Barrow Island Community Primary School
Barrow Island is a caring and friendly school with 150 children on roll split over 6 classes. We offer a governor led pre-school which caters for children from 2 years old. Our team of dedicated professionals ensure that the children achieve to become the best they can be. There are high expectations of behaviour, personal academic achievement and enjoyment throughout the school. We are committed to providing the children with a broad and balanced curriculum where learning is purposeful and the children can make the most of the opportunities given to them.
Who to contact
Where to go
- Barrow Island Community Primary School
- LA14 2SJ
SPECIAL EDUCATIONAL NEEDS (SEN) POLICY
Policy to promote the successful inclusion of pupils with special educational needs and disabilities at Barrow Island Community Primary School.
At Barrow Island Community primary school, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. Not all pupils with disabilities have special educational needs and not all pupils with SEN meet the definition of disability but this policy covers all of these pupils.
See school website for further information.
- Contact Name
- Miss. V. Evans (SENCO)
- Contact Telephone
- Contact Email
- Local Offer Age Bands
- Primary (5-10 years)
Schools Extended Local Offer Response
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
We know when pupils need help if :
- concerns are raised by parents / carers or teachers
- a pupil's lack of progress is apparent through half termly assessments
- a change in the pupil's behaviour becomes apparent
- a pupil asks for help
Parents can talk to their class teacher or ask to see Miss Evans to raise any concerns they may have.
- How will early years setting/school/college staff support my child/young person?
- Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.
- If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy & literacy skills etc. then the pupil may be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.
- Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
- A pupil may need more individualised support resulting in an Individual Pupil Plan being written. This has very short term targets that are addressed two to three times a week with a teaching assistant for 10 to 15 minute sessions. Once a target is achieved a new target is made in consultation with the class teacher or SENCO to ensure the pupil moves on in his/her learning.
- Occasionally a pupil may need more expert support from an outside agency such as the Children’s Educational Psychology team, Paediatrician etc. A referral will be made, with your consent and forwarded to the most appropriate agency. Once this agency has met with the pupil and you, and after a series of assessments, advice and suggestions for support is usually provided to the school and parents/carers.
- How will the curriculum be matched to my child's/young person's needs?
- Teachers plan differentiated work to closely match children’s ability and learning needs. When a pupil has been identified with special needs their work will be further differentiated by the class teacher to remove barriers to learning and enable them to access the curriculum more easily.
- A Teaching Assistant may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.
- If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
· You will be able to discuss your child’s progress at Parents’ Evenings.
· Your child’s class teacher will be available at the end of each day if you wish to raise a concern. Appointments can be made to speak in more detail to the class teacher or SENCO by visiting the school office.
The class teacher may suggest ways of how you can support your child.
· The SENCO may meet with you to discuss how to support your child with strategies to use if there are difficulties with a child’s behaviour/emotional needs.
· Outside agencies or the Educational Psychologist may suggest advice or programmes of study that can be used at home.
- What support will there be for my child's/young person's overall well being?
The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties.
· Members of staff such as the class teacher, teaching assistants, SENCO, SERIS worker are readily available for pupils who wish to discuss issues and concerns.
· Lunch Time Club is available for those who find lunchtimes a challenge.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
At times it may be necessary to consult with outside agencies to receive their more specialised expertise.
The agencies used by the school include:
- Special Advisory Teachers for Autism
- Special Advisory Teachers for Speech and Language
- Child Protection Advisors
- Educational Psychologist
- CAMHS (Child & Adolescent Mental Health Service)
- Inclusion Team
- Children’s Services
- Children’s Therapy Team (Physiotherapy/Occupational Therapy)
- Young Lives
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All members of staff have received some training related to SEND.
These have included sessions on:
- How to support pupils on the autistic spectrum
- How to support pupils with social and emotional needs
- How to support pupils with speech and language difficulties
- How to support pupils with fine and gross motor skills problems
- How to support pupils with specific Literacy issues
The SENCO has gained the qualification ‘National Award for Special Educational Needs Co-ordination’.
- How will my child/young person be included in activities outside this classroom including school trips?
Activities and school trips are available to all.
· Risk assessments are carried out and procedures are put in place to enable all children to participate.
· However, if it is deemed that an intensive level of 1:1 support is required a member of school staff will be deployed to be that 1:1 support and accompany the child during the activity.
- How accessible is the setting/school/college enviroment?
As a school we are happy to discuss individual access requirements.
Facilities we have at present include:
- Ramps into school to make the building accessible to all
- One toilet adapted for disabled users
- Double doors in some parts of the building
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
Many strategies are in place to enable the pupil’s transition to be as smooth as possible.
- Discussions between the previous or receiving schools prior to the pupil joining/leaving.
- All pupils can attend a Transition session where they spend some time with their new class teacher.
- Additional visits are also arranged for pupils who need extra time in their new school.
- The SENCO is always willing to meet parents/carers prior to their child joining the school.
- Our SENCO liaises with the SENCOs from the secondary schools to pass on information regarding SEND pupils.
- Extra transition visits are put in place on top of the transition visit programme to secondary schools if a pupil needs extra time in the new secondary school.
- Where a pupil may have more specialised needs, a separate meeting may be arranged with our SENCO, the secondary school SENCO, the parents/carers and where appropriate the pupil.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
· The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.
· The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.
· Further support may be allocated to your child following assessments by school staff or outside agencies.
· Resources may include deployment of staff depending on individual circumstances.
- How is the decision made about what type and how much support my child/young person will receive?
· These decisions are made in consultation with class teacher and Senior Leadership Team. Decisions are based upon half termly tracking of pupil progress and as a result of assessments by outside agencies.
· During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.
- How are parents involved in the setting/school/college? How can I be involved?
All parents are encouraged to contribute to their child’s education.
This may be through:·
- discussions with the class teacher
- during parents evenings
- during discussions with the SENCO or other professionals