Special Educational Needs and Disabilities
The local authority has published its 'Local Offer' outlining what the authority offers to support children with special educational needs or disabilities - SEND
You can find this by clicking on the following link:
Our school policy includes;
- The kinds of SEN provided for
- Pathway for identifying pupils with SEN and assessing their needs
- Arrangements for consulting parents and pupils and involving them in their education
- Arrangements for assessing and reviewing progress towards outcomes
- The approach to teaching pupils with SEN
- How adaptations are made to the curriculum
- The expertise and training of staff to support pupils with SEN +D, including how specialist expertise will be secured
- Evaluating the effectiveness of provision
- How pupils with SEN are enabled to engage in activities available to pupils who do not have SEN
- Support for improving social and emotional development
- How the school involves other bodies
- Arrangements for handling complaints
Please click the link below to see our SEN Policy:
Link between Infant and Junior Schools
Our SEND leaders, Tina Godden (Willesborough Infant School) and Chris Luckhurst (Willesborough Junior School) work together to ensure cohesive and progressive provision across the two school sites, from Reception to year six.
If you would like to contact our SEND leader here at the infant school, please call on 01233 624165 or email at: email@example.com.
Transition into Reception
All Willesborough Infant School staff we work together with nurseries to arrange pre-school multi-agency hand-over meetings with the parents to ensure a smooth transition is put in place for all children. Additional nursery and home visits are organised for SEN pupils to build up their confidence and ensure that relationships are established to enable a smooth transition to school. All SEN children are invited to attend our pre-school Kittens session. They are led by the Headteacher and Assistant Headteachers, and are supported by key reception staff who will be teaching the children in September. The SEN co-ordinator, Tina Godden, supports Kittens sessions where SEN pupils attend. This provides her with an opportunity to identify the unique needs of the children, establish relationships with the child and their family and assess the additional support they will require in preparation for September.
Strong transition projects take place in term 6 for all pupils from one year group to the next. SEN and vulnerable pupils are given additional support at this important time.
Transition from year group to year group
All Willesborough Infant School staff provide key information for the next class teacher and teaching assistant. There are timetabled opportunities for the next class teachers and teaching assistants to visit the children in their current class to form relationships and work with the current teacher to ensure that provision remains strong for the child. Joint parent consultation sessions with the current class teacher, new teacher and parents provide a formal opportunity for information sharing to take place.
Transition to Key Stage 2
Year two and year three teachers work together as a team at this important time for all children.
The SEN co-ordinators from the infant and junior school work together throughout the year to discuss and develop provision for children with SEN across the federated schools. Joint meetings are held with parents. Personalised transition timetables are implemented for SEN pupils including multi-agency transfer review meetings with the appropriate school involved. Additional school visits and collaboration with parents are an integral part of transition.
SEN support in school
Children with an Education Health Care Plan and those children in receipt of High Needs funding will have a Personal Provision Plan (PPP), which specifies end of key stage outcomes.
SEN support children will also have SEN outcomes and SMART targets that directly link to the end of key stage outcomes. The continued support and interventions the particular pupil receives will be present on a class provision map and will be reviewed with the parents at least three times a year.
Pupils with medical needs
If a pupil has a medical need they will have a specific Care Plan which is completed in consultation with parent/carers.
The plan is discussed with all staff who are involved with the pupil. All relevant staff receive regular Auto-injector asthma, epilepsy and diabetic training delivered by the school/nursing team. When necessary, and in agreement with parents/carers, medicines are administrated in school if a pupil has a specific or long term identified medical need, but only with signed parental consent and with medicines in the original packages.
There are equal opportunities for all pupils to participate in activities, events and educational visits. Risk assessments are carried out and procedures are put into place to enable all children to fully participate.
SEND Pathway for Parents and Carers
Our emotional literacy group aims to develop children's positive behaviours.
It gives the children an opportunity to express their difficulties in managing and controlling their behaviour. Children are given the chance to explain how different situations make them feel and reflect on their emotions.
Speech and Language
Some of our children have personalised speech and language targets which are set by the Ashford Speech and Language Team at the Rainbow Centre.
Speech and language therapists visit our children to review their targets and set new ones. Our speech and language specialist works across the school to provide 1:1 support and group sessions that link directly to these targets.
There are other children in our school who also receive speech and language support. They may have been identified by their class teacher. Their support might be linked directly to speech articulation, as well as activities to develop language skills such as prepositions, pronouns, verb tenses, following instructions and questioning.
Language enrichment groups give the children an opportunity to follow simple instructions and respond to questions by using full sentences.
Stories and puppets are used to inspire the children and support their language development.
This is also part of the EYFS daily practice as practitioners support the children in developing their construction of sentences and exposure to language in child initiated sessions.
Please click the link below to view the parent version of mainstream core standards for SEN: