SEND Information Report 2015-2016

The SEND Information Report will be updated annually to reflect changes and plans within the school. The report states the current provision within John Fletcher of Madeley Primary School.

What are the kinds of special educational needs for which provision is made at John Fletcher of Madeley Primary School?

At John Fletcher of Madeley Primary School, we cater for a wide range of needs, including all the four broad areas as described in the SEND Code of Practice.

• Communication and Interaction
This includes children who have speech, language and communication needs which result in them having difficulty communicating with others, as well as children who have an Autistic Spectrum Condition and are likely to have difficulties with social interaction. At our school, we have an eight place specialist language unit for pupils with a severe speech or language disorder.
• Cognition and Learning
This includes children whose learning difficulty could result in them learning at a slower pace than their peers. For example, children who have moderate learning difficulties (MLD) and children who have a specific learning difficultly (SpLD) such as Dyslexia or Developmental Coordination Disorder. These children may need support in some areas of the curriculum.
• Social, emotional and mental health difficulties
This includes challenging behaviours, becoming withdrawn, issues with eating, anxiety and low self-esteem along with children who have attachment disorder or ADHD and we work with CAMHS and other appropriate agencies to support them.
• Sensory and/or physical needs
This includes pupils who require special educational provision because they have a disability that prevents or hinders them from making use of the educational facilities provided, such as a Hearing Impairment (HI) or a physical disability (PD) requiring ongoing support. 

What are the school’s policies for the identification and assessment of pupils attending the school?

We are committed to the early identification of children who have SEN.
Detailed observations are made in a variety of contexts as well as careful monitoring of the curriculum. Pupil concern forms are completed by class teachers and the pupils are monitored by the SENDCO. We obtain information from parents/carers and any other records from the previous schools the children may have attended.
Meetings take place between the Head teacher, SENDCO and class teacher. At these meetings, class teachers may discuss any concerns they have with a pupil on the school concern record. The SENDCO also looks at pupil data and discusses with teachers, any pupils causing concern. Strategies to support the pupil are then agreed and actioned.
The graduated response adopted in the school recognises that there is a continuum of needs. This is recommended in the SEN Code of Practice and is in line with the LA policy.

What is the provision for pupils at John Fletcher of Madeley Primary School and how is it evaluated?

At John Fletcher of Madeley Primary School, children are at the heart of everything we do and we want them to be happy, confident and successful learners. To achieve this every child is entitled to Quality First Teaching. This means:
• that the teacher has high expectations
• that all teaching is based on building on what the child already knows, can do and understands
• different ways of teaching are in place so that the child is fully involved in learning in class
• that the teacher plans and delivers stimulating lessons that capture imagination and creativity building up various skills which develop the whole child
• that the teacher carefully checks on each child’s progress and may have decided that the child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress
If a specific intervention is needed, this will mean:
• small group or individual work which will focus on the areas where the child has gaps in learning
• this is led and monitored by a Teacher and may be carried out by that Teacher, a Higher Level Teaching Assistant (HLTA) or more commonly a Teaching Assistant who has been trained to deliver the intervention.
• the interventions have been identified by the Class Teacher, SENDCO or outside agencies such as the LSAT (Learning Support Advisory Teacher), Occupational Therapists or a SALT (Speech and Language Therapist)
• the intervention may be a quick fix which only requires a small number of extra sessions or it may be a longer programme which is more in depth or builds on skills each session.

Formal identified interventions usually run for half a term or a term. A list of the interventions we use can be found in the ‘School Offer’ on the website. Interventions are continually evaluated as they are being run, but are more formally evaluated half termly. For children on the SEND register, parents will receive an intervention plan review at least termly.

What are the arrangements for consulting parents of children at John Fletcher of Madeley Primary School and involving them in the education of their child?

All parents of pupils in our school are invited to attend a Parents’ Evening each term. These are designed to discuss the progress a child is making, the targets they are working on and how parents may be able to help at home. If a child is having an intervention, this will also be discussed. Parents can also meet with Class Teachers at other times throughout the term and this can be arranged through the school office.

For parents of SEND pupils, Individual Intervention Plans will also be sent home termly so parents are aware of the support the child is having, how well interventions have gone and what they can do to help. Parents can arrange an appointment with the class teacher or SENDCO to discuss these in more depth.

If a child is on the SEND register, the parents will be invited to a ‘Pupil Profile’ meeting. This will be a chance for parents and teachers to discuss the child in more depth and build a better picture of them. A summary of this will form the ‘Pupil Profile Document’.

Parents of pupils with an Education, Health and Care Plan are also invited to attend an annual review meeting of the statement, at least once a year.

What are the arrangements for consulting with pupils and involving them in their education?

Teachers regularly give feedback to pupils about their work and the progress they are making and pupils also use ‘Steps To Success’ to reflect on what they have done. This is outlined in more depth in the Teaching and Learning Policy and the Marking Policy.

Pupil voice activities take place each term and this involves pupils from all groups, including those on the SEND register.

Pupils with an EHC Plan will also be required to give their views during the annual review or assessment process.

How does the governing body involve others, such as Local Authority and Health and Social Care professionals, in meeting the needs of pupils and in supporting their families?

Our school has a wide range of staff working together within the school to support the children and their families. Some of these are directly employed by the school, some are traded services which the school buy into and others work for the Local Authority.

We value the support and advice of all professionals and endeavour to follow their advice.  These are some of the agencies we work closely with:
• Learning Advisory Support Team (LSAT)
• Speech and Language Therapist (SALT)
• Behaviour Support Advisory Team (BSAT)
• Occupational Therapists (OT)
• Physiotherapists
• Sensory Inclusion Service (SIS), working with children with visual impairment and hearing loss
• Educational Psychology Service
• School Nurse
• Relateen Counsellors
• Education Welfare Officer
• The Local Authority SEND Team
• Information, Advice & Support Service (IASS)

What training do staff have in relation to the needs of pupils at John Fletcher of Madeley Primary School?

Staff meetings are sometimes used to train staff on SEND issues. This may be SENDCO led or an outside agency coming into school to lead the meeting. Likewise the SENDCO uses some of their non-contact time to train Teaching Assistants, particularly on the use of interventions. We also send staff on LA courses regularly and they feedback in staff or TA meetings. Newly Qualified Teachers have particular support from their mentor and the SENDCO supports them relating to SEND issues. New Teaching staff are also given support and advise on how best to support the teaching and learning of our SEND pupils.

The Governor with responsibility for SEND is experienced in this area and has termly meetings with the SEND co-ordinator in order to quality assure the on-going work and progress.

How will equipment and facilities be provided to support pupils at John Fletcher of Madeley Primary School?

John Fletcher of Madeley Primary School comprises of mainly a single storey block with part of it being on two storeys. The sloping nature of the site means there are a number of internal steps. However, reasonable adjustments have been made to allow better accessibility such as lower hand rails being provided, taps being changed, white edging on corners for children with visual difficulties etc.
We are committed to providing all children every opportunity to achieve their potential in every aspect of school life. We therefore provide any specialist equipment needed when it is recommended by professionals such as writing slopes, sit ‘n’ move cushions, bathroom steps, iPads and writing aids. Likewise, adjustments are made for disabled parents, eg. giving disabled parents a parking permit to allow access down the school drive.

Parents and families are welcome to visit the school prior to their child attending school.

What are the arrangements made by the governing body for dealing with complaints from parents/carers in relation to the provision made at John Fletcher of Madeley Primary School?

The process for all complaints is available for parents to see on the school website ( click here) and is updated regularly. Alternatively parents can request a written copy.

What are the school’s arrangements for supporting pupils in transferring between phases of education?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.

• When a child moves from nursery:
The EYFS Coordinator and SENDCO usually visit the nursery setting and a meeting takes place with the parents and nursery staff to discuss the special educational needs of the child and support needed. Our transition plan allows for 5 visits prior to starting, however we often encourage additional visits if needed.

• When a child moves class:
All information will be passed on to the new class teacher in advance and a meeting will take place to discuss the child’s needs. Additional visits to meet the new teacher may take place if necessary, or visual aids may also be used.

• If a child moves to another school:
All information we hold on a child will be sent to the new school promptly. The SENDCO may also telephone to discuss any special arrangements or resources that may be needed.

• When a child transfers to secondary school:
- currently the Year 6 teachers meet with staff from the feeder secondary schools to discuss the pupils and share information. The SENDCO meets with the secondary schools’ SENDCOs to discuss particular needs of individuals with SEND and any resources that they may need to get in advance. Parents may also attend this meeting.
- pupils with SEND are usually invited to attend an additional transition afternoon, although each secondary school operates slightly differently.
- for pupils with SEND who we feel may need extra visits, we use our Learning Mentor team to support these. These pupils often make passports about themselves, or visual prompts to help them remember key places or people in the new school.
- for pupils with an EHCP, we ensure the secondary school SENDCO is available to attend the annual review held early in the summer term, so they have plenty of time to make arrangements for support staff and resources they may need and a transition plan can be written if needed.

Where is the information on the Telford and Wrekins’ local offer published?

There are further details on our website regarding our own school offer for SEND (click here). This links to the Local Offer on the Family Connect pages of Telford and Wrekin’s website:

If you have any queries or requests for policies or information relating to this report, please contact the SENDCO, Rhonda Hanna or Head teacher, Matthew Gould.