Special Educational Needs and Disabilities (SEND) Offer

At John Fletcher of Madeley Primary School we believe that all children have the right to an inclusive education, and work hard to ensure the needs of pupils with Special Educational Needs and Disabilities (SEND) are met.

Please read our replies to FAQs for more information about the school offer at John Fletcher of Madeley Primary.

Who would I speak to if I had questions about SEND?

Our Special Educational Needs Coordinator, Mrs Hanna, is responsible for coordinating the support for SEND pupils, and developing the school's SEND policy to make sure all children get a consistent, high quality response to meeting their needs in school. She monitors interventions and analyses progress of SEND pupils, to ensure they are accessing the most suitable interventions and teaching.

Part of this role is keeping up to date with changes to legislation regarding SEND, and having a more in depth knowledge of SEND. Mrs Robson completed the National Award for Special Educational Needs Coordination programme in January 2013.

We also have a part time Pastoral Manager, Mrs Andrea Gwilt who is responsible for working with families of the pupils involved in the CAF (Common Assessment Framework) and TAC (Team Around the Child) process.

In addition to this, we have a full time Learning Mentor and Assistant, who work in ‘The Snug’. Ms Davies and Mrs Jordan are trained in dealing with pupils experiencing Behavioural, Emotional and Social Difficulties. They offer support, advice and a friendly, secure environment for the pupils. All members of staff work closely with them, to ensure we are all consistent in approach and are using the same systems of reward.

Our governor responsible for SEND is Mrs Julie Morgan, and she meets regularly with the SENCO to ensure pupils with SEND are being well supported and making progress.

The Class Teachers and Teaching Assistants are responsible for the day to day work with pupils, and ensure they are planning and delivering quality first teaching to all pupils. This includes using interventions that are suited to the pupil’s needs and allow progress to be made.

The Headteacher, Mr Gould has overall responsibility for the management of SEND and ensuring that we meet the needs of SEND pupils. He liaises closely with the school SEND team and ensures he is fully aware  of the different needs of our pupils and how we address them.

What are the different types of support available for children with SEND at John Fletcher of Madeley Primary School?

Quality First Teaching
For your child this would mean:
• That the teacher has high expectations
• That all teaching is based on building on what your child already knows, can do and understands
• Different ways of teaching are in place so that your child is fully involved in learning in class
• That the teacher carefully checks on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress

Specific intervention work
For your child this would mean:
• Small group or individual work which will focus on the areas where they have gaps in learning
• This may be led by a Teacher, Higher Level Teaching Assistant (HLTA) or most commonly a Teaching Assistant who has been trained to deliver the intervention.
• The interventions have been identified by the Class Teacher, SENCO or outside agencies such as the LSAT (Learning Support Advisory Teacher), Occupational Therapists or a SALT (Speech and Language Therapist)

Intervention groups are run for pupils on School Action, School Action Plus and for pupils with Statements.

Please see the section on ‘Interventions at John Fletcher of Madeley Primary’ for a list of what interventions we use.

How is the school accessible for all pupils and their parents?

John Fletcher of Madeley Primary School comprises 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. The Equality Act 2010 does not require schools to change their premises, however it does require long term plans to be made for improving access to the premises, and would expect reasonable adjustments to be made. For our school, this has included adjustments such as lower hand rails being provided, taps being changed, white edging on corners for children with visual difficulties etc.

John Fletcher of Madeley Primary School is committed to providing all children every opportunity to achieve their potential in every aspect of school life. When a request is received from parents or the Local Authority for a pupil to attend the school, advice from Support Services and other relevant professionals will be sought where necessary, to enable an assessment of the individual’s needs to be made. This will include access to the various areas of the school premises and the requirements of the National Curriculum. Parents and carers of pupils with disabilities will be consulted to identify and, wherever possible, to remove any obstacles to learning. Such obstacles could include physical, sensory, learning difficulties or emotional or social development as well as the learning environment experienced within the school.

How will I be informed about the progress of my child?

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

If your child is on School Action Plus (this means outside agencies will be involved) or has a Statement of Educational Needs, you will also receive copies of the IEP each term, along with a review of the last IEP.  These can be discussed with the class teacher or SENCO at any time (please contact the office to arrange this).

Parents of pupils with a Statement will also be invited to attend an annual review meeting of the statement, at least once a year.

How are the staff in school helped to work with children with SEND and what training do they have?

Part of the SENCO’s role is to provide support for teachers when planning work, writing IEPs and using advice from outside agencies effectively.  The SENCO has 50% of the school week as non contact time with her class, and is therefore available to support staff in this. Staff meetings are often used to train staff on SEND issues. This may be SENCO led or an outside agency coming into school to lead the meeting. Likewise the SENCO uses some of her time to train Teaching Assistants, particularly on the use of interventions.

This is some of the in-school training we have had since September 2011:

Teaching Staff:
• Autistic Spectrum Disorder
• Developing a Dyslexia Friendly Classroom
• ‘What’s in the bag?’ Understanding assessments used by LSATs
• SEND changes to the code of practice
• Behaviour Management in the Classroom
• MAPA training

Teaching Assistants:
• Writing and using Social Stories
• Positive Behaviour Management
• Supporting pupils with Word–Finding Difficulties
• Speed Learning

Whole school:
• Epi-pen training
• Asthma training
• Developmental Coordination Disorder (DCD)
• Phonics

This is some of the training that individuals or groups of staff have been on, that has been run out of school:

• Speed Up handwriting programme
• Cool Kids
• Working with the Hearing Impaired Child in your Class
• Induction Training for new support staff
• Challenging Behaviours
• Early Years – Plugging into Boys' Brains
• Working with Vulnerable Groups
• Behaviour Conference
• Early Bird autism programme
• ‘Listen with Lucy’ attention & listening programme
• Word Workshop
• Developing a Whole School Approach to SLCN
• Dyslexia – Raising Awareness
• Build to Express with Lego: Social Stories
• Behaviour Management in Class
• Get it Write
• What are we Talking About?
• Talking Maths
• Attachment Theories
• Drawing and Talking
• SEND : The new code of practice

Some staff have had training in other jobs which is relevant to their current roles. This includes:

• Therapeutic Childcare
• FRIENDS, combatting stress and anxiety
• Early Child Studies

Who are the other people providing services to children with SEND in this school?

Our school receives support from many outside agencies so that we can deliver the most suitable curriculum for our SEND pupils.  These are some of the agencies we work closely with:

• Learning Advisory Support Teacher (LSAT)
• Speech and Language Therapist (SALT)
• Behaviour Support Service (BSS)
• Occupational Therapists (OT)
• Physiotherapists
• Sensory Inclusion Service (SIS), working with children with visual impairment and hearing loss
• Educational Psychology Service
• School Nurse, Jo McKernan
• Relateen Counsellors
• Education Welfare Officer
• The Local Authority SEND Team
• Haughton Outreach

How is extra support allocated to children?

• The school budget, received from Telford and Wrekin Council, includes money for supporting pupils with SEND
• Extra funding from the LA is received for any pupil with a statement over 15 hours. (Eg. If a child has a statement for 20 hours, the first 15 hours come from the school SEN budget and the LA pay the additional 5 hours)
• The Headteacher, SMT and Governors look at the needs for our children and set a budget for staffing which allows enough support for our SEND pupils. We are currently fortunate enough to have a high number of teachers and teaching assistants in school
• The SENCO informs the Headteacher when resources are needed, and these are purchased through the school budget

What interventions could my child access?

Early Years/Key Stage One (Reception, Year 1, Year 2)
Within this phase, a lot of the interventions involve communication including attention and listening skills, and early reading, writing and number skills. These include:
• Listen with Lucy,
• Sounds Fun,
• Time to Talk
• Extra sessions of handwriting and targeted Maths work
• Top up Phonics/Rapid Phonics
• Word Workshop
• ‘Write from the Start’ handwriting programme
• Cool Kids
• Elklan Language Builders
• Speed Learning
• ‘In an Instant’ Maths programme
• Fine Motor Control groups
• Communication groups
• Barrier games

Lower Key Stage 2 (Years 3,4)
• Speed Learning
• Top up Phonics
• Rapid Phonics
• Beat Dyslexia
• Nessy (Dyslexia programme)
• Social and barrier games
• Auditory Memory games
• Visual Memory games
• Cool Kids
• Fine Motor Control groups
• Start Right, Stay Write (handwriting)
• ‘Wonderful Words’ vocabulary storage
• Wave 3 Maths resources
• Elklan Language Builders
• ‘In an Instant’ Maths programme

Upper Key Stage 2 (Years 5,6)
• Rapid Phonics
• Speed Learning
• Beat Dyslexia programme
• Dancemat Typing
• Social interaction groups (Black Sheep resources/Socially Speaking)
• Tim Fin Dyslexia programme
• ‘Wonderful Words’ vocabulary storage
• Booster groups
• Wave 3 Maths resources
• ‘Speed Up’ Handwriting

What is the Language Class?

At John Fletcher of Madeley Primary School, we are extremely lucky to be one of only two schools in the local authority to have a Language Class. This is a specialist provision for 8 pupils who are working in Reception, Year One or Year Two,  who have severely delayed expressive or receptive language skills. This provision operates on a referral basis and children identified need to meet the criteria set by the SALT and an Educational Psychologist. The Local Authority are involved in all decisions and placements are discussed at termly meetings.

Our school provides a teacher and teaching assistant for the class, which operates in the mornings. The pupils then join their mainstream classes in the afternoon, within our school. A Speech and Language Therapist works 4 mornings per week within the class, which is funded through the Primary Care Trust.

We believe that having the Language Class in our school allows the staff to be better trained within Speech, Language, and Communication Needs as we have regular contact with the Speech and Language Therapist on site and the Language Class teacher and SENCO are able to support, guide and train staff where they are unsure.

How will you support my child through transition?

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

• When your 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 SENCO meets with the secondary schools’ SENCOs to discuss particular needs of individuals with SEND, and any resources that they may need to get in advance.
- 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 or ask for a member of staff from Haughton Outreach to support. 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 a statement, we ensure the secondary school SENCO 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.