Girlington Road, Bradford, West Yorkshire BD8 9NR

01274 493 543

01274 543 874

office@girlingtonprimary.co.uk

Girlington Primary School

Special Educational Needs & Disability  (SEND)

Annual Information Report on the Implementation of the Special Educational Needs and Disability Equality Scheme (SEND) policy 2017-18

Key staff:

  • Assistant Head Teacher and SENDCo- Mrs K. Brewis
  • Inclusion Manager- Mrs S. Birkinshaw
  • Assistant Head Teacher for EYFS- Mrs J. Pullen
  • TLRs for ARC- Mrs R. Hussain & Mrs C. Hussain

Policies

All policies include explicit reference to disability equality and SEND. The SEND policy was updated in May 2017, and was reviewed by staff and governors. The Accessibility plan which runs on a three cycle is due to be updated in September 2018.  The SEND policy, the school’s Local Offer, the accessibility plan, the ARC policy and a link to the LEA Local offer can be found on the school website.

Number of Pupils with SEN:

There are currently 520 pupils on roll. This includes 19 pupils with HI who are part of the Additionally Resourced Provision, (ARC). The main areas of need at Girlington Primary School are speech, language and communication needs, then social, emotional and mental health.

 

2017/18

School % SEND without a statement/ EHCP

*33.85%

National % SEND overall without statement/ EHCP

14.4%

School % SEND with statement/ EHCP/ assessed place

*5.58%

National % SEND overall with a statement/ EHCP

2.8%

 

*The school figures fluctuate slightly throughout the year according to need of individuals.

Progress of Pupils with SEN

Following termly pupil progress meetings, the monitoring and evaluation of SEND through learning walks and SEND curriculum development meetings with the SLT and class teachers, children’s needs are identified and suitable provision is implemented. This can be in the form of a more specialised assessment to identify the individual child’s needs as this targeted approach will act as a benchmark for measuring the impact and subsequent progress.

 

To obtain further understanding of a child’s learning difficulties, we may use:

  • Salford Sentence Reading and Comprehension test
  • Sandwell Early Numeracy Test
  • Dyslexia Screening Portfolio
  • Test of Abstract Language Communication (TALC)
  • Language for Thinking
  • British Picture Vocabulary Scale (BPVS)
  • Aston Index
  • WELLCOMM toolkit
  • Drawing and talking therapy
  • Observation schedules eg. For concentration, behaviour, attention
  • Specialist tests dedicated to receptive and expressive communication development and needs of deaf pupils
  • Annual and Interim reviews
  • Personalised or differentiated timetables are used for individual children.
  • ACE ( Assessment of Expression and Comprehension) ARC
  • HARPA (Hearing Age-Related Phonological Analysis) ARC

In addition, school commissions the services of a speech and language therapist- Miss R. Waggett who supports us in identifying the speech and language needs of our children using a range of specialist assessments. A speech and language therapy assistant is also comissioned one day a week. She works alongside Miss Waggett.

The ARC employ the services of a speech and language therapist who specialises in the needs of children with a hearing impairment. Her name is Sonia Nazarin.

Support is directed in class where appropriate. There are some interventions which necessitate work outside of the classroom. Theses may include following a programme set by a speech and language therapist or physiotherapist, or work on SEMH issues. We have the facility to refer to specialist teachers and professionals from the LEA eg. Physical difficulties, HI, Pre-5 team, educational psychologist and cognition and learning, however these are traded services. We can refer to outside agencies such as CAMHS, the school nursing team, parent partnership and speech and language therapy. Other additional support is detailed in the schools core offer which is available on the school website.

Most ARC pupils, due to their specific language needs and often late diagnosis of their hearing loss, are taught in small groups by specialist Teachers of the Deaf and supported by specialist support workers. Where appropriate, pupils work alongside their mainstream peers in the afternoons where they also receive specialist support.  A Deaf Instructor is employed to work with pupils whose first language is BSL.

Pupils who are not making expected progress are tracked carefully and are supported appropriately. Case studies are available for identified individual pupils.

 

Budget Allocation

The annual allocation for SEN statement funding April 2017- March 2018 is £64,406. Top up funding above £6,000, totals £24,406.

Deployment of staff and resources

We currently have 21 pupils with an EHCP in school altogether. 8 pupils who are in the mainstream school and 13 in the ARC (additionally resourced provision for HI pupils). The remaining 6 pupils in the ARC are currently on an assessed placement awaiting an EHCP. There is one child who has a 6 month funded ‘My Support Plan’.

Staff are deployed according to need. Children with a statement or EHCP received one to one support for at least the minimum amount of hours the LEA have stated in the statement/ EHCP. Children with SEND who do not have a statement or EHCP receive support from a dedicated teaching assistant on a one to one or small group basis as appropriate to the individual need.

External Agencies

Close and effective links are made with a wide variety of agencies to support parents/ carers and the school in addressing children’s needs. Agency involvement includes:

Pre 5 team

Educational psychologist (EP)

CAMHS

Deaf CAMHS

Speech and language therapist (SALT)

Physiotherapy

Occupational therapy

School Nursing Service including health visitors

YAIS (Yorkshire Auditory Implant Service)

Early Help

Audiologists (BRI)

Community Paediatrician

Social Care

Early Help

Specialist teachers for: cognition and learning, hearing impairment, visual impairment, communication and interaction, social, emotional and behavioural needs.

Equipment and facilities to support pupils with SEND are secured through discussion with specialist agencies, parents and the SLT. Equipment and facilities that are required are provided within reason e.g. coloured overlays, writing slopes, specialist pens, seating wedges, height adjustable changing table.

 

Transition Arrangements between EYFS and KS1, KS1 and KS2, KS2 and KS3

To ensure the smooth transition for pupils with SEND, additional transfer arrangements are implemented during the summer term (or mid- year if necessary). Children on the SEND register have the opportunity for extra visits to their new school setting as well as home visits when appropriate to help support the parents.

Annual reviews for children with statements or EHCPs in Y6 are attended by a representative from the secondary school.

Staff Development 2017-18

 

  • SENDCo delivered two lectures to students at Leeds Beckett University on SEND and Inclusion so that they are better informed on what is expected and what support is available once they enter the teaching profession.
  • Staff have been supported by colleagues from the SEBD team on delivering high quality provision for individuals who have SEMH needs.
  • Three HLTA’s have received support from the SENDCo to set up specialist provision for some of the more vulnerable children in Key Stage 1.
  • Two members of staff have attended a year long training programme on attachment.
  • The school has taken part in a year long SEND review that has been run in conjunction with The London Leadership Strategy, as a result, the way in which provision at break and lunch times is being developed.
  • All staff have received training on teaching pupils who are deaf and hearing impaired from the specialist teachers of the deaf in school.
  • Allergy, asthma and anaphylaxis training for all staff in EYFS and staff that are new to school
  • Individual support staff have received ongoing training and support on recording pupil progress for pupils who are working on P scales/ well below age related expectations.
  • Staff who work with diabetic pupils have attended relevant training from health.
  • Senior and middle leaders have attended safeguarding refresher training when appropriate.
  • One Lead Teacher of the Deaf attended the 2 day Named Person Training (CP)
  • The educational psychologist delivered training to support staff on ASD and social and communication needs and attachment.
  • Training on the new Code of Practise and SEND for NQTs and staff that are new to the school.
  • TEAM TEACH training attended by some staff who work with the most vulnerable pupils.
  • During the year the SENDCo and relevant staff (ie. Staff directly involved with children with specific needs) received training on a wide range of medical and social issues.
  • SENDCo attends a half termly LAP meeting which enables schools to disseminate information regarding current practise and specific issues according to need.
  • WELLCOMM training delivered by the speech and language therapist to EYFS staff and the SENDCo.
  • Training delivered on how to support pupils in identifying and using the correct language to describe feelings and emotions in order to promote good health and wellbeing.
  • Training delivered by the SENDCo on understanding the neurology of a child’s brain and how a range of factors can shape this.
  • SENDCo and the Inclusion manager are mental health champions and the Inclusion manager has attended training on self-harm and bullying as well as attending supervision.
  • New up to date continence and intimate hygiene policy written by SENDCo and Assistant Head for EYFS
  • SENDCo has met with the SEND governor to keep her up to date with developments and changes both in school, Bradford and nationally.
  • Training at YAIS for staff working with hearing impaired pupils with cochlear implants.
  • All staff are regularly trained on safeguarding.
  • Deaf Instructor teaches weekly BSL classes to lunchtime supervisors to facilitate better communication between ARC pupils and themselves.
  • The sports mentor team have worked with the SENDCO and an occupational therapist from CAMHS to set up a sensory circuit programme for specific pupils.

 

Complaints

It is in everyone’s interests for complaints to be resolved as quickly and at as low level as possible and the SEND complaint procedure follows the complaints policy which can be accessed in the policy section on the website. If the complaint refers to;

  • a pupil who is undergoing assessment for an EHCP,
  • or a decision not to issue an EHCP,
  • or an EHCP,
  • or disability discrimination,
  • or social care
  • or health

The guidance in the SEND Code of Practice (2014) will be followed.

Contact details of support services for the parents of children with SEND, including those for arrangements made in accordance with clause 32 can be found in the SEND section under useful links.

SENCO

Mrs K.Brewis

(01274) 493543