Reculver C.E. Primary School SEN Information Report

At Reculver C.E.Primary School we welcome everyone into our community. Reculver endeavours to make available inclusive provision to ensure that all pupils, including those pupils identified with Additional Educational Needs and Disabilities, can enjoy and benefit from a broad and balanced education with access to the National Curriculum at an appropriate level, so that they may achieve their full potential.

We are committed to narrowing the attainment gap between pupils with Additional Educational Needs and those without Additional Needs and offer a range of personalised learning interventions/opportunities to support this. We are very proud of all our pupils and their achievements.

 

The school

Reculver is a primary school for pupils of 4+ to 11 years of age.  The number on roll is currently approximately 470.  There are 19 classes in total ranging from the Early Years to Year 6. The majority of these have 25 to 30 children of mixed ability.  There are approximately 17% pupils on the SEN register, with a higher than average level of pupils with more complex needs.  Currently 15 pupils have a statement of Special Educational Need, including 8 pupils within the Visual Impairment (VI) and Cognition and Learning (C&L) Specialist Resource Based Provision (SRBP).

All SEN, VI and C&L pupils are included alongside their peers and access the full range of National Curriculum subjects.  All teachers differentiate in all subjects as appropriate with intervention programmes implemented as necessary in special groups across the school.

Each Class has a Class Provision Map rather than Individual Education Plans as a means of recording additional and different interventions and progress tracking for pupils with additional needs.  Provision Mapping is a constant focus of ongoing development and improvement. In addition, pupils who have been identified as SEN Support, and who have a package of intensive and personalised support  (funded by High Needs Funding) and those with an Education Health Care Plan have Personalised Provision Plans.

In a recent OFSTED report, pupils with SEN were identified as making ‘satisfactory’ progress.

The majority of the Teaching Assistants employed at Reculver C.E.Primary School work with pupils with Additional Educational needs on a full time or part time basis. Some are specifically targeted towards supporting individuals with Education Health Care Plans, while others have particular areas of focus with SEN Support children.

A number of Teaching Assistants have a more general role, especially within the Early Years and Key Stage 1 classes. Others, with more specialist training support those children within the VI and C&L SRBP. Opportunities for professional development of all support staff are welcomed and valued. A Lead TA for Speech and Language coordinates the Speech and Language support across the school.

 

How does the school promote the Wellbeing of its pupils?

Here at Reculver we recognise that pupils occasionally face social and emotional challenges which can impede on their learning; for these more vulnerable pupils our involvement might need to be intensified, and to this purpose we run nurture, self- esteem and social skills groups.

These groups at Reculver are modelled on the key principles of nurture as identified by The Nurture Group Network. We recognise that;

  1. Children's learning is understood developmentally
  2. The classroom offers a safe base
  3. Nurture is important for the development of self-esteem
  4. Language is understood as a vital means of communication
  5. All behaviour is communication
  6. Transitions are significant in the lives of children

These six principles provide a framework from which we operate to offer a more intensive level of attention for our more vulnerable or anxious pupils. We work closely with the attendance officer as well as teachers and outside agencies to offer a comprehensive package of support allowing children the opportunity to share their worries or concerns with a specially trained member of staff who can gently support them.

Every child is very much an individual and their needs are assessed as such.  We welcome any student in need, and always maintain a secure and supportive working relationship with parents and carers.

The school has developed the pupil Wellbeing role of the Wellbeing Manager who works with pupils on an individual and group basis with the aim of raising self esteem.  The Wellbeing Manager also makes referrals to Early Help, liaising with support organisations and Social Services to bring a wider range of support to pupil’s families when necessary. The Wellbeing Manager is also one of the Designated Safeguarding Leads (DSL) in the school.

The school actively promotes skills and activities to meet social and emotional needs.  There is provision of social skills groups during the course of the day and at lunchtimes adults lead specific Play Zones. “Circles of Friends” and buddies are also used to facilitate social development and happy play times. A “chill out Club” is led by the Wellbeing manager to support the wellbeing of those pupils who require additional nurturing. A “Gardening Club” is also run with nurture and the promotion of appropriate Social / friendship Skills as key areas of focus.

All our staff provide pastoral care in the form of providing a listening ear and emotional support. All staff receive regular Safeguarding training and clear policies and procedures are in place for them to follow.

The Wellbeing Manager also able to provide his services as a qualified children’s counsellor.

 

How does the school take care of the Health needs of its pupils?

A member of staff provides coordination of all the medical needs of the pupils, ranging from maintenance of medical records to management and administration of medication and liaison with medical professionals in the development of individual Health Care Plans and provision of specialist staff training in liaison with the School Nursing Service.

 

How does the SEN Support pupils through times of Transition?

Whilst at Reculver C.E. Primary School, we offer all the support we can to help the young person develop as an individual and to ensure their development through the school is as smooth as possible.  We give parents and carers to the opportunity to produce a pen picture of their child including any particular issues / needs / worries that they or their child may have to help with their children’s move to their new class in September.  We offer all parents an opportunity to write down any information that they would like their child’s new teacher to know, if they wish to do so.

In Year 6, Transition to Secondary School is supported by facilitating additional visits, providing access to Transition Days and events organised by the Secondary schools and pupils who require additional reassurance are provided with Transition Booklets that they can refer to over the summer holidays.

 

What Additional Educational needs does the school currently provide for?

Students that attend our school have a range of Additional Educational Needs including:

  • Autistic Spectrum Disorder
  • Attention Deficit Hyperactivity Disorder
  • Cognition and Learning Difficulties
  • Down Syndrome
  • Dyslexia
  • Dyspraxia
  • Emotional Needs
  • Epilepsy
  • Genetic Conditions
  • Physical Disabilities
  • Severe Learning Difficulties.
  • Speech, Language and Communication needs
  • Vision Impairment

 

Who is responsible for the pupils with Additional Educational Needs?

The member of staff with overall responsibility for pupils with Additional Educational needs is Mrs Fiona Cunningham who has the role of Inclusion Manager.  She is a qualified teacher and holds the National Award for SEN Coordination.  She is due to complete her studies for the qualification of Qualified Teacher of chidren with Vision Impairment (QTVI) in 2017.  Her email address is: fiona.cunningham@reculver.kent.sch.uk and she would be happy to answer any queries you may have about our local offer.

We are proud of our ethos of Inclusion at Reculver and as a result, all our staff feel it important to take responsibility for the inclusion of all our pupils, whatever their Additional Educational Need.

 

What support do you offer pupils with Visual Impairment and / or Cognition & Learning needs?

Reculver C.E.Primary School has had a Specialist Resource Based Provision for the Visually Impaired since the 1990s.   The provision has recently expanded to also meet the needs of pupils with Cognition and Learning difficulties and is currently funded for 10 pupils and currently we have 2 pupils within the SRBP with an Education Health Care Plan for Vision Impairment whom are registered either blind or partially sighted and 6 pupils with an Education Health Care Plan that includes  Cognition and Learning needs.  For a child to be supported by the provision, they must have an Education Health Care Plan with either Visual Impairment as their Primary Need or a significant Cognition & Learning Need.

We work closely with the Local Authority and parents to ensure that our provision is the most appropriate for children with a visual impairment or Cognition & Learning need.  A Specialist Resource Based Provision differs from a Unit or Department within a School in that pupils are not routinely withdrawn for specialist input in a separate designated area although some specialist teaching in, for example, Braille and Mobility are, by necessity taught alongside the National Curriculum.  Wherever possible all pupils are taught in the classroom alongside their peers.  As one of a few such bases in Kent, pupils travel from beyond the local catchment area of the School and transport can be arranged with the Local Authority if parents wish.

The provision for VI pupils is overseen by Mrs Linda Flower who is a qualified Teacher of the Vision Impaired (QTVI) with many years of experience supporting pupils with visual impairments in Primary Education.  There are currently four Teaching Assistants who have a variety of experience, training and expertise in supporting the vision impaired including knowledge of Braille and use of technology to support the pupils.  The Teacher in charge of the V.I. base, Class Teachers and Teaching Assistants meet weekly to review and plan the curriculum and ensure that all materials and resources are appropriately adapted to meet the pupils’ needs.  A Lead VI TA oversees the day to day provision for the VI pupils.

The provision for Cognition and Learning pupils is overseen by the Inclusion Manager and a Lead Cognition and Learning TA who oversees the day to day provision for the pupils with Cognition and Learning needs.

Our Specialist Resource Based Provision contains all the resources, technology and specialist equipment to enable the team of Teaching Assistants to adapt and provide resources for the pupils that  they support. The level of adaptation can depend on whether the resources are required in Makaton symbols, large print or in a tactile version such as Braille.  We have a library of resources which includes a variety of fiction and non-fiction books in Braille and enlarged print including the Oxford Reading Tree scheme.

We are members of the RNIB lending library, CustomEyes (Blind Children UK) and Clear Vision books based at Linden Lodge School in Wimbledon.  Should children need to learn Braille, we have both Perkins and Mountbatten braillers.  We also have adaptive software ‘Supernova’ on designated computers which reads text aloud.  We also provide a laptop for children’s use if appropriate.  We have previously applied successfully for electronic braillers, ‘Braillenotes’ for pupils who are becoming proficient braillists. Other technology used includes handheld electronic magnifiers as well as portable CCTV devices which can be used in the classroom and enable accessibility for children alongside their peers.  Pupils, who require Mobility tuition, including the use of long cane, are supporting by Kent Association for the Blind who visit on a regular basis.

All staff have an awareness of Makaton and those working closely with the pupils who use Makaton are skilled in its use.  Communicate in Print software is available throughout the school and is used to produce written communication symbols.

The school has close links with Schools and Units for the Vision Impaired including local Secondary Schools with resourced provision such as the Archbishop’s School in Canterbury and The Charles Dickens School in Broadstairs where many of our children move onto for the next stage in their education.  Transition to Secondary School is carefully co-ordinated with the support from the Local Authority Specialist Teacher in Charge of Sensory Needs, Schools concerned and, of course, the families and carers.

Close links are maintained with the outreach services from St Nicholas Special school who provide support, particularly with resource making, including development of Social stories and other visual communication aids. 

The Specialist Teaching and Learning Service supports the Cognition and Learning needs of the pupils in the school by direct involvement with the majority of the C&L pupils in the SRBP as well as providing ongoing training and support for the staff in the school.  This includes awareness events for all staff and more specific specialist training for staff working directly with pupils with C&L needs.

The School encourages positive inclusion of our pupils in the SRBP in all aspects of School life and we feel strongly that the whole school community benefits from having the provision on site and that it epitomises the Christian ethos of our Church of England School.

SRBP pupils routinely take part in the school productions, become members of the School Council and join all school trips including those to residential activity centres.  Our SRBP pupils are fully included and make many friends amongst their peers.

 

How does Reculver C.E. Primary School know if children and young people need extra help and what should I do if I think my child/young person may have special educational needs?

 

Revised definition of SEN Support

The decision has been taken to review the definition of SEN Support to reflect more accurately the level of SEN in the school in comparison with the rest of schools in Kent (as evidenced by the May 2016 school census data).

The reference document used to formulate Reculver’s definition of SEN Support is the SEN Code of Practice dated January 2015.

 

 Reference Template for identification of Pupils that are to be identified as SEN Support (SEN COP 6.14 P94)

 

Year Groups

Communication, Language, English and Maths

SEN COP References

Early Years – on Entry to School

  1. External Agency support: Paediatrician, STLS, OT, Speech and Language (Not if only for Speech Production issues as these could be developmental issue that may resolve themselves).
  2. SCARF Funding in Place from Nursery

(a) SEN COP 6.28 p97

Early Years – End of Foundation Stage

  1. Working within 30 – 50 months or lower
  2. Ongoing External Agency support as above including Speech and Language for speech Production issues (developmental speech production issues should have been resolved by the age of 5)

(c) SEN COP 6.30 p97

(c) SEN COP 6.45 p100

By the end of Year 1

  1. Any of the above
  2. Lack of expected progress despite accessing appropriate interventions (Progress of less than 3 steps in the year in Reading, Writing or Maths)

 

(f) SEN COP 6.30 p97

(f) SEN COP 6.37 p99

(f) SEN COP 6.38 p99

(f) SEN COP 6.45 p100

Year 2 to Year 6

  1. Despite having met the Mainstream Core Standards (High Quality Teaching), the pupil is working significantly below ARE (one year or more below ARE)
  2. Lack of expected progress despite accessing appropriate interventions (Progress of less than 3 steps in the year in Reading, Writing or Maths) such that if interventions were withdrawn the child would not be able to make further progress.
  3. Requiring External Agency support: Paediatrician, STLS, OT, Speech and Language
  4. Receiving Multiple personalised interventions due to complexity / severity of need (In receipt of High Needs Funding)
  5. Having long term and substantial barriers to making progress (medical, ASD, ADHD, Attachment Disorder, Dyslexia, Dyscalculia, Dyspraxia, Physical, VI, HI) which require support / intervention / resources that are above and beyond the school’s offer of Mainstream Core Standards.

 

(g) SEN COP xiv. P16

(g) SEN COP 1.24. P25

(g) SEN COP 6.37 p99

(g) SEN COP 6.38 p99

 

(h) SEN COP xiv. P16

(h) SEN COP xv. P16

(h) SEN COP 6.30 p97

(h) SEN COP 6.37 p99

(h) SEN COP 6.38 p99

(h) SEN COP 6.45 p100

 

(i) SEN COP 6.47 p101

 

 

(j) SEN COP xv. P16

(J) SEN COP 6.30 p97

(k) SEN COP xviii P16

(k) (SEN COP xiii. P15)

(k) SEN COP 1.32. P27

(k) SEN COP 6.29 p97

 (K) SEN COP 6.31 p98

(K) SEN COP 6.32 p98

(K) SEN COP 6.34 p98

(K) SEN COP 6.47 p101

 

 

A pupil in school is identified as having Special Educational Needs according to the above table of criteria.

If your child is identified as having a SEND whilst at Reculver, we will inform you and place them onto the SEND register as SEN Support. The SEND register is kept in school and enables our staff to access support strategies for individual students.

Students with a SEND are identified throughout the transition process when moving to Reculver through meetings with key staff at their previous educational setting. If an Educational, Health and Care Plan (EHCP) is in place the Local Educational Authority will be involved throughout the transition process. We offer a range of support during transition to help students become accustomed to the new faces and the change of environment before starting with us.

Soon after pupils start at Reculver we complete a range of diagnostic and baseline testing which allows us to identify students who require further intervention for literacy and numeracy or may have some learning needs in these areas. Some of the additional assessments currently carried out by trained staff include:

  • Speech Link
  • Language Link
  • Visual Stress
  • Verbal Reasoning
  • Non Verbal Reasoning
  • KCC approved assessments for Dyslexia:
    • GL Assessment Single Word Spelling test
    • GL Assessment Single Word Reading test
    • CTOPP Memory sub test
    • NFER Nelson Self Esteem
    • Lucid Rapid Dyslexia Screener
  • Dyscalculia Screener
  • Boxall Profile (Nurture Group Network)

If you are concerned about your child’s educational needs in the first instance please raise your concerns with your child’s teacher. If you still require further guidance contact the schools Inclusion Manager.

Support for individuals and groups of pupils is on a needs led basis and is decided and reviewed at regular termly planning meetings between teachers, support staff and the Inclusion Manager. Teachers and support staff meet regularly with parents to review provision, set new targets and review support plans. Individual pupils’ views are valued and included in this process as appropriate to their level of understanding.

Class Provision maps are in place and these are reviewed on a schedule linked to pupil progress meetings three times a year and when required, meetings can be arranged with the Inclusion Manager and Class Teachers.  Parents Evenings take place twice a year with written Reports issued for all pupils at the end of the Summer Term.

Pupils with an Education Health Care Plan in place are formally reviewed in addition to these opportunities to discuss pupil progress and support at Annual Review meetings.

 

How will Reculver C.E. Primary School support my child?

At Reculver we use a graduated approach to meeting an individual pupil’s needs.

For the majority of pupils quality first classroom teaching will fulfil their learning needs. Some pupils may require the curriculum to be slightly adapted or differentiated for the individual to access the curriculum in order to make progress. These students will not necessarily be on the SEND register.    Their needs can be met within the Mainstream Core Standards Core offer of the school.  The criteria used to decide in what circumstances a pupil will be identified as SEN Support was outlined previously in this document.

Some pupils may require much more intensive and personalised support and therefore meet the criteria set down by KCC to be eligible for High Needs Funding.  These pupils will always be identified on the SEN register as SEN Support.

For a few pupils with more complex needs they may require even more intensive and long term support in order to thrive at school. These students will have an Educational, Health and Care Plan (EHCP) which will set out clearly what provision the student needs to achieve at school. These students are also monitored by the Local Education Authority SEND team (Kent County Council).

Support and interventions offered in class for all pupils, including those identified as SEN support are:

  • Teaching Assistant support
  • Differentiated teaching and learning
  • Numeracy Intervention
  • Literacy Intervention
  • Nurture Intervention
  • Handwriting group
  • Paired reading
  • Organisation Skills Resources
  • Visual stress resources (coloured Overlays and coloured paper and books)
  • Fine motor resources (such as sloping desks, pencil grips, specialist pens, pencils, scissors and rulers)
  • Attention aids (Fidget cushions, fiddle toys, stress balls etc)
  • Visual prompts( including personal timetables, task managers, personal organisation list)
  • Social Skills groups
  • Speech, Language and communication Skills individual sessions
  • Fine and Gross motor groups
  • Self Esteem groups and individual sessions
  • Sensory circuits
  • Clever Hands sessions
  • Fizzy sessions

There are also a number of clubs run during lunchtimes and after school including:

  • “Chill Out” Lunchtime club
  • Braille Club
  • Choir
  • Gardening Club

 

What specialist services and expertise are available at or accessed by Reculver C.E.Primary School?

At Reculver we feel that having as much information about a student is key when supporting them. We regularly liaise with a range of external agencies and we will follow guidance given when possible. We will always seek your consent before referring your child to an outside agency. We do encourage parents to allow and request agencies to share information with a key member of staff at school.

Our experienced staff are supported by access to the support offered by many organisations and charities, some of which are mentioned below: 

  • NHS and Private Speech and language therapists
  • Occupational therapists from the Children’s Assessment Centre at Kent and Canterbury Hospital
  • Physiotherapists from the Children’s Assessment Centre at Kent and Canterbury Hospital
  • Play Therapists
  • Consultant Paediatricians from various hospitals
  • Specialist Teaching and Learning Service for Cognition and Learning, Social Emotional and Mental Health, Hearing Impairment, Visual Impairment, Physical Difficulties etc.
  • Educational Psychologists
  • School Nursing team.
  • Children’s and Adolescent Mental Health Service (CAMHS)
  • Deaf CAMHS
  • Early Help Team
  • Rising Sun Domestic Violence Project
  • National Deaf Children’s Society
  • Clic Sargent

 

What Technology is available to support pupil’s needs at Reculver C.E. Primary School?

The use of technology encouraged and embraced and staff keep up with the latest developments.

All classrooms are equipped with Interactive whiteboards and several computers.  The background colour of the Interactive whiteboards can be adjusted to support the needs of pupils with visual stress symptoms.

There is class based resource of laptops to enable whole classes to have use of a personal computer at one time.

 Additional resources include:

  • Netbooks and Laptops for pupils to use in their class for word processing (eligible pupils include those with Dyslexic tendencies or those with fine motor issues)
  • Large Interactive display screen on a portable and adjustable height stand to facilitate access to educational software programmes for pupils with fine motor issues.
  • Personal Ipads for use in class to facilitate access to educational software programmes for pupils with fine motor issues.
  • Write On Line software for pupils with dyslexic tendencies
  • Communicate In Print  Software for the production of symbols

 

How will both you and I know how my child/young person is doing and how will you help me to support my child/young person’s learning?

The progress of all students is monitored closely, both against personal targets and national data collected from other schools. We have a formal system of reviews in place to ensure the young person is progressing and developing in line with their individual targets. We would always immediately revise the provision map if the student’s needs change. Our flexible approach to the pupil’s requirements means that they will continue to develop in our education setting.

Parents/carers are always consulted and made aware of how they can help their child.  Education doesn’t stop at the end of the school day and so we welcome

engagement, input and support from parents/carers. Wherever appropriate, parents/carers are encouraged to oversee and get involved with home learning.

 

What training are the staff supporting children and young people with SEND had or having?

We hold regular training session on different areas of SEND and all staff have access to information and strategies to best help students with SEND.

All staff receive training that is relevant to the specific requirements of our pupils.

Courses recently attended by all Teachers:

  • VI Awareness
  • Makaton training
  • Dyslexia Awareness
  • Dyscalculia Awareness

Staff for whom it is appropriate have also attended:

  • Down Syndrome Awareness
  • Autism Awareness
  • Epipen training
  • Earlybird Autism Training

In addition, Teaching Assistants are provided with specific training on the delivery of interventions as appropriate such as Dyscalculia interventions for example.

 

How will my child/young person be included in activities outside the classroom including school trips?

Reculver C.E. Primary School has considerable expertise in arranging activities for pupils out of the classroom. A range of activities are available including Year 5 and 6 swimming, and the Year 6 Residential Trip, visiting Historical properties, outings to the theatre, museums and visiting activity centres.  The coastal location of the school is exploited with regular trips to the beach and the Interpretation Centre situated at Reculver Towers in the Reculver Country Park.  All pupils are included on these trips.

 

How accessible is Reculver C.E. Primary school’s environment?

 A significant majority of areas used by pupils of Reculver have full disabled access with wheelchair ramps for all exterior access, electric lift to the first floor of the Upper School block, and there are several Care Suites on site, one fitted with an electronic hoist.  Disabled toilets and changing facilities are available across our site.

Students also have access to a wide range of specialist equipment including, touch screen technology, iPads with access to educational apps, netbook computers for word processing in class, to support pupils with Dyslexic tendencies or fine Motor difficulties and a fully equipped sensory room.

A soundfield system is installed in all Upper School classrooms as well as in many other classrooms around the school to support pupils with hearing impairment, ADHD, Auditory Processing issues and to aid the concentration of all pupils in those classes.

We have procedures in place for communicating with parents and carers whose first

language is not English. If a member of staff fluent in the required language is not available, we can access a translator service.

 

How are parents involved in Reculver C. E. Primary school C.E.Primary School? How can I be involved?

At Reculver we aim to work in cooperation with parents and carers to create the best outcomes for individual pupils. For all parents and carers of pupils at Reculver we will invite you into school regularly throughout the academic year to discuss your child’s progress. We encourage all parents and carers to contact your child’s teacher if you have any concerns in the first instance. Our Office staff will be pleased to arrange this for you.

We believe that it is essential to have good relationships in place with parents and carers and welcome their support in class with providing our pupils additional opportunities to read to an adult.

Reculver C.E. Primary School  has a formal system of Annual Reviews for pupils with an Education Health Care Plan (EHCP). These reviews assess progress and parents/carers are fully involved in this process.

The Designated Teacher for Children in Care, Fiona Cunningham, is always keen to support Carers with any issues they may have and the Wellbeing Manager, Paul Grainger, is also happy to provide support to parents and carers.

We hold parents’ evenings twice an academic year where educational progress can be assessed and any queries dealt with.

Parents are represented on the Parents Council, meeting termly with members of the Senior Leadership Team.

There is an enthusiastic Parents, Teachers and Friends Association (PTFA) who are actively engaged in fund raising activities for the school, for which we and the pupils are very appreciative.

There is a VI Steering Group which meets three times a year during which parents, staff and KCC representatives discuss all aspects of VI provision at the school.

Plans are underway to set up a similar Steering Group for Cognition and Learning in the very near future.

We always encourage parents and carers involvement and celebrate the fact they are engaged with Reculver C.E. Primary School.