SEND Information Report 2017 - 2018

URN / 812 2943 / Head Teachers / Mrs Angela Pomfret
Local Authority / North East Lincolnshire / Mrs Jo Wiseman
Type of School / Primary / SENDCO / Mrs SallyJay
School Category / Academy / PO / Mrs KimVincent
Age Range / 4 - 11 / Chair of Governors / Mrs Louise Corry
Number On Roll / 191 / SEND Governor / MrsHelen Jagger
School Contact Details / Bursar Primary Academy, Bursar Street, Cleethorpes, DN35 8DS, (01472) 691798
E mail:

Glossary of Terms

BPA / Bursar Primary Academy
EHCP / Education Health and Care Plan
SEMH / Social Emotional and Mental Health
CAMHS / Child and Adolescent Mental Health Service
CIN / Child in Need
Code of Practice / This is the code against which all teachers work with children with Special Educational Needs.
CP / Child Protection
EYFS / Early Years Foundation Stage
IEP / Individualised Education Plan
MAP / Multi-Agency Pathway
PO / Pastoral Officer
P Scales / The government is in the process of altering the current system used to assess children with special educational needs and disabilities (SEND) who are working below the expected national curriculum standards. The statutory requirement for teachers to use performance scales (P-scales) to assess pupils with SEND who are not working at the standard of national curriculum assessments will eventually be removed. The statutory requirement will be dropped from the 2018-19 academic year onwards to allow the government to make the necessary changes to legislation.
SENDCO / Special Educational Needs & Disability Coordinator
Early Help Assessment and Plan
(this has replaced Single Assessment) / The Early Help Assessment and Plan (EHA) is a simple way to help identify needs of children and families and make a plan to meet those needs. It is a shared tool which can be used by all agencies in North East Lincolnshire who are delivering early help. Its purpose is to provide a co-ordinated response so no-one misses out on the support they may need.
TA / Teaching Assistant
Questions referenced to the SEN (Information) Regulations (Clause 65)
DECISIONS ABOUT WHETHER A STUDENT HAS SPECIAL EDUCATIONAL NEEDS (SEND)
How does the academy know if children need extra help and what should parents do if they think their child may have Special Educational Needs (SEND)?
/ How the academy identifies pupils with SpecialEducational Needs:
At Bursar Primary Academy children are identified as having Special Educational Needs through a graduated response which includes the following:
Concerns raised by teaching team staff regarding lack of academic progress:
Patterns of progress will emerge showing any gaps in learning or areas that the child may need further support with. This process is for all pupils including those who are looked after and those from disadvantaged groups. This is part of a cycle known as the graduated approach, through which earlier actions and decisions made regarding your child are revisited, refined and revised enabling us to develop a growing understanding of your child’s needs and of what support is working. Where it is decided to provide a pupil with SEND support, the parents will be an integral part of helping us agree on what outcomes we want for their child and how best we can support the child towards reaching them.
Pupil progress is measured and tracked for each child termly using "Rising Stars" progress and optional testsand teacher assessment against National Curriculum age related expectations. Where there is insufficient progress this would trigger further investigation.
Other means of identification include:
Identification through involvement with Early Help Assessment and CP/CIN/MAP meetings.
Liaison with external agencies and other professionals.
Liaison with previous school/setting for new admission pupils.
Concerns raised by parents/carers.
Any recognised changes in the pupil’s behaviour.
How parents can raise any concerns they may have:
First point of contact would be the class teacher who would in turn signpost as necessary to an appropriate member of staff.
BPA Pastoral Officer now works predominantly with children. If parents have a query or concern they can log this at the academy office where a notification of concern form is completed and from this parents are signposted to the most relevant member of staff.
SENDCO available in school once a week.
SEND Governor availableto discuss any concerns you wish to raise.
Headteachers available if concerns need to be taken further.
How is the decision made about how much individual support pupils will receive?

/ The decision making process:
The decision regarding in-class support is made by the class teacher; decisions regarding further additional support aremade following referral in collaboration with the SENDCO.
Each term there is a pupil progress meeting which involves personnel working with an individual child. The aim of this meeting is to obtain a comprehensive view of allchildren, their individualised and holistic needs and to ensure they are making good academic progress. Results of this review inform planned intervention and/or challenge.
The advice, support and recommendations of any other professionals involved with the child are included and addressed within additional support or intervention the child is receiving.
Parental involvement:
Parents are invited in to discuss concerns, the subsequent referral procedure where appropriate, the support and/or programmes of work their child will be accessing over the coming half term and any reviews of progress towards targets set.
Advice is given to parents as to how best they can support their child at home via discussions with parents and, where applicable, specific workshops aimed at helping parents to support their child’s learning.
When a pupil is placed on the SEND register parents receive a letter outlining the focus of their child’s additional support, a copy of their child’s Individual Education Plan (IEP) and any reports from other professionals where applicable.
SUPPORT FOR LEARNING AND WELL-BEING
How does the academy support pupils with Special Educational Needs?

/ How the academy oversees and plans education programmes for pupils with SEND
Initially the academy will map out the individual child’s needs and then identify an appropriate programme of support/intervention.
The class teacher has overall responsibility for ensuring that academic, social and emotional support is given to your child.
Where interventions involve one to one teaching away from the classroom, the teacher is still responsible for the pupil and will liaise with support staff to ensure assessment supports the identification of next steps learning.
Pupils on the SEND register are also monitored closely by Mrs Sally Jay – SENDCO.
Who supports pupils with SEND – what are their roles?
The teachers will work closely with the teaching assistants and any specialist staff to plan and assess the impact of targeted support and how this can be embedded in quality first teaching (QFT).
The academy also has a Pastoral Officer (PO) - Mrs Kim Vincent who works predominantly with childrento support SEMH.
How is information communicated to parents?
Parents will have the opportunity to meet with class teachers twice a year in a formal setting during Parents’ Evenings.
Parents also receive an annual report towards the end of the academic year.
If a pupil is on the SEND register an IEP will be issued half termly basis; a meeting with the teacher, the pupil and parents will be held to explain the additional supporttheir child will receivefor their learning and/or pastoral needs. If parents are unable to attend the meeting a written copy of the IEP will be posted. The IEP details the focus and/or specific target of any intervention.Parents are encouragedto contact either the class teacher or the SENDCOif they have any questions or concerns.
If parents are concerned about learning or any aspect of SpecialEducational Needs then parents can telephone the academy to speak to someone or make an appointment to come in to share their concerns.
How are governors/trustees, management committees involvedand what are their responsibilities?
Governors are involved on a termly basis when they consider reports on SEND and also through the consideration of personnel, finance and standards reports.
Our SEND Governor, Mrs Helen Jagger, meets with the SENDCO regularly to address anything and everything related to SEND.
What mechanisms are in place for supporting pupils’ overall wellbeing?

/ What are the pastoral and social support systems available for pupils?
The academy employs a Pastoral Officer trained in a range of emotional needs support from bullying to bereavement counselling. Under the direction of the class teacher/SENDCO the PO is available to support pupils with such needs.
The PO maintains pastoral records which are updated as necessaryin collaboration with academy staff. These support the identification of any children who may require additional pastoral support or just someone to talk issues over with.
How does the academy manage the administration of medicines?
The academy manages the administration of medicines by means of a specifically locked resource.
The academy will only administer prescribedmedication where the pupil is required to take the medicine four times a day and parents are requested to complete a consent form.
All of our existing teaching team have received Emergency First Aid, Epi-penand Defibrillator training.
Training is provided and continually updated.
What support systems are in place for addressing behaviour, avoiding exclusions and increasing attendance?
We have a zero tolerance behaviour system, which is clear, visual and made known to all pupils. This system is used by all stakeholders within the academy ensuring a consistent approach.
All staff are trained in the use of Team Teach de-escalation strategies and safe handling of pupils in crisis.
First day contact is in place for pupils who are absent from school.
Half termly register trawls are conducted;invitations to attendface-to-facemeetings with the Headteacher or PO. Where necessary further support is sought from the Education Welfare Service (EWS) and Academy Attendance Targets are set for pupils and parents where attendance is an ongoing issue.
Half termly Persistent Absence monitoring highlights pupils of concern and results in intervention and support from the PO and where necessary other agencies, e.g. EWS.
How are the views of pupils taken into account?
The views of the pupils are obtained by thepupil council, which has two representatives from each class; the pupil council meets with a designated member of staff to discuss ongoing issues.
The teaching team complete a pupil questionnaire with every child to gain their feelings and views about academy life, routines and their own well-being. Pupil surveys are conducted annually and outcomes shared with relevant staff to ensure that any issues arising can be addressed promptly.
PROGRESS, PLANNING AND KEEPING PARENTS INFORMED
How will parents know how their child is doing?
/ In addition to normal reporting arrangements, what opportunities are there for parents to discuss their child’s progress with staff?
We have an Open Door Policy so parents are welcome in at the beginning of the day to talk to any member of our teaching team.
Additional meetings are arranged regarding individual pupils, depending on need.
How does the academy know how well any individual pupil is doing?
  • Termly progress is tracked for all pupils by the Headteacherand the SENDCO tracksspecific children who experience Special Educational Needs.
What opportunities are there for regular contact between home and BPA?
  • If required, regular contact between BPA and home can be maintained through the use of a home/school book which can be used for a variety of reasons.

How are parents involved in discussions about planning for their child’s education?
How are children able to contribute their views?
/ How and when are parents involved in planning their child’s education?
Parents are involved as much as possible with their child’s education through face-to-face consultation meetings, contribution to and/or receipt of targets via the IEP, Annual Reportand ongoing informal discussions made possible by our ten minutes sharing time implemented at the start of every day.
When reporting to parents, their child’s progress is compared with national age related expectations with regard to attainment.
How are children’s views taken into account?
IEPs are written on a half termly basis and next step targets are discussed andagreed by the class teacher and the pupil together.
At the end of intervention sessions, where appropriate, pupils record how they feel they have achieved the learning objective of the session and they are given the opportunity to reflect on how, and what they can do to develop their skills further.
Annual pupil surveys conducted on an individual basis give pupils an opportunity to voice their feelings and thoughts.
PROVISIONS, RESOURCES & SERVICES
How is learning and development provision matched to individual pupils’ needs? / What are the academy’s approaches to differentiation?
All teachers differentiate within their class to ensure that all teaching and learning is accessible and appropriate for all pupils regardless of their academic level and preferred learning style.
How are the academy’s resources allocated and matched to pupils’ SEN?
/ The academy’s SEND budget:
Funding for SEND at BPA is received directly from the EFA (Education Funding Agency).
The amount of ‘notional’ funding received for 2017/18 is £125,750
This amount includes the ‘top-up’ by the Local Authority to support those pupils with an Education Health and Care Plan. The top-up for 2017/18 is £8,513and relates to two EHCPs.
The funding is distributed across the payment of resources such as:
-Specific intervention programmes and equipment.
-The procurement of staff training to address identified needs.
-TAs to provide targeted interventions to identified pupils under the guidance of the class teacher.
-The procurement of Team@Work - an outside agency specialising in teaching children with specific learning difficulties and the services of an Educational Psychologist,
-The purchase of IT based and kinaesthetic resources.
-Time for the SENDCO to meet with parents, children, outside agencies and support services; teachers, TAs and the Pastoral Officer and to coordinate and lead SEND.
The Head teacher has overall responsibility of the SEND budget.
Delegated management of the SEND budget is given to the SENDCO.
What specialist services and expertise are available at,or accessed by the academy?
/ Our Pastoral Officer has considerable experience of working with and supporting vulnerable pupils and their families.
The academy accesses support and advice from external services as appropriate, e.g. Educational Psychology Service, Specialist Advisory Service, Barnardo’s Outreach Support Service (for Autism and Physical Difficulties), Occupational Therapists, Physiotherapists, Educational Team for Hearing and Vision and the Child and Adolescent Mental Health Service (CAMHS).
The academy also accesses other specialist services such as health and social care as required and through its involvement in Early Help Assessment and Plan, CIN and Child Protection meetings.
How accessible is the academy environment?
(N.B. Every school must have an up to date Accessibility Plan, which is reviewed periodically by Governors).
/ Is the building wheelchair accessible?
  • Parts of thebuilding are wheelchair accessible.
  • Personal Emergency Evacuation Plans are in place for any individual who experience mobility issues, whether permanent or temporary.
Are there disabled changing and toilet facilities?
We have fully equipped disabled toilet facilities that are accessible for pupils, visitors and staff.
How does the academy communicate with parents whose first language is not English?
The academy can provide translated documents if needed.
How are pupils included in activities outside the classroom including trips?

(N.B. DDA Reasonable Adjustments legislation expects schools to be anticipatory in respect of academy activities and trips) / Are all pupils with SEND able to access all of the academy’s activities?
Theacademy assistspupils in accessing all available activities and ensures appropriate supervision, training and support according to individual needs.
Additional advice, support and resources are utilised to support pupils on the Autistic Spectrum, or anxious regarding change, to prepare them for activities and trips.
How are parents involved in planning activities and trips?
Parents are consulted, if necessary, on all activities and trips.
Parents are invited and welcome to accompany their child on an activity or trip where additional support is required or advised.
STAFF TRAINING
What training have the staff supporting pupils with SEND had, or what are they expected to have?
(N.B. under the SEND Code of Practice legislation, schools need to offer high quality professional development and training to the work force)
/ As mentioned all staff are trained in TEAM TEACH; this is updated annually.
Our SENDCO regularly attends a wide range of training and the information gained is then disseminated to all members of the teaching team via staff training sessions led by the SENDCOand external agencies where appropriate.
All members of the teaching team access training as required on a wide range of Special needs that may impact on pupils learning, e.g.