Special Educational Needs and Disabilities (SEND)
At different times in their school life, a child may have a special educational need.
The SEND Code of Practice (2015) states:
- A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
- A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others of the same age, or
- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions
The Special Educational Needs Code of Practice (2015) recognises that there are four broad areas of need:
- Communication or interactive (language and autism spectrum disorder)
- Cognition and learning (general learning and specific learning difficulties)
- Physical and sensory
- Behavioural, emotional and social
Our set procedure for identifying and assessing the special needs of individual children involves pupils, parents, school staff and external agencies.
Class teachers are responsible for meeting the needs of all the children in their class. Despite a class teacher’s support and differentiated planning, some children may have a difficulty in learning that hinders progress. This may mean that a child requires additional support.
When children are not making expected progress, teachers carefully plan for meeting the needs of these children to help them to meet national expectations through a provision map. In many cases, the planned intervention will be enough for the child to achieve the national norms.
If the gap in their progress is significant, the SENDCO will work with the class teacher, parents and various agencies to assess the child’s learning needs and plan how to support them effectively.
If a child has a specific learning need, they may be placed on an Individual Education Plan (IEP). This is reviewed once a term by the class teacher, support staff and parents.
IEP targets are discussed with children and their views sought. After a review, both the evaluated and new IEP s are sent home and any comments are welcomed. Parents are also welcome to discuss their child’s IEP with the class teacher or SENCO.
If, despite this help, we continue to be concerned that a child is not making appropriate progress and we feel that a child has an unmet need, then we would work around a Common Assessment Framework (CAF) to plan how school, health and possibly social care can work together to meet the needs of the child.
At this point, we may seek the advice of an Educational Psychologist and the SEND Assessment Team.
Following this advice, we would discuss whether a child may need an Education and Health Care Plan. We would then start the paperwork for an EHC plan.
The decision to place a child on an EHC plan is undertaken by the Local Authority at a Local SEND Panel.
If a child is placed on an EHC plan, the plan and level of support is reviewed annually with parents, children and all practitioners involved.
We value the help that parents can give us and appreciate parents sharing any problems a child may have had previously or during their time with us. Should a parent have concerns about the progress of their child they should discuss this with the class teacher. If there continues to be a cause for concern then this should be brought to the attention of the Inclusion Leader (SENDCo)
Able, Gifted and Talented
Our school will have, at any time, a number of able, talented, or gifted pupils. We recognise academic and practical performance as well as those who show outstanding artistic, musical and creative talent, physical skills, leadership qualities and the ability to process ideas and information. We endeavour to give gifted and talented children opportunities to showcase their talents and achieve their potential.
English as an Additional Language
Together with the support of external agencies, we build on the children’s cultural and linguistic experiences to develop their understanding and use of English. We welcome parents and carers into school and embrace opportunities that will enrich our school community. Children that are New To English are assessed following the Northern Association of Support Services for Equality and Achievement (NASSEA) on entry to our school. This helps to define the level of English acquisition the child has. If this assessment shows that English proficiency is below a competent level, an EAL Support Plan will be put in place. This is an individual learning plan that will focus on the key aspects of English. This plan is discussed and shared with the parents, staff and, where appropriate, the child.
The governors and staff of Bowerham Primary and Nursery School take seriously their responsibility to promote the welfare of and safeguard all the children entrusted in our care. The Designated Child Protection Co-ordinator (DCPC) is the Headteacher.
As part of the ethos of the school, and with regard to The Children Act 2004, we are committed to:
- Promoting an environment in which children feel safe, secure, valued and respected, confident to talk openly and sure of being listened to
- Using the curriculum to provide opportunities for increasing self-awareness, self-esteem, assertiveness and decision making
- Working with parents to ensure the welfare of all children, which may involve other agencies
- Ensuring all staff are able to recognise the signs and symptoms of abuse and are aware of the schools procedures and lines of communications
Our Child Protection Policy and Procedures can be found on our website.
Accessibility for All
We are able to provide an environment which enables access for all pupils regardless of need. Our accessibility plan enables optimum participation in the school community for pupils with a disability. Parents of pupils with disability are welcome to inspect the facilities and discuss their child’s needs with the Headteacher. Reasonable adjustments are made to meet identified individual needs. The school’s Equality Statement and Accessibility Plan can be found on the school’s website.
Useful Information regarding Inclusion
Lancashire’s Local Offer brings together information for children and young people with special educational needs and disabilities (SEND) and their families. Please follow the link below:
Please refer to our policies page to find more information about our inclusion policies here at Bowerham. If you can’t find what you’re looking for please don’t hesitate to contact us.
Frequently Asked Questions
1. How does the school know if young people need extra help and what should I do if I if I think my child may have special educational needs?
On entry and other points of transition, Bowerham Primary School works very closely with nurseries and other primary schools to ensure that our information is up to date and relevant. Within school, Bowerham Primary School uses a range of methods to ascertain whether a child needs extra help or may have special educational needs. Such as:
- Quality Whole Class Teaching and Differentiation
- Whole School Assessment
- Teacher Observation
- Whole Year Group Tests
- Internal Specialist Assessments
- Outside Agency Assessments
- Parent Observations
If a teacher or parent/carer believes that there may be a difficulty which has not been previously identified, they can speak to the SENCo- Mrs Bouweraerts. The SENCo will then review the most recent learning data, speak to all of the relevant staff and may undertake or seek additional assessments/ investigations. The views of parents and carers are important to us and play a vital role in this process.
2) How will Bowerham Primary School staff support my child?
Bowerham Primary School staff deliver quality whole class teaching, monitored by middle and senior leaders as part of the regular review and observation cycle. The SENCo is also responsible for ensuring that interventions impact positively in terms of outcomes for the student and represent best possible practice and value for money. Class teachers, senior leaders and the SENCo are available to meet parents/carers by appointment. At Bowerham, we see every child as an individual and we endeavour to meet all of our pupils’ needs.
3) How will the curriculum be matched to my child’s needs?
Pupils are taught in mixed ability classes. Teachers take into account the needs and learning styles of all children and adapt their teaching and resources to meet the needs of all children. Streaming of children may occur, after analysis of pupil progress and discussion with the senior leadership team. Support is assigned for children through provision mapping. There is appropriate academic and social provision for gifted and talented children, children with English as a new language, and for those whose learning may need significant support to facilitate progress.
4) How will I know how my child is doing?
Pupils’ targets and progress in reading, writing and maths are shared with parents at the start of each new academic year and at the end of each term. Pupil progress data is collated and monitored at the end of every term and outcomes are shared with parents/carers through individual reports. This data is also used to identify concerns around progress and interventions and provision is implemented. The subsequent data will be used to measure the impact of intervention.
Children with SEND may be on an IEP (Individual Education Plan). This will be shared with parents termly and new targets will be set.
Some children with SEND are working significantly below the national learning expectations. These children may be assessed through PIVATS in order to monitor the smaller steps of progress that they are making. For more information on PIVATS please see link below.
Parents have regular opportunities to discuss progress with their teachers at scheduled consultation events or informally by appointment or telephone to individual teachers. End of year reports are also provided to parents at the end of each academic year.
5) What Support will there be for my child’s overall well-being?
The class teacher is the child’s most consistent and stable point of contact. All teachers are aware of the needs of their pupils through class pen portraits. Every child within the school has a trust buddy- a member of staff who they can talk to at any point about any concerns. We have an excellent pastoral team (Nicola Jameson and Debbie Steel) who work hard to provide support to pupils and families. There is also excellent access to the following external professionals: School Nurse, access to behaviour support specialists, educational psychologist, specialist teachers. Where necessary or by request, support can be co-ordinated via CAF.
Exclusion rates at Bowerham are only implemented as a very last resort. We always aim to implement alternative sanctions eg: yellow card, red card, reflection time. A risk assessment is always undertaken in respect of a child’s vulnerability/SEND prior to any exclusion.
6) What specialist services and expertise are available at or accessed at or by the school?
The SENCo has access to a range of external services and support agencies which can be accessed according to the needs of each individual child.
7) What Training have the staff supporting and young people had?
The SENCo holds the National Award for SENCO. Staff have regular updates in relation to changes in SEN. External agencies support class teachers and the inclusion team to support pupils with specific needs. Specialist training is provided according to need. The SENCo attends regular meetings with other SENCos which is then shared amongst staff. Staff are audited for their skills and training requirements on a yearly basis and a training programme is implemented throughout the year.
8) How will you help me to support my child’s learning?
We welcome the support and involvement of parents in their children’s’ learning. Parent/carer liaison is routinely managed through the Bowerham Communication Diary. Parents/carers are encouraged to contact staff directly. All staff contact details are available on the school website. All staff are very happy to be flexible in their liaison with parents to ensure that the appropriate support is in place for pupils both at home and at Bowerham Primary School. If a child needs specific help in order to meet their targets, a ‘Working Together’ Plan may be introduced to help home to support their child, working alongside school.
9) How will I be involved in discussions about and planning for my child’s education?
We aim to develop close and mutually supportive relationships with parent/carers from the point of transition. Where pupils have additional needs, transition can be extended, enhanced and bespoke and we aim to involve parents as a source of expertise around the needs of their child. There are regular opportunities to engage with the class teacher and members of the school team. When a child has been identified for extra intervention, you will receive a letter before the intervention begins. At the end of each term, parents will also receive a letter that outlines the provision their child has received throughout the term. Parents can speak to the class teacher or SENCo about this intervention or if there are any concerns. There will also be other opportunities to discuss your child’s learning during annual reviews or parent meetings. Parents and carers are represented on the governing body.
10) How will my child be included in activities outside the classroom including school trips?
We actively seek to ensure that ALL pupils are included in all activities including trips. All activities outside the classroom are individually risk assessed and where necessary resourced and supported to maximise the engagement in and the impact of the activity on all the young people who are participating.
11) How accessible is the Bowerham environment?
Bowerham School is a two form entry school. There are two main sites- the Early Years building and the Key Stage 1-2 building. The school is fully accessible. All main entrances are accessible by slopes or levelled floors. The Key Stage one and two building is on one level and automatic doors are fitted at the main pupils’ entrance and the main parents’/ visitor entrance. Our school has undergone a full environmental audit from IDSS and this has informed the school’s accessibility plan. This is reviewed yearly and adaptions are made where needed. There are parking spaces provided at the front entrance for disabled visitors. In addition, parking on the road is usually available for disabled visitors. The nursery building contains a full washroom and therapy area and there are four disabled toilet facilities on site- two in the key stage 2 area; one in the key stage 1 area and one in the nursery. All displays in the school are clear and bright. We take great pride in our children’s learning environment and ensure displays are in line with the learning needs of our children. Our school website uses a standard font decided by the governors for accessibility. The pastoral team work closely with parents to ensure information is accessible, providing interpretations for letters in different languages and reading letters to parents, when needed. All classes display a visual timetable so that the agenda for the day is clearly shared with the children. Each classroom and all teaching assistants have communication fans for EAL children. We also provide all new EAL starters with a booklet specific to their class.
12) Who can I contact for further information?
Routinely, the first point of contact is the class teacher, further clarification or involvement is needed, Year Group Leader, the Phase Leader and/or SENCo can always be available on request. We aim to be as accessible as possible.
13) How will Bowerham prepare and support my child to join the school, transfer to a new school or to the next stage of education?
We aim to ensure that transitions are positive and will implement a bespoke package where needs warrant this. We involve all other appropriate agencies at other points of transition to ensure that the processes run smoothly and with good outcomes. We are always guided by the views of parents/carers and aim to ensure that the transition is a positive experience for them as well as the young person. All relevant information is transferred to a child’s new school when they leave. When a child joins Bowerham throughout the year, a New Pupil Information file is shared with all staff.
14) What should I do if I think my child may have special educational needs?
If you feel that your child has special educational needs, it is always possible to visit the school and share your concern which will always be thoroughly investigated.
15) How are Bowerham’s resources allocated and matched to children’s special educational needs?
We review provision maps and intervention plans every half term. These are evaluated for impact and to ensure value for money and the efficient deployment of resources.
16) How is the decision made about how much support my child will receive?
A decision about how much support is allocated is dependent on the level of need and impact of interventions. If a young person is statemented or the subject of an Education and Health Care Plan, we always ensure that statutory requirements are met (as a minimum). We also seek and follow guidance from other professionals working with the child/ family and take on board the wishes and feelings of the young person and parents/carers. The student and his/her parents and carers are consulted and informed when planning interventions and are informed about the impact and outcomes of support and of next steps.