SEND

SEND Information

At Foljambe Primary School we are committed to offering an inclusive education to ensure the best possible progress is made by all learners, whatever their needs or abilities. Not all pupils with disabilities have Special Educational Needs (SEN) and not all pupils with SEN meet the definition of disability but these pages covers all of these pupils. ‘Pupils have Special Educational Needs if they have a learning difficulty which calls for special educational provision to be made for them.’ ‘Pupils with a disability have Special Educational Needs if they have difficulty in accessing the education they need to fulfil their potential.’

SEND FAQs

The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEND as well as the options available to support families who need additional help to care for their child.

Please follow the links on this page for more information about the local offer in Rotherham.

The best people to talk to in school are your child’s class teacher in the first instance.

Class Teachers are responsible for:

  • Ensuring that all children have access to Quality First Teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation).
  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support, adapting resources etc..) and discussing amendments with the SENCo as necessary.
  • Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable them to be included and make progress.
  • Ensuring that all staff working with your child in school are supported in delivering the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s Inclusion Policy is followed in their classroom and for all the pupils they teach with any SEND.

You can also talk to the SENCo who will be happy to arrange an appointment to meet with you.

Special Educational Needs and Disabilities Coordinator SENCo is responsible for:

  • Coordinating all the support for children with special educational needs (SEN) and or disabilities, and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are, involved in supporting your child’s learning, involved in reviewing how they are doing and is part of planning ahead for your child.
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. The Learning Support Service, The Speech and Language Therapy Service, The Educational Psychologist.
  • Making sure that there are accurate records of your child’s progress and needs.
  • To provide specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEN and/or disabilities in the school) to achieve their potential.
  • Supporting your child’s class teacher to write SEND Support plans and to set targets for your child.
  • Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.

Teaching Assistants (TAs)

  • Teaching Assistants support children in class, sometimes on their own and sometimes in a group)
  • A Teaching Assistant (TA) may be allocated to a pupil with special educational needs and/or disabilities and their duties may include:
    – Supporting the child in class
    – Delivering specific intervention work as specified on an Provision Map
    – Liaising with external agencies
    – Pastoral and personal care support
    – Recording and reporting on the child’s progress in lessons to the teacher and SENDCO
    – Attending SEND Reviews

The Headteacher is responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEN and/or disabilities.
  • Making sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

SEND Governors are responsible for:

  • Making sure that the school has an up to date Inclusion Policy.
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school.
  • Making sure that the necessary support is made for any child who attends the school who has SEN and/or disabilities.

We know when pupils need help if

  • Concerns are raised by parents/carers, teachers or the child
  • Limited progress is being made
  • There is a change in the pupil’s behaviour or progress

Identification and Assessment

School is committed to early identification of Special Educational Needs and adopts a graduated response to meeting SEN in line with the 2014 Code of Practice.

The Code of Practice makes it clear that all teachers are teachers of pupils with special educational need and are responsible for identifying pupils with SEND.

The school will use appropriate screening and assessment tools, and ascertain pupil progress through

  • Information from parents
  • Evidence obtained by teacher observation/ assessment.
  • Standardised screening or assessment/diagnostic tests
  • Reports or observations
  • Records from feeder schools, etc.
  • 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 will 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.
  • If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo.
  • 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.
  • Occasionally a pupil may need more expert support from an outside agency such as the Learning Support Service, Speech and Language etc. A referral will be made, with your consent, and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
  • The Governors of Foljambe Primary School are responsible for entrusting a named person (TBC) to monitor SEND. The Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review statutory policies as defined by the DfE.

Pupils identified as having SEND are fully integrated into mainstream classes and all aspects of school life.

The main methods of provision made by the school are

  • Full-time education in classes, with additional help and support by the class teacher through a differentiated curriculum, personalised for the individual where necessary.
  • Periods of withdrawal to work with a support teacher/assistant on a one to one basis or as part of an intervention group
  • In-class support with teaching assistant.
  • Specialist advice from outside agencies will be used to adapt the curriculum to suit individual 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

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 parent or carer may be asked to accompany their child during the activity.

The school recognises the important contribution that external support services make in assisting to identify, assess, and provide for SEND pupils. A graduated response will be taken to SEND.

When it is considered necessary, colleagues from the following support services will be involved with SEND pupils

  • Educational psychologists
  • Medical officers
  • Speech therapists
  • Physiotherapists
  • Occupational Therapists
  • Hearing impairment services
  • Visual impairment services
  • School Nurse
  • Education Welfare Officer
  • Social Services
  • CAHMS (Child and Adolescent Mental Health Service)
  • ACT (Autism Communication Team)
  • SEMH Team (Social Emotional Mental Health  Team)
  • LSS (Learning Support Services)
  • You will be able to discuss your child’s progress at Parents’ Evenings or you can drop into the child’s class teacher by making an appointment who will gladly discuss any issues you may have.
  • The class teacher may suggest ways of how you can support your child.
  • You may want to discuss strategies with the SENCo if there are difficulties with a child’s behaviour/emotional needs.
  • If outside agencies or the Educational Psychologist have been involved suggestions and programmes of study are normally provided that can be used at home.

Progress is the crucial factor in determining the need for additional support. Adequate progress is that which

  • Narrows the attainment gap between pupil and peers
  • Prevents the attainment gap widening
  • Is equivalent to that of peers starting from the same baseline but less than the majority of peers
  • Equals or improves upon the pupil’s previous rate of progress
  • Ensures full curricular access
  • Shows an improvement in self-help and social or personal skills
  • Shows improvements in the pupil’s behaviour

Where teachers decide that a pupil’s learning is unsatisfactory, the SENCO is the first to be consulted. The SENCO and teacher will review the approaches adopted and parents will be fully consulted at each stage. Outside agencies may then be contacted to provide additional support.

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 and other agencies
  • parents are encouraged to help with planning and let school know if we could try different things.

Foljambe Primary School firmly believes in developing a strong partnership with parents and that this will enable children and young people with SEND 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. Parents hold key information and have a critical role to play in their children’s education. They have unique strengths, knowledge, and experience to contribute to the shared view of a child’s needs and the best way of supporting them.

Progress and concerns will be shared with Parents at

  • Parents’ Evenings
  • SEND reviews scheduled during the year
  • Additional meetings at the request of parents, class teachers or the SENCO where necessary.

The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include

  • Members of staff such as the class teacher and SENCO are readily available for pupils who wish to discuss issues and concerns. Where appropriate mediation sessions are carried out. The Headteacher is also willing to discuss any matter you may have.
  • For those who find lunchtimes a challenge, a provision can be provided in the form of working with a teacher, peer group or clubs. Equipment is based on the schoolyard to enable children to play. We have the peer, play leaders and mediators to help with problems. TAs and teachers are on hand at all times.
  • Breakfast and after-school clubs are open to all and this is often a good way to start or finish the day.

Different members of staff have received 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 physical and coordination needs.
  • Specific Interventions designed to accelerate progress in core subjects.

Many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include

  • Discussions between the previous or receiving schools prior to the pupil joining/leaving.
  • All pupils attend at least one 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.
  • Secondary school staff visit pupils prior to them joining their new school.
  • Our SENCO and class teachers liaise with the SENCOs from the secondary schools to pass on information regarding SEND pupils and they are also invited to the final SEND review meeting for the pupil.

If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling, please contact the school office to arrange a meeting with your child’s class teacher or the SENCo. You may also wish to contact our SEND Governor (TBC).