Special Needs Information Report 2020-2021
This SEN report from Governors gives information about how we implement our policy for children with Special Educational Needs ( SEN) at Torpoint Nursery and Infant School.
All governing bodies of maintained schools and maintained nursery schools have a legal duty to publish information on their website about the implementation of the governing bodies policy for pupils with SEN ( Special Educational Needs)
This has been produced, together with our local offer, by members across our school community including staff, governors and parents.
The Head teacher, Mrs Elisabeth Carney- Haworth, maintains overall responsibility for pupils with special educational needs.
The designated Special Educational Needs Co-ordinators are :
- Miss Gail Palmer
- Mrs Stephanie Lock
They can be contacted via your child's class teacher or directly through the school office.
They are supported in their work by all members of the school staff together with professionals from external agencies
The Governing Body
The governing body works with the Head to determine appropriate staffing and funding arrangements for Special Educational Needs. The appointed SEN governor works with the school in supporting the development of high quality provision and evaluating the impact for pupils with SEN. This appointed governor is currently Mrs Nicola Moran
Arrangements for working with parents and carers of children with SEN
Partnership with parents plays a key role in enabling children with SEN to achieve their potential.
We have an open door policy in our school which enables any parent or carer to talk to class teachers, office staff or the head teacher if any day to day concerns arise
All parents are able to discuss their child’s progress at termly parental consultations; for parents/carers of children with SEN the SENCO will be present at these meetings.
Arrangements can be made to speak in more detail to the class teacher or a SENCO at any time by requesting this directly to the class teacher or a SENCO.
In order for parents to be active partners it is essential that they are supported to fulfil the following responsibilities:
- attend parent consultation and review meetings;
- meet with other agencies/services as required;
- support work at home;
- keep the school fully informed of assessments conducted outside the school and provide copies of any reports written ( physical, psychological, behavioural social and emotional) .
Our approach to teaching and providing additional support for children with SEN
Torpoint Nursery and Infant School is an inclusive school that welcomes and values the different experiences, cultures, talents, interests, capabilities and strengths of each child.
We are committed to ensuring that every child is offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the Early Years Foundation Stage and the National Curriculum.
It is our expectation that every child will reach his or her potential in a caring supportive environment that provides equal opportunities for all.
In some cases pupils will have individual provision maps and/ or intervention plans to clarify they support they are receiving in class, in small groups or as individuals.
The kinds of SEN that are provided for
Our commitment to the “unique child” in terms of development, inclusion, safety and well-being moves the identification of need away from the “special” category into the belief of fostering positive outcomes for all our children
Some children may experience difficulty with their learning at some point during their time in school. This may be a short term or longer lasting difficulty. This is identified if
a child finds it significantly more difficult to learn than the majority of children of the same age. This may be linked to
- speech, language or communication needs;
- cognition and learning;
- social, mental and emotional health;
- sensory and or physical needs ( medical
a child has a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the Local Authority
Identifying children with SEN, assessing and meeting their needs (including reviewing progress)
We have highly trained teachers and teaching assistants who can help and support children who are experiencing any difficulties and the SENCOs coordinate this work across the whole school. If we feel a child is experiencing particular difficulties we will, of course, talk to patents about this so that they are aware of what we are doing to support the child and can help with this at home.
We ensure that we keep up to date with new research which may help us to help children more effectively
The key responsibilities of the SENCO include:
Our SENCOs are responsible for the operation of the Special Educational Needs Policy and co-ordination of specific provision made to support individual children with SEN. They liaise with staff to monitor the child’s progress and plan further interventions where progress is slower than expected. They regularly have contact with a wide range of external agencies that are able to give more specialised advice.
- overseeing the day-to-day operation of the school’s SEN procedures including maintaining records of progress and attainment and reporting to governors
- coordinating provision for children with SEN;
- liaising with the relevant designated teacher where a looked after pupil has SEN;
- advising on a graduated approach to providing SEN Support;
- advising the head teacher and governing body on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively;
- liaising with parents of children with SEN;
• liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies;
• being a key point of contact with external agencies, especially the Local Authority; including through use of the Early Help Hub and Local Authority Local Offer support services;
• liaising with parents and potential next providers of education to ensure a young person and their parents are informed about options and that the child experiences a smooth transition into the next phase of education.
Teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from teaching assistants or specialist staff.
Where a pupil is not making adequate progress, teachers should collaborate with parents and the SENCO on problem-solving, planning support and teaching strategies for individual pupils.
In line with the Teachers Standards 2012 the task of identifying and providing support for each child’s need is central to the teacher’s role. S/he will:
- gather information about the child and make initial assessments in order to identify the specific area(s) of need and then discuss these concerns with the SENCO;
- consult with the child and parent at all stages;
- choose and implement additional support and different learning opportunities in consultation with the SENCO, giving due regard to the opinions and insights of the parents;
- use a range of strategies to provide extra support including extra differentiation in the way that information is presented, by breaking tasks down into smaller steps, using more concrete apparatus or visual resources to aid concept development, planning for peer support, use of ICT and the targeted use of additional adults;
Improving Emotional and Social Development for children with SEN
The school offers a variety of pastoral support for children who may be encountering emotional difficulties, starting with the support offered to children in class.
Friendly Lunch Club is available for those who find lunchtimes a challenge or who just prefer a quieter experience .
Activities and school trips are available to all.
Risk assessments are carried out and where needed procedures are put in place to enable all children to participate in trips, outdoor learning and .
The school grounds and outdoor learning are accessible for all children.
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.
- toilets adapted for disabled users.
- wide doors in some parts of the building.
- the school grounds and outdoor learning are accessible for all children
Specialist services and expertise available at or accessed by the school?
At times it may be necessary to consult with outside agencies in order for a child to receive their entitlement and for us as a school to access more specialised expertise. The agencies generally used by the school include:
- Speech and Language Therapist
- Occupational Therapists
- Educational Welfare Officers
- Health Visitors and School Nurses
- Educational Psychologists
- CAMHS (Child & Adolescent Mental Health Service)
On an individual basis we ensure parents have access to external support and advice. In addition our school website directs parents to the Cornwall Local Offer where they can find out about additional services
Arrangements for Handling Complaints
Our school has an open door policy which allows you to talk to class teachers , office staff or the Headteacher if any day to day concerns arise.
However if this does not resolve you issue and you feel that any matter needs dealing with in a more formal manner then this procedure is intended to allow you to raise a concern or complaint relating to the school, or the services that it provides.
- An anonymous concern or complaint will not be investigated under this procedure, unless there are exceptional circumstances.
- To enable a proper investigation, concerns or complaints should be brought to the attention of the school as soon as possible. In general, any matter raised more than 3 months after the event, being complained of, will not be considered.
The full procedure and related paperwork can be downloaded from our website or be provided by the school office.
Our website contains our local offer detailing for parents of how we aim to help each child achieve their potential.
For our school, in consultation with parents, these are presented in the form of key questions.
These key questions form an appendix to the information report information report detailing what SEN provision looks like in practice in our school.