SEND Information

Yarnfield Primary School – SEN Information Report

Who is the best person to talk to in school about my child’s learning difficulties or disabilities?

If you have concerns about your child, Miss Doherty, our Special Needs Co-ordinator is available to speak to you. We always encourage you to talk to the class teacher first.

If you would like to talk to her, the best way to contact is via the school office on 0121 693 0362 or email at enquiry@yarnfieldprimary.org.uk

How does the school identify and assess Special Educational Needs?

In school, we use a variety of different ways to assess whether a child has special educational needs. Some of these ways include:

  • Observations
  • School assessment data
  • School based test results
  • Results from end of key stage assessments
  • Information from parents and carers
  • Discussions with adults who work with the child
  • Information from the child
  • Information from previous schools or settings
  • Specialised assessments carried out by members of the school’s support services

Once a child is identified as having a special educational need, a graduated approach to support is taken.

The child’s needs will first be assessed, then support will be planned, carried out and then reviewed.  At the review any necessary changes will be made.

What types of SEN are provided for at Yarnfield Primary School and how are they supported?

We know that some pupils will have difficulties in more than one of these areas and we will always do our best to meet their needs. All children in our school have support within lessons through differentiation and quality first teaching strategies.  This means that activities are planned according to the level the child is working at.  This can include a variety of adaptions including changes to the physical environment, changes to teaching styles as well as levels of adult support.

Types of need and what that could look like Examples of support available in our school
Cognition and Learning

Children and young people who find learning, thinking and understanding harder than most other pupils.

Some of the things children and young people with these difficulties might find difficult are:

  • Take longer to learn important skills
  • Find it difficult to remember things such as the  important words for reading and times tables
  • Find it hard to understand how to use letter sounds to read and spell words
  • May need more time to think about their answers
  • Individual targets set to help to show what the child needs help with
  • Teachers change what they are teaching or the way to help the child learn more with the rest of the class
  • Extra support can be given in a small group by an adult to help the child learn the things they are finding difficult
  • Extra support can be given to the child by an adult for short times during the day to support them to learn skills
  • Access to specialist support from a teacher or other professional

 

Communication and Interaction

Children and young people who find it difficult to interact with the people and world around them.

Some of the things children and young people with these difficulties might find difficult are:

  • Talking to adults and or children and young people, especially when in a group
  • Talking about a topic they haven’t chosen to talk about
  • Making friends or keeping friends for a long time
  • Following rules made by someone else
  • Dealing with changes in the way they usually do things
  • Dealing with noises, smells or other sensations around them
  • Saying the things they are thinking
  • Understanding what other people mean when they are talking
  • Individual targets set to help to show what the child needs help with
  • Teachers change what or the way they are teaching in order to help the child or young person learn more with the rest of the class
  • Use support programmes especially made to help the child to build communication and interaction skills
  • Use things in the classroom to help the child understand or deal with things that are happening (for example visual timetables, task boards, social stories)
  • Get advice from professionals and specialist staff trained in school to give advice to adults working with the child.
  • We have an experienced Autism (AS) lead professional

 

Social, emotional and mental health difficulties

Children and young people who find it difficult to manage their emotions and behaviour in a way that affects their daily life.

Some of the things children and young people with these difficulties might find difficult are:

  • Following rules set by others
  • Sitting still for very long
  • Listening to and following instructions
  • Understanding how they are feeling
  • Making friends
  • Dealing with their difficulties in a way that does not cause harm to themselves or others
  • Taking responsibility for the things they do
  • Individual targets set to help to show what the child needs help with
  • Get advice from professionals and specialist staff trained in school to give advice to adults working with the child
  • Extra support can be given in a small group by our learning mentor to help the child learn about how to help themselves
  • Extra support can be given to the child by our learning mentor for a short time during the day to let them talk about the things that upset them
  • We have an experienced learning mentor and AS lead practitioner.
Sensory and/or physical needs

Children and young people who have a disability that may make it difficult for them to manage their everyday life without change or support

This may be because of hearing or visual difficulties, physical disabilities or other medical needs.

Some of the things children and young people with these difficulties might find difficult are:

  • Hearing what others in the classroom or school setting are saying
  • Reading words on books, worksheets or whiteboards that are not made bigger or changed to help them
  • Moving around without the aid of a walking aid or wheelchair
  • Using pencils, scissors, knives and forks and other things that we need to use without changes or support
  • Taking medication without adults helping them
  • Individual targets set to help to show what the child needs help with
  • Professional advice from specialist staff
  • Physiotherapy
  • Support from outreach services such as the hearing or visual impairment or physical disability  teams
  • Adaptations to the school environment where possible – we have a lift
  • Use of specialist equipment eg hearing loops in all classroom

 

How can I be involved with my child’s learning and progress?

Our school has an open door policy to parents ensuring we are always approachable so parents feel involved in the education of their child.

In addition our school aims to regularly involve parents in the education of their child through a variety of different ways including:

  • Regular meetings with class teacher, support staff and Senco at Target Setting
  • Regular curriculum newsletters to inform parents of what will be going on during the term
  • Home reading logs
  • Information on the school website
  • INSPIRE workshops
  • Signposting to parent groups
  • Parents’ views on IEP/Annual Review documents

What training do the staff in school have in relation to pupils with Special Educational Needs?

In our school we believe that all staff should be involved in supporting pupils with special educational needs and so we make sure that staff have training to help them to do this.

Mrs Apperley (Senco) holds the National SENCO Award

This year our staff have all had training for  Epipen, ASD level 1, Epilepsy, Diabetes, Asthma and Dyslexia Friendly classrooms.

As well as this, various staff have been trained for different aspects of special educational needs including specialist teaching for Dyslexia, ASD level 2 or 3 , specialist training for teaching hearing impaired children.

Who are the other people providing services to children with a SEN at Yarnfield Primary School?

Agency or Service Who they work with How school can get in touch with them
City of Birmingham Schools (COBS) Children with emotional, social or mental health difficulties that impacts on their behaviour in school School have an allocated worker who they will contact after a parent or carer signs a referral form
Communication and Autism Team (CAT) Children who are being assessed for or already have a diagnosis of Autism or communication difficulties.

They will also provide support for families of children or young people with these difficulties

School have an allocated worker who they will contact after a parent or carer signs a referral form
Educational Psychology Service (EPS) Children with complex needs.

An Educational Psychologist will always be involved with a child who is referred for an Education, Health and Care Plan.

School have an allocated worker who they will contact after a parent or carer signs a referral form
Pupil and School Support (PSS) Children who are working below the levels expected for their age.

A Pupil and School Support Teacher will also work with staff in schools offering support, advice and training.

Pupil and School Support teachers regularly visit schools.  School will let parents or carers know if they need to work with the child
 

Physical Disability Service (PDSS)

Children with physical difficulties which impact on their access in the school setting. School have an allocated worker who they will contact after a parent or carer signs a referral form
Sensory Support Service (SSS) Children who have particular sensory needs such as visual or hearing difficulties where access to the usual school environment is reduced. Pupils are usually referred following a medical diagnosis, however school can phone them for further support and general advice.
Speech and Language Therapy Service (SALT) Children with a high level of speech and language difficulties. School can fill in a form which parents or carers sign.  The family doctor can also complete this form.
School Nurse Children with medical needs particularly where medication is needed.

Eg hearing, weight and growth concerns.

Pupils are usually referred following a medical diagnosis, however we can phone them for further support and general advice.
Occupational Therapy Children with physical difficulties that require regular exercise. Pupils are usually referred by a paediatrician.

 How do we know what provision is effective?

We use a wide range of strategies to check on the progress children make. These include:

  • Looking at the targets set to see if your child has achieved them
  • Using the school’s assessment system to see how much progress the child has made
  • Looking at the results of any tests the child has taken
  • Observations
  • Talking to adults who have worked with your child
  • Talking to parents
  • Talking to your child
  • Having meetings with other staff in school to talk about how  your child is learning
  • Asking for other professionals to work with your child to check the progress being made

How do we measure progress of your child in school?

All children’s progress, including those children or young people with special educational need, is tracked using the school’s assessment system.  Pupils are assessed regularly using teacher marking, observations and questioning as well as more formal assessments such as curriculum tests and standardised tests. In Birmingham we also have access to the Birmingham Language and Literacy and Maths toolkits which support assessment when a child is making small steps of progress.  In addition for children or young people with special educational needs we also set individual targets that are reviewed three times a year.  This helps the school to monitor how well interventions are working.  The progress each child is making is discussed at pupil progress meetings.

How will we involve your child in the decisions about their education?

We aim to involve all children in our school in the evaluations and implementation of their own education.For children and young people with Special Educational Needs we use a variety of strategies to support this including:

  • Involve child in setting their own targets
  • Child’s attendance at target review meetings
  • Self-assessment at the beginning and end of learning
  • Having a range of equipment available for the child to choose to use
  • Ensuring the child works with a range of different partners
  • Ensuring the child has a designated adult to go to if they need help
  • Membership of the School Council
  • Medical alert cards
  • Visual timetables
  • Prompt cards to promote independence
  • Personalised work stations
  • Learning breaks

 How is the whole school day made accessible to children with SEND?

All areas of the building are fully accessible to those with physical disabilities and we have a lift.All children have access to our extra-curricular activities, trips and residential stays. Where appropriate and possible, adjustments will be made to ensure all children and young people with special educational needs are fully included in these activities.

 How will we support your child when they are moving on to another class or school?

We aim to make times of transition as easy as possible for the children and young people in our school.

When starting at our school we:

  • Meet with the child and their parents to talk about their needs and answer any questions about our school
  • Speak or meet with staff at the child’s previous school or setting
  • Provide the child with a transition book that has photographs of the key staff and areas around school
  • Read reports from people who have worked with the child
  • Arrange visits to our school so the child  gets to see it before they start properly

When moving to a new year group we:

  • Introduce the child to their new teacher individually
  • Provide the child with an updated transition book that has photographs of the key staff and areas around school to look at during the school holidays
  • Talk to the child and their family so we can answer any questions they may have about the new year group

When moving to a new school we:

  • Talk to key staff at the new school about things that help the child to learn well and be happy at school
  • Arrange extra visits to the new school with a member of staff from our school if that is what the child wants
  • Talk to the child and their family so that we can answer any questions they may have about the new school
  • If appropriate staff from the new setting may visit the child in our school

 What is the school policy for SEN?

We will make all the information we need to share with you clear and easy to understand.

You can read our SEN Policy in our policy folder.  The policy explains how we identify and assess children who we think might have special educational needs.  Staff in school can be available to help you to access the document if required

How is the governing body involved with SEN provision?

The governing body has a duty to ensure that the school adheres to the new Code of Practice under the Children and Families Act 2014.

The governing body appoints a governor who is specifically responsible for special educational needs to ensure that the school and the Senco carry out their duties.

One of the key responsibilities of the governing body is to make sure that the school’s policy for children with disability and special educational needs (DSEN) is published on the school website.  The information on the school website must be reviewed annually by the governing body.

The governing body also has a responsibility to ensure that appropriate safeguarding procedures are in place for all pupils, including those who have DSEN.

What can I do if I am not happy with the provision for my child?

If you feel that you are unhappy about the school’s response to your concerns, please contact Mrs Apperley (Senco) and we will do everything we can to resolve the issue.  We take your concerns seriously and will act upon these on an individual basis.

Where is Birmingham Authority’s Local offer?

The Birmingham Local Authority’s Local Offer can be found at:

https://www.mycareinbirmingham.org.uk/