Special Educational Needs and Disabilities

 

Please see the following links for Government publications relating to SEND:

web 15px SEND code of practice: 0 to 25 years | Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25.

web 15px The engagement model | For teachers to use as an assessment tool for pupils working below the standard of national curriculum tests.

web 15px Pre-key stage 1 standards | Pre-key stage standards are for pupils who are working below the national curriculum assessment standard.

Nottinghamshire County Council's Local Offer:

web 15px Nottinghamshire SEND Local Offer |  The Local Offer brings together useful information across education, health and social care within one website where you can find information, advice and guidance and a range of provider services listed who support children and young people with SEND.

 

Updates from our SENCO can be found at the end of the page.

 

1. What kinds of special educational needs does the school / setting make provision for?

All admissions into Springbank Academy, regardless of need, are covered by the school admission arrangements. Details of which can be gained from the Nottinghamshire County Council website.

For pupil admissions into our school nursery please refer to our Admission to Foundation policy that is available on the school website.For pupils starting Springbank Academy with identified SEND needs, every effort will be made to liaise with parents / carers and any other agencies involved prior to starting to ensure any specialist provision is place.

Springbank Academy is a mainstream school and our foremost aim is to provide for every child a caring and supportive environment in which they develop their full potential. We have adopted a whole- school approach to SEN policy and practice recognising the entitlement of all children to a balanced, broadly based curriculum and reinforcing the need for teaching that is fully inclusive. Every effort is made to ensure that children with SEN have full access to the Primary National Curriculum and are integrated into all aspects of school life regardless of their need.

2. How does the school know if pupils need extra help and what should I do if I think my child has special educational needs?

At Springbank Academy we take a graduated approach to support the identification of children with SEN. Early identification of pupils with SEN. Progress is a crucial factor in determining the need for additional support. Where teachers indentify that a pupil’s learning is of concern, the SENCO will be consulted. The SENCO and class teacher will review the approaches adopted, following a graduated response.

Further action will be taken if, despite receiving quality first teaching teaching if pupils:

  • Continue to make little or no progress over a sustained period.
  • Continue to work at considerably lower than year expectations.
  • Continue to demonstrate difficulty in developing English or maths foundational skills.
  • Show persistent emotional/social difficulties which impede their own learning or that of the group.
  • Have sensory/physical problems and make little progress despite the provision of specialist equipment.
  • Experience communication and/or interaction problems and make little or no progress despite experiencing a personalised curriculum.

The school will ascertain pupil progress through:

  • Evidence obtained by teacher observation/ assessment.
  • Their performance in the Primary National Curriculum.
  • Standardised screening or assessment tools.
  • Information from parents.
  • Information from external services

Springbank Academy firmly believes in developing a strong and active partnership with parents / carers and that this will enable children and young people with SEN to achieve their potential. The school recognises that parents have a unique overview of the child’s needs and how best to support them, and that this gives them a key role in the partnership. The school therefore considers parents of SEN pupils as valued and essential partners in the process. If a parent / carer were to have any concern regarding their child, they are encouraged to discuss these with the class teacher and SENCO. The parent will also be signposted to any further support where appropriate.

3A. How does the school evaluate the effectiveness of its provision for pupils with special educational needs?

At Springbank Academy SEN support provided consists of a four – part process:

  • Assess
  • Plan
  • Do
  • Review and Evaluate

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes. In order to make consistent continuous progress in relation to SEN provision the school encourages feedback from staff, parents and pupils throughout the year. All children (including those with SEN) and their family are offered a Termly Learning Conference. This will give the opportunity for the child, parent/carer, class teacher and SENCO if required, to review progress and provision and set future targets. Pupil progress will also be monitored on a termly basis in line with the SEN Code of Practice and will be shared during the Termly Learning Conference. There will also be a termly formal evaluation of the effectiveness of the school SEN provision and policy carried out by the Head Teacher, SENCO and Governing Body.

3B. How will both the school and I know how my child is doing and how will the school help me to support their learning?

SEN Provision is co-ordinated by the 2 SENCO's and Head Teacher and will be carefully monitored and regularly reviewed in order to ensure that individual targets are being met and all pupils’ needs are catered for. All children (including those with SEN) and their family are offered a Termly Learning Conference. This is an opportunity to discuss individual children’s progress and how to support them in their next steps in learning.

Springbank believes that a close working relationship with parents is vital in order to ensure:

  1. Early and accurate identification and assessment of SEN leading to the correct intervention and provision.
  2. Continuing social and academic progress of children with SEN.
  3. Personal and academic targets are set and met effectively.In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs.

3C. What is the school’s approach to teaching pupils with special educational needs?

At Springbank Academy provision is made for all children to overcome any barriers to learning and ensure pupils with SEN have full access to the Primary National Curriculum. This will be co-ordinated by the SENCO and Head Teacher and will be carefully monitored and regularly reviewed in order to ensure that individual targets are being met and all pupils’ needs are catered for. SEN provision might include:

  • Deployment of co-teachers or specialised support staff to work with a pupil.
  • Provision of alternative learning materials/ specialist equipment.
  • Individual / Group support
  • Implementation of an intervention and monitoring the effectiveness.
  • Staff development/training to undertake more effective strategies.
  • Access to specialist support services for advice on strategies, equipment, or staff training.

3D. How will the curriculum and learning be matched to my child’s needs?

The school curriculum is annually reviewed by the Governing Body, Head Teacher and Senior Leadership Team (including the SENCO) to ensure that it promotes the inclusion of all pupils. This includes learning outside the classroom. Pupils with SEN will be given access to the curriculum through the specialist SEN provision provided by the school as is necessary, as far as is considered reasonable, in line with the wishes of their parents and the needs of the individual.Every effort will be made to educate pupils with SEN alongside their peers in a mainstream classroom setting. Where this is not possible, the SENCO and Head Teacher will consult with the child’s parents for other arrangements to be made. The child’s class teacher will take steps to provide personalised learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied. The class teacher remains responsible for working with the child on a day-to-day basis. The evaluation process will measure smartly the impact and quality of the support and interventions.

3E. How are decisions made about the type and amount of support my child will receive?

SEN support will be co-ordinated by the SENCO’s and Head Teacher and will be carefully monitored and regularly reviewed in order to ensure that individual targets are being met and all pupils’ needs are catered for. The Head Teacher, SENCO’s and Governing Body will establish a clear picture of the resources that are available to the school and will consider their strategic approach to meeting SEN within the context of the total resources available.

3F. How will my child be included in activities outside the classroom, including school trips?

According to school policy at Springbank Primary we believe all children are entitled to have access to a broad and balanced curriculum and take as full a part as possible in all school activities as is considered reasonable. Where access is not possible, alternative opportunities will be created.

3G. What support will there be for my child’s overall well-being?

Our motto ‘Caring, Happy, Healthy, Sporty, Scientific' sets out our vision for the school. At Springbank we aim to foster each child’s emotional, moral, spiritual, physical, social and academic development and to provide high quality education in a stimulating environment, where every individual child and their uniqueness is valued. Springbank’s core values are rooted in STARFISH (Sportsmanship, Tolerance, Appreciation, Respect, Friendship, Integrity, Sensitivity and Helpfulness) and the whole school community adhere to these values. In 2018 Ofsted identified that 'there are very clear goals in achieving the best for the pupils and robust systems and procedures are in place to keep children safe. We recognise pupil participation is a right and this will be reflected in their involvement in collaborative decision-making alongside their parent/carer and the school. Every effort is made to prevent pupils with SEND being treated less favourably than other pupils. To do this, pupils will be encouraged to voice their opinion through wider opportunities for participation in school life.The SENCO’s and head Teacher also do lesson walks as a way of monitoring provision and ensuring it is meeting our SEND pupils needs. Named staff are available for the administration of medicines and providing intimate care and have received specialised training where statutory. We have 2 Mental Health First Aiders in place.

4.Who is the school’s special educational needs coordinator (SENCO) and what are their contact details?

The people co-ordinating the day to day provision for children with SEND are the school SENCOs Caroline James and Jack Waller. Both can be contacted via telephone on 01773 762277 or by email at This email address is being protected from spambots. You need JavaScript enabled to view it.

5A. What training have staff supporting special educational needs had and what is planned?

There are a number of staff who share the responsibility for the coordination of SEN provision and who have trained at a high level in SEN and Inclusion. Individual staff have received specific training relating to children whom they support such as training on supporting children with diabetes and safe handling procedures, supporting children with diabetes and Positive Play.

5B. What specialist services and expertise are available or accessed by the school?

The school recognises the important contribution that external support services make in assisting to identify, assess, and provide for, SEN pupils. External support services may be asked to provide further assessments and advice, and possibly work directly with the pupil. Parental consent will be sought for any additional information required. Where appropriate, the school may request direct intervention/support from a specialist. For example these may include Schools & Families Specialist Services (SFSS) and Speech and Language Therapy (SALT).

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school?

At Springbank the key to successful integration is ensuring that the door is always open and no routes to learning are blocked. Every effort is made to cater for the unique needs of each individual. As Springbank Academy is a relatively new building, we have full wheelchair access and disabled changing and toilet facilities available. We are also able to offer disabled parking bays in the school car park. The allocation of funding (including the allocation of equipment and facilities) is reviewed on a regular basis to ensure SEN provision is effective and best value for money.

7. What are the arrangements for consulting parents / carers of pupils with special educational needs? How will I be involved in the education of my child?

Springbank Academy firmly believes in developing a strong and active partnership with parents / carers and that this will enable children and young people with SEN to achieve their potential. The school recognises that parents / carers have a unique overview of the child’s needs and how best to support them, and that this gives them a key role in the partnership. The school therefore considers parents of SEN pupils as valued and essential partners in the process. If you would like further information on supporting your child, please contact the school SENCO (Caroline James or Jack Waller). We also hold a Learning Conference every term and believe in an ‘open door policy’ and are available to talk to if needed.

8. What are the arrangements for consulting young people with SEN and involving them in their education?

We recognise Pupil participation is a right and this will be reflected in their involvement in collaborative decision-making alongside their parent/carer and the school. They will also be encouraged to voice their opinion through wider opportunities for participation in school life.

9. What do I do if I have a concern or complaint about the SEN provision made by the school?

If a parent or carer has any concerns or complaints regarding the care or welfare of their child, the school complaints procedure is published on the school website at: www.springbank.academy

10. How does the governing body involve other organisations and services (e.g. health, social care) in the meeting the needs of pupils with special educational needs and supporting families of such pupils?

The Governing Body will ensure that appropriate provision will be made for all pupils with SEN and regularly monitor SEN support via a report provided by the SENCO. The Governing Body recognise the importance of continuing professional development for all staff and support access to SEN training. They also recognise the important contribution that external support services make in assisting to identify, assess, and provide for, SEN pupils. External support services may be asked to provide further assessments and advice, and possibly work directly with the pupil. Parental consent will be sought for any additional involvement required from external services.

11. How does the school seek to signpost organisations, services etc who can provide additional support to parents / carers / young people?

The school will seek advice, as appropriate, around individual pupils, from external support services through the termly ‘Springboard meetings’, Early Help Unit and the Multi-Agency Safeguarding Hub. Parental consent will be sought before a child is discussed and any advice given will be shared with the parent/carer. Springbank Academy will also signpost any parent seeking further support to the SEND Local Offer. This is a resource which is designed to support children and young people with special educational needs and/or disabilities and their families. It describes the services and provision that are available both to those families in Nottinghamshire that have an Education, Health and Care Plan and those who do not have a plan, but still experience some form of special educational need. The SEND Local Offer includes information about public services across education, health and social care, as well as those provided by the private, voluntary and community sectors. You can view Nottinghamshire’s SEND Local Offer website on www.nottshelpyourself.org.uk

 

12. How will the school prepare my child to:
Join the school?
Transfer between phases of education?
Prepare for adulthood and independent living?

We acknowledge that transition can be a difficult time for some children and their parents/carers. Springbank will aim to support families through this time of change to ensure the transition is as smooth as possible. This will involve the sharing of information and careful planning to provide any additional requirement such as an extra visit to the new environment so the child and family can become familiar with the new setting and staff etc. We also have a dedicated Teacher who is responsible for supporting transition with the support of a TA.We acknowledge that transition can be a difficult time for some children and their parents/carers. Springbank will aim to support families through this time of change to ensure the transition is as smooth as possible. This will involve the sharing of information and careful planning to provide any additional requirement such as an extra visit to the new environment so the child and family can become familiar with the new setting and staff etc. We also have a dedicated Teacher who is responsible for supporting transition with the support of a TA.The SENCO and Year 6 teacher liaise closely with the local secondary schools to ensure transition from primary to secondary is as smooth as possible. Additional visits may be planned into a transition plan as well as taking opportunities to join the secondary school for theme days / curriculum days as much as possible.For one day every half term we have a work- related learning day. This day involves visits and visitors into school to discuss different careers and the routes they take in order to achieve in their chosen careers. Children have the opportunity to ask questions during this time.

13. Where can I access further information?

You can access further information from our school website on: www.springbank.academy.  Here you can read the SEN Policy and the Accessibility Plan and any other policy which may be of interest.

 

SEND Reports

Updates from our SENCO: