SEN Information Report – Broughton Jewish Cassel Fox

1. The kinds of special educational needs for which provision is made at the school

Our school is an inclusive school that welcomes all who wish to attend whilst recognising that some may face barriers to attendance, participation and achievement.

Link to SEN Policy

New SEN Policy 

  • We have a team of staff working with SEN children.
  • A SENCO who is a qualified teacher and working towards the National Sen Award which is a masters in SEN.
  • KS 1 TA’S have all been trained in guided reading, phonics and spelling.
  • KS2 TA’S have all been trained in guided reading, phonics and spelling.
  • SEN TA’S have been on courses dealing with Dyslexia, Aspergers, multi sensory approach to teaching.
  • The school has a lift for physically challenged children.

2. Information, in relation to mainstream schools and maintained nursery school, about the school’s policies for the identification and assessment of pupils with SEN

The School uses a variety of Assessment tools.

We use a deeper analysis of the Optional SATs papers or a miscue analysis to gain further understanding of the child’s literacy difficulties, in order to plan targeted programmes for them and to use as a benchmark for measuring impact of subsequent interventions.

SENCOs often have a range of very specific tests before an external professional is called in.

The tests are :

  1. We use the Dyslexia Screener and Portfolio.
  2. We use the dyscalculia Screener.
  3. WE use CELF ND PRE SCHOOL CELF for speech and language assessments.
  4. We use WRAT 4 for reading,maths and spelling assessments.

If a child’s behaviour is causing concern, we may first consider whether there are any potential underlying difficulties and if there appear to be none, these are the steps we would take.

  1. Speak to the parent about anything that might have happened at home.
  2. Gather information from staff about what sort of incidents are occurring, at what time of the day, during which lessons etc and analyse this information to see if there are any patterns.
  3. Carry out timed observations in class/on the playground and record the way the child is behaving, taking account of who else is involved and any environmental factors. You may be using an ABC (Antecedent/Behaviour/Consequence) sheet to record this. This chart helps to identify patterns of behaviour and potential trigger which can then be discussed with the parents. After a behaviour incident we expect the child to reflect (if they are capable to) on their behaviour with an adult. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve the behaviour.

  4. If, after a period of intervention using the analysis of the ABC sheets, there is no improvement we will refer the child for an assessment.

Parents are involved in the planning assess- review- cycle of their child.

SEN Policy LINK

Parents at all times will be informed if the school thinks their child has any SEN issues.

Parents will be called to discuss if their children are not making expected or any progress.

Progress which

  • Is significantly slower than that of their peers starting from the same baseline
  • fails to match or better the child’s previous rate of progress
  • fails to close the attainment gap between the child and their peers
  • widens the attainment gap.

Attendance

The attendance of a child is monitored on a daily basis. Lateness and absences are reported to the Head teacher.

3. Information about the school’s policies for making provision for pupils with SEN whether or not pupils have EHC plans, including:

A. How the school evaluates the effectiveness of its provision for such pupils

Data is prepared before a child starts intervention, whilst the interventions are happening and after the interventions to see if the interventions have been successful.

Analysis of the DATA with children across the school by class, year group, subject and intervention group through Pupil progress meetings.

Mapping tool for interventions and this is mapped on the costed provision map.

Data is reviewed every half term.

If your child is not working on the expected level then a more sensitive assessment tool called P SCALES  will show their levels in more detail and will show smaller but significant steps of progress. 

B. The school’s arrangements for assessing and reviewing the progress of pupils with SEN

The school will have half termly reviews on pupil progress.

IEP targets are reviewed 3 times a year with class teachers and the TA.

All One page profiles are sent home to parents to view.

Annual Review meetings are held once a year. Outside agencies are invited to come to the Annual Review.

All children are invited to attend the first part of the annual review as it is a person centred review. The child will be asked a few questions and they may show a video of themselves.

The children will also have made a collage of their family.

Children’s work will also be on display.

Children fill in MY STORY for the Annual Review .Minutes are taken and these are circulated to parents and to the LOCAL AUTHORITY.

C. The school’s approach to teaching pupils with SEN

  • When planning and teaching the National Curriculum, all teachers must set suitable learning challenges, respond to pupils’ diverse learning needs and overcome potential barriers to learning and assessment.
  • This will be achieved through Quality First Teaching.
  • All pupils have the opportunity to experience success in learning and achieve as high a standard as possible. Teachers plan suitable learning for pupils with attainments significantly above or below the expected key stage levels.

All teachers:

·     set high expectations and provide opportunities for all to achieve through Quality First Teaching.

·     take specific action to create effective learning environments, secure pupils’ motivation and concentration, provide equality of opportunity, use appropriate assessment and set targets for learning.

Children with SEN

Teachers:

·     take account of the type and extent of a pupil’s special educational needs in planning and in assessment

·     provide support for communication, language and literacy needs

·     plan, where necessary, to develop pupils’ understanding through the use of all available senses and experience.

·     plan to enable children to take full part in learning, physical and practical activities

·     help pupils to manage their behaviour, to take part in learning effectively and safely and, at key stage four to prepare for work

·     help individuals to manage their emotions, particularly trauma and stress, and to take part in learning

Children with disabilities

Not all pupils with disabilities necessarily have special educational needs. Teachers take action however, to ensure pupils with disabilities are able to participate as fully and effectively as possible in the National Curriculum and statutory assessment arrangements. Potential areas of difficulty are identified and addressed at the outset, without the need for disapplication.

Teachers:

·     plan for enough time for satisfactory completion of tasks

·     plan opportunities where needed for the development of skills in practical aspects of the curriculum

·     identify aspects of programmes of study and attainment targets that may present specific difficulties for individuals

 

The classes at the school are mixed abilities.

The teachers will differentiate the work to the child appropriate level.

The placements within each group is decided on ability and the children can move between the groups depending on the data results.

D. How the school adapts the curriculum and learning environment

Differentiation by:

  • Grouping – small group/1:1/ability
  • Content
  • Teaching style (VAK)
  • Lesson format – thematic units/games, simulations, role-plays, discovery learning
  • Pace
  • Alternative recording methods – scribing, use of ICT, mind-mapping, photographs,Clicker 6 and IPADS etc
  • Outcome
  • Materials
  • Support level
  • Reward

E. Additional support for learning that is available for pupils with SEN

  • Maths
  • Reading
  • Writing
  • Phonics
  • Social Groups
  • Different clubs at break time.
  • Precision Teaching
  • Adults are deployed to take specific intervention groups at a specific time and they work with the children on a
  • specific intervention programme 
  • Speech and language by fully trained Elklan therapists.

F. Activities that are available for pupils with SEN in addition to those available in accordance with the curriculum;

Extra Curricular Clubs

  • Japanese Club
  • Chess Club
  • Drama Club
  • Scrabble Club
  • Games Club
  • History Club
  • Italian Club

G. Support that is available for improving the emotional and social development of pupils with SEN

  • Play ground Pals
  • Social group via social stories.

4. In relation to mainstream schools and maintained nursery schools, the name and contact details  of the SENCO 

The SENCO is responsible for the day to day operations of the SEN policy at all times.

The SENCO is Susan Pletnick.

Susan Pletnick is fulltime at the school and can be contacted via the office or email susanpletnick@salford.gov.uk

5. Information about how the expertise and training of staff in relation to CYP with SEN and about how specialist expertise will be secured

Staff are equipped with expertise in this area by working in SEN for a number of years

They are also sent on courses to train them on specific areas of need.

6. Information about how equipment and facilities to support CYP with SEN will be secured

This are is not really applicable to the school as we have no physically disabled children.

There is a lift which can be accessed by wheelchair and there are disabled toilets as well.

7. The arrangements for consulting parents of children with SEN about, and involving such parents in, the education of their child

The preferred method of communication is via email.

Parents that phone the school will be called back immediately.

Parents are involved in the drawing up of the child’s IEPS.

8. The arrangements for consulting young people with SEN about, and involving them in, their education 

Children get a chance to see their One page Profiles.

They are given a child friendly One page profile which the teacher will go through with the children and the children can be aware of their targets.

Children will meet the teacher regularly to discuss their targets and see if they have been met and then new ones will be set for the child.

9. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with SEN concerning the provision made at the school

Stage 1: The complaint is dealt with at the lowest level possible so if it relates to lack of progress in a subject area, the subject or class teacher responds in the first instance. The complainant needs to feel they have been listened to and all points they raise addressed should be addressed. If the matter remains unresolved,

Stage2: The complaint is dealt with by the SENCO or by a senior manager. If there is still no resolution,

Stage 3:The Head teacher should become actively involved.

If the matter is still not resolved, the complainant must put their complaint in writing to the Chair of Governors.

Stage 4: The Governing Body deals with the matter through their agreed complaint resolution procedures.

In the unlikely event that the matter is still not resolved, the parent can then take the complaint to the Local Authority Complaints Officer and ultimately to the Ombudsman/Secretary of State.

It is obviously in everyone’s interests for complaints to be resolved as quickly and at as low a level as possible. Schools are likely to find it beneficial to make sure everyone adheres to the procedure described since allowing a complaint to come in at Stage 3 inflates its seriousness. 

10. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations in meeting the needs of pupils with SEN and in supporting the families of such children 

Educational Psychologists; Speech and Language Therapists; CAMHS; Starting Life Well;

There is a COMMON ASSESSMENT FRAMEWORK(CAF) that will be filled in this will be uploaded to the data base and if procedures are not in place this will be escalated to Child Protection Agencies.

11. The contact details of support services for the parents of pupils with SEN, including those for arrangementsmade in accordance with clause 32

Parent Partnership
Unity House
Salford Civic Centre
Chorley Road
Swinton
M27 5AW

0161 778 0538

For children aged 0-5

Early Support/Portage Home Visiting Team/Inclusion Officers

Starting Life Well
Unity House
Salford Civic Centre
Chorley Road
Swinton
M27 5AW

0161 793 3275

Statutory Assessment Team
Burrows House
10 Priestley Road
Wardley Industrial Estate
M28 2LY

0161 778 0410

Learning Support Service (LSS)
c/o Moorside High School
57 Deans Road
Swinton
M27 0AP

0161 607 1671

Educational Psychology Service
Burrows House
M28 2LY

0161 778 0476

Children with Disabilities Social Work Team
Salford Civic Centre
Chorley Road
Swinton
M27 5DA

0161 793 3535

  1. The contact details of support services for supporting pupils with SEN in transferring between phases of education or in preparing for adulthood and independent living

Sometimes you will want to plan a longer, more structured transition into the next phase of education for a child with SEN.

Transition From

To

Support Service

Contact details

Setting

School

Starting Life Well

0161 793 3275

Educational Psychology

0161 778 0476

LSS

0161 607 1671

Key Stage 1

Key Stage 2

Educational Psychology

0161 778 0476

 

 

LSS

0161 607 1671

Key Stage 2

Key Stage 3

Educational Psychology

0161 778 0476

 

 

LSS

0161 607 1671

Key Stage 3

Key Stage 4

Educational Psychology

0161 778 0476

 

 

LSS

0161 607 1671

Key Stage 4

Key Stage 5 and beyond

Educational Psychology

0161 778 0476

 

 

LSS

0161 607 1671

 

 

New Directions
(the Joint Learning
Difficulty Team within
Adult Services)

0161 793 2286

 

 

Transition Coordinator

0161 793 2298

 

 

Connexions

0161 603 6850

 

 

Salford City College

Learning Support

City Skills Sixth Form Centre - 50 Frederick Road, Salford, M6 6QH

Eccles Sixth Form Centre - Chatsworth Road, Eccles, Salford, M30 9FJ

FutureSkills - Dakota Avenue, Salford, M50 2PU

Pendleton Sixth Form Centre - Dronfield Road, Salford, M6 7FR

Walkden Sixth Form Centre - Walkden Road, Worsley, Salford, M28 7QD

For any child with a disability not already known to Social Services who you think needs a service from them to help support transition at any stage, you need to refer to the Multi Agency Safeguarding Hub (MASH)

0161 603 4500

For any child with a disability who is already in receipt of Social Services and needs Social Care help to support transition at any stage support, contact the Children with Disabilities Team

0161 793 3535

  1. Information on where the local authority’s local offer is published

The Local Offer in Salford (LOIS) can be found at this location:

www.salford.gov.uk/localoffer.htm