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Special Educational Needs & Disabilities (SEND)

 

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Heap Bridge - SEND Information Report 2017

Heap Bridge Village Primary School is an inclusive school where all pupils are valued equally.  We aim to address children’s needs and support their development in the most appropriate way possible and celebrate effort as much as achievement. Our school’s SEND policy document is available on this website, detailing our philosophy in relation to SEND.

 

1. What kinds of special educational needs is provision made for at our school?

The school follows the guidance contained in the Special Educational Needs and Disability Code of Practice (2014).  Additional and/or different provision is currently being made in school for children across the four broad areas of need, including:

1.    Communication and Interaction – autistic spectrum condition, Asperger’s Syndrome, speech and language difficulties;

2.    Cognition and Learning – moderate learning difficulties; specific learning difficulties i.e. dyslexia, dyspraxia;

3.    Social, Emotional and Mental Health Difficulties – attention deficit hyperactivity disorder, attachment disorder;

4.    Sensory and/or Physical – hearing impairment, sensory processing difficulties, epilepsy.

 

2. What are school’s policies with regard to the identification and assessment of children with SEN?

Our school’s Assessment Policy outlines the range of assessments regularly used throughout the school. Additional and different assessment tools may be required when children are making less than expected progress, which can be characterised by progress which:

  • 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;
  • Widens the attainment gap.

Progress in areas other than attainment is also considered e.g. where a child needs to make additional progress with social needs in order to be fully integrated into school life or make a successful transition to high school.

If behaviour is causing concern, it is always considered whether there are any underlying difficulties; if there are none, the class teacher would speak to parents/carers about anything that might have happened at home. The class teacher/SENCo would gather information about incidents occurring, at what time of day, during which lessons and behaviour checklists may also be used to analyse and consider any patterns of behaviour. Observations would be conducted in class/on playground to record behaviours, considering involvement of others/environmental factors and an intervention devised taking into account all information gathered. Parents are always informed if school staff consider that their child has an additional need and parents and children (as appropriate depending upon age and capability) are involved in the planning to meet the need. We often recommend initially that eyesight and hearing are checked to discount these aspects as possible underlying causes of learning issues.

 

3. What are school’s policies for making provision for children with SEND whether or not they have Education, Health and Care Plans?

 

a) How do we evaluate the effectiveness of provision for children with SEND?

  • Use of assessment information/progress rates etc. pre- and post- interventions;
  • Regular evaluation of Individual Provision Plans (half termly or termly depending on need);
    • Use of attainment and progress data for children with SEND across the school as part of whole school tracking of children’s progress;
  • Use of pupil/parent interviews/questionnaires.

 

b) What are our arrangements for assessing and reviewing the progress of children with SEND?

  • Our school’s Assessment Policy;
  • Evaluation of Individual Provision Plans;
  • Tracking of pupil progress
    • A cycle of consultation meetings, based on the plan-do-review model takes place throughout the year for children involved with our Educational Psychology Service;
    • An Annual Review is held for children holding a Statement of Special Educational Needs or Education Health and Care Plan (interim reviews can also be arranged throughout the year if deemed necessary);
    • When children are assessed by the SENCo or by external agencies, meetings take place with the parents/carers and the class teacher to discuss the finding and how best to address need and meet targets;
    • When assessing children with SEND, consideration is given to recording needs e.g. a reader, scribe, additional time or rest breaks may be necessary – generally whatever support is provided in the class room is provided as far as is permitted during tests;
    • Initial concerns about a child’s progress are discussed with the SENCo and parents and followed by referrals to external agencies or placement on intervention programmes as deemed appropriate.

 

c) What is our approach to teaching pupils with SEND?

The fundamental aim of our school and the very reason for our existence, is to enable each child to be all that they can be to embrace and fulfil their unique potential.  Unlocking potential and removing barriers to learning is the promise and commitment of our school. We work in partnership with all of our families and external agencies where appropriate to make high aspirations a reality for every child, taking specific action to create effective learning environments, secure children’s motivation and concentration, provide equality of opportunity, use appropriate assessments and set suitable targets for learning.

Quality first teaching takes place in all class rooms with the setting of high expectations and the provision of opportunities for all to achieve; the impact of this is apparent in the results obtained in national tests at the end of each key stage.

Provision for children with SEND is a matter for the school as a whole. In addition, the Governing Body, Head teacher, SENCo and all staff members have important day-to -day responsibilities. All teachers are teachers of children with SEND.  A continuous cycle of planning, teaching and assessing is firmly embedded, which takes account of the wide range of abilities, aptitudes and interests of our children; the majority of our children will learn and progress within these arrangements.

Children with SEND will receive support that is additional to or different from the provision made for other children. All our teachers take account of a child’s SEND in planning and assessment; they provide appropriate support for communication, language and literacy needs; they plan where necessary to develop children’s understanding through the use of all available senses and experience; they plan to enable children to take full part in learning, physical and practical activities.   They help children to manage their behaviour in order to take part in learning effectively and safely; they help children to manage their emotions in order to take part in learning effectively.

At Heap Bridge we aim to identify children with particular needs as early as possible.  An assessment of need may include observation of children’s social skills and learning experiences in all curriculum areas, teacher assessment and use of assessments which will enable peer group comparisons to be made. In completing assessments we consider the whole child. We acknowledge that not all children with disabilities necessarily have special educational needs. All our teachers take action however, to ensure that children with disabilities are able to participate as fully as possible in the National Curriculum and statutory assessment arrangements. Potential areas of difficulty are identified and assessed at the outset (with support from Rochdale Additional Needs Service if appropriate), without the need for disapplication. Teachers plan enough time for the satisfactory completion of tasks; plan opportunities where required for the development of skills in practical aspects of the curriculum; identify aspects of programmes of study and attainment targets that may present specific difficulties for children with disabilities.

 

d) How do we adapt the curriculum and learning environment?

The curriculum is scaffolded and differentiated to meet the needs of all our children. Differentiation may occur by grouping (e.g. small group, 1:1, ability, peer partners); content of the lesson; teaching style (taking into account that children may be visual, auditory or kinaesthetic learners); lesson format (e.g. thematic games, simulations, role-play, discovery learning); pace of the lesson; provision of alternative recording methods (e.g. scribing, use of ICT, mind mapping, photographs etc.); outcomes expected from individual children; materials used; support level provided; provision of alternative location for completion of work.

School always acts upon advice received from external agencies (e.g. enlarging of print for VI children; most

advantageous positioning of Hearing Impaired children within the classroom and use of aids as recommended; use of laptops for children with communication or fine motor difficulties; or movement/sensory breaks for children with sensory processing difficulties. 

We try to ensure that all classrooms are dyslexia friendly through the use of reading rulers, labelled resources, word walls, prompt mats, highlighting pens, coloured interactive boards, individual resources – number lines, 100.squares, phonic prompts, alternative means of recording, writing frames, modelled and shared writing opportunities.   We are currently working towards the BDA Dyslexia Friendly Quality Mark. 

All classrooms are autism friendly including use of visual timetables, personalised timetables, prompt/sequence cards and personalised work stations where necessary.

We also ensure that all classrooms are speech and language friendly through the use of visual feedback, ‘chunking’ of instructions, use of ’10 second rule’ to allow processing time, pre-teaching of key vocabulary. Small group rooms are available in both key stages to provide quiet work areas for 1:1 or small group work.

 

e) What additional support for learning is available for children with SEND?

  • We teach a differentiated curriculum to ensure that the needs of all children are met;
  • We implement Individual Provision Plans with SMART targets;
  • A range of intervention programmes are in place for children who require additional support;
  • Individual laptops are used for children with recording needs employing programmes such as ‘Clicker 7’ to support recording across the curriculum;
  • For children with specific identified or diagnosed needs, we work very closely with external agencies to ensure that the best possible support is in place (e.g. educational psychologist, speech and language therapists, occupational therapists specialist teachers from Rochdale Additional Needs Team). Meetings are often held in school involving specialists (as noted above) and/or parents to set targets, evaluate progress and ensure consistency of approach in addressing need in school and at home.

 

f) What activities are available for children with SEND in addition to those available in accordance with the

curriculum?

  • All activities that we run are open to all pupils regardless of ability;
  • We have a number of before and after school activities in which pupils with SEND are included and we always ensure they have equal access;
  • Each year we have regular educational visits, overnight camping trips and a Year 6 weekend residential. Pupils with SEND are always included in these. We provide staff to support their full involvement. We choose visits that are accessible to all.

 

g) What support is available for improving the emotional and social development of children with SEND?

  • Specialist advice from Rochdale Additional Needs Service for children with social communication and/or interaction difficulties;
  • Specialist advice from our Educational Psychologist – Philomena Keane;
  • Specialist advice from colleagues at Healthy Young Minds;
  • Assessment tools and intervention programmes e.g. Southampton Emotional Literacy Scale;
  • Access in and outside of the classroom to our learning mentor, Mrs Murphy in the ThInc Room.

 

4. What is the name of the SENCo and contact details for the SENCo?

Our Special Educational Needs Coordinator (SENCo) is Mrs Katharine Collingwood – Tel: 0161 764 5686 

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.)

 

5. What is the level of expertise and training of staff in relation to children with SEND and how will specialist expertise be secured?

  • Our SENCo is an experienced teacher who has achieved the National Award for Special Educational Needs Co-ordination.She is also a member of the senior leadership team and a school governor.
  • Many of
  • As specific needs arise the SENCo approaches specialists from a range of agencies e.g. RANS, Occupational Therapy, Educational Psychology, to seek advice about raising awareness of the specific type of SEND. To enhance knowledge about a specific type of SEND (in order for the class teacher or TA working directly with a child with a particular type of SEND to adapt teaching and learning to meet the need appropriately) more specific training may be sought via the REAL Trust or directly through specialist agencies.
  • General support and advice from SENCo e.g. with regard to the implementation of specific programmes, creation andmonitoring of Individual Provision Plans, tracking of children with SEND;
  • Particular support is given to NQTs and RQTs and other new members of staff. Should a pupil with a specific low incidence need be admitted to the school, then the SENCo will pursue relevant training, in the first instance, for the class teacher and support staff concerned;
  • Our SENCo attends ‘Termly Cluster Meetings’organised to support SENCos in their work in school, affording an opportunity to discuss special educational needs issues with colleagues in other schools and disseminate information regarding current practice to colleagues in our school.

 

6. How is equipment and facilities to support children with SEND secured?

  • Through discussion with specialist agencies involved;
  • Through discussion with parents;
  • Through discussion with our head teacher;
  • Through discussions with governors.

 

7. What are the arrangements for consulting parents of children with SEND about and involving such parents in the education of their child?

  • Throughout the year there are two Parents’ Evenings and there is an end of year annual report to parents which also offers an optional third meeting with the class teacher;
  • Parents are invited to SEND review meetings on a termly basis – Individual Provision Plans are evaluated with parents and recommendations for new targets discussed alongside suggestions for supporting their child in the home setting;
  • Our parents appreciate the ‘open door’ policy whereby the SENCo is easily contactable via the school office/telephone/email. Parents may be invited into school to discuss their child’s progress at any time and additional meetings are set up as required or as requested by parents to discuss particular aspects of a child’s SEND; we particularly welcome information from parents about how their child learns best in order that it can be shared with those people who teach the child;
  • Progress and outcomes are also discussed during consultation meetings with our Educational Psychologist; parents are given a report and discussion takes place regarding the outcomes of any EP assessments/observations;
  • Progress and outcomes of assessments by other external agencies may also be discussed with parents at consultation meetings (e.g. with our speech and language therapist or with specialist support teachers from RANS);
  • The progress of children holding a Statement of SEN or Education, Health and Care Plan is discussed at their annual review (interim reviews may also be called as necessary). At Year 5 annual reviews transition to high school is considered with discussion involving parents and the local authority. At Year 6 annual reviews the SENCo of the receiving high school is invited to attend.

 

8. What are the arrangements for consulting children with SEND about and involving them in their education?

  • Individual targets are reviewed with children where appropriate;
  • Children’s self-evaluation is actively encouraged throughout the school and children are supported where necessary to think of areas for development and how best to develop in these areas in school and at home;
  • Child contribution forms are used at annual reviews and throughout the year to obtain children’s views about their SEND, support in place to address needs and any modifications to this support which children feel may be helpful for them.

 

9. What are the arrangements made by the Governing Body relating to the treatment of complaints from parents of children with SEN concerning the provision made at school?

It is in everyone’s interests for complaints to be resolved as quickly and at as low a level as possible and our SEND complaint procedure is as follows:

a.         Initially the complaint is dealt with by the class teacher – the complainant needs to feel that they have been listened to and that all points raised have been addressed;

b.        However, if the matter remains unresolved the complaint is dealt with by the SENCo, senior manager or headteacher;

c.         If the matter is still not resolved, the complainant must put their complaint in writing to the Chair of Governors.  The Governing Body will deal with the matter through their agreed complaint resolution procedures;

d.        If you still do not feel the issue has been resolved, we will liaise with advisors from the Local Authority Special Needs Team.  You also have the right to complain or seek additional support through Family Action SENDiass (Special Education Needs and Disability Information, Advice and Support Service) www.family-action.org.uk  or the local authority;

e.        If your concern is with the local authority, follow a similar path. The person who will log and track your complaint is: Mrs Julie Simpson.

f.          The local authority has a panel of senior managers who consider unresolved issues – they call this the Escalation and Resolution Panel. They will offer you an independent mediator if you are still not satisfied. This person will act as a mediator in a meeting with the person you need to reach an agreement with.

 

 

10. How does the Governing Body involve other bodies, including health and social services bodies, local authority support services and voluntary organisations in meeting the needs of our children with SEND and in supporting the families of such children?

External support services play an important part in helping school identify, assess and make provision for pupils withspecial educational needs. Our school receives regular visits from a member of the Educational Psychology Service. Inaddition, school may seek advice from specialist advisory teachers from Rochdale Additional Needs Service (RANS) forchildren will sensory impairment or physical/medical difficulties or social communication difficulties.  The speech and language therapy and occupational therapy services (NHS) involved with individual children supportschool in the implementation of specific programmes and contribute to the monitoring of progress and reviews of children.

School maintains links with child health services, children’s social care services and education welfare services to ensure that all relevant information is considered when making provision for our children with SEND. Our School Health Practitioner is available for advice and attends meetings in school on request following referrals to the service made by school.

Liaison meetings with pre-schools and nurseries are held in the summer term before children enter our Reception class. The Local Authority’s Early Help procedures are adhered to by school whereby help is offered to children and families before any problems are apparent and when low level problems emerge. The Education, Health and Care planning process also ensures more holistic support around children and their families.

 

11. What are the contact details of support services for the parents of children with SEND, including those for arrangements made in accordance with clause 32?

 

Family Action SENDiass (Special Education Needs and Disability Information, Advice and Support Service)

Unique Mill Enterprise Centre, Belfield Road, Rochdale, OL16 2UP

01706 – 515741, www.family-action.org.uk This email address is being protected from spambots. You need JavaScript enabled to view it.

 

For children aged 0-5

Area SENCO Team – Early Years, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 – 927862 or 927863 or 927864

 

Statutory Assessment Team

Rochdale Borough Council, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 – 925981 This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Rochdale Additional Needs Service

RANS Leadership Team, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 - 926400 This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Educational Psychology Service

Rochdale EPS, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 – 926400 This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Children with Disabilities Team

Children with Disabilities Team, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 – 925900 This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Details of Family Services Directory

Rochdale’s Family Services Directory lists all support services for families in the borough and can be found at this location:

rochdale.fsd.org.uk

12. What are the contact details of support services for supporting children with SEND in transferring between phases of education?

 

Transition from setting to school - EY Team, EPS, SEN Team

Area SENCO Team – Early Years, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 – 927862 or 927863 or 927864

Rochdale EPS, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 – 926400 This email address is being protected from spambots. You need JavaScript enabled to view it.

RANS Leadership Team, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 - 926400 This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Key Stage 1 to Key Stage 2

Rochdale EPS, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 – 926400 This email address is being protected from spambots. You need JavaScript enabled to view it.

RANS Leadership Team, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 - 926400 This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Key Stage 2 to Key Stage 3

Rochdale EPS, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 – 926400 This email address is being protected from spambots. You need JavaScript enabled to view it.

RANS Leadership Team, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 - 926400 This email address is being protected from spambots. You need JavaScript enabled to view it.

 

For any child with a disability not already known to Children’s Social Care Services who you think may need a service from them to support transition at any stage, contact

Children with Disabilities Team, 4th Floor, Number One Riverside, Smith Street, Rochdale OL16 1XU

01706 – 925900 This email address is being protected from spambots. You need JavaScript enabled to view it.

 

For any child with a disability who is already in receipt of Social Care Services and needs Social Care help to support transition at any stage, contact

Rochdale Children’s Social Care, Crossfield Mill, Crawford Street, Rochdale OL 16 5RS

0300 303 0440 This email address is being protected from spambots. You need JavaScript enabled to view it.

 

13. Where is the Local Authority’s Local Offer and school’s Local Offer published?

 

Please use the link below to our One Drive where you will find our most up todate policy and other SEND related documents.