Leven CE (VC) Primary School

Enriching Life through Learning

SEN Information Report
 
All schools are required to produce an annual Special Needs and Disabilities Information Report. Ours is available from the link below. 
 
 

Leven CE (VC) Primary School

Local Offer

1.       What are the following contact details for your setting/school/academy/college? (Please provide contact name, telephone number and email address)

 

Special Educational Needs Coordinator (SENCO)

Special Educational Needs (SEN) Governor

Who should parents/ carers contact if they have a compliment, concern or complaint about your setting/ school/academy/ college?

Name

Mrs Helen Rowland

 

Mrs Carol Stoney

Mr Andrew Dolman (Head Teacher) or Mrs Helen Rowland (SENCO)

Contact number

01964 542474

01964 542474

01964 542474

Contact email

leven.primary@eastriding.gov.uk

 

 

 

 

Address

 

 

 

 

 

Leven CE (VC) Primary School

South Street

Leven

Beverley

HU17 5NX

 

 

 

2.      What is the ETHOS of the setting/ school/ academy/college regarding Children and Young People with Special Educational Needs and Disabilities (SEND)?

It is the aim of the school to include all children, and to enable those with special educational needs to access a broad, balanced & creative curriculum and take part in all aspects of school life. We strive to ensure that all children are safe and healthy, enjoy their education and achieve their potential, recognizing the contribution they can make and their right to economic well-being in adult life.

 

3.      Provide the link to the following policies on the website of the setting/ school/ academy/college

SEND Policy                

Anti-bullying Policy       

Health and Safety Policy

Safeguarding Policy 

http://levenprimary.eriding.net/school-policies.aspx        

 

4.      What is the standard admissions number?

How many Children and Young People do you have on roll? 154

How many Children and Young People have SEND? 19

How many Children and Young People have a statement ? 3

 

5.      How does the setting/ school/ academy/college:

·       Identify and assess Children and Young People with SEND?

Discussion with parents and transition meetings with a child’s pre-school or current school are used to help to identify SEND pupils. Class room observations, assessments and tests alongside regular scrutiny of attainment data help to identify SEND pupils and assess their progress. The school employs an SEND Consultant to assist with testing and advice, support and advice.

·       Evaluate the effectiveness of provision for Children and Young People with SEND?

The SENCO monitors the interventions and provision provided for our SEND pupils. The data provided by class teachers each half term helps to inform the SENCO of individual pupil progress. RAISE Online and the Autumn data pack is used to inform the overall effectiveness of the SEND provision in school.

·       Assess and review progress of Children and Young People with SEND?

The data provided by class teacher each half term informs the SENCO of individual pupil progress. Individual Education plans are formally reviewed each term by the pupils alongside their class teachers and new targets set. IEPs are used as working documents by the pupils and staff and are informally reviewed and adjusted as required. IEPs are shared with parents during parents’ evenings and targets are shared. Pupil progress meetings are held on a termly basis to discuss the progress.

 

6.      Who are the best people to talk to in your setting/ school/ academy/college about a Child or Young Persons difficulties with learning/ Special Educational Needs or disability (SEND)?

Mrs Helen Rowland (SENCO)

 

7.      What are the different types of support available for Children and Young People with SEND in setting/ school/ academy/college?

Work is differentiated appropriately for the SEND pupils. Support is provided by a teacher or teaching assistant as appropriate. Practical materials and pupil toolkits are provided to support individuals. Specific interventions are delivered by our SEND Teaching Assistant to small groups or on a one to one basis. Our intervention programmes include Phonological Awareness Training, Plus 1, The Power of 2, Time to Talk, Word Wasp, Number Shark and Word Shark.

 

8.       How will the setting/ school/ academy/college ensure ALL staff are aware and understand a Child or Young Person’s SEND?

Information is shared to all staff during our various briefing sessions; business meetings, staff meetings and lunchtime supervisor briefings

 

9.      How will the setting/ school/ academy/college let a parent/ carer know if they have any concerns about their Child or Young Person’s learning?

Parents are invited in to meet with the class teacher and SENCO to discuss any concerns and appropriate actions are agreed upon. Parents’ evenings are also a forum for discussions about concerns if required.

 

10.      How children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN:

Each class has a Teaching Assistant assigned to them and support is allocated as appropriate to the needs of the pupils in the class, enabling children with SEN to engage with their peers. A Special  Needs Teaching Assistant is employed to deliver the interventions programmes used in school. 

11.     How does support move between the key stages?

Discussions between class teachers ensure transitions between classes and key stages is smooth. The interventions used for pupils change as necessary to individual needs.

 

12.   Which other people and organisations provide services to Children and Young People with SEND in your setting/ school/ academy/college?

Local Authority

School Nurse

Educational Psychologist

Behaviour support

Speech & Language

SaPTS

Special Needs Consultant

 

13.   What training have staff received to support Children and Young People with SEND?

The SENCO receives regular Local Authority training and attends the SEN Forums and Conferences. She is working towards the National SENCO Award.

Training is provided as requested/required to the TAs by the SENCO. Specialist Agencies are called upon to deliver training to Teachers and TAs as appropriate eg Down Right Special.

 

14.   How will teaching be adapted for a Child or Young Person with SEND?

Teaching is differentiated in the classroom to match the needs of the individual pupils. Additional adult support is used to support learners in small groups and on an individual basis. Practical and multisensory resources are used as appropriate.

 

15.   What support is available for parents/ carers of a Child or Young Person with SEND?

Advice and support from the SENCO and the SEN Consultant. Signposting to other agencies if required.

 

16.   How is the setting/ school/ academy/college’s physical environment accessible to Children and Young People with SEND?

Disabled/wheelchair access. Disabled toilet. Specially designed equipment is purchased as necessary to provide

support for example, keyboards, writing slopes, pencil grips.

 

17.   What facilities are available for Children and Young People with SEND on the setting/ school/ academy/college site e.g. special quiet room, lunchtime club?

We provide a lunchtime buddy system where our older pupils support the play of younger pupils. Our playground has a quiet area which can be accessed at all times.

 

18.   How will Children and Young People be supported during transitions? (when moving to another setting/ school/ college or between classes/ groups in the setting/ school/ college)

We have meetings with the pre-school for new starters. SEND information is requested from previous settings.

The SENCO and Year 6 Teacher meets with the secondary school Special Needs Manager to discuss the specific needs of individuals and additional transitions sessions are arranged if required.

A transition morning is arranged to pupils to meet their new teachers. Teachers discuss the pupils before the end of the summer term and IEPs are updated and handed over to teachers at this point.

19.   What kinds of Special Educational Needs are provided for at Leven include:

Communication and Interaction 

Cognition and learning 

Social, Emotional and Mental Health difficulties 

Sensory and/or Physical / Medical needs

 

19.   The support that is available to improve the emotional and social development of children with Special Educational Needs at Leven includes:

A worry box is available in each classroom for children to share their anxieties. These are followed up by class teachers and TAs. Social language groups are used to develop social interaction for children with SEN.

 

20.   The support that is available to improve the emotional and social development of children with Special Educational Needs at Leven includes: