Turnditch CE (A) Primary School

Member of the Derby Diocesan Academy Trust (DDAT) Company No. 09442311

Turnditch CE Primary School

School review for SEN

2015-2018

SEF Segment / Areas of Strength in School / Futures areas for development
Leadership in SEN / Turnditch School has extremely high expectations of all its pupils. SEND pupils are no exception to this. The head teacher and all staff feel it is their responsibility to ensure children with any needs are adequately targeted, challenged and assessed.
The SEND lead is proactive in ensuring that all duties and requirements are carried out, which ensure that all children with SEND have their needs met in accordance with all current legislation.
The SENCO works with the head teacher and all school staff making sure that they understand their roles and responsibilities in enabling children with SEND to reach their full potential.
As a school at the beginning of the year we evaluate the development plan adding new points and targets where needed.
SENCO delivers in house training on any current or future developments within SEN and disseminates good practice.
SENCO holds the full National Diploma in SEN coordination.
The SEN governor (H. Whalley) meets with the SENCO and head teacher and feeds back relevant information to the governing body on progress and attainment.
The head teacher tracks half-termly, the progress and attainment of all SEND children in conjunction with the SENCO. After these meetings individual targets are reviewed with class teachers and the provision map is updated.
The schools accessibility plan is reviewed on a yearly basis.
Regular meetings with external agencies are used effectively to enhance the current provision given to children within the school and outside of the school setting. / To develop a programme where the SENCO and SEN governor meet more frequently.
To conduct a full skills audit to highlight areas for future development and training.
Existing training list to be updated.
Quality First Teaching of Pupils with Special Educational Needs. / All staff at Turnditch Primary School believe that first and foremost good progress of children with SEND must be met within the classroom environment. This is achieved through strong well differentiated planning, personalised learning strategies, effective deployment of teaching assistants and effective ongoing assessment.
The addition of well-structured homework in accordance with childrens needs supports the effective teaching which takes place in the classroom.
The effective provision map highlights strategies and provision that are embedded within the classroom that best help children to meet their academic, social and emotional targets.
Learning walks, scrutinies and observations are used to inform and evaluate current practice and extend next steps.
Assessment of children’s capabilities both formative and summative is an essential tool throughout school in ensuring that individual children’s needs are being met and where possible help to close any gaps.
Both teachers and teaching assistants are used effectively, where needs cannot be met directly in the classroom, to work alongside both individual and small groups of children. This provision enhance their learning journey making sure that their academic, social and emotional needs are met.
Partnership with parents/carers and pupils with special educational needs. / Turnditch School thrives on its open door policy.
Its welcoming ethos and whole school policy ensures that parents/carers, pupils and teachers work extremely closely together.
If a parent of a child with SEN needs to speak to a teacher this is usually dealt with at the time, if a more detailed conversation is required, teaches endeavour to find the next possible timeslot after school to meet. If required, follow-up meetings take place.
For every parent and their childrens specific needs we create a personalised plan E.g. home visits, pet therapy, art therapy, early arrival, end-of-day debriefing, late entrance etc.
Parents attend termly meetings with their child’s class teacher, annual reviews, meetings with external agencies and weekly reviews with the class teacher as necessary.
Turnditch School ensures that Parent Partnership Services available through the LA are known to parents of children with SEN
Parents are consulted when pupils are first highlighted as having a special educational need and throughout our graduated response. Parents always give permission for any external agency to be involved in the provision for their children.
Turnditch school has an active school council which is open to all children and SEN children often represent the voice of their fellow pupils.
Turnditch Primary school offers a wide range of after-school clubs to all pupils, including those with SEND. These range from gardening club, drama, football, craft to archery. / To develop the implementation of pupil passports; this will improve pupils ownership of their own learning and show the value we attribute to their opnion.
Assessment/monitoring an identification of needs. / Effective assessment across the whole school ensures that quick identification of pupils with SEND is made.
At the beginning of a child’s school life, parents are instrumental in sharing any additional needs their children may have. Transition days with pre-school are essential and used to inform our planning and expectations.
The SENCO meets with all teaching staff at the beginning of each term to discuss their pupils and any concerns they have regarding special educational needs issues. Turnditch School uses the graduated response cyclical approach of assess, plan, do, review, which enables us to monitor a child’s need and progress continually, adapting our provision as necessary.
Through observations, planning and work scrutinies carried out in conjunction with the Diocese SIO effectiveness of class teaching is evaluated before a child is deemed to have any special educational needs.
Parents are fully involved with the identification of any special educational needs that their child may have.
Pupils with special educational needs have personalised targets which are reviewed termly, these are kept in the classroom intervention file if they differ from targets already highlighted in books and every day planning.
All staff and practitioners at Turnditch Primary School hold a clear understanding of each SEN pupils learning styles and needs.
Resourcing of SEND / A graduated response is used for children with Special Educational Needs, this may involve 1:1 work, small group work or in class support.
Equal weight is given to the social and emotional development as is given to academic development. The SEN resourcing enhances this, for example pet therapy, art therapy, play therapy, garden nurture group, behavioural support worker, and reflective zone.
Interventions are informed through effective monitoring, evaluating and provision mapping.
Current teaching staff and assistants have received a range of good quality professional development opportunities
We continually assess any changes in legislation and implement any training needed.
Turnditch Primary School’s business manager (P.Worrall) is effective in ensuring that all staff with SEN responsibilities are kept up to date with new initiatives and professional development opportunities. This allows the whole team to work proactively rather than reactively.
The head teacher and SENCO are instrumental is ensuring that support staff are deployed effectively and are involved in the monitoring process of all children of special educational needs. / To conduct a full skills audit to highlight areas for future development and training.
Look into the possibility of working with other SENCOs in our academy or wider SENCO group to ensure our provision remains current and up-to-date.
The effectiveness of SEND provision. / School has an effective SENCO leads who holds a National Diploma in SEN Coordination. She is aware of the strengths of current provision and she is continually reviewing practice in relation to the children’s needs.
The staff at Turnditch Primary School are more than adequately equipped to meet the children’s needs.
The support from external agencies is used effectively and appropriately to further enhance the provision provided by the school.
A whole school approach to SEND ensures that all childrens’ academic, emotional and social needs are met.