment, for example, social needs.) 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.
Once this occurs a Provision Map is written for the child. Where specialist support is required to help the school to support the children, we make a referral request to the relevant agency. Outside agencies then assess the needs of the child to highlight their specific barriers to learning. For some children, SEND can be identified at an early age. However, for other children and young people difficulties become evident only as they develop.
- How we involve parents and carers in meeting the individual needs of their child / young person and in whole Setting / School / College developments
Throughout the year there are two parents’ evenings and all children receive an end of year annual report in July. This enables the school to invite parents to review their child’s Provision Map at least three times a year. These plans are evaluated with parents/carers and recommendations for new outcomes discussed alongside suggestions for supporting the child within the home setting. Parents are also encouraged to arrange appointments with the class teacher as and when concerns arise. There is an ‘open door’ policy whereby the SENDCo is easily contactable via the school office. Parents may be invited into school to discuss their child’s progress at any time and additional meetings are set up as required or requested by parents/carers to discuss particular aspects of a child’s SEND and we particularly welcome information from parents about how their child learns best in order that it can be shared with the relevant staff.
Progress and outcomes are also discussed during consultation meetings with the Educational Psychology Team, Speech and Language Therapist, Inclusion Officers and specialist teachers. Parents may receive a report and discussion takes place regarding the outcomes of any assessments and/observations. The progress of children with an EHC Plan will also be discussed at their annual review. At a Year 5 annual review, transition to secondary provision is considered with discussion involving parents and the LA. At Year 6 annual reviews, the SENDCo of the receiving secondary school is usually invited to attend. Parental questionnaires are used annually to obtain parents’ views about their child’s SEND, support in place to address needs and any modifications to this support which parents may feel appropriate.
- How we provide additional support and how we match the curriculum, teaching and learning approaches if your child / young person has SEND
Cottesmore Academy endeavour to ensure quality first teaching is taking place in all classrooms with the setting of high expectations and the provision of opportunities for all to achieve. We believe that provision for children with SEND is a whole school matter and all teachers are teachers of SEND. Children with SEND will receive support that is additional to or different from the provision made for other children. Our teachers take account of individual needs in their planning and assessment, they provide appropriate support for additional needs, they plan to enable all children to take full part in learning, including physical and practical activities, they help children to manage their emotions and behaviour in order to take part in learning effectively.
We will also provide the following interventions:
- Individual targets, in a provision map, sets out individualised interventions
- Adapted catch up programmes
- Access to specialist support/agencies as needed Access to a Specialist teacher (dyslexia) Dyslexia Screener from Yr1
- Individual behaviour plans
- Home school links
- Emotional Literacy Support Assistant interventions (ELSA) Sensory Integration Circuits
- Fine motor & perceptual skills for effective handwriting
- Colourful Semantics
- Plus 1 & Power of 2 Precision teaching
- Lego therapy
- Socially Speaking – a social skills programme
- How we measure and review your child / young person's progress against their targets and longer term outcomes
Every child with SEND at Cottesmore Academy has a Provision Map and Personal Profile, outlining the child’s strengths, interests, what works well for them, the support they are receiving in school and targets they are working towards. These targets are assessed, planned and reviewed by the Teaching Assistant, Class Teacher and SENDCo. The provision map is a working document, contributed to and by those working directly with the child, including parents and the children themselves (where appropriate).
The provision map for each child is reviewed and published at least three times a year to the parent; approximately October, February and May of each year, more if the child has achieved their targets or is causing a concern. For children with an EHCP, the provision map will link directly to the students’ SEND objectives as outlined in the EHCP. In addition to provision maps reviews, these children will also have an annual review of their statement or EHCP.
- External support and expertise we can call upon to help us to identify and meet children / young people's needs
The school recognises the importance of working closely with therapists and specialists. The school will request the support from a specialist where a child continues to make less than expected progress, despite specifically targeted support and interventions that are matched to the pupil’s area of need. Parents will need to give permission for the involvement from an outside agency.
Some of the agencies used by the school are:
- Health Team - Speech and Language, Occupational Health, Paediatrician, CAMHS, School Nurse, Play Therapy
- SEND Team – Educational Psychologist, Autism Outreach, Early Years Support Social Care Team – Respite care
- How we provide additional support if your child / young person has social and communication needs
Cottesmore Academy will take on board and use advice from Inclusion Officer for social communication/interaction difficulties, Educational Psychologists, colleagues at CAMHS. Identified children will be placed in social skills intervention programmes such as Socially Speaking and staff will be made aware who to support during unstructured times throughout the day.
The SENDCo undertakes on-going professional development with all members of staff. As a whole school we explore our core values, the 6Rs Resilience, Respect, Responsibility, Readiness, Resourcefulness, Reflective through assemblies. Work is then continued back in the classrooms developing all children’s emotional and social development. This is further enhanced through our PSHE curriculum. Also see the school’s anti-bullying statement and behaviour policy which can be found on our website.
- How we provide additional support if your child / young person has physical, sensory and/or medical needs
The curriculum is scaffolded and differentiated to meet the needs of all our children. Differentiation may occur through grouping, e.g. small group, 1:1 and ability. It may also occur within the content of the lesson, teaching style, lesson format, pace of the lesson, provision of alternative recording methods, outcomes expected from individual children, materials used and provision of alternative location for completion of work.
Cottesmore Academy always acts upon advice received from external agencies and this may include the following examples; enlarging print, coloured paper and/or overlays, positioning in the classroom, use of laptops and iPads and the use of brain breaks.
The SENDCo also will complete a Health Care Plan if your child needs one and actively seek specialist training on administration of medication, if needed. Those children who need to take medicines at school are supported and monitored as needed. All medication given at school is recorded to ensure that correct dosages are given. Staff are trained in the giving of medicines depending on the needs of the children within the school at any given time.
- How we provide help to support your child / young person's emotional health and well being
As a small school, all staff know all our pupils well. Children are given pastoral and social support by their classroom staff. Children may be assigned a particular named adult to talk to, if there is the need. We also have two trained Emotional Literacy Support Assistants (ELSAs) that are used to support children who are struggling with particular aspects of the emotional health.
Children with behavioural needs are given support to help ensure that they remain in school. We have many break out spaces and an inclusion room for children to use to have time to calm down, before poor behaviour is discussed and support and targets put in place. Parents are contacted quickly should there be any behavioural issues and invited in to the school to discuss ways forward to ensure that the child has full access to their education.
- How we ensure that all our staff are trained and supported to meet a wide range of children / young person's needs
Staff have had recent training in various aspects of SEND include dyslexia awareness courses and positive behaviour management. Future training will develop depending on the cohorts of children within the school, but are planned to include more literacy support courses.
- How we prepare children / young person to join our Setting / School / College
Cottesmore Academy experience significantly high mobility rates. Our higher than average mobility is as a direct result of the community we serve; that of the Armed Forces. Due to our unique context we have extensive experience in supporting children when moving to the next stage of their education, whether that be with us or another school. We use bespoke transition plans for children with SEND and work closely with parents/carers, external agencies and professional colleagues in other schools to ensure every transition is as troublefree and comfortable as possible. These plans may involve additional time spent in the new classroom/school before an intended move and this is carefully managed by the Senior Leadership Team. Transition books may be made to support the children by providing pictures of their new environment, enabling the children to become familiar with the environment in a safe and familiar place. At the end of each school year teachers hold meetings with the class’s teacher for the new academic year to discuss SEND information. This will be supported by the SENDCo for children with more complex SEND.
- How we prepare children / young person to move on to a new Setting / School / College
Review meetings take place for Y6 pupils with an Education Health Care Plan, or with a specific need, which will give families a chance to discuss their child’s needs. KS3 settings will be available to explore options prior to the application process. This may also involve developing a transition support package if needed and/ or additional visits to the chosen setting, once a place has been allocated, to familiarise both the pupil and their family with the routines of Y7.
- How we deploy our resources to meet the needs of children / young people with SEND
Our SEN budget is allocated to help ensure that there is teaching assistant support in each classroom at all times. Resources are purchased as appropriate to support children’s individual learning needs. These often follow advice from other similar settings or from support services.
- How we adapt the learning environment and ensure that our school facilities are safe and welcoming to children / young people with SEND
The curriculum is scaffolded and differentiated to meet the needs of all our children. Differentiation may occur through grouping, e.g. small group, 1:1 and ability. It may also occur within the content of the lesson, teaching style, lesson format, pace of the lesson, provision of alternative recording methods, outcomes expected from individual children, materials used and provision of alternative location for completion of work. Cottesmore Academy always acts upon advice received from external agencies and this may include the following examples; enlarging print, coloured paper and/or overlays, positioning in the classroom, use of laptops and iPads and the use of brain breaks. We endeavour to ensure all classrooms are dyslexia friendly including the use of labelled resources, word mats, use of dyslexic dictionaries and visual clues etc. We also aim to ensure our classrooms are Autism Spectrum Condition friendly, including the use of visual timetables, personalised timetables, quiet workstations and areas of retreat.
We work closely with the Inclusion Team at Rutland County Council to continue to develop our provision as and when necessary. Children with speech and language difficulties are supported with visual cues, ‘chunking’ of instructions, additional processing time and where appropriate the pre-teaching and over-learning of vocabulary. We implement individual speech and language programmes generated by SALT, who also provide training, support and advice to staff. Currently we have a number of areas within school which can be used as quiet work areas for 1:1 and/or small adult supported group work.
- How we include children / young people with SEND in the life of our Setting / School / College including trips and off site visits
We work hard to ensure that all children are involved in all school trips. Adaptations of tasks are made to ensure that every child is included. Should the need arise, parents/ carers would be consulted to ensure that children have equal access to learning opportunities on trips.
- Who can I contact for further information?
If you need any more help or support please contact our SENDCo Mrs Anneka Bellett who will be more than happy to help!
Please send an email to firstname.lastname@example.org or telephone the school on 01572 812278