Nine Mile Ride Primary School

The school will carry out an Early Identification Triage referral form for all children who may have SEND. As well as using:

• On-going teacher observations, assessments, experience
• Screening information e.g. dyslexia, dyscalculia, reading, spelling etc
• Agency reports
• Parents information and knowledge
• Previous schools and settings data

If you have concerns about your child’s progress you should speak to your child’s class teacher initially. As a result of this conversation, the Inclusion Manager may also become involved in planning the educational provision for your child. The headteacher will ensure that SEND children have appropriate support in school.

Class/subject teacher is responsible for:

• Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the Inclusion Manager know as necessary.
• Regular monitoring of pupil progress by class teacher and specific interventions planned as a result.
• Writing Pupil Profile sheets, and sharing and reviewing these with parents once each term
• Writing a SEND Running Record/School Support Plan (if necessary), reviewing termly and planning for the next term.
• Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
• Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

The Inclusion Manager is responsible for:

• Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND policy to make sure that all children get a consistent, high quality response to meeting their needs in school.

Ensuring that you are:

1. involved in supporting your child’s learning
2. kept informed about the support your child is getting
3. involved in reviewing how they are doing

• Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc...
• Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
• Providing specialist support for teachers and support staff so that children with SEND are reaching their full potential.

The Headteacher is responsible for:

• The day to day management of all aspects of the school, this includes the support for children with SEND.
• The Headteacher will give responsibility to the Inclusion Manager and class teachers but is still responsible for ensuring that your child’s needs are met.
• The Headteacher ensures that the Governing Body is kept up to date about any issues in the school relating to SEND.

SEND Governor is responsible for:

• Monitoring that the necessary support is made for any child who attends the school who has SEND.

The class teacher will ensure that quality first teaching allows excellent targeted classroom support and will plan the framework of their education programme.
For your child this would mean:

That the teacher has the highest possible expectations for your child and all pupils in their class.

• That all teaching is based on building on what your child already knows, can do and can understand.
• Different ways of teaching are in place so that your child is fully involved in the learning and that their needs are being met accordingly.
• Specific strategies (which may be suggested by the Inclusion Manager or outside agencies) are in place to support your child’s learning.
• Thorough and rigorous assessment will ensure that the needs of the child are addressed and met.
• Possible engagement in group sessions with specific targets to help him/her to make more progress.
• Children with specific needs may need additional support to make progress.

The process will begin with the child’s class teacher raising the concern with the Inclusion Manager, after carrying out initial assessments. The classteacher will use appropriate support strategies and monitor the pupil.

Where progress and achievement continue to cause concern, the parents will be informed and school support will be offered. The child will be placed as ‘SEND Support’ on the SEND register. The additional school provision for the pupil will be recorded on a SEND Running Record and shared at parent meetings.

A School SEND Support Plan will be written with the parents, Inclusion Manager and class teacher stating targets, provision, adults involved and outcomes for the pupils with greater need.

School SEND Support Plans are reviewed every term and signed by the parents and pupils. Teaching Assistants are involved in working closely with children both in groups and within the daily classroom situation. The Inclusion Manger (Special Needs Coordinator) works with teachers to help target action and identify further developments. The Inclusion Manger is responsible for monitoring the effectiveness of the School SEND Support Plan and referrals.

Specified Individual support
This is usually provided via an Education, Health and Care Plan (EHCP). This means that your child will have been identified by the local authority as needing a particularly high level of individual or small group teaching.

Usually your child will also need specialist support in school from an outside agency. This may be from:

• Local Authority central services such as ASSIST (ASD outreach) or the Sensory Consortium (hearing and/or visual need)
• Outside agencies such as the Speech and Language Therapy Service and Educational Psychology service

For your child this would mean:

• The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
• After the school (or parent) have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to carry out an EHC (Education Health Care) assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with a SEND Support Plan.
• After the reports have been collated, the Local Authority will decide if your child’s needs are severe, complex and lifelong.  They will look at the amount of support needed in school in order for your child to make good progress. If appropriate, an EHC Plan will be devised.
• The EHC Plan will outline the support your child will receive from the local authority and how the support should be used, and what strategies must be put in place. It will also have long and short term goals for your child.

The school will:

• Arrange meetings to discuss any additional support your child may receive with class teacher and/or Inclusion Manager
• Discuss with you any referrals to outside professionals to support your child’s learning
• Hold two parents evenings per academic year
• Write annual reports
• Carry out annual reviews if child has an EHCP
• Provide a Pupil Profile sheet which will be sent home by class teachers
• Provide a School SEND Support Plan (if necessary) and have termly meetings to discuss and review progress towards outcomes
• Provide a SEND Running Record termly for pupils who are being monitored

If your child has an EHC Plan, support will be discussed at the annual review

• Pupil Profile Sheet
• SEND Running Record
• School SEND Support Plan
• Visual timetables
• Planners
• Group support plans 
• Small group inputs or support to recap key learning points

• The curriculum will be differentiated based on each individual child’s need, taking in to account teacher assessments, advice from outside agencies, the need for small group or 1:1
• Class teachers will plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
• Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
• Specific resources and strategies will be used to support your child individually and in groups.
• Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning need.

Each child’s needs are looked at individually to determine the best strategies and are planned according to the needs of the child. Strategies include:

• Differentiated activities
• Social stories
• Visual support including pictures, writing frames or word banks
• Visual timetables
• Now and Then cards
• Reward systems
• ICT support
• Help walls
• Small steps with specific achievable objectives
• Multi-sensory approach to activities
• Any other strategies that are suggested by external professionals

Please note that this list is an example of strategies only, different children require different types and levels of support.

Currently the support offered by the school includes:

• Inclusion Manager
• Lead Intervention Teaching Assistant
• Learning Support Assistants
• Nurture Assistants
• Playground Leader
• Various group interventions supported by Learning Support Assistants when needed

Please be aware that the staffing structure is changeable.

This will vary for each child but we will endeavour to provide resources as each child with SEND requires. Any resources and equipment that a child needs will be considered based on recommendations made by specialist services. Currently we have the following resources and equipment in school:

• Sloping desks
• Specialist chairs
• Pencils and pencil grips
• Coloured paper and books
• Coloured overlays
• Toilet seats
• Posture pads
• Move & Sit cushions 
• Ear defenders

• Additional time
• Scribes
• Readers
• Quiet areas

Your child’s progress is continually monitored by his/her class teacher.

His/her progress is reviewed formally every term in reading, writing, numeracy and science.

Your child will be assessed every term using PIXL.

At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.

Children with a School SEND Support Plan will have a review every term and the plan for the next term made.

The progress of children with an EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.

The Inclusion Manager will also check that your child is making good progress within any individual work and in any group that they take part in.

• On-going Teacher Assessments
• Assessments and review meetings with external agencies will be used
• Standardised tests that give standardised scores and comparative ages
• School SEND Support Meetings and parents evenings – a chance to give input from home experiences

• School SEND Support Plans and SEND Running Records are regularly reviewed and updated termly. This is done in partnership with the child and parents/carers
• Every term, new targets are set and shared with pupils and parents

• School SEND Running Record/Support Plan meetings each term
• Annual reviews if the child is has an EHCP
• Teachers are happy to arrange meetings to discuss issues

• Teachers are always happy to arrange a meeting to discuss issues with regarding a child
• If it is felt to be useful, home school link books can be used

By working with the school to support learning at home.

• Staff are available to discuss what learning opportunities can be addressed at home
• The school runs information evenings throughout the year for specific subjects where ways to support your child are shown
• Parents can be signposted to courses during the academic year

• Children are made aware of their progress and next steps each term
• School SEND Support Plans involve the child making SMART targets

• Catch Up Literacy programme
• Catch Up Numeracy programme
• Tracks Literacy programme
• Precision Teaching
• Makaton signing
• Thrive Approach

• Monitoring progress via Teacher Assessments, standardised scores 
• Outside agencies review objectives set and progress made towards these
• Impact of interventions
• Discussion with children and parents as appropriate
• Children are aware of own learning targets and next steps 
• Child and parents have a copy of the School Running Record/SEND Support Plan
• SEND Surgeries carried out with external agencies
• SEND Review

• Nurture Assistant
• Specific interventions e.g. Circle of Friends, 1:1 time, Social stories
• Thrive programme
• Lunchtime Nurture

• 1:1 adult support, where appropriate
• Behaviour Support Plans
• Behaviour contract
• Pastoral Support Plans
• Quiet areas inside and outside of the classroom can be set up
• Time Out cards
• Clear guidelines using the language of choice

• A high proportion of staff who have paediatric first aid certificates
• Highly trained staff will take on any training as needed to support medical needs of any child

• Clear and concise guideline as set out in a school policy
• Specifically trained adults according to individual needs of children
• First Aiders

• Incontinence Policy
• Intimate Care Policy
• Toileting plan
• Disabled toilet / wet room 
• 1:1support with personal care or during snack and meal times if required

If a need is identified, we have access to the following services.  This is based on the needs of the child e.g. attainment & progress.

• CAMHS
• Occupational Therapist
• Physiotherapists
• Speech and Language Therapist
• Vulnerable Children’s Education
• ASSIST-Autism Outreach Service
• Educational Psychology Service
• Sensory Consortium for pupils with visual or hearing needs
• Learning Support Service
• Behaviour Support- Foundry College
• School Nurse
• Addington Outreach

Available for both parents and professionals to access information:

• Children and Young People's Integrated Therapies (CYPIT) Toolkits

In the first instance, speak to the class teacher.

Speak to Inclusion Manager who will advise next steps and make referrals as necessary.

In school staff follow programmes provided by these services.

Specialists will come into school to support the child depending on their needs. They will review support prgrammes with staff.

Discuss your concerns with the class teacher.  Referrals for Occupational Therapy needs to be completed by the GP.  Speech & Language referrals and School Nurse referrals can be completed by the Inclusion Manager. Parents can complete CAMHS referrals with the school or independently via the CYPIT website.

Available for both parents and professionals to access information:

• Children and Young People's Integrated Therapies (CYPIT) Toolkits

Where appropriate, concerns are raised with parents prior to contacting Social Care

If the school has a concern, they will contact Wokingham Referral & Assessment team

The school has designated safeguarding officers who liaise with Social Care when necessary

The school has a safeguarding governor who ensures that school policy is being followed appropriately

The school has robust safeguarding training, policy and framework to ensure all staff know the procedures to follow in the event of a social care concern.

• Regular SEND staff meetings
• Termly SEND surgeries are arranged to allow staff to discuss children with SEND
• Training is organised and provided dependent on current needs
• Inclusion Manager attends training and shares with staff

Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEND.

• Courses attended include Nurture Assistants, ASD training, Dyslexia, Speech and Language Support, Occupational Therapy support, Makaton, Lego Therapy, Child protection, Thrive, Moving & Handling
• Outside agencies come in to school and offer training to all staff

The Inclusion Manager has completed the NASENCO qualification. 

The Inclusion Manager and Lead Intervention Teaching Assistant have The Catch Up Literacy training which is accredited by the Open College Network (OCN).

The Inclusion Manager and Lead Intervention Teaching Assistant have completed The Catch Up Numeracy training accredited by the Open College Network (OCN).

The Inclusion Manager has completed:-

A Diploma in Children and Adolescent Counselling

An Advanced Diploma in Special Educational Needs

A Diploma in Educational Psychology

Thrive Lead Practitioner

SEND Reviewer training

Mental Health Lead training

• All staff are experienced in working with a range of SEND pupils
• Learning Support Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEND
• We have a fully trained Nurture Assistant
• The Inclusion Manager and Lead Intervention Teaching Assistant have attended Makaton training and have attended The Catch Up Literacy and Numeracy accredited by the Open College Network (OCN)
• A Learning Support Assistant with a Level 3 Speech & Language 5-11yr olds qualification (AptEd)

• All children are included in all out of school activities and trips. This is achieved through discussions with parents and risk assessments undertaken in line with the Local Authority guidelines
• Parents may accompany their child if necessary or 1:1 support may be provided depending on the level of need

• Regular meetings are scheduled with parents, specialists and school staff to ensure that the needs of the child are met
• Advice is also taken from the place to be visited in terms of their facilities and accessibility

The building can cater for wheelchair uses and those with mobility difficulties.

The school has taken advice from auditory/visual specialists to adapt the school environment to support children with visual and auditory impairments in class and around the school.

The school can offer a disabled toilet with wet room.

The school take advice from specialists to adapt the current environment.

The school work with the parent and take advice from specialists if necessary.

The school tries, where possible to involve adults who can interpret and act as a translator between school and home.

• Liaison with current pre-school or setting and visits to meet the child in that familiar setting
• Planned transition programmes which will include visits into school for the family
• Photos
• Booklets with team information
• Meetings with the family and specialist services involved with them
• Inclusion Manager to attend TAFs, annual reviews etc if appropriate

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

If your child is moving to another school:

• We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
• We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

• Information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher. All School SEND Support Plans will be shared with the new teacher.
• If your child would be helped by a book to support them understand moving on then it will be made for them.
• Photos of key adults and places in the new team.
• Next teacher to see child in current setting or team area.
• Next teacher to see child in current setting or team area.
• Parents introduced to teachers / LSAs as appropriate.

In Year 6:

• The Inclusion Manager will support any children requiring additional visits.
• Vulnerable transition days are arranged with all secondary setting for pupils who may find transition more of a challenge.

Information will be passed on to the new class teacher in advance and in most cases, a meeting will take place with the new teacher and parents. All School Support Plans and other documents will be passed on to the new school.

The Inclusion Manager will support any children requiring additional visits.

• Meet and discuss individual needs in Year 5 if the child has an EHCP
• Suggest new school come to visit child in current setting
• Share good practice and strategies with new school staff
• Learning Support Assistant may accompany visits to the new school
• Vulnerable child transition programme is offered by some schools
• Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details

Pastoral information will be provided to the new setting.

Where appropriate, school will share records of interventions, impact, assessments (including teacher assessments, statutory assessments and other standardised tests carried out), diagnosis and strategies that have been developed and that have been successful.

SEND Support Plan meetings are child-centred with a focus on the child's aspirations. 

• Class teacher
• Team leader
• Inclusion Manager
• Headteacher

School can contact the Family and Parenting Support team or Vulnerable Children’s Education team should home schooling be needed at any time.

The school office staff can signpost parents. Staff will always try to signpost where possible to relevant agencies.

• The School keeps files of all feedback from parents.  This includes evidence of actions carried out as a result of feedback
• The Headteacher holds Headteacher Surgeries twice per year
• The Inclusion Manager has regular meetings with parents
• Feedback by annual Parent Questionnaire
• Contact Inclusion Manager or Headteacher to deal with complaints

11.1: School admission arrangements for children with special educational needs and disabilities

11.2: School Accessibility Plan

11.3: Special Education Needs Policy