SEND Information Report

This page is part of the local offer for Hampshire. Under the Children and Families Act 2014 Local Authorities are required to publish and keep under review, information about services that they expect to be available for children and young children with disabilities and special educational needs aged 0-25. This is called the Local Offer. The intention of the Local Offer is to improve choice and transparency for families.

School name

Twyford St Mary's C of E Primary School

Type of school

Mainstream Primary

Accessibility

Not fully wheelchair accessible

The school playgrounds are accessible by wheelchair. The school field and classrooms in KS2 are not accessible by wheelchair.

Auditory/Visual enhancements

None

Other adaptations

Hand rails on stairs

Specialist facilities/equipment to support SEN/D

2 disabled toilets

Core offer

At Twyford St Marys Primary School, we believe in educating the whole child. This means valuing each individual by supporting and nurturing academic, personal, emotional and social development. We believe that all children flourish and thrive in a nurturing environment where school and home work in partnership. All pupils, including those with SEND, should have the support and opportunities to achieve their best as well as develop good social and emotional skills in order to become confident individuals and live fulfilling lives.

Policies

The following school policies are available on the website.

SEND

Yes

Safeguarding

Yes

Behaviour

Yes

Single equality

Yes

Confidentiality

Yes

Complaints

Yes

Admissions

Yes

Identification of SEND

How does the school know if children need extra help?

A child may be identified as having SEND when he/she is not performing as expected and/or is experiencing emotional or behavioural difficulties. The school has adopted the 4 stage model of support for children with SEND as described in the Code of Practice 2014. The school will use observations and information gathered from parents/carers, class teacher, teaching assistants, SENCo and external agencies to build up a holistic profile of pupil needs which may result in identification of SEN. SEND support is implemented and regularly reviewed using the 'graduated response' - Assess, Plan, Do, Review. This will be supported by a variety of assessments and tracking proceduresin line with the SEND Code of Practice 2014 and will show those children who may require additional support. Parent/carer and pupil concerns will be taken into consideration at all times.

Range of provision

What specialist services and expertise are available at or accessed by the school to promote progress and well being ?

All school staff have access to the Inclusion Development Programme under the four areas of need.

School is a member of nasen and has access to all its training materials

School Provision for 4 Areas   of SEND

School Expertise

Specialist Services

Communication and   Interaction

A range of provisions are   available which include:

Individual speech therapy programme

Cued articulation

Makaton

Narrative Therapy programme

TEACCH resources and strategies.

Elklan trained LSA

Cued articulation teaching assistant

Makaton trained teaching assistant

Narrative therapy teaching staff

ASD training undertaken by SENCo

Teaching assistants trained by Outreach staff

Educational Psychology service

Speech and Language Therapist

Outreach support (Shepherds Down Special school)

Cognition and learning

A range of provisions are available which include:

SIDNEY phonics programme

Lexia Reading Computer programme

Phonographix

Acceleread/Accelewrite

Precision teaching

Springboard maths programme

Nessy Numeracy programme 

Toe by Toe

Stareway to Spelling

Specialist training to support children with Specific Learning   Difficulties (SENCo)

Teaching assistants trained in Lexia programme, phonics, reading   and spelling interventions

Educational Psychology service

Outreach support (Shepherd Down Special school)

Social, Mental and   Emotional health

A range of provisions are available which include:

Emotional Literacy Support

Time to Talk programme

Socially Speaking programme

Lego Therapy

Thrive Programme

Individual Behaviour Management Plans

Individual Support Plans

Friends for Life programme

Circle time

One fully trained ELSA staff

All staff trained in Attachment Disorder

One LSA trained to deliver Lego therapy

One LSA trained to deliver Thrive Programme 

One fully trained Friends for Life staff

Educational Psychology service

Paediatrician

Primary Behaviour Support Service

Speech and Language Service

Young Carers

Child and Adolescent Mental Health Service

Sensory and/or physical

A range of provisions are available which include:

Clever hands / Bodies   Occupational Health Programme

Speed Up handwriting   programme

Write from the Start handwriting

Two LSAs trained to deliver Speed Up programme

Occupational Therapist (OT)

Physiotherapist

Specialist Teacher Advisor   (STA) for Physical Disability (PD) Visual Impairment (VI)Hearing Impairment (HI)

School nurse

Educational Psychology Service

Processes for evaluating   effectiveness of provision

Intervention and support is discussed with parents/carers, pupil, class teacher and SENCO and is implemented according to individual pupil need. Regular review of IEPs with parents/carers, pupil, class teacher, SENCo take place to evaluate effectiveness of provision. Impact is monitored by tracking pupil progress against individual targets. This is reported to parents, senior leadership team and Governors. The SENCo liaises with the SEND governor regularly to evaluate the effectiveness of provision. The school is committed to ensuring that staff training is monitored and kept up to date. The school is monitored by HIAS SEN team and Ofsted.

Inclusion

How will children with SEND be included in activities ?

How will the curriculum be matched to each child’s needs?

Pupils with SEND are included on all school trips including residential, playtimes and lunchtimes, after school clubs and all extra curricular activities. Risk assessments are carried out with parents and carers.

Lessons are inclusive and adaptations to the curriculum and environment are tailored to meet individual pupil need.

Initially, the class teacher, along with the pupil, SENCo and parents/carers discuss the pupil needs and plan appropriate support. This is reviewed regularly and support will be allocated flexibly to meet pupil need.

Parental support and   involvement

How are parents/carers involved in the school ?

How do parents/carers know how their child is doing ?

Who can parents/carers contact for further information

Twyford St. Mary’s school communicates progress and involves parents by:

Sharing IEPs/ISPs/IBMPs with home

Regular meetings with SENCo

Home / school communication books

Parents evenings

Annual school reports

Half termly/termly targets shared

IPA meetings / Individual Support Plans for SEND pupils with complex needs

Common Assessments (CAF) where more than one agency is involved offered

Team Around the Child meetings

Multidisciplinary meetings with professionals, staff and parents

Annual Review meetings

School website

Should you wish to discuss the provision for your child, please contact the class teacher in the first instance. If further information or advice is required please contact the SENCo or Head teacher via the school office.

Family Support (contact the SENCo for more details)

Links with charitable organisations which support families;

Parent Partnership

CAMHS support helpline

Educational Psychologist helpline

Educational Psychologist bookable session

School nurse

Primary Behaviour Service

Transition:

How will Twyford St Mary’s school prepare pupils with a SEND to join their next setting?

We have carefully planned and structured transition programmes in place for pupils with SEND at Foundation Stage, end of Key Stages and all other times where support with transitions might be needed.

Foundation Stage staff and SENCo meet with playgroups and TPAs are written for pupils with complex needs.

All class teachers and LSAs meet with SENCo to ensure that pupils are well prepared for transition from class to class within school .

Year 6 staff and SENCo meet with secondary staff, and outside agencies if necessary, to plan transition arrangements for pupils who need additional support. TPAs are written for pupils with complex needs.

Pupil Voice

How will children be able to contribute their views and be involved in their provision ?

Pupils involved in IEP / My Plan target setting

Pupils contribute to TPA / Statement/EHC Plan reviews

ELSA

Pupil conference

School council

Medical Needs

Manage the administration of medicines and personal care.

Health care plans written for all pupils with significant care needs in line with Hampshire Health and Safety Guidelines

Completed by

SENCo:

Annie Holman B. Ed Hons 1st, CAES, Diploma in SpLD, SENCo awards

SEN Governor:

 Tim Barker

Headteacher

Hannah Beckett

ASD/C

 Autism Spectrum Disorder/Condition

CAMHS

 Child and Adolescent Mental Health Service

C&I

 Communication and Interaction

C&L

 Cognition and Learning

ELSA

 Emotional Literacy Support Assistant

EP

 Educational Psychologist

HI

 Hearing Impaired

HLTA

 Higher Level Teaching Assistant

IBMP

 Individual Behaviour Management Plan

IDP

 Inclusion Development Plan

IEP

 Individual Education Plan

IPA

Inclusion Partnership Agreement 

ISP

 Individual Support Plan

LSA

 Learning Support Assistant

OT

 Occupational Therapist

PD

 Physical Disability

SALT

 Speech and Language Therapy (Therapist)

SLCN

 Speech, Language and Communication Needs

SEN

 Special Educational Needs

SEND

 Special Educational Needs and Disability

SENCo

 Special Needs Coordinator

STA

 Specialist Teacher Advisor

TA

 Teaching Assistant

VI

 Visually Impaired