Local Offer for Special Educational Needs and Disabilities (SEND)
SEND Information Report
Streatham Wells Primary School’s Local Offer provides a range of information to support children with Special Educational Needs and Disabilities. The following is a summary of this information:
- Types of Special Educational Needs and Disabilities at Streatham Wells Primary School
- The identification and assessment of pupils with Special Educational needs and Disabilities
- The arrangements for consulting and involving young pupils with SEND
- The expertise and staff training in relation to Special Educational Needs
- The provision to support access to the curriculum
- The strategies to support and develop literacy, numeracy, the foundation subjects
- The strategies to support and develop Occupational and Physiotherapy
- The strategies to support behaviour, social skills and emotional development
- The strategies to access medical interventions
- Engagement with parents and carers
- Access to outside agencies and external professionals
- The Children’s Centre (closed August 2015. Families welcome to Hitherfield Children’s Centre)
- The addresses and telephone numbers of outside agencies and support services
Streatham Wells Primary School is an inclusive school and we ensure that all pupils are included in all aspects of school life. We aim to encourage children, regardless of their SEN, to make the best possible progress in school. The school provides a high standard of teaching and learning and we aim to ensure that all children access a rich and diverse curriculum, in order to develop independent learning and the skills they will need for life, both within school and in the local and wider environment. To ensure that teaching and learning is at the appropriate level for the children’s individual needs, work is differentiated wherever necessary.
We aim to provide a safe, happy and supportive environment where children thrive in all aspects of their learning. We know that the most effective learning takes place when children are confident and enjoy their learning. We appreciate the importance of high self-esteem in the learning process. The most effective learning environment is where children believe in themselves and their own capabilities and Streatham Wells endeavours to reinforce these qualities in all children. The school was awarded the Inclusion Quality Mark on 13th June 2013.
The Special Educational Needs Coordinator (SENCo) is Bob Wade who manages and coordinates all aspects of Special Educational Needs. The SENCo is based in the Inclusion room (previously the Children’s Centre) and works closely with the Learning Mentor, the Ethnic Minority Achievement Coordinator, a number of Teaching Assistants (TAs) who support children with SEN, Classroom Teachers and parents / carers. He oversees the assessment of the needs of children with SEND and plans appropriate support and interventions to support their needs. He will organise and liaise with a range of external professionals and outside agencies and ensure that the advice and planned strategies recommended by the professionals are implemented and reviewed. The SENCo liaises with staff regularly and monitors the progress that children make in their termly assessments and everyday class work. The school SEN Governor meets regularly with the SENCo to discuss and monitor all aspects of Special Educational Needs, including pupil progress, support and provision, resources and budget. Through careful analysis of data and close liaison with teaching staff, the coordinator makes sure that children who require additional support, receive it. It is also a good measure of the effectiveness and quality of the interventions put in place for SEND pupils.
The Governing Body is kept up to date with all issues concerning Special Educational Needs through:
- Termly visits to the school
- Information provided by the Head Teacher
- Information provided by the SENCo
- Presentation of up to date information on SEN at sub-committee meetings with the Governors
Types of Special Needs for which the school is making provision
The school provides support for a range of special needs which are put into four new broad categories. These are;
- Communication and interaction
- Cognition and learning
- Social, mental or emotional
- Sensory and physical
These can be classified into core, additional and high needs, where some children only require minimal interventions and support, while others need additional support to raise the level of their learning. A few children, generally those who have existing Statements of Special Educational Needs or Education Health and Care Plans (EHC Plans) require high needs.
The range of Special Needs and Disabilities at Streatham Wells include some of the following:
- Aspergers and Autism
- Speech and Language / Communication difficulties
- Occupational Therapy needs
- Other medical needs
- Dyslexia / Dyspraxia
- Children with Additional and High needs
The identification and assessment of pupils with Special Educational Needs and Disabilities
- Children are identified with Special Educational Needs in a number of different ways. They could originate from a referral from a General Practitioner (GP), a health visitor, the speech and language service, the educational psychology services, agencies such as the Lambeth Autistic and Neurodiagnostic Service (LANDS).
- Concerns can be raised by parents and carers, at the level of progress being made by their child
- Through paediatric assessments with the Paediatrician or concerns from the school nurse.
- Class teachers and support staff also identify pupils failing to make the expected progress in their learning
Streatham Wells has rigorous monitoring in place that tracks the progress children make in Reading, Literacy and Maths and the Foundation subjects.
Termly assessments and tests provide the data and results which when scrutinized, will give a clear indication of how the pupil is progressing. Where interventions and support are needed, they are quickly put into place.
The school constantly evaluates the effectiveness of the provision for SEND pupils by monitoring the progress being made. Where a pupil is not making the expected progress, we look at the targets set to see if they need modifying or adjusting, to match the outcomes required. The planning, differentiation, resources needed, and the time and level of support given, are checked carefully and adapted where necessary. Where further interventions are required, perhaps from an outside agency or other professionals, they are commissioned and organised speedily, with the close involvement of parents and carers. The vital liaison between the SENCO, class teacher, parents, learning support teacher, TAs and other outside professionals, reinforces and underpins any adjustments being made which hopefully will produce better results.
If parents and carers are unhappy with any aspects of the provision and support for their child’s Special Educational Needs, they should:
- Get in touch with the school in the first instance and discuss their concerns with the Head Teacher and SENCo. Hopefully, these will be resolved at this stage.
- Where concerns can’t be revolved, parents and carers should get in touch with Lambeth SEN and discuss them with a member of the SEN team.
Where a decision has been made by the panel not to carry out a statutory assessment of a pupil, leading to an Education, Health and Care Plan (EHC), the following action will be taken:
- A Multi Agency Planning meeting will take place, where there are unresolved subsidiary issues between the education provider, the parent or carer and the child or young person (CYP). The use of collaborative problem solving will take place to support families in how the CYP needs could or should be met. The SEN/EHC Co-ordinator and Key Worker will lead on this.
- The EHC Co-ordinator meets with parent, carer, young person and Key Worker to explain the next steps. Action will be followed in writing to all parties.
- Statutory Appeal Point not to assess. Proceed with appeal to first-tier tribunal.
Arrangements for consulting and involving young pupils with SEND in their education
We consult and involve pupils in their learning by;
- Explaining carefully and sensitively why they are receiving support and determining what they themselves would like to improve and achieve in their learning.
- The class teacher, SENCo, learning mentor and learning support teacher discuss with the pupil what the targets and outcomes are for their particular needs.
- The pupil is supported in larger or smaller groups, pairs or individually by support staff or the class teacher. The pupil is fully involved in this process and is urged to ask questions if they require clarification. They are encouraged to repeat to an adult the concept, skill or task being taught where there is doubt. They are also asked to show some level of independence when working on an activity, so as not to become self- reliant on support. Lots of praise and encouragement is given for positive outcomes and progress and for children trying hard.
- Liaising with the home in order to encourage activities such as shared reading, writing practice, tables, simple problem solving etc. Emphasising the importance of working with the pupil in a happy and fun environment at home and avoiding stress for both parties is essential.
- Putting in place different ways of teaching, so that the child is fully involved in their learning. This may involve such things as more kinaesthetic learning and personalised teaching and learning approaches.
- Those pupils who already have an Education, Health and Care Plan previously called a Statement of Educational Needs, have a separate admissions procedure, which is overseen by Lambeth’s SEN team.
- Pupils who have SEN but do not have an EHC Plan, are admitted via the normal school admissions criteria.
Expertise and Staff training in relation to Special Educational Needs
Staff training is essential and individual teachers and support staff attend training courses run by outside agencies and organisations. Those run by SENJIT (Special educational needs joint initiative team) at the Institute of Education have been very informative and staff have attended a number of these courses. Four members of our support staff are currently training on the QCF ‘Support, Teaching and Learning’ course (Qualification Credit Framework ) which was formerly known as the NVQ course. Two TAs are studying for level 2 and two are studying for the Level 3 qualification.
School INSET, is held on SEN issues and recent training has been given by our Educational Psychologist and Speech and Language therapist. The SENCo. has held staff training on the Governments Green Paper on SEN and the new reforms in SEN, coming into place in September ’14. Other SEN staff meetings have focused on the SEN, Disability and Equality policies.
Support staff and teachers have access to booklets on courses and are encouraged to attend these and develop their knowledge and skills. The Speech and Language and Autism training has been attended by the vast majority of support staff.
Support and Interventions to support children with SEND
Provision to support access to the curriculum include;
- Contact with a pupils previous school to share information and acquire SEN records.
- Liaison with Primary schools that SEND pupils may transfer to and the passing on of records and advice on the most effective support that can be provided for children with SEND.
- Close liaison with the secondary schools to which the year 6 SEND pupils are transferring to. This is to ensure that a clear understanding of what the pupils SEND and needs are, in order to ensure that the best possible support is provided. All SEND records are forwarded to the new schools.
- Setting of individual targets for all children for literacy and numeracy and regular monitoring of the progress being made.
- Personal targets, previously known as Individual Education Plans (IEPs) are identified, setting out specific outcomes to be achieved by children with SEND. They are updated regularly.
- Twice yearly reviews for all children on the Special Needs register to record progress made.
- Twelve monthly targets written for children with existing Statements of Special Educational Needs and new Education, Health and Care Plans
Strategies to support/develop Literacy
- Quality literacy teaching and support from the class teacher and TAs.
- Differentiated curriculum for children with SEND when necessary.
- Individual and group support in the classroom from TAs and the Class Teacher.
- Use of a range of literacy resources to reinforce concepts and understanding, including the use of laptops.
- Individual support for pupils with existing Statements of Special Educational Needs and the new Health, Education and Care Plans.
- Targeted support for individuals, pairs and small groups with SEND, from the Learning Support teacher.
- SENCO weekly phonics support, focusing on spelling and sentence construction with small groups of SEND pupils.
- Learning Mentor support in the classroom or in the inclusion room, for children on the learning mentor register and on a personal basis. Some of these pupils will also be on the SEND register.
- Voluntary reading support with a variety of children, including SEND pupils.
- Termly assessments of all pupils, to monitor progress being made and identify areas of need.
- Homework club available at lunchtimes for those children who require support. This is available to children from Year 2 upwards. This will include some SEND and English as an Additional Language (EAL) pupils. It is purely voluntary and, whilst some children are encouraged to attend, it is the pupils’ choice to go to these short sessions.
Strategies to support/develop Numeracy
- Quality numeracy teaching and support from the class teachers and teaching assistants (TAs)
- Maths homework given to children from Year 2 upwards.
- Homework club available at lunchtimes for those children requiring extra support. This will include a number of SEND pupils from year 2 upwards.
- Small group, paired and individual support in the classroom from the class teacher and TAs.
- Withdrawal of small groups, pairs or individual SEND pupils, by the Learning support teacher for targeted support.
- Individual support for those children with EHC Plans or existing Statements of Special Educational Needs.
- Use of a wide range of mathematical equipment and resources to reinforce understanding across all year groups, including laptops.
- Differentiated activities for SEND pupils when necessary.
- Termly assessments for all children to monitor progress being made and to identify areas of need.
Strategies to support Foundation Subjects
- TAs in all classes in the afternoons to support children in the Foundation subjects as well as most mornings for the core subjects.
- Differentiated activities according to SEND and needs.
- A wide range of resources available in the Foundation subjects.
Strategies to support Speech and Language and Communication skills
- Identification and referral of children with possible Speech, Language and Communication difficulties, to the Speech and Language Service.
- Commissioning 6 Speech and Language sessions from the Speech and Language Therapy Service at Guy’s and St .Thomas’ Trust. This is in addition to the 3 free sessions offered to us by the service and all sessions will be run by our Speech Therapist.
- The implementation of strategies recommended by professionals and the monitoring and recording of progress and development being made.
- Speech and Language support from our trained TA for one and a half days a week (all day Wednesday and Friday morning). Sessions take place in the Children’s Centre and pupils are taught individually, in pairs or in small groups.
- Assessments, records and reports focus on the progress being made by the pupils, according to targets and outcomes set.
- Training of teachers and support staff by our therapist in school or through courses run by the Guy’s and St Thomas’ Trust at The Mary Sheridan Centre and Gracefield Gardens. The six Commissioned Speech and Language sessions also require a commitment from class teachers and support staff to observe the therapist in the targeted sessions and apply strategies etc. to their classroom teaching.
- Advice Clinics for parents, carers or members of school or nursery staff held at a variety of local clinics on the first Friday of the month from 1.30 pm-4.30 pm. No referral/appointment is necessary. Parents/Carers can contact the SENCo for the addresses and telephone numbers of these clinics.
Strategies to support children with Occupational (OT) and Physiotherapy Needs
- Identification and referral of children to OT/ Physiotherapy Services.
- Implementation of strategies and intervention programmes. The individual support in school is carried out by the professional therapist and named staff supporting those children in the classroom.
- Records and reports are completed on the progress being made by the pupils, according to targets and outcomes planned.
- Provision of a variety of resources including cushions, pencil grips, special scissors, spongy balls, bean bags, small balls, quoits etc.
Strategies to support behaviour, social skills and emotional development
- The school’s Behaviour policy implemented fairly and consistently.
- The implementation of the 7 Step programme when necessary.
- Home/School contract where behaviour is a key component of the contract.
- Individual behaviour plans for the classroom and for the playground, including lunchtimes when necessary.
- Key support staff on playground duty, to focus on and support identified pupils with emotional and behavioural issues.
- TA support during breaks for children with current Statements of Educational Needs or Health, Education and Care Plans . This will be part of the weekly timetabled support for more vulnerable children who are unable to cope independently in the playground and require a play plan. This can be organised in a small group or a pair of children, where the targeted child can develop their interaction and social skills.
- Regular communication with parents and carers, keeping them up to date on behavioural, social and emotional issues.
- A Peer Mediation programme which is operational and successful in solving issues before they escalate.
- Class teachers, Learning Mentor and SENCo to talk through issues and resolve conflicts with pupils. Parents and carers can be part of this resolution process.
- Educational Psychology Service and the Child and Adolescent Mental Health Service support.
- Home –School books to communicate positive and negative incidents in school and the home.
- Personal, Social Health Education (PSHE) sessions, reinforce positive behaviour and social skills.
Additional reinforcement includes reward systems awarded to encourage positive learning and behaviour. This includes certificates given in assembly, praise and encouragement and other celebrations of success.
Access Medical Interventions
- Regular meetings with our school nurse and liaison with the school paediatrician, to ensure that children with medical issues can access medical interventions in school. This will include medication, asthma pumps, epipens, etc.
- Meetings held with school nurse and parents/carers of children with medical issues, to establish the child’s needs and to devise a care plan where appropriate.
- All members of staff attend First Aid training and gain a certificate of competence, after a focused day of training.
- A list of First Aiders has been drawn up but all staff maintain a knowledge of First Aid, through training, which runs on a three yearly cycle.
- Staff timetabled for medical duties at breaks, so that a member of staff is available to tend to accidents and injuries.
- School liaises with medical professionals including GPs, mental health practitioners, hospitals, etc.
- Important information detailing a child’s ongoing medical condition and the required medication needed, is circulated to all staff, provided permission is given by parents and carers.
- Medication held safely in the school office and administration staff are made aware of the doses and frequency medication has to be taken.
- For information on inhalers, please refer to the medication policy.
- Staff training on specific medical needs as these arise. This might include training on epilepsy, diabetes and epipens for food allergies.
- Some staff have received paediatric first aid training for the younger children.
Engagement with Parents and Carers
- Class teachers meet with parents and carers twice yearly at Parents Evening, to discuss pupils’ needs, support and progress.
- An open door policy in the Inclusion Room on Monday mornings where parents/carers are able to discuss issues and concerns they have about their children, with the SENCO or Learning Mentor. They are happy to see parents at other times on an ’ Open Door’ basis, providing it is convenient and doesn’t impinge on teaching commitments and other SENCO and Learning Mentor responsibilities.
- Reviews with parents and carers of current Statemented pupils or those with Education, Health and Care Plans. Detailed Review reports are written and circulated to Lambeth SEN, teachers and support staff and parents and carers. New targets for the next 12 months are identified and put into practice.
- Target reviews (old IEP Reviews) held twice yearly to monitor progress and set targets according to outcomes. All adults involved in the support of children with SEND attend the reviews and contribute to the setting of targets. Pupils may attend, where this has been arranged. Parents of children with Statements or Health, Education and Care Plans are invited to target reviews, as are parents and carers of children with additional needs. Those children who have core needs provide written advice about the progress their children are making and future achievements.
- Share professional reports with parents and carers.
- The SENCo, Inclusion team, outside agencies and class teachers regularly meet with parents and carers in order to discuss concerns, progress being made, interventions, strategies etc. Meetings are generally held in the Inclusion room, but will also take place in the classroom. Pupils accompany their parents, where this has been arranged and can participate in discussions.
- Home visits by the SENCo and Inclusion team take place where the parent or carer is incapacitated or their disability is such, that it is more convenient to hold the meetings in the comfort of their own home.
- A direct telephone line to the SENCo and learning mentor in the Inclusion room, plus fax and email, means that communication with parents is readily available. Parents and carers call into the room before and after school as well as during drop in sessions and know that advice and support is always available.
Access to Outside Agencies and External Professionals
Access to support from a range of Professionals according to the individual needs of the pupils. These may include;
- Educational Psychology Service
- The Speech and Language Therapy Service
- Occupational Therapy
- Physiotherapy Service
- Lambeth Autism and Neurodevelopmental Diagnostic Service (LANDS)
- The Hearing Support Service
- Lambeth Visual Impairment Support Service
- Lambeth Children and Adolescent Mental Health Services (CAMHS )
The Children’s Centre ( Hitherfield Primary School )
The Children’s Centre delivers a range of services to families in the local community.
- Parenting classes
- Supporting the bilingual child
- Family learning- Fathers Voices Together
- Baby group
- Introduction to British sign language
- One to one appointments in the centre to discuss concerns and offer support to access appropriate services
- Health /Nutrition Services
- Activities to develop pre literacy and numeracy skills
- Citizen’s Advice Bureau surgery
- Support and advice for young women and mothers experiencing difficulties in their personal relationships
- Child minders group
- Creative/ role play activities
- Family support, providing information and advice
- Advice on money matters
- New births registration
- Support for breast feeding
- Physical play activities to promote interaction, confidence and coordination
- Sing along sessions
- Advice and support for parents of children with Additional Needs
- Speech and Language support
- ‘Readiness for School’ workshops
- Toilet training
- Managing behaviour
- Supporting sensory needs
- Managing sleep patterns
The support provided by the Children’s Centre to both parents and young children about to start school, is very important and aids the important transition into the Early years of their education.
An example of an Outreach session at the Children’s Centre where a parent has a concern. The session might offer the following:
- An escort for the family to the Children’s Centre if the Centre is unfamiliar to them, they have a disability or where English is an additional language.
- An assessment of the family’s needs
- Information about the options that are available to help and support the family
- Further information about other sessions at the Centre or across the cluster
- Support for families through the ‘Buddy’ system, which is an effective way to enable families to integrate within the Centre and Community
- Additional personal support, either in the Children’s Centre or at the family home, with the enlistment of the Multi Agency Team for additional support
Outreach Services at the Children’s centre
- Home visiting and one to one appointments in the Centre
Lambeth Education Authority’s Local Offer
This can be found by visiting Lambeth’s website and clicking on the Local Offer link.
Addresses/telephone numbers of Outside Agencies/Support Services
Lambeth Educational Psychology Service
Children’s Social Care
1st Floor, Olive Morris House
18 Brixton Hill
London, SW2 1RL
Tel 020 7926 9658
Fax 020 7926 9659
Speech and language Service Guy’s and St. Thomas’
Tel 020 304 4005 NHS Foundation Trust
Fax 020 304 4015 Community Health Services
Mary Sheridan Centre for Child Health
Wooden Spoon House
5, Dugard Way
Occupational Therapy Service The same address as the Speech and
Tel 020 3049 5976 /6020 Language Service above
Physiotherapy Service Guy’s and St. Thomas’
Tel 020 7188 5094 NHS Foundation Trust
Fax 020 7188 5096 St. Thomas’ Hospital
3rd Floor, Lambeth Wing
Westminster Bridge Road
Lambeth Autism and Neurodevelopmental Same address as the Speech and
Diagnostic Service (LANDS) Language Service on previous page
Tel 020 3049 4005
Lambeth Hearing Support Service Jubilee Primary School
Tel 020 8671 8915/8678 6530 Tulse Hill
Lambeth Visual Impairment Support 129, Park Hill
Tel 020 7819 7606 SW9 9PA
Fax 020 7678 5019
Lambeth Children and Adolescent 35, Black Prince Road
Mental Health Services (CAMHS ) Kennington
Tel 020 3228 7370 London
The Special Educational Needs Streatham Wells Primary School
Coordinator and Inclusion Team 50 Palace Road
Tel 020 8683 9761 (direct line) London
Fax 020 8674 9154 SW2 3NJ
Hitherfield Children’s Centre
Hitherfield Primary School
London, SW16 2JQ
Tel 020 8835 9569