SENCO: Mrs Alison Wolfe telephone 01525 713150
- Introduction to Special Educational Needs and Disabilities (SEND).
- Identifying and assessing pupils with SEND.
- Our SEND team.
- Working in partnership with parents and external agencies.
- What additional support and expertise can we offer?
- How do we work with children with SEND?
- Including children with SEND in activities outside of the classroom including school trips.
- How do we monitor and review progress?
- Supporting children with transition.
- School facilities and accessibility.
- Allocating resources.
- Supporting social and emotional development.
- Involving our children.
- Local Offer Information.
- Introduction to SEND
At Greenfield and Pulloxhill Academy we are proud to offer a rich, caring and stimulating environment for all children, including those with special educational needs and disabilities (SEND).
Children and young people’s special educational needs and disabilities (SEND) are generally thought of in the following broad areas of need and support:
a) Communication and interaction – expressing themselves or understanding what others are saying
b) Cognition and learning
c) Social, emotional and mental health
d) Sensory and or physical needs, such as a hearing or visual or mobility impairment or a medical condition which may affect a child’s progress by creating a barrier to learning.
At Greenfield and Pulloxhill Academy we are committed to providing tailored and, if required, specialist support for any child who needs it. We recognise that every child is different and that some children may need additional support to be able to access the curriculum, make progress and achieve success. We do this in a number of ways.
You can view our SEND Policy here.
- Identifying and assessing pupils with SEND
It is important that any needs are identified as early and as thoroughly as possible so that the correct support can be put in place. Some children may join our schools with needs already identified. Other needs may not become apparent until further into a child’s school career.
All children are carefully tracked and their progress, attainment and wellbeing monitored continually. Children with additional needs may have these identified initially through a concern raised by parents, a teacher referral or a baseline assessment on entry to the class or school. Where children are not making the expected age related progress, we will arrange a meeting to discuss this with their parents in more detail and agree what support is necessary and whether any referrals to outside agencies are needed.
- Our SEND team
The Academy has a dedicated SENCO (Special Educational Needs Co-ordinating Officer), Mrs Alison Wolfe, who can be contacted on 01525 713150.
If you have a child in school already and you have any concerns about them and any area of their development, you are welcome to speak to your child’s class teacher in the first instance. Alternatively you can contact Mrs Wolfe directly.
Mrs Wolfe works with the class teachers and other professionals, if appropriate, to identify children's needs and then plans support and intervention. Some children’s needs may be more complex and an EHC Plan may be applied for.
- Working in partnership with parents and external agencies
We place great importance on working closely with a child’s parents and using a multi-disciplinary approach where any external agencies are involved so that every child receives the best care and support available and can therefore fulfil their potential.
We are proud to be part of the HAST (Harlington Area Schools Trust) pyramid and the SENCOs from all the schools within the pyramid meet on a regular basis to share their experiences and expertise with one another. As an Academy we also engage with professionals from outside of the Local Authority where the need arises.
- What additional support and expertise can we offer?
Every child who is identified as having additional needs will be supported by the SENCO and have a SEN Pupil Profile or SEND Support Plan created for them. This lays out what the additional needs are and how the Academy can support the child in meeting them. It also includes specific targets for the child and outlines how they are to be met and measured and by when and by whom.
As an Academy we support children with SEND by offering the following services and expertise:
For children requiring support with communication and interaction:
We are proud to be able to provide a speech and language therapist who works with a number of our children on a one to one basis.
Cognition and learning needs:
We will always undertake differentiated planning for any child with specific cognitive and learning needs and this may necessitate one to one support or small group work depending on the individual and the activity. Every child has targets to work towards but we recognise that some children may need more support to be able to achieve their targets. At times the support may include the provision of specialised resources and equipment and/or the use of other agencies e.g. Educational Psychologist, The Academy Learning Support Mentor, Advisory Teachers, Local Authority SEND Support Team.
Social, emotional and mental health:
We are privileged to be able to provide a Learning Mentor who works across both school sites on a consultant basis with children who need social or emotional support. The Learning Mentor is also available to work with parents who are looking for support with any behaviour issues that may be affecting their child or other problems, such as sleep, eating. Parenting courses are also offered and more information about these can be obtained from our SENCO Mrs Alison Wolfe.
The Academy expects high standards of behaviour and it is important that all of our children understand what these expectations are. We have a Behaviour Policy which all staff are expected to follow and implement so that bad behaviour is dealt with consistently and in a timely manner. If a child requires support with behaviour we will create a behaviour plan for them and we will support them (and their parents) to meet the targets set as part of the plan.
For those children who may need more specialised support from time to time or on an ongoing basis we also have close links with CHUMS (for support with mental health and emotional wellbeing, trauma and bereavement) and Jigsaw (who provide outreach preventative work and training to assist pupils who are deemed at risk of exclusion) in addition to other agencies.
Sensory and / or physical and medical needs:
For children who have specific physical needs we often work with external agencies and professionals, for example physiotherapists and occupational therapists.
We also use specialist resources and equipment e.g. angled writing slopes, coloured overlays, standing frames and anything else that a child may need to support them on a physical basis in school.
Many of our staff are trained to administer medicines and we have a number of children in school with severe medical conditions including Diabetes, Epilepsy, Asthma and Allergies. If a child has a detailed care plan, we will follow this closely and provide specialist training to the staff who work closely with the child where necessary. We also have a number of our staff in school who are Paediatric First Aiders. If your child has a medical condition we will work closely with you as we believe that a strong partnership with our parents is the key to being able to meet our children’s needs in full.
We also have close working relationships with the school nursing team who are called upon for advice and training wherever the need arises.
- How do we work with children with SEND?
It is really important to us that all children in our schools have full access to the curriculum and that children with SEND are included and educated alongside their peers wherever possible. At times it may be necessary to tailor or adapt an activity to meet the particular needs of a child. This may mean working in small groups or on a one to one basis as and when appropriate. We will always seek to personalise learning opportunities and adopt a flexible approach, making adjustments if necessary so that every child is able to fulfil their potential while still being challenged and given the opportunity to grow.
We place great emphasis on teaching our children to embrace differences and all children with SEND are valued members of their class and are encouraged to participate to their full ability in all areas of the curriculum.
It may be necessary to produce special resources or materials to allow a child access to the curriculum and where this is the case the teaching assistant working with the child (or class) is usually responsible for doing this in consultation with the class teacher.
As with all of our teaching, we adopt an 'assess the need, plan, do and then review' approach and this fits well with our approach to SEND.
- Including children with SEND in activities outside of the classroom, including school trips.
We will always seek to include all children in activities that take place outside of the classroom and we undertake risk assessments on each occasion to safeguard the safety of all children involved. This helps us to identify if additional adult support or specialist equipment is needed. In the unlikely event that it is considered unsafe for any child to participate in an activity or trip then an alternative will be provided so that the child has the opportunity to cover the full curriculum.
- How do we monitor and review progress?
The class teacher is responsible for the progress of each child in their class throughout the year, including those children with SEND. As part of this they monitor and review the progress of all children on an ongoing basis which involves regular assessment, target reviews, and observations.
The whole school approach across the Academy involves the collecting of data showing the current level of attainment of all pupils. This allows teachers to track the progress of children throughout the school year and intervene if they see that a child is experiencing difficulties.
If an intervention programme is in place then a child will have short term targets and progress is reviewed on a regular basis.
Any additional support is planned and reviewed by the class teacher and teaching assistant staff on a day to day basis.
We also promote ongoing communication between school and home via the home diary (for EYFS classes) or the class reading record for KS1 and KS2 classes, plus parent consultation evenings. For children with a SEND support plan or EHC, formal meetings are arranged regularly throughout the year to review progress. At times other agencies are required to attend these meetings, which are coordinated by the SENCO.
We are proud to have very close and positive relationships with the families of all children who have SEND within our schools and we believe that this is a really important factor in achieving success for all.
- Supporting children with transition
We recognise that transition can be challenging for children and we place great emphasis on ensuring that it is as stress free as possible for all children, including those with SEND. Where a child is joining our setting we liaise closely with all of the professionals involved in working with the child and we will also liaise with staff at the previous setting if appropriate. Where a child is moving on to a new setting we meet with the SENCOs at the new school prior to transition to share information and discuss needs and strategies and any Pupil Profile or SEND Support Plan or EHC Plan information. We will also arrange for additional transition days to take place to ensure that the move is as smooth and stress free as possible.
- School facilities and accessibility
Both school sites are on one level and are accessible with temporary ramps where necessary. There are disabled toilets in both buildings.
- Allocating resources
The school budget has provision for SEND support and we make every effort to ensure that our pupils with SEND have their specific needs met within the funds available. The budget is allocated on a needs basis whereby children with the most complex needs receive the most support.
- Supporting emotional and social development
The wellbeing of all of our children is very important and all staff within the Academy have an important role to play to ensure that our children are safe and happy and develop high self esteem and confidence. As small schools with a very caring ethos and strong values we place a great emphasis on teaching the children about respect, friendship, courage, and tolerance. As part of this we have a zero tolerance of bullying. Our aim is to teach our children resilience and provide them with the tools to support themselves at school and as they grow up to be adults.
Safeguarding is also critical and we provide regular ongoing training for all staff across the Academy.
- Involving our children
We place great importance on listening to the views and opinions and ideas of our pupils and this is an important part of the ethos of our Academy. We have School Parliaments, which involves pupil representatives. They meet on a regular basis to discuss issues which affect the schools.
We also involve children with their own pupil profile or intervention plan so that they are able to contribute to the setting of their targets and they understand what success looks like.
We have an annual pupil questionnaire, which is another opportunity for the children to tell us what they think. We also incorporate pupil consultation as part of our recruitment process for new staff.
- Local Offer
The Local Offer for Central Bedfordshire Council provides information for SEND and can be found here.
We hope that you have found this information useful and that most of your questions have been answered, however, if you have anything specific you would like to ask or we have missed anything out, please do not hesitate to contact Alison Wolfe on 01525 713150. Any concerns or complaints regarding SEND should also be directed to Mrs Wolfe.