River Wye Federation - SEN Information Report - updated October 2020
This information outlines the support and provision they can expect to receive, if they choose Whitchurch CE Primary School or Weston under Penyard for their children. A full SEND policy is also available from the school.
The Governors and staff at the River Wye Federation recognise the importance of identifying and supporting those pupils who have a Special Educational Need. We have an ‘open door’ policy for parents, where a team approach is necessary to help the pupil make progress. We acknowledge the unique strengths, knowledge and experience that parents are able to contribute to the shared view of their child’s needs and the best way of supporting them.
The range of support deployed will be tailored to individual needs following thorough internal assessments or/and by external agencies. It is designed to promote pupils working towards becoming independent and resilient learners.
Who is who?
SEND support involves many different people according to the needs of each child.
- The class teacher(s) and support staff
- Outside agencies e.g. school nurse, Speech and Language Therapy, SEN advisors, etc.
- SENDCo/Inclusion Lead: Laura Hackett
- Head of School: Vicky Tansley
- Executive Head: Beth Stevens
- SEND governors: Susan Lewis (Weston) Sue Morris (Whitchurch)
How might the school know my child needs extra help?
Your child’s class teacher will discuss any SEND issues with you. The class teacher may talk about your child’s needs with the school SENCO (Special Educational Needs Coordinator). All children need teaching matched to their individual needs. Some children need different levels and types of support in order to bridge the gap to achieve age related expectations. This information and discussion would always happen in conjunction with parents.
Regular monitoring and assessments of all children are carried out by the class teacher. These are shared with parents during termly parent meetings. As well as this, more regular information will be shared with parents according to the needs of each child.
Where more specific or in depth assessments are needed, these will be discussed with parents before and after they take place.
How will the school support my child?
First and foremost, we match each child’s abilities with the teaching they receive. Quality first teaching is about linking all aspects of learning together to ensure that children make good progress and enjoy their time in school. Our motto ‘Be the best you can be’ sums this up.
As a federation, our main aim is to provide inclusion for all. Staff regularly adapt learning environments, classroom resources and teaching strategies to make sure all pupils can access learning alongside their peers. This provision is common practice in the classroom and used by all pupils, not just used with pupils with Special Educational Needs.
Teaching may be as a whole class, in small groups or on a 1:1 basis according to the needs of each child. Specialist teaching may be used (for example in Speech and Language) where it is needed.
Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge within their learning.
Additional adults are used flexibly within groups or individually, where pupils are working towards a long term goal of developing independent learning skills. Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support.
The support staff hold a range of relevant qualifications and expertise, including: Autism, Speech and language, English, maths, ICT and Dyslexia.
Children’s learning is developed through effective feedback. Each child knows what they are doing well and what they need to do next. This simple, clear system which involves talking to children, effective marking, peer assessment, modelling, self-assessment and the use of success criteria enables children to make good progress.
When needed, specific intervention programmes include plus 1, power of 2, Toe by Toe, teaching talking and social stories. This list is not exhaustive and is adapted regularly to meet the needs of each child.
These systems are regularly reviewed by class teachers, SENCO and the Executive Head Teacher. Regular pupil progress meetings track children’s progress. If children’s progress slows then the reasons for this as well as how we can improve it are planned and shared with parents. Then, they are tracked to see if they have a clear impact.
SEN parent meetings are held every term. However, sometimes more regular review meetings are required. Parents, relevant external agencies and when appropriate, pupils are invited to this review and their contribution is valued. The impact of support offered is considered along with the progress towards the targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded.
If children have behavioural or emotional needs these are met through our whole school systems or where needed individual support is given. This can include support for children in a range of circumstances, for example whose parents are divorcing, bereavement, family issues etc. For children with behavioural problems a plan will be set up with parents in order to enable children to overcome issues and focus on enjoying learning.
Where children have medical needs, these are supported by our team of first aiders, many of whom are trained in paediatric first aid. Any additional training that staff need in order to support children is undertaken by the school.
Transition between nursery and school, between classes and with high school is well planned. Meetings are held about all children. Where a child has additional needs this is shared and a plan put in place to meet their needs. Transition to high school is completed by the SENCo and/or Head Teacher.
How does the school support me as a parent?
Working in partnership with parents is the key to a child’s happiness and educational development. We pride ourselves on building relationships with parents. We are open and honest and encourage parents to be the same with us.
We urge parents/carers with any concerns regarding the SEND policy or the provision made for their child to speak to us as soon as possible. In the first instance, please speak to the class teacher or the SENDCo.
If parents/carers feel their child's needs are still not being met they should make an appointment to see the Head Teacher or the school governors. If concerns continue to be unresolved, parents may wish to use the Herefordshire SEND Information, Advice and Support Service (http://www.hwsendiass.co.uk/). Alternatively, they can voice their concerns via our school Complaints Policy which can be obtained on the website or from:
Mrs Cheryl Jones, firstname.lastname@example.org
Mrs Tracey Catlin email@example.com
The school’s accessibility plan focuses on improving access to the building and ensuring that our curriculum meets the needs of all. Where children have specific requirements we work with parents to ensure that, where possible, we can meet them.