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Children With Additional Needs

Special Educational Needs and Disability Information Report for Chapel en-le-frith C of E VC Primary School.

Special Educational Needs Coordinator (SENCo): Mrs Debbie Frith

Our school mission statement Learning for life demonstrates our beliefs and values for all children, in a fully inclusive way. We are committed to excellence. We believe every child should have the opportunity to be the best that they can be and our job as a school is to enable and encourage each individual child to take the next step of their climb and achieve more every day. We want all children to feel valued and respected as individuals and to respect others in our diverse society.

At Chapel Primary School, we value the abilities and achievements of all our pupils, and we are committed to providing, for each pupil, the best possible environment for learning. All teachers in our school are teachers of all children, including those with SEN. We have Enhanced Resource status and have a specialism in Autism. This allows us to support children from across the authority with significant needs. Our teaching assistants are highly trained, skilled and dedicated.

As SENCo, I have a non-teaching commitment and work 3 full days. During this time I liaise with class teachers to monitor pupil’s progress and identify children whose progress is slower than expected and may be displaying a range of needs that are causing barriers to learning. Furthermore, I co-ordinate all specific provision put in place, through a Provision Map, to support children with additional needs /disabilities. I also work closely with the Deputy Head and our newly appointed Pastoral mentor. This has enriched our SEND team and ensures we can give the best quality provision we have available.

I am responsible for writing and implementing the SEND (Special Educational Needs & Disability) policy and keeping abreast of new initiatives and information that is put forward.

Updates on SEND

The Children and Families Act 2014 came into force on September 1st 2014 and the new Code of Practice for Special Educational Needs and Disability was issued in June 2014.

The SEND Code of Practice describes the principles that should be observed by all professionals working with children and young people who have SEN / disabilities these include:

* taking into account the views of children, young people and their families

* enabling children, young people and their parents to participate in the decision making

* collaborating with partners in education, health and social care to provide support

* identifying the needs of children and young people

* making high quality provision to meet the needs of children and young people

* focusing on inclusive practices and removing barriers to learning

* helping children and young people to prepare for adulthood

Derbyshire County Council has also produced a ‘Derbyshire Local Offer’ outlining their aims (www.derbyshiresendlocaloffer.org) and as a school we have set out our offer that we aim to adhere to:

At Chapel we pride ourselves on the fact we are inclusive to all children and our aim is to meet the needs of those children, with high aspirations and expectations for all, who are with us. Some of these children may have been identified with additional needs that may affect their learning and participation and overall enjoyment of school.

If needs have been highlighted we:

* Work closely with the parent/career to support and ascertain as much information as possible.

* Work closely with the child to support and reassure and gain further information.

* Work closely with outside agencies to gain advice and guidance on the best way forward.

* Work with a great emphasis on the participation of our children and parents in

decision making at individual and strategic levels through a ‘person centred approach’.

* Have a strong focus on high aspirations and improving outcomes for all of our children.

Children may have less severe needs that may need some kind of extra intervention that school can provide, for example, extra reading time, maths interventions programmes. Other children may have a specific need that affects their learning and extra support from outside agencies may be called upon, for example, Speech and Language, Support Service for Special Educational Needs, Behaviour Support, Educational Psychologist etc. Through a partnership with the child, parent, teacher and where appropriate outside agencies, a Personal Plan (PP) is drawn up, which fully puts the child at the centre, through a ‘Person Centred Approach’ to meet their needs and target the areas to enable them to make their optimum progress in a fulfilled and enjoyable way.

PPs are reviewed termly with the child being at the centre and full parent involvement and participation. External agencies may be at the review if required and further targets then are agreed and set to ensure progress is made. A child with more severe needs may have been assessed and granted a Statement of Educational Needs or an Educational Health and Care Plan under the new Code of Practice and this will be reviewed annually through a ‘Person Centred Approach’ – involving young people in decision making, with support from outside agencies.

Transition between schools can be a worrying time for children and parents. We aim to make the transition for all children in our school a happy and stress free time. We liaise with Chapel High School and regularly visit for organised events. Teachers from local secondary schools are invited to attend any meetings we have regarding our children with SEND. We organise extra visits for children with SEND to go into secondary school. If your child was coming into Nursery or our assessment Nursery we would make extra visits and liaise with staff to ensure a smooth and happy transition.