Special Educational Needs and Disabilities
SEND Information Report
We are a mainstream junior school serving the population of Hayling Island.
We recognise that treating people equally does not necessarily involve treating them all the same. We recognise that our policies, procedures and activities must not discriminate but must take account of diversity and the kinds of barriers and disadvantage that staff, parents/carers or pupils may face in relation to their protected characteristics.
What is SEND?
SEND stands for Special Educational Needs and Disabilities. At Mengham we identify children who are not making satisfactory progress and will, for as long as necessary, provide extra support. SEND is managed by a Special Educational Needs Coordinator (SENCo).
How does the school know if my child needs extra help?
- Liaisons with previous schools
- Some students levels may fall below age related expectations to the extent that they satisfy the SEN criteria.
- Concerns raised by parents
- Concerns raised by teacher
- Liaison with external agencies – see page 4 for a list of agencies
- Despite quality teaching there is a lack of progress by the child over a pro-longed period of time
- Health diagnosis through paediatrician
- At pupil progress meetings senior management team meet with class teachers to discuss children’s progress, they highlight any children who require support.
- Through the use of a range of screening tools to identify specific needs such as Youngs Spelling test and Salford reading test.
What should I do if I think my child may have special educational needs?
- Speak to your child about school and their learning.
- Talk to your child’s class teacher about their progress and any concerns you may have.
- Contact the SENCo who will further investigate your concerns to determine if additional support or outside agencies need to be contacted.
How will school support my child?
Who will oversee, plan, work with my child and how often?
- Our SENCo oversees and monitors all support and progress of any child requiring additional support across the school.
- All teachers are teachers of children with special educational needs.
- All teachers are responsible for ensuring that children receive relevant support and that individualised teaching and learning strategies are implemented. Differentiation is planned for at an appropriate level so that all children are able to access learning according to their specific needs. The SENCo will support teachers to differentiate appropriately for children with SEND.
- There may be occasions when a teaching assistant may work with your child as part of a group or on an individual basis.
- In addition to class support your child may receive targeted intervention to address an identified area of need. This support will be monitored by the SENCo to ensure it is appropriate and achieving the desired outcome. You will be informed of the intervention, its purpose and what you can do to support your child.
- Where needs are complex the SENCo may seek advice from external agencies such as specialist teacher advisors, speech and language therapist and educational psychologists. You will be consulted and your permission requested.
- We aim for any interventions to be delivered at least three times a week.
Who will explain this to me?
- Your child’s needs are discussed during parent teacher consultations.
- For further information the SENCo is available to discuss support in more detail.
How are the governors involved and what are their responsibilities?
- The SENCo reports to the governors termly to inform them about the progress of children with SEND. This report does not refer to individual children and confidentiality is maintained at all times.
- One of the governors, currently Tracy Rich, is responsible for monitoring SEND and meets regularly with the SENCo. She reports back to the other governors to keep them all informed.
How will the curriculum be matched to my child’s needs?
What are the school’s approaches to differentiation and how will that help my child?
- All work within class is differentiated so that all children can access the curriculum according to their specific needs and abilities. This will mean that the tasks they are required to undertake will be achievable but challenging, providing opportunities for your child to make progress.
- Differentiation for children with SEN will be monitored by the SENCo.
- Some examples of differentiation are: different levels of support, specialist equipment different levels of tasks.
- Differentiation enables all children to be successful learners.
- In line with our Equalities Policy we aim to deliver a curriculum according to children’s needs, in relation to pupil progress, attainment and achievement.
How will I know how my child is doing?
- We offer an open door policy; you are welcome at any time to make an appointment to meet with either the class teacher or SENCo to discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.
- We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate with you regularly, especially if your child has complex needs.
- The home school agreement sets out expectations of both parent and school to provide the basis of a successful working partnership.
- The class teacher will meet with parents of children who have SEN each term to discuss their progress and next steps.
- If your child has complex SEN they may be part of an Inclusion Partnership Agreement (IPA) or have a statement of SEN, which means that a formal meeting will take place to discuss your child’s progress and a report will be written.
How will you help me to support my child’s learning?
- The school provide your child with a reading diary. Regular reading is extremely important to children with literacy difficulties.
- Homework will be differentiated so that it is more easily accessible to your child.
- In line with the home school agreement you can support your child by ensuring that they complete their reading diary, word study book (learning their spellings) and learn their times tables.
- Class teachers and the SENCo are available to discuss support for individual children’s needs.
- We ask that you keep us informed of any issues outside of school that may have an impact on their ability to learn.
How does the school know how well my child is doing?
- As a school we measure children’s progress in learning against National expectation and age related expectations.
- Class teachers continually assess each child and identify areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at year 3 through to year 6, using a variety of different methods including National Curriculum expectations and teacher assessment, based on the work they produce independently.
- Children who are not making the expected progress are identified through pupil progress meetings with the class teacher and senior management; Head Teacher, maths and English managers and SENCo. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.
What support is there for behaviour, avoiding exclusion and increasing attendance?
- As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils.
- If a child has behavioural difficulties an Individual Plan is written by the class teacher, it is then shared with the child and parents to identify the specific issues, put relevant support in place and set targets.
- After any behaviour incident we expect the child to reflect on their behaviour with an adult, often completing a reflection form. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
- Attendance of every child is monitored on a daily basis by the administration staff. Lateness and absence are recorded and reported upon to the Head Teacher each week. Support is given through our Emotional Literacy Support Assistants (ELSA) who will work with parents and pupils to devise strategies to improve time keeping and attendance.
What support will there be for my child’s overall wellbeing?
- At this current time the school has a trained ELSA who will work with your child if your child is experiencing emotional difficulties or if it is felt that they would benefit from self-esteem work. You will be informed before any work commences.
- At given times the school provides Social and Emotional Aspects of Learning (SEAL) group work. This work focuses ondeveloping the underpinning qualities and skills that help promote positive behaviour and effective learning. It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills.
- At given times the school provides nurture group which focuses on development of skills such as listening, turn taking and sharing.
What training is provided for staff supporting children with SEND?
- All teachers are trained to teach children with special educational needs.
- As a school we work closely with any external agencies that we feel are relevant to individual children’s needs including: Behaviour Support Teams. Health: School nurse, Children and Adolescents Mental Health Services (CAMHS), paediatricians, speech and language therapists, occupational therapists. Social Services: Locality Teams, social workers and Educational Psychologists.
- Teaching Assistants are given regular training; this will be dependent on the needs of the staff and pupils at the time.
- We have a member of staff who is a trained ELSA and is trained in the delivery of SEAL groups. (See above)
- We have a trained member of staff who delivers Nurture groups. (See above)
- Teachers and Teaching Assistants are trained periodically in behaviour management.
- All our Teaching Assistants are trained in delivering reading and spelling / phonics programmes.
- Staff access Individual Development Programmes (IDP) for training in speech and language, dyslexia and behaviour.
How will my child be included in activities outside the classroom including school trips?
- All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
- A risk assessment is completed prior to any off site activity to ensure everyone’s health and safety will not be compromised. Children also complete their own risk assessment prior to any trips to ensure that they are aware of the risks involved and the measures needed to reduce them. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
How accessible is the school environment?
- The school is wheelchair accessible with a disabled toilet and shower room, large enough to accommodate changing. The school is on one level with all doors accessible for wheel chairs.
- Specialist Teacher Advisory Service may provide the school with specialist equipment specific to your child’s needs.
- The school has disabled parking bays.
- We have, in the past, liaised with Ethnic Minority Achievement Services (EMAS) who have assisted us in supporting families with English as an additional language.
- We have access to Ethnic Minority and Traveller Achievement Service (EMTAS). The team helps children from different ethnic minority groups, both in their homes and their educational setting.
How are the school’s resources allocated and matched to children’s Special Educational Needs?
- We ensure that the needs of children with SEN are met to the best of the school’s abilities with the funds available.
- We have a team of teaching assistants who are funded from the SEN budget and deliver programmes designed to meet children’s individual needs.
- The budget is allocated on a needs basis. The children who have the most complex needs are given the most support, often involving a teaching assistant.
How is the decision made about what type and how much support my child will receive?
- The class teacher and the SENCo will discuss the child’s needs and what support would be appropriate; determining the greatest need.
- The SENCo will analyse national curriculum and teacher assessment data against Hampshire Guidelines to determine whether a child would benefit from an intervention.
How do we know if it has had an impact?
- When children begin a reading intervention they will be tested to find out their reading and spelling age. At the end of each term they will be retested to find the new spelling and reading ages thus showing the impact of the intervention.
- The child making progress academically against national/age expectations.
- Verbal feedback from the teacher, parent and pupil.
- Children may move off the SEN register when they have made sufficient progress and are in line with the national/ age expectations.
How are parents / carers and children currently involved in your education setting? How can I get involved and who can I contact for further information?
- The school welcomes parents into our school. There are a number of ways that you can become involved: being a parent helper, this may involve listening to children read or assisting on specific days such as Design and Technology days. We also have a parent committee; Friends of Mengham School (FOMS) who organise summer fares and school discos.
- Throughout the school year there are many opportunities for parents to visit the school, where staff and children proudly share their learning.
- The Head Teacher and Deputy Head welcome visits to the school for prospective parents and pupils.
- Parent consultations are held termly; these include an opportunity to meet with the SENCo to discuss any additional needs your child has.
- Children contribute their views about school through the school learning council. They are sometimes questioned more specifically about teaching and learning and any provision that has been put in place for them. This is done to assess the impact and to identify any areas that need developing.
- If your child has an Inclusion Partnership Agreement (IPA) or a Statement of SEN their views will be sought before any review meetings.
- For further information about joining FOMS or becoming more involved with the school contact the school office who will be happy to help you.
How will the school prepare and support my child when joining the school and transferring to a new school?
- We encourage all new children to visit the school prior to starting; they will meet class teachers and peers and will be shown around the school. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings. Where possible we may also visit them in their current school.
- Our SENCo and the feeder school, Mengham Infant, SENCo meet to discuss the specific needs of individual children; this will include intervention programmes they have accessed and any other support they receive.
- When children are preparing to leave us to enter year 7, the SENCo from Hayling College meets with our SENCo and year 6 teachers to discuss specific needs of individual children and arrange dates for further visits to the school; this is in addition to the transition days that all children attend.
- We will write social stories with children if transition is potentially going to be difficult.
- We transfer any documentation to relevant schools and will discuss specific needs and concerns with the receiving school. When children are transferred to our school we ensure that all documentation is read and understood.
- If your child has an IPA or a Statement then a review meeting will be used as a transition meeting during which we will invite staff from both schools.
Who can I contact for further information?
- First point of contact would be your child’s class teacher to share your concerns.
- You could also arrange to meet our SENCo.
- Further information can be found on our SEN policy which is on our website Special Educational Needs Policy.
- Contact Support4SEND (formerly Parent Partnership) http://www3.hants.gov.uk/parentpartnership
- Contact Independent Parental Special Education Advice (IPSEA) www.ipsea.org.uk/
Who should I contact if I’m considering whether my child should join the school?
- Contact the school admin office to arrange to meet the Head Teacher Mrs Bolton or the Assistant Heads, Mr Harrison or Mrs Davies who is also our SENCo, who will be willing to discuss how the school will meet your child’s needs.
Where can I get further information about services for my child?
Please view the following documents alongside the SEN Information Plan:
SEND Special Educational Needs and Disabilities
SENCo Special Educational Needs Coordinator
IPA Inclusion Partnership Plan
ELSA Emotional Literacy Support Assistant
SEAL Social, Emotional Aspects of Learning
CAMHS Children and Adolescents Mental Health Service
IDP Individual Development Programme
EMAS Ethnic Minority Achievement Service
EMTAS Ethnic Minority and Traveller Achievement Service
FOMS Friends of Mengham School