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SEND Information Report 2020-2021

Diseworth C of E Primary School

SEND and Inclusion Information Report

This is part of the Leicestershire Local Offer for learners with SEND.

 

Introduction

At Diseworth C of E Primary School we welcome everybody into our community. The Staff, Governors, pupils and parents work together to make this school a happy, welcoming place where children and adults can achieve their full potential and develop as confident individuals. This means that equality of opportunity must be a reality for our children. We make this a reality through the attention we pay to the different groups of children within our school family, thus providing a learning environment that enables all pupils to make the greatest possible progress and achieve their full potential in a caring, supportive and fully inclusive environment.

Our SEND provision allows pupils with learning difficulties the opportunity to follow a curriculum giving them self-confidence through their learning thus enabling them to maximize their potential and to work independently.

We are committed to narrowing the attainment gap between SEND and non-SEND pupils. This may include short-term intervention learning programmes, skills groups and other learning interventions developed to personalise learning. We have very good attendance as pupils want to come to school to experience our high quality learning provision. All children and young people are entitled to an education that enables them to make progress so that they:  

achieve their best

 • become confident individuals living fulfilling lives

• make a successful transition into adulthood.

 

 

 

THE GOVERNING BODY

The Governing Body, in co-operation with the Headteacher, determines the school’s general policy and approach to provision for all pupils, establishes the appropriate staffing and funding arrangements and maintains a general oversight of the school’s work. The SEND/Vulnerable children Governors are: Mrs Emily Briggs Minton & Mr Richard Baker and they have a remit to be critical friends of the school.

AIMS

 1. To be an inclusive school. This means that equality of opportunity must be a reality for our children. This is achieved through the attention we pay to       the different groups of children within our school.

2. To ensure that pupils ‘Special Educational Needs’ are identified, assessed and provided for within a broad and balanced curriculum. This will be in line with the EYFS & National Curriculum Programme of Study unless specific arrangements have been made for disapplication. 

3. To recognise our responsibility to children with learning difficulties.

4. To recognise our responsibility to children with medical conditions.

5. To recognise our responsibility to children with greater ability. (See Gifted & Talented policy)

6. To work in partnership with pupils, parents, outside agencies, feeder and transfer schools.

7. To provide a framework for special educational needs within school addressing identification, assessment, provision, recording, monitoring, review and evaluation.

8. To develop a whole school approach to meeting and evaluating special educational needs through the development of curriculum policy and by      providing support and training for adults who work in the school where necessary.

9. To develop appropriate resources to meet individual needs and raise people’s awareness with regards to the availability of these resources.

10. To enable pupils to have access to all elements of the school curriculum, to have their views considered and to work independently.

11. To ensure that every pupil with SEN and/or disability has maximum opportunity to achieve academically, morally, socially and culturally.

12. To promote the education of all pupils by supporting respectful, inclusive learning environments which support progression of the ‘whole’ learner.

13. To ensure that the school complies with and implements the requirements of the Education Act 1996, the Disability & Discrimination Act 2005, the  SEN Regulations, the SEN Code of Practice 2014 and other statutory guidance. 

How do we identify Pupils with SEND?

Throughout their life any child may have a special educational need or disability. The SEND Code of Practice identifies SEND as:

A Child or Young Person may have SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or young person has a learning difficulty or disability if they have

  • A significantly greater difficulty in learning than the majority of other children of the same age, or
  • A disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.

Parents/carers, class teachers, support staff and the child themselves will be the first to notice a difficulty with learning. Pupils and parents will be encouraged to work together with school staff supported by the SENCO to plan appropriate provision for each individual child. Pupils with SEND may be involved in a variety of intervention groups, either on a 1:1 or small group basis. These groups, interventions cover a wide range of needs which could include;

  • Speech and language, speaking and listening support
  • Dyslexia, spelling and reading support
  • Phonics and spelling support
  • Reading comprehension support
  • Dyspraxia interventions
  • Self-esteem, anxiety and emotional intervention
  • Anger and behaviour management support
  • Maths and/or Literacy interventions
  • Sensory needs

The type of support or intervention provided will be totally dependent on the individuals learning needs at that time and is intended to enable access to learning and overcome the barriers to learning that have been identified.. This can include preventing or filling gaps in learning using much smaller steps in learning as well as dealing with mis-conceptions.

The support is outlined on our provision map which describes in greater detail which interventions children are receiving and why. Some children may also need an individual Education plan (IEP) which will show specific targets and measurable outcomes. The provision map and IEP’s are monitored by the SENCO.

How do we Review provision?

Monitoring progress of all children is an essential part of teaching and learning at Diseworth C of E Primary School. Parents/carers, pupils and staff are involved in reviewing the impact of the interventions that we put in place for our learners with identified SEND. All children are assessed against criteria on our online system Depth of learning. This shows that all children have the same learning opportunities at differing levels of depth and depending on the amount of support they need to help them succeed.

We review IEPs approximately every 6-8 weeks depending on the child and their targets. Parents are involved as fully as possible in this process where previous targets are reviewed and new targets are set. If a Child has an EHCP (Education, Health, Care Plan) then they will also have a n annual review of this plan which is a formal process.

Other opportunities for learning

All learners should have the same opportunities and access to extra-curricular activities. At Diseworth C of E Primary School we have a breakfast and after school club both of which are available for all children to attend regardless of their SEND. If you feel that your child would need support to access one of these clubs then please contact the Head teacher.

Funding for SEND

Diseworth C of E Primary School receives funding directly from The LA in the school budget to help meet the needs of learners with SEND. This funding supports LSA’s, assessments and intervention programmes. At times a child’s needs may be such that they need more (or additional) support than the school budget can provide, at these times there may be a need to apply for extra funding (top up funding) which can then be used to support a child’s learning.

Progressions through different stages of education

Progression is part of life for all pupils. This can be either from one class to the next, having a new teacher or moving to another school. We are committed to working in partnership with children, families and other schools to ensure positive progressions occur throughout their time at our school. Because children will progress at different rates depending on all sorts of different circumstance we take into account a child’s emotional levels of working alongside their academic levels and then their chronological age. This may mean that sometimes children are not placed with their peer group at the beginning of an academic year so that we can ensure that they make the best possible progress from their starting points.

We welcome any feedback and future involvement in the review of our offer, if you wish to participate please contact school and ask for the Head teacher who is also SENCO and inclusion co-ordinator  Mrs Alison Woffindin. Other people that you could contact are the school’s SEND/Vulnerable children Governors: Mrs Emily Briggs Minton & Mr Richard Baker.

Parents or carers who think their child may have SEND need to speak to their child’s class teacher initially.

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