Kirkstall St. Stephen’s C of E (Voluntary Aided) Primary School

SEND Provision & Information Report

 

 

 

KSS SEND information report 2018-19

 

What types of SEND do we provide for?

At Kirkstall St Stephen’s we provide for a range of SEND. Currently in school we support children with speech, language and communication needs, children who have social, emotional or mental health needs, children with profound and moderate learning difficulties and children who have hearing impairments as well as children with a range of medical needs.

How do we identify and assess pupils with SEND?

Identification

We identify children with SEND at the earlies point that we can. This can be in our Early Years setting or KS1 classes. We use a graduated response system. When teachers think that a child may have some additional needs they can alert the SENCO by writing a ‘SEND cause for concern form’. This includes several needs that the teacher may have identified. Once the SENCO is alerted to this the child will be monitored closely-this means that the SENCO will look at the progress and development of the child and also work with the parents/carers if necessary. In our termly IEP reviews the children who are being monitored are discussed as well as any meeting with parents of carers. If we feel that the child needs to go onto the SEN register this will be identified in the meeting if the child has begun to make progress and we feel it is not necessary to place them on the SEND register then we will continue the monitoring process.

 

Assessment

SEND pupils are tracked using our whole school tracker- which tracks the progress of pupils using teacher assessment knowledge which is supported by testing, Interim assessment frameworks and class based work. As well as this for some pupils we use smaller targets in the form of B-Squared. B-Squared breaks the curriculum down into smaller objectives and can be used for both formative and summative assessment. In termly IEP meetings teachers will bring their B-Squared assessments with them to discuss the progress of SEND pupils and the SENCO will keep a record of progress and attainment on the children’s achievement records. The SENCO will monitor this progress and attainment and will also help teachers to for appropriate targets for these pupils, if needed additional target IEP records will be written as part of the monitoring process

Who is our special educational needs co-ordinator (SENCO) and how can he/she be contacted?

Lydia Collings is our school SENCO and she can be contacted via the school number: 0113 3821960 or the school email: contactus@kirkstallss.net

What is our approach to teaching pupils with SEND?

At Kirkstall St Stephen’s we aim to meet the needs of every pupil individually. We value every child and this is reflected in our school mission statement:

We are challenged

We are cherished

We are children of God

We believe that children with SEND should be supported to achieve their highest potential and this comes through early identification and a ‘graduated response’ to the needs of the child. Teachers are given a range of support in teaching children with SEND in the form of training, resources, time with the SENCO or support from outside agencies. We have adopted a system of assessment that allows the teacher to see the targets that children are working towards very clearly. This is reflected in their planning and their development of resources to support learning. We want SEND pupils to also develop independence through teaching strategies and this is also reflected in lessons- where we want every child to develop a love of learning and a positive approach to challenges.

How do we adapt the curriculum and learning environment?

We are constantly looking for ways to adapt our curriculum and learning environments to provide for the needs of SEND pupils. We share good practice wherever possible. In learning walks staff identify the ways that they have adapted classrooms to support the children in the class. These happen half-termly and are an opportunity for staff to change the learning environment to suit the needs of SEND pupils. When planning lessons to meet the needs of all pupils staff use B-Squared to give them a specific starting point for SEND pupils. Staff use the B-Squared to ensure that SEND pupils are working with the correct objectives in the lesson and where the objective is different to that with the whole class they will find links to what they are teaching. Staff are aware of the many resources in school that we have to support SEND pupils. For example; they may use, pencil grips, dictaphones, coloured screens and word banks. They may also use support staff to help scaffold learning in the classroom. Where ever possible staff will look for ways of supporting SEND pupils in the classroom to develop independence in their learning as well as supporting and scaffolding learning with support staff.

How do we enable pupils with SEND to engage in activities with other pupils who do not have SEND?

Pupils with SEND in school take part in every class and whole school activity. They are a valued part of our community and are able to access the whole range of extra-curricular activities. Children will often work in mixed ability groups in the classroom and teachers model inclusive, supportive and friendly relationships on a daily basis.

How do we consult parents of pupils with SEND and involve them in their child’s education?

Parents are informed when children are put onto the SEND register through meeting with the child’s class teacher. Parents may also be contacted if teacher has an SEND cause for concern about the child. Parents have regular contact with the SENCO and the SENCO will offer a termly meeting with a parent if they request it. In this meeting the parent will be able to talk through their child’s needs and any concerns that they may have. If necessary meetings can be arranged with the SENCO and class teacher as well as any outside agencies working with the child.

How do we consult pupils with SEND and involve them in their education?

Children with SEND are involved in all pupil voice activities that we do in school. Wherever possible we talk to the pupils about their targets and all SEND pupils are given targets which they discuss with their teachers. In the annual review process for children who have EHCPs we talk to the children and ask them about their view of their education. They also are involved in the EHCP review and will come to the review to give their views.

How do we assess and review pupils’ progress towards their outcomes?

Using the graduated response helps us to assess and review pupils’ progress. The termly IEP review with teachers allows the SENCO and teacher to monitor strategies put in place and review their effectiveness. If teachers need to do this before the termly review they can submit SEND cause for concerns for any child and prompt an assessment discussion around progress. This ensures that progress is constantly monitored and any concerns about progress are brought to light immediately.

How do we support pupils moving between different phases of education?

We work very closely with SENCOs for any schools where there is transition from our school. We keep files for every child on the SEND register and these are passed onto transition schools. If necessary we will organize for parents to meet with the SENCO several times before transition takes place. We can also work with parents as they make the choice of schools. We liaise with SENCOs to arrange additional transition days (if needed)

When children in school move from KS1 to 2 we work closely with SEND children in transition weeks to ensure that the children’s needs are met by their new teachers. We also arrange transition meeting between the teachers in the summer term and also between support staff where staff pass on intervention resources and also knowledge of children’s needs.

How do we support pupils preparing for adulthood?

We are always aware of our need to develop SEND pupil’s life skills in order to help them achieve their highest potential and this includes their development of skills that will help them in adulthood. We listen to the aspirations of our pupils with SEND and we want to inspire them and equip them to achieve their goals. This may be through specific teaching in lessons such as PHSCE or it could be through interventions in which children will learn specific life skills such as; using money or developing their knowledge of how to use public transport. We adapt everything based on the needs of the child and also the views of their parents/carers.

How do we support pupils with SEND to improve their emotional and social development?

All children in school have regular PHSCE lessons where issues around friendships and other relationships form a large part of the work that the children do. All SEND children take part in these lessons and are supported in their access of these lessons. We also have SEAL groups in which children encountering friendship difficulties or any type of bullying can talk through their worries and anxieties. We also have a learning mentor who works with some of our most vulnerable children and will work with parents also. We have also used many outside agencies in support of our children with SEND who may also need to improve social and emotional skills. We also have an anti-bullying week each year in which the focus of all lessons is on the signs of bullying, how to report it and how to stop it. All SEND children access this week and have support to access all the lessons that take place. We have a zero tolerance approach to bullying and it is outlined in our Anti-Bullying Policy which you can find on our website.

What expertise and training do our staff have to support pupils with SEND?

  • Every staff member has been trained in the identification of children who may be dyslexic as well as supporting children with a range of strategies to support children who may be dyslexic.
  • Several staff have been trained in the delivery of speech and language programmes and also in the early identification of children with speech and language needs.
  • Some staff have been trained to work with children who have a specific language impairment
  • Staff have also been trained in the support of children with hearing impairment.
  • Several staff have been trained in the use of the resource ‘toe by toe’ which is a resource to support children who may have dyslexia.
  • Some staff have been trained in the identification of children who are dyspraxic and the range of strategies to support them.
  • Many staff have been trained in the support of children on the Autistic spectrum.
  • Staff have received training on the graduated response and the SEND code of practice. The staff have also been trained in the use of B-Squared assessment for children with SEND.

How will we secure specialist expertise?

We work with several outside agencies to ensure that the training we receive and the guidance that we follow is directed by specialists. This is secured by the SENCO who liaises with these agencies and ensures that training is passed onto the right people.

How will we secure equipment and facilities to support pupils with SEND?

The SENCO uses the SEN budget each year to ensure that we provide for the needs of SEND pupils using special equipment. We use our notional budget to ensure that we provide the first £6000 for every child with SEND. This ensures we provide the correct facilities and equipment to support SEND pupils

How do we involve other organisations in meeting the needs of pupils with SEND and supporting their families?

As a school we work with:

  • Speech and Language therapy service
  • Young Willows
  • Gateways
  • DAHIT
  • Leeds City Council
  • Educational Psychology
  • Nessy
  • The school nursing team
  • Family support
  • Social Services
  • SENSAP
  • SENIT
  • AIP
  • CDP

All of these agencies have been involved in our school over the last year. We are committed to effective communication with these agencies to support the needs of SEND pupils and their families

How do we evaluate the effectiveness of our SEND provision?

Through our graduated response to SEND pupils. We assess, plan, do and review every case. We do this termly through our IEP meeting with teachers but also through our monitoring process. Teachers have regular daily access to the SENCO and so can make her aware of any changes in provision or any gaps that need to be filled.

How do we handle complaints from parents of children with SEND about provision made at the school?

Any complaint is handled directly by the SENCO and the Headteacher as well as the SEND governor. All three are responsible for dealing with SEND complaints. The parent is able to make an appointment with the teacher, the SENCO and the Headteacher to discuss the matter and can write to the SEND governor with details of the complaint. Together with the parent the school will look to find a solution/ solutions to any complaint brought to school with reference to the school complaints policy.

Who can young people and parents contact if they have concerns?

Parents can contact the SENCO or headteacher through the school number: 0113 3821960 or the school email: contactus@kirkstallss.net

 

What support services are available to parents?

Parents can be supported through our school learning mentor and also through our school SENCO. They also have access to support through the local council parent partnership. We also work with a range of outside agencies who offer specific support to parents and this can be arranged through our learning mentor.

Where can the LA’s local offer be found? How have we contributed to it?

Leeds Local Offer can be found here: http://www.leeds.gov.uk/residents/Pages/Leeds-Local-Offer.aspx

 

As a school we contribute to the Local Offer by:

  • identifying the particular SEN of children and young people
  • consulting with parents of disabled children with SEN and disabled young people with SEN
  • Our approaches to teaching, adaptations to curriculum, the learning environment
  • By assessing and reviewing pupils’ and students’ progress towards outcomes,
  • By securing the services, provision and equipment required by children and young people with SEN or disabilities
  • By securing expertise among teachers to support children and young people with SEN or disabilities
  • By assessing and evaluating the effectiveness of the education and training provision teachers make for children and young people with SEN or disabilities
  • By enabling disabled children and young people and those with SEN to have access to facilities and extra-curricular activities that are available to those who use the setting
  • By supporting the emotional, mental and social development of disabled children and young people and those with SEN
  • By ensuring we use measures to prevent bullying of children with SEND

 

 

 

 

Our Special Educational Needs Coordinator is Mrs Lydia Collings. you can arrange an appointment with Mrs Collings by contacting reception on 

Telephone Number:

0113 382 1960

Fax Number:

0113 382 1961

Email:

Janet Skelton, School Business Manager: contactus@kirkstallss.net

Lydia Collings: Mrs Collings SENDCO Email Link
Link to the Leeds Local Offer for SEND

https://leedslocaloffer.org.uk/#/directory
SEND Policy

SEND policy, outlining SEND provision

This school is committed to safeguarding and promoting the wellbeing of
all children, and expects our staff and volunteers to share this commitment.