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Inclusion

Seven Sisters Primary School - SEN Local Offer

 

HOW WE SUPPORT CHILDREN WITH SPECIAL EDUCATIONAL NEEDS OR DISABILITIES

Our vision and how we hope to achieve it:

At Seven Sisters Primary we believe in inclusive learning, with Quality First Teaching (QFT) at the heart of everyday provision.  This means planning and delivering lessons that meet the needs of all learners, through careful differentiation of activities to suit all academic levels. We believe in equality for all and strive to do the best we can to enable all children to reach their potential. 

Type of school:

Seven Sisters Primary is a 2 form entry (although in some year groups there are 3 classes) primary school with pupils ranging from 2 – 11 years of age.   This means we accept children from Play and Stay to Year 6. 

Our Ofsted rating:

We were last inspected in January 2016 and are proud to have obtained a “good” grading.  We are now on our journey to attain “outstanding” grading. 

How we know if a child has Special Educational Needs:

All children are different and have their own unique needs, and we recognise that some children may require additional support, as well as quality first teaching, in order to achieve and progress. 

 

Through regular assessment, and good working relationships with families, we aim to identify any barriers to learning as early as possible in order to put the appropriate support in place, or to signpost where that support can be found.

 

Some of the ways we identify SEND are by looking at:

  • Low attainment or slow progress in a particular subject area (when compared to age expected or peers), despite trialling different interventions/ strategies.
  • Difficulties with communication,
  • Difficulties with relationships with others.
  • Emotional wellbeing.
  • Sensory issues.
  • Poor motor skills – with co-ordination or balance eg running, jumping etc. and with more specific movements eg holding a pencil, cutting paper etc.

 

According to the SEND Code of Practice: 0-25 years (2015) the categories of Special Educational Needs (SEN) & Disabilities (D) include:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

 

At Seven Sisters Primary School we identify the needs of a pupil in a holistic manner. As such, we work closely with parents, having honest discussions and sharing concerns regarding possible barriers to progress, and we strongly encourage ongoing communication around how we can best support both the child and their family.

The following are not considered SEND but may impact on progress and attainment:

  • Physical Disability
  • Attendance and Punctuality
  • Health and Welfare
  • English as an Additional Language (EAL)
  • Being in receipt of Pupil Premium
  • Being a Looked After Child (LAC)
  • Being a child of a Serviceman/woman

What we do to help children with Special Educational Needs:

If a child is recognised to have SEND the first thing we do is look at how we can differentiate lessons and teaching in order for children to access class learning.  This may mean that they are given additional resources to support them. For example, templates, word banks, scaffolds and picture symbols, adult support and so on.  This list is not exhaustive.

 

When appropriate a child may be included in an intervention group that is taught outside of the main class to focus on a specific area of development.  This may be around, for example, fine motor skills (eg co-ordination of hands for needlework, handwriting etc.), improving memory and sequencing, developing speaking and listening skills, or building the capacity to better pay attention.

 

We are always looking to improve the range of interventions we can offer and this is dependent on the skill set of our staff and the resources available.  When possible, we like to maximise opportunities for children to remain in the classroom with their teacher, as we believe in inclusivity. Sometimes we feel that a child may benefit from time spent with the Health Mentor to help them develop social skills and resilience in order to meet their potential. 

 

All interventions are rigorously and regularly tracked in Pupil Progress Meetings. This means we look at the level that a child is working at as they enter an intervention and then we look at their level at the end of the intervention.  Not all interventions work for all children, and sometimes we have to request support from external agencies.

 

If we decide that the child requires support from outside the school, we will invite you into school to discuss this with you and, if you agree to us requesting this, we will complete the necessary paperwork. 

 

This may be a referral to the paediatric team at St. Ann’s Hospital, the Speech and Language Therapy service, Occupational Therapy or CAMHs (Child and Adolescent Mental Health Services).  

 

All of these are standard forms designed by the Local Authority and are used simply to assess how a child or family can be helped and to ‘pull together’ all the different services that may be working with a family to decide on useful next steps.

 

We also have two school based counsellors, Cherry Meher and Syreeta McKay (Hope in Tottenham) and a Health Mentor, Phillippe Lewis (project HE:RO)

How we adapt our teaching for children/young people with Special Educational Needs:

 

All teachers in our school have a commitment to planning their lessons to cater for the needs of all our learners, regardless of their academic level.  This means planning lessons that challenge and extend the more able and support the less able where needed. 

 

By following this policy, and by ensuring that children are aware and understand their individual targets, pupils know what they need to do to progress and take greater ownership of their learning.   These targets are regularly updated and shared with families, who we aim to involve at all stages of their children’s education.

 

Sometimes, the school and/or the family may feel that mainstream education does not offer the level of specialism needed for a child.  In that instance, an SEN Review Meeting will be held, and advice sought from outside specialists to decide which option is in the child’s best interests.

 

How we decide what resources we can give to a child/young person with Special Educational Needs:

If a child has Special Educational Needs, we will put in place appropriate provision tailored to their learning needs.

 

If a child has specific needs that require extra funding, then the Educational Psychologist will be consulted and the process to apply for an EHC Plan will be initiated.  If all who support the child agree that a child might benefit from the extra support, the process from referral can take up to 6 months.  During this time, children will participate in a range of assessments and medical checks to ensure that all information about the child is a true and clear reflection of their needs, and provides a clear starting point; this is to ensure children receive the support they require. 

 

If an EHC Plan application is successful, then the school and parent/carer will receive a proposed document offering a financial amount for additional support.  It is good practice for the school and parent/carer to meet to discuss how this money could be best used to benefit the child. 

 

SEN Support children will have at least two progress reviews a year with the SENDCO, class teacher, parents and child present, to ascertain the next steps in their learning.  Where appropriate, a learning plan with targets will be drawn up and reviewed accordingly. 

 

EHC Plan children are reviewed on a yearly cycle (with up to two progress reviews in each term in addition to the annual review) with school, parents/carers and any external agencies, to discuss if the EHC Plan remains appropriate, or if we feel it needs amending.  These amendments can relate to resources needed, school setting, appropriateness, and progress made.

 

How we check that a child/young person is making progress and how we keep parents informed:

  • Tracking data termly for all subjects and interventions
  • Monitoring of lessons and book looks
  • Individual target setting during reviews and regular Pupil Progress Meetings.
  • Detailed marking that informs the children what they are doing well and what their individual next steps are
  • Learning plans for EHCP children and SEN Support children where appropriate.

Parents are welcome to discuss any of above with the teachers or members of the Senior Leadership team. 

Support we offer to support children’s/young people’s health and general wellbeing:

Seven Sisters Primary School is committed to promoting health and wellbeing and we do this in a number of ways:

  • Health Mentoring sessions (Evolve Project HE:RO)
  • 1:1 Mentoring sessions
  • Hope in Tottenham counselling and community links
  • In school counselling
  • Behaviour and relationship support groups
  • Drawing and Talking with a trained member of staff
  • Circle time
  • Bespoke PSHE curriculum
  • Access to a Therapeutic Wellbeing Practitioner
  • Mindfulness activities in class – e.g. relaxation and calming strategies
  • PSP (Pastoral Support Plans) for vulnerable children at risk of exclusion
  • Care Plans for individual medical needs which are reviewed by the Inclusion Lead and School Health Advisor.
  • Medical Lists for every class, detailing specific needs, with instructions for medicines, allergies etc.
  • Regular school nurse visits
  • Photographs of children with food allergies are displayed visually for lunchtime catering staff and in service areas.
  • Breakfast club (Free of charge)
  • After school club

 

All medicines are locked away safely and managed and administered by our Welfare Administrator, Lorna Douglas.  Care plans are kept here also, and updated when needed.  Epi-Pens and Asthma Pumps are kept in yellow bags in the child’s classroom within easy reach if needed in an emergency. 

 

All accidents are logged and, if resulting in head injury or something of a serious nature, parents are contacted by telephone.

Specialist external services we use when we think extra help is needed:

  • Educational Psychologist
  • Speech and Language Therapists
  • Occupational Therapy
  • LAST – Language and Autism team
  • CAMHS (Child & Adolescent Mental Health Services)
  • School based Counsellor – Cherry Meher
  • Hope in Tottenham – Syreeta Mckay
  • Project HE:RO - Phillippe Lewis
  • Markfield Project 
  • Early Help
  • Social care where appropriate
  • Children’s Wellbeing Practitioners (Through the Tavistock and Portman)

The training some of our staff have had includes the following:

  • Letters and Sounds
  • Communicate: In Print   (using symbols to help comprehension of language)
  • Talk Boost (encouraging speaking in full sentences, listening to information, organising ideas etc.)
  • Setting up and running of Social Skills groups  (developing the tools to get along with people and manage emotions appropriately)
  • Sensory training (helpful for children with ASD to understand and feel comfortable with using all of their senses)
  • Workstation training for children who need personal space for learning
  • Effective differentiation to suit a variety of learners/ learning styles
  • Language group training (encouraging speaking in full sentences, listening to information, organising ideas etc.)
  • Child Protection training 
  • Prevent training
  • Annual Epi-Pen Training (emergency treatment for children with severe allergies who have a medical care plan)
  • First Aid training with St John’s Ambulance
  • Attachment training
  • ASD training
  • IEP report writing training
  • ELSA training

How we include children/young people in activities and school trips:

 

Educational trips and visits are an integral part of learning and we believe that every child has the right to access them.  Sometimes, in order to ensure the health and safety of a child, we may request that a parent or carer accompanies them, providing they have completed the necessary paperwork (a short List 99 form is to be completed), but we understand that this is not always possible.  In this instance, we will try to allocate an adult from within the school to accompany the child in a 1:1 supporting role, and will work to make reasonable adjustments for them.  If a child with SEND is going on an educational visit, we will contact the provider e.g. museum, and advise them of any access requirements. 

Our school environment:

 

Seven Sisters Primary School is a large building set across 2 floors.  We have wheelchair ramps into the school, but access to the top floor, where KS2 children and whole school interventions are taught, is via stairs only.  If possible, reasonable adjustments will be made to integrate children into the school where learning occurs downstairs.

How we prepare children for joining and leaving our school:

 

When children with SEND join the school, we always encourage the family to come and have a meeting with the SENCo to discuss the provision that we can offer, and to find out their views and aspirations.  In addition to this, we liaise with the previous school/ nursery/ children’s centre to find out as much as possible about the child as possible. 

 

For those children moving on to secondary school, we will liaise with the new school to ensure provision is in place for them, and prepare children with a Transition intervention, which is taught in school.   For children with Statements or EHC Plans, we encourage parents to begin applying for secondary placements in year 5.

How parents are involved in school life:

 

2 x review meetings for SEN Support and EHCP children a year

1 x Statement or EHC Plan Review a year

Parent Coffee mornings

Weekly newsletters

Half termly home learning for each year group

 

When a parent does not speak English, they are welcome to bring along a friend or family member to interpret for them.   

Who to contact for more information or to discuss a concern:

 

We are very lucky at Seven Sisters Primary in that we have many staff who know your child well, and who are available to talk to you.

If you want to discuss anything about your child your first point of contact is always the class teacher. 

 

If you wish to discuss anything relating to SEND you can always contact our Inclusion Manager and Assistant Head teacher, Tara Welch, on the school phone number, who will be happy to make an appointment with you.  Our SENDCO, Samantha Kieser, is also on hand to discuss any concerns or worries about children who may need some extra support, and can be contacted on the same number.

 

Donna Coker, our Child and Family Intervention Mentor, is available to meet with parents and help you through any difficulties you or your child may be experiencing.  Please make an appointment through the Front Office.  

 

If you still feel you need to speak to somebody, our Head Teacher, Emma Murray is also available.

 

We also encourage parents and families to become familiar with the friendly and helpful staff over at The Centre (formerly South Grove Children’s Centre). They are always available to signpost community resources and listen to you when you need it.  Please make full use of their resources – they are a fantastic local service.   Speak to Dorothy Pegg or Clare Kasapi, who will always be happy to help. 

 

For a more detailed over view please see the staffing structure on the school website.

Our offer to children with special educational needs and disabilities was prepared in September 2018

It will be reviewed in September 2019 

 

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