Bishop Monkton CE Primary School
SEN Information Report
At Bishop Monkton CE Primary School we aim to provide all children with an enjoyable learning experience in which they thrive. We offer an inclusive and welcoming ethos which fosters the development of well-rounded individuals. We achieved the North Yorkshire Inclusion Quality Mark at the highest level (Evidencing) in July 2013, demonstrating the importance we place on including all learners in all aspects of school life. Children learn through a variety of settings: mixed age classes, single year cohorts, small focused groups and one to one teaching. This variety enables teaching to be differentiated to meet the needs of every pupil in the class. We recognise that children learn using a diverse range of styles and aim to teach according to individual learning types. Teaching staff plan and deliver an exciting and stimulating curriculum which engages children at all levels.
As a parent there may be questions that you have when trying to assess the right school for your child.
1: What kinds of SEN are provided for in your school?
High quality support for learning within mainstream lessons is the most important factor in helping pupils with Special Educational Needs and Disabilities (SEND) to make good progress alongside their peers. This universal provision is the support provided for all learners to meet their individual needs. It includes:
2: What policies do you have for identifying children and young people with SEN? How do you assess their needs? What is the SENCo’s name and how can I contact them?
Children at Bishop Monkton School all have access to quality first teaching. They are regularly assessed and monitored to ensure any areas of need can be supported at the earliest stage. However there may be occasions when the school feels that some additional support within lessons may help your child to make better progress. This is by no means always the case. If some additional small group or one to one support within lessons is planned, the school will explain how this will work, what the aims of this support will be and how and when the impact of this support will be reviewed. Most importantly, this support should be aiming to make your child more independent in lessons.
Where something additional or different is needed to support a child with SEND a structured learning programme (intervention) will be planned. Information regarding this personalised provision will be recorded in a document known as an individual provision map (IPM). Children may also have an Inclusion Passport (IP) which tells the story of the child’s support over time. The IPM/IP will be drawn up in consultation with the pupil and parent and will include:
The special educational needs coordinator - SENCo at Bishop Monkton School is Mrs Sally Cowling (Headteacher) who can be contacted on 01765 677583. The school Governor responsible for SEN is Mrs Amy Ross.
3: What arrangements do you have for consulting with parents of children with SEN and involving them in their child’s education?
Working closely with parents, teachers will discuss any concerns they may have regarding a pupil and may, at this stage, involve the SENCO. There are 2 parents meetings during the school year and an opportunity to discuss the children’s report in the summer term. At parents meetings parents will be made aware of the progress their child has made and what needs to be done to support the child. Children who have an IPM would have this updated each half term and this would be shared with parents. This may involve a further meeting where the support a child is receiving in school would be made clear and any out of school support would be suggested. Some children may have a home – school diary to enable communication between parents and school staff. Parents are encouraged to talk to teachers at any time during the school year should they have concerns.
4: What arrangements do you have in place in your school to consult with young people with SEN and how do you involve them in their education?
We have a school council who are involved in supporting children, setting rules and fundraising. We also have a collective worship group, Greenbugs, school prefects, house captains and ambassadors all of whom are used to consult with. We regularly seek the views of children both informally in class to assess our classroom environments and resources the children have access to and formally with pupil voice questionnaires to gain an insight into provision and aspects of social and emotional wellbeing. Children with SEND are also consulted on their provision and have opportunities to comment/evaluate it.
5: What arrangements are in place for assessing and reviewing children and young people’s progress towards outcomes?
Class teachers and support staff regularly make observational assessments of the children they work with on a daily basis. In addition to this, each term, teachers make assessments of all children against key objectives. Formal standardised assessments take place each term, often in the form of a test. Test information is always used alongside teacher assessment to give an overall view of each child’s attainment and progress. PIVOT assessments are used to show smaller steps of progress for children that will make less progress than their peers. This may be due to medical issues or severe learning needs. School based tracking systems are used to identify children who are not making expected progress or those working below national expectations. This enables staff and SENCo to focus on children who are not making progress and put interventions in place. Tracking of Maths and English is submitted to the Head Teacher who monitor the progress made across the school. Subject leaders collect end of year tracking for their individual subject monitoring.
6: What are the arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood?
Transition reviews for children with SEND are organised before moving. The relevant staff from the receiving school will be invited to reviews in order to meet the young person. If they are unable to attend, the SENCO will contact the child’s new school with the relevant information. Additional transition visits are arranged for pupils moving to High School and in some cases, resources are prepared in order to help familiarise the child. Children who are moving to another Primary school are encouraged to visit. An inclusion passport is completed with comments from the child and parents/ carers for the receiving school.
7:What is your school’s approach to teaching children and young people with SEN?
We currently deliver the following literacy interventions:
We endeavour to tailor our interventions to the children’s needs and abilities and ensure that the timing of intervention does not take them away from their peer group where possible. Intervention work completed outside of the classroom is planned with the class teacher to enable links to be made within the classroom lessons. Children who receive these intervention programmes would have a meeting arranged with parents to discuss the reasons and intended outcomes for the child. We have sloped writing surfaces and specialist chairs to support children with physical needs. We provide writing support through Clicker6 and sound buttons and staff are trained to offer alternatives to written recording to support children with Dyslexia. Class teachers plan and support any interventions given to the child. Any intervention work which is completed outside of the classroom will be brought into the whole class work to ensure its value is seen and consolidation can be made. Each half term, staff will look at the children who have received these interventions and assess their impact. Teaching Assistants are allocated to provide support in each class during the morning sessions. These extra adults are used to support groups of children who require further explanation of the task or resources in addition to those accessed by the rest of the class. The aim of the ‘in class’ support is to boost confidence in those children to develop their own independence.
8: How are adaptations made to the curriculum and learning environment of children and young people with SEN?
The schools ethos and Christian values are evident throughout our school. Our school has quality first teaching and differentiated lessons which provide an inclusive environment for all children. Interventions are identified on provision maps and support timetables. They have clear objectives and SMART targets and focus on moving the children forward in their learning. These are shared with the child’s parents. Interventions are delivered by trained teaching assistants and monitored by class teachers and SENCo. Regular discussions ensure that skills are reinforced/transferred back into the classroom and built upon. Assessments at the beginning and the end and ongoing monitoring, enables staff and pupils to evaluate the effectiveness of interventions. Relevant care plans, Health care plans and risk assessments are implemented for children who have a high level of need in discussion with parents and relevant professionals. The school building is on one level with each class having their own entrance and exit doors. If an alternative entrance is needed due to equipment e.g. wheelchair access this is discussed and arranged with parents. The bell goes at 8.55 am but if access is needed prior to this (for example to allow a child to enter a quieter environment) this can be arranged in consultation with the class teacher.
9: What sort of expertise/training do staff have to enable them to support children and young people with SEN?
All staff receive regular training to enable them to meet a range of SEND. Teachers and teaching assistants have regular generic training and specific training to meet individual needs as necessary. If a pupil has particular needs and the school requires training in this area, specialist support and advice is gained from relevant professionals to ensure that we can support to a competent level.
10: How do you evaluate the effectiveness of the provision made for children and young people with SEN?
Bishop Monkton CE School is graded Level 3 – Evidencing in the Quality Inclusion Mark. We are a welcoming school and new children settle well with the help of a buddy system from peers and staff availability to speak with parents to keep informed. Our children are very supportive of different needs. Provision Maps are updated termly to make sure vulnerable learners are being supported and parents are informed of progress. All staff promote and implement the behaviour policy consistently which enables children to feel safe. Our creative curriculum is carefully planned to allow the children to follow their learning through enquiry approaches.
11: How are children and young people with SEND enabled to engage in activities available with children and young people in the school who do not have SEN?
All children are given the opportunity to represent the school through the school council and other school groups. A range of sporting events are attended in class groups. After school clubs are accessible to all children and where additional support is required to enable full access this will be discussed and arranged with parents.
12: How do you support children and young people with SEN to improve their social and emotional development?
We use a buddy system for vulnerable children including those who are new to the school. We have teaching assistants trained in using Socially Speaking , Drawing and Talking and other Emotional Literacy support programmes. Additionally staff use the SEAL materials through collective worship and classroom activities where needed to support children.
13: How does the school involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations in meeting children and young people’s SEN and supporting their families?
At Bishop Monkton CE School we currently receive advice and support from an Education Psychologist, Speech and Language therapist, Occupational therapist, Autism Outreach Worker and specialist teachers from the EMS for social, emotional well-being. These agencies work with children and staff to help support children through developing intervention programmes and activities to develop skills. If any specialist equipment or training is required, we contact the relevant agency and ensure that resources are in place in time to provide a smooth transition. Funding has previously been used to purchase equipment and training has been accessed through the Local Authority. We are also linked with Starbeck EMS for behavioural and emotional difficulties and Hookstone Chase EMS for communication and interaction needs. Specialist teachers from these schools provide support to staff through meetings, resources and training. If we feel that it is appropriate to involve another agency to meet the needs of your child parents will be consulted and asked to give their consent.
14: What are the arrangements for handling complaints from parents of children with SEN about the provision made at the school?
Our Headteacher is Sally Cowling.
Our Co-Chair of Governors are Mr James Hobson and Mrs Amy Ross.
Parent Partnership Coordinators
Parent Partnership Coordinators are qualified professionals who have an experienced background in SEND. They are able to offer advice, listen to worries and concerns, offer home visits and support you in meetings. They may also be able to put you in touch with other organisations or parent support groups.
They can be contacted on 0845 034 9469.
North Yorkshire provision for SEND
The North Yorkshire local offer can be found at: