Special Educational Needs
School’s SEND Overview for Parents
Special Educational Needs Coordinator: Mrs S Howson
Special Educational Needs Link Governors: Mr P Shufflebotham / Mrs A Bradshaw
At Goldenhill Primary Academy we strive to support all children and enable them to reach their full potential. In order to do this, many steps are taken to support them through their learning journey. Quality teaching is vital; however, for some children there are occasions when further additional support may be needed to help them achieve their targets.
Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for Free School Meals (FSM) at any point in the last six years (known as ‘Ever FSM 6’). Schools also receive funding for children who have been looked after at any point and children of service personnel.
The Government believes that Pupil Premium, which is additional to main school funding, is the best way to address current underlying inequalities between those children who are eligible for FSM and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
In most cases, the Pupil Premium is paid direct to schools, allocated to them for every pupil who receives FSM. Schools decide how to use the funding, as they are best placed to assess what the pupil needs.
(Please see school website for more details)
Schools are held accountable for the decisions they make through:
The new Ofsted inspection framework September 2015
The Children and Families Bill 2014
The Children and Families Bill takes forward the Government’s commitments to improve services for vulnerable children and families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill reforms the systems for adoption, looked after children, family justice and SEN.
The reform programme is set out in Support and Aspiration: A new approach to special educational needs and disability: Progress and next steps by:
· Replacing Statements and learning difficulty assessments with a new birth to 25 Education and Health Care (EHC) Plan—the Local Authority has responsibility for transitioning existing statements to EHC plans by 2018 and with immediate effect for new applications.
· Improving cooperation between all the services that support children and their families
Who are the best people to talk to at Goldenhill Primary Academy about my child’s educational difficulties and / or special needs?
· Ensure that all children have access to good/outstanding teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation).
· Check on the progress of your child and identify, plan and deliver any additional help your child may need (this could be targeted work, additional support, adapting resources etc) and discussing amendments with support staff or the SENCO as necessary.
· Develop Pupil Passports and share and review these with parents three times per year. This involves meeting with both Parents and children to plan future provision.
· Ensure that all members of staff working with your child in school are aware of your child’s individual needs and / or conditions and what specific adjustments need to be made to enable them to be included and make progress.
· Ensure that all staff working with your child in school are supported in delivering the planned work/programme for your child, so that they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
· Ensure that the school’s Special Educational Needs and Disability (SEND) policy is followed in their classroom.
A Teaching assistant (TA) or Learning Support Assistant(LSA) may be allocated to a pupil with exceptional special educational needs and/or disabilities or to work with small groups of children under the direction of the class teacher.
The SEND Governor is responsible for:
· Ensuring that the school has an up to date SEND policy ( please see school website)
· Ensuring that the school has appropriate provision and has made necessary adaptations to meet the needs of all the children in the school.
· Understanding and monitoring the support given to children with SEND in the school and being part of the process to ensure that your child achieves his/her full potential.
· Reporting to the full governing body.
How can I talk to someone about my child if I need to?
You can contact your child’s class teacher or the SENCO by telephoning or visiting the school to make an appointment.
As a school we welcome regular communication between parents and ourselves to discuss any matters of concern.
The Head Teacher and SENCO are responsible for:
The day to day management of all aspects of the support for children with SEN and/or disabilities. They give responsibility to class teachers and LSAs but it is still their responsibility to ensure that your child’s needs are met.
· Coordinating the support for children with special educational needs (SEN) and / or disabilities, and developing the school’s SEND Policy to ensure that all children recieve a consistent, high quality response to their individual need.
· They must also make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
· Following a graduated response appropriate to the needs of the individual child.
Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Occupational Therapists, Educational Psychology etc...
Updating the school’s SEND record of need, (a system for ensuring all the special educational, physical and sensory needs of pupils in this school are known and understood) and making sure that there are excellent records of your child’s progress and requirements.
Providing specialist support for teachers and support staff in the school in order for your child (and other pupils with SEN and/or disabilities in the school) to achieve their full potential.
Supporting your child’s class teacher to write Pupil Passports that specify the targets set for your child to achieve.
Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.
Ensuring that parents are:
involved in supporting their child’s learning
kept informed about the support their child is getting
involved in reviewing how they are doing
Involved in planning future provision
How does Goldenhill Primary Academy know if children need extra help and what should I do if I think my child may have special educational needs?
We know when children need help if:
concerns are raised by parents/carers, teachers or the child’s previous school or pre-school
the child’s progress and/or attainment is significantly below age related expectations
there is a significant or prolonged change in the child’s behaviour
a child asks for help
If your child is not making expected progress or if there is another indicator of concern the school will discuss with you:
any concerns you may have
any further interventions or referrals to outside professionals to support your child’s learning
how we can work together, to support your child at home and at school
Sometimes a child may need some short-term help if there is a change in circumstances e.g. a bereavement or family breakdown. Please talk to your child’s class teacher, the Special Educational Needs Co-ordinator (SENCO), or the Head Teacher if you have any concerns or think that your child may have special educational needs. At Goldenhill, Mrs. Howson is the SENCO. Your concerns will always be taken seriously – your views on your child’s development and progress are always valuable.
How will Goldenhill Primary Academy staff support my child?
All children have individual needs. Children in school with SEN will receive support that is specific to their individual needs. This may all be provided by the class teacher or may include:
other staff in the school
working in collaboration with staff from dual placements where applicable
working with staff who will visit the school from the Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
working with staff who visit from outside agencies such as the Speech and Language therapy (SALT) Service or Occupational Therapists (OT)
an assessment by an Educational Psychologist or other specialists
working in 1:1 or small groups on a specific programme of work e.g. numeracy skills, literacy skills, nurture groups etc
providing special equipment/resources as required to support your child’s learning and development
The class teacher (sometimes with the SENCO) will always explain to you what the concerns are and also explain to you what the plans for your child include. If outside agencies are used, we always ask your permission before making a referral. If you have any queries related to the interventions or support that your child receives, please contact the class teacher or the SENCO.
Regular reviews of a child’s progress are discussed at Pupil Progress meetings. The first part of this meeting is to look at the provision for the child and make decisions about the progress that the child is making. The second part is to make new plans and adjust the provision as necessary.
If a specialist professional works with your child, there may be recommendations that are made, which may include:
How will teaching approaches and the curriculum be matched to my child’s needs?
We aim to provide an inclusive, creative, child led curriculum that will equip children to be successful in life.
Our curriculum is designed to match your child’s needs by offering personalised learning which is differentiated according to their ability and their style of learning. This will develop their skills as learners and help them to become more independent, enabling them to progress and reach their full potential. The classroom environment may also be adapted to suit individual needs e.g. providing a workstation or a visual timetable. Where a child has been identified with SEN, their work will be differentiated by the class teacher to enable them to access the curriculum more easily. Regular assessments identify the gaps in your child’s learning / understanding. This information is used to plan future provision.
Regular parent’s evenings also provide opportunities for parents/carers to discuss the curriculum with the class teacher.
How will both you and I know how well my child is doing and how will you help me to support their learning?
Class teachers are always happy to discuss how well your child is doing; Pupil Progress/ IEP meetings are held termly and are an opportunity for you to ask questions about how well your child is doing and for us to advise you in how to support your child’s learning at home. However, these discussions do not need to be limited to the regular Pupil Progress meetings. You are always welcome to simply drop in and ask your child’s class teacher. Annual reports and Parents evenings also provide information about academic progress. Some children may also have a home/school communication book so that parents/carers and teachers can monitor progress, record concerns or share achievements.
All reports from outside agencies are passed to you with their ideas for support or resources that may be used at home.
What support will there be for my child’s overall wellbeing?
The well-being of all of our pupils is our primary concern at Goldenhill. They are supported with their social and emotional development throughout the school day, through the curriculum and extra-curricular activities. Personal, Social and Health Education (PSHE) and Social and Emotional Aspects of Learning (SEAL) are integral to our curriculum.
Additional support from specialist staff is arranged as needed for individual pupils, both in and out of the classroom; a tailored personal plan may be put in place for pupils with the highest need
Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.
We regularly monitor attendance, support pupils returning to school after absence and take the necessary actions to prevent prolonged unauthorised absence.
Relevant staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.
Pupils’ views are sought through school council and other forums.
What specialist services can the school access?
We have access to a wide range of specialist services as follows:
Autism Outreach Service
School Nursing Team, Paediatricians and GPs
Social Care teams
Child Protection Officers
Speech and Language Inclusion Partnership
Children Missing Education Officers
Sensory Support Services ( including hearing and visually impaired services0
Ethnic Minority and Traveller Achievement Service
What training opportunities are there for staff supporting children with SEND?
It is the Head Teacher or SENCO’s responsibility to support class teachers in planning for children with SEN and provide in-house training where possible and necessary. The school has a school development plan, including identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school, such as ASD, dyslexia etc.
Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
How will my child be included in activities outside the classroom including school trips?
Activities and school trips are available to all children. Financial assistance via the school’s Pupil Premium allocation is available to ensure access to all activities where payment is needed. Where a professional makes a recommendation for a child to receive additional support out of school hours, parents will be supported and signposted to the relevant service.
For activities out of school, risk assessments are carried out, and procedures are put in place to enable all children’s participation. If it is decided that 1:1 support is required to support a child, an additional staff member or a parent may be asked to accompany a child during the activity/trip
How accessible is the school environment?
We will always do our best to meet individual needs, and we are always happy to discuss individual access requirements. We have toilet and changing facilities adapted for disabled users. As part of the annual review of school premises carried out by the LA, accessibility issues are always considered in light of any individual needs.
How will Goldenhill Primary Academy support my child’s transition to and from school?
Induction for all Early Years children usually takes place in at the end of the Summer Term, and includes visits to school, and an induction meeting for parents. The school also offers optional Home Visits where the Early Years team will visit parents and their children in the home environment.
For children who transfer mid-year, LA procedures are followed. The LA’s ‘Local Offer’ is available on the Stoke on Trent City website and from a direct link on the school website. For children transferring at the end of Y6, additional transition visits are arranged with the secondary school, and additional meetings between parents and SENCOS are arranged as necessary. We will also make sure that all records about your child are passed on as soon as possible.
If a child has a current CAF (Common Assessment Framework), we ensure that all professionals are involved in supporting the transition process.
We have an Accessibility Plan in place and where feasible, make reasonable adjustments to improve the accessibility of our environment to meet individual needs. Our policy and practice adheres to The Equality Act 2010.
How will Goldenhill Primary Academy allocate resources to support my child’s needs?
The school budget received from the Local Authority, includes money for supporting children with SEN. The Senior Management Team, in conjunction with the School Business Manager, decide on the allocation of the total budget for Special Educational Needs in consultation with the school governors.
The Senior Management Team discuss all available information about SEN in the school, and decide what resources/training and support is needed. SEN funding is usually allocated to employ staff and outside specialists and to buy resources and equipment.
Where a child has significant needs that the school feels it cannot meet, or no longer meet, the school will apply for a statutory assessment of the child, which may lead to further support being provided by the LA. Parents can also request that the LA carry out a statutory assessment of their child’s needs.
How is the decision made about what type and how much support my child will receive?
Each child is assessed individually and a personalised package of support provided dependent on need. If these needs change, support is adjusted as necessary. Additional assessments from outside agencies will sometimes mean an increase of support and/or resources. Regular review meetings are held between the class teacher and parents to discuss the child’s progress and any additional needs which require support.
If a child joins from another school, information provided by the feeder school, along with our own assessments, will enable schools to allocate resources/support for the child.
How can I be involved in discussions about and planning for my child?
We work in partnership with parents to support each child/young person’s well-being, learning needs, progress and aspirations.
We operate an open-door policy to allow parents to contact their child’s class teacher with ease.
Parents are invited to become involved in school-life through a number of means e.g. Helping Hands, hearing children read and ongoing invitations to school events throughout the year. They are also asked for their views / opinions and ideas about their child’s learning on a regular basis through termly pupil passport / IEP meetings. At these meetings the children are asked to express their views and opinions about their learning and are involved in the decision making process.
Our Governing Body includes Parent Governors/representatives.
What kinds of Special Educational Needs are provided for at Goldenhill?
Goldenhill aims to provide a broad, balanced and inclusive curriculum for all children. We strive to make reasonable adjustments to all aspects of school life in order to achieve this. The kinds of Special Needs we provide for are varied but may include children with:
Autism / ASD
Moderate Learning Difficulties
Speech, Language and Communication Difficulties
Social, Emotional and Mental Health Difficulties
How can I evaluate how effective the school provision for SEND is?
There are a variety of ways in which you can evaluate the effectiveness of our provision. These include:
Most recent OFSTED report (available on the school website)
The academic progress your child is making, please see your class teacher if you want to know more
Your child’s end of year report.
Raise online data
What do I do if I want to make a complaint about the SEND provision for my child?
In the first instance, please make an appointment to see the SENCO who will be happy to hear your complaint and will endeavour to resolve the issue as soon as possible.
If you are still not satisfied with the outcome, please refer to the school complaints policy which can be found on the school website.
Who can I contact for further information?
If you wish to discuss any aspect of your child’s education, please contact:
Your child’s class teacher
The SENCO ( Mrs Howson)
Head Teacher ( Mr Martin)
The SEND governors ( Mr P Shufflebotham / Mrs A Bradshaw)
Please contact the school if you have any further questions.
Tel: 01782 235790