Kempshott Infant School

At Kempshott Infant School children are identified as having SEND through a variety of ways, usually a combination of some of the following:

• Liaison with previous nursery provision or school.
• Child performing below age related expectation, pupil progress meetings.
• Concerns raised by parent.
• Concerns raised by teacher, for example: if behaviour or self- esteem is affecting performance.
• Liaison and assessment from external agencies e.g. physical/ sensory issue.
• Diagnosis from a paediatrician.
• Specific school assessments e.g. speech and language screening/dyslexia screening.
• SENDCO Surgeries for parents, twice a term.

• HOW WILL I RAISE CONCERNS IF I NEED TO?

• Talk to us – Initially contact your child’s class teacher about your concerns.
• SENDCO Surgeries for parents, twice a term (see newsletters for dates).
• Make an appointment to see the SENDCo – Mrs Sophie Clarke, contact via the school office to arrange an informal meeting or telephone the office on 01256 461795 to leave a message.

• HOW WILL SCHOOL SUPPORT MY CHILD?

 WHO WILL PLAN, OVERSEE, AND WORK WITH MY CHILD AND HOW OFTEN?

• The class teacher will oversee, plan and differentiate the work for each child with SEND in their class to ensure that progress in every area is made.
• The SENDCo oversees the progress of identified SEND pupils that require support that is ‘additional to or different from’ the general quality first teaching in the classroom.
• There may be a learning support assistant (LSA) working with your child either individually or as part of a group. These sessions will be explained to parents when support starts.

 WHO WILL EXPLAIN THIS TO ME?

• The class teacher will meet with you at least on a termly basis (this could be part of Parent’s evening) to discuss your child’s needs, support and progress.
• For further information the SENDCo is available to discuss support in more detail.

• All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically in a lesson there may be different levels of work set for the class, however this may also be individually differentiated through planning, resources and support.
• Children with SEND will have access to the appropriate resources needed to help them make progress.
• Advice and input from outside agencies and services are shared with the relevant class teacher and LSA and incorporated into (Individual Education Plan) IEP targets and classroom practice.
• Additional input through specific programmes and interventions e.g. the Nessy Reading and Spelling programme, The Solent Therapy Pack motor skills programmes, The Language Link programme and individual speech and language programmes.

• By reviewing children’s targets through termly IEPs, Transition Partnership Agreements or through an Annual Review of an Education Health and Care Plan (EHCP).
• Ensuring the child is making progress academically against national/ age expected levels and the gap is narrowing between them and their peers.
• By verbal feedback from the child, the parent and teacher.
• Through children moving off the SEND Register when they have made sufficient progress.
• Through pupil progress meetings with the class teachers and the senior leadership team.
• Assessments carried out before and after a specific intervention programme to track outcomes.
• SENDCo monitoring and reporting to SEND Governor each term.
• Standardised tests and assessments e.g. Salford Reading Test, Language Link assessment.

• You are welcome to make an appointment to meet with either the class teacher or SENDCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.
• The twice termly, SENDCo surgeries also offer a good opportunity to meet with the SENDCo if you have further concerns about your child (see the newsletters for details).
• Your child may have an Individual Education Plan (IEP) which will have individual/group targets. This is discussed with you on a regular basis and parents are given a copy of the IEP.
• When the child’s IEP is reviewed comments are made against each target to show what progress the child has made.
• If your child has complex SEND they may be part of a Transition Partnership Agreement (TPA) or have an Education, Health and Care Plan (EHCP). This means that a formal meeting will take place to discuss your child’s progress and a report will be written at least annually.

• The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required, the class teacher liaises with the SENDCo for advice and support. This may involve working alongside outside agencies such as Health or Children’s Services, and/or the Primary Behaviour Support Service.
• The school has an LSA who is trained as an Emotional Literacy support Assistant (ELSA), who works 1:1 with children, providing emotional support, under the direction and supervision of the educational psychologist and the SENDCo.
• If you have any concerns regarding your child’s pastoral, medical or social/ emotional needs then please make an appointment to see the SENDCo.
• Additional social skills activities may be incorporated into a child’s IEP if appropriate, e.g. a specific social skills programme, or games focused on turn-taking/sharing etc.

• Our SENDCo is a qualified teacher, with experience in a variety of SEND related settings and schools.
• The SENDCo attends relevant training sessions and courses, SENDCo update meetings and conferences, in addition to local school SEN cluster meetings.
• Two members of the Senior Leadership Team are trained as Designated Safeguard Leads in school.
• One member of staff is a Designated Teacher (for Looked After Children).
• As a school we work closely with any external agencies that are relevant to individual children’s needs within our school including: Primary Behaviour Service, the Health Service including: GPs, school nurse, clinical psychologist, paediatricians, speech and language therapists, occupational and physiotherapists; Children’s Services including: locality teams, social workers; educational psychologists and specialist advisory teachers.

• All LSA’s receive training in order to carry out specific interventions and assessments e.g. Language Link Groups, Nessy Reading and Spelling, Solent Therapy Pack, COPs assessment, Infant Speech Screen, writing social stories etc.
• Our trained ELSA attends regular meetings under the supervision of the educational psychologists.
• LSA’s meet regularly with the SENDCo for SEND updates and information sharing.
• We have an LSA trained to deliver 1:1 speech and language programmes under the guidance of the school’s link speech and language therapist and the SENDCo.
• We have two Higher Level Teaching Assistants.

• All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
• A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities will be provided in school.

Our policy on equal opportunities and disability is to ensure that there is no discrimination against any group within our community, be it because of sex, religion, race, colour or disability. With this in mind the school has put in place policies and procedures so that disabled people are not treated less favourably in the service, education or support they receive than people without a disability. Meeting these requirements is consistent with the school’s Learning Difficulties and Disabilities Policy as well as the Equal Opportunities Policy.

• All teachers follow the SEND policy to ensure that all barriers to learning are removed.

• Risk assessments are carried out to respond to particular needs as and when they arise. Areas both inside and outside conform to Health and Safety guidelines.
• The school does not currently have a disabled toilet facility.

• We encourage all new children to visit the school prior to starting.
• We can write social stories and provide transition photo booklets and extra visits with specific children, if transition is likely to prove difficult.
• When children with SEND are preparing to leave us for a new school, typically to move on to Key Stage 2 education, we arrange additional visits and transition support.
• We liaise closely with the staff when receiving and transferring children to and from different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.

If your child has complex needs then a TPA or EHCP review will be used as a transition planning meeting to which we will invite staff from both schools

• The SENDCo reports to the Head teacher and governors termly to inform them about the progress of children with SEND and how resources are used. This report does not refer to individual children and confidentiality is maintained at all times.
• One of the governors is responsible for SEND and meets regularly with the SENDCo. They also report to the governors to keep them all informed.
• The governors agree priorities for spending within the SEND budget with the overall aim that all children receive the support they need in order to make progress.
• The class teacher alongside the SENDCo will discuss the individual child’s needs and the type of support and differentiated planning or resources that will be appropriate.

• Adaptations to the teaching and learning environment are made to ensure that children with SEND have full access to the curriculum.

• By reviewing children’s targets through termly IEPs, Transition Partnership Agreements or through an Annual Review of an Education Health and Care Plan (EHCP).
• Ensuring the child is making progress academically against national/ age expected levels and the gap is narrowing between them and their peers.
• By verbal feedback from the child, the parent and teacher.
• Through children moving off the SEND Register when they have made sufficient progress.
• Through pupil progress meetings with the class teachers and the senior leadership team.
• Assessments carried out before and after a specific intervention programme to track outcomes.
• SENDCo monitoring and reporting to SEND Governor each term.
• Standardised tests and assessments e.g. Salford Reading Test, Language Link assessment.

Parents are involved in school life in a range of ways. e.g. helping on school trips. Parents of children with SEND will be invited to actively participate in reviewing their child's IEP targets, contribute to the EHCP annual review meetings as well as Transition Partnership Agreement meetings during transitional phases. The SENDCo also offers a surgery for parents, twice termly, to encourage good communication between home and school for children with SEND.