SEND Information Report

A child or young person has SEND if they have a learning difficulty or disability which calls for special education 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:

1. a) has a significantly greater difficulty in learning than the majority of others the same age, or
2. b) 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.

How does our school know if children need extra help?

We know when pupils need additional support if:

• Concerns are raised by Parents/Carers
• Concerns are raised by teachers and school staff
• Concerns are raised by outside agencies
• There is a lack of progress over two terms (e.g. from September to Easter)
• There is a change in the pupil’s behaviour
• A pupil asks for help

Where pupils’ progress is significantly slower than that of their peers, or fails to match their previous rate of progress, despite high quality teaching targeted at specific areas of difficulty, it may be that the child has SEN. Information will be gathered, including seeking the views of parents and the pupil, as well as from teachers and more formal assessments.

There can be many reasons for learners ‘falling behind.’ These may include absences, attending lots of different schools, difficulties with speaking English, or worries that distract them from learning. The school understands that children who experience these barriers to learning are vulnerable. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.

We are a very inclusive school and cater for a wide range of needs. These will fall under the four broad categories from the code of practice 2014 - Communication and Interaction, Cognition and Learning, Sensory and/ or Physical needs and Social, Emotional and Mental Health. We will always endeavour to meet your child’s needs.\

Pupils on the SEND register where appropriate will have an IEP.  These are updated termly with the views of the pupil, teacher and parents.

We have two parents’ evenings during the year where you will be able to find out about what your child is doing and how they are progressing in correlation to their targets. The school also operates a policy whereby parents can contact the school to make an appointment to meet the class teacher or SENCO.

SEND pupils are represented across the school in various situations for example; school council, after school clubs and in competitions or sporting fixtures.

All children are assessed on a regular basis during each academic year. Each SEND pupil has the opportunity to share their views with staff when reviewing their termly learning.  Many SEND pupils will complete a One Page Profile where personal views can be shared. All pupils with an EHCP are involved in their annual review.

Before your child joins our school at the beginning of the Reception year, our staff will arrange to make a ‘home visit’ to talk to you and introduce themselves to your child. This is a wonderful opportunity for relationships to begin and for us to discuss all relevant information. Following a child joining us in the Early Years, they will be assessed, as part of their baselines, and this information will support us with our Early Identification processes. 

There is a transition day for all Year 6’s during Summer Term 2 and details are shared with the relevant Secondary schools for the pupil voice. Additional visits may be set up where the Secondary or us feel it is appropriate.

High quality first teaching, by the class teacher, is delivered to all pupils. Support for learning within the classroom is the most important factor in helping pupils with SEND to make good progress alongside their peers. Learning would be scaffolded or differentiated in line with the pupils needs. Where possible children are always based in the classroom with their teacher. 

Teaching assistants are deployed on a needs basis, and this can be based on a lesson need, in order to respond flexibly and swiftly. This may be in the form of in class support or an intervention.

For a small number of children, more support may be required. Should this arise, the SENDCo would work alongside the teacher and in partnership with the parent. Schools, parents and other agencies may decide that it is necessary to request higher needs funding (renamed targeted SEND funding in 2023) or a statutory assessment through the local authority. Where we feel that something additional or different is needed to support your child because they have SEND we will discuss this carefully with you. This information may well be recorded in a document for you and your child. This will include: details of any strategies being used to support your child in class; details of any extra support or interventions for your child; your child’s learning targets; the next date when your child’s progress will be reviewed.

We use a range of interventions to support pupils with SEND to make better progress. Interventions are structured learning programmes. We can explain to you:- what interventions your child is receiving and what are the intended learning outcomes; when during the week any interventions will be delivered and for how many weeks; who will be delivering the interventions (usually a well-trained teaching assistant) and where (e.g. in class or outside the classroom) how the interventions will relate to and support learning in the classroom;  how they will be monitored closely to make sure they are helping your child to make accelerated progress.

Quality first teaching is delivered across all classrooms. Each teacher will make appropriate adaptations to the curriculum so all children have full access. We have a clear ambition for all strategy at school. The teachers may scaffold or differentiate in order to make it accessible.  These could include; visual aids, writing aids, coloured overlays, wobble cushions, writing frames, speaking frames, adult support. In addition to this, some pupils may require a personalised space. In line with the equality act, we ensure we meet the needs of all pupils if the need arises.

All staff are trained on a range of needs. We have a dedicated SENDCo and an ELSA trained member of staff and the support staff team who are able to support a range of needs.

An audit is done to see where the training needs are. This is a mixture of in school training and external training. There is regular CPD for staff covering a range of areas linked to SEND, particularly linked to the recent SEND Ranges, as published by West Northamptonshire Council. 

As a school we may need specialist support for your child. If we feel that the involvement of another agency would be beneficial to help with your child’s needs, you will be informed and asked to give your consent.

We have an inclusion for all philosophy at Chiltern Primary and provision for SEND is focused on delivering high quality first teaching. We assess the quality of this through the quality assurance of the leadership team.

We use the graduated approach to support our children; Assess, Plan, Do, Review.

If your child is not making the expected progress an intervention may be required to help support them; this will be completed using a graduated approach. Your child will be assessed to ascertain where their strengths and areas to develop are.  Provision would be carefully planned; the intervention will be delivered for a set period of time on a regular basis and then they will be reviewed at the end of this period.

As a fully inclusive school, all children will have access to all activities both in school and out.

For a school trip/visit, a risk assessment will occur and any adaptations required will be put in place. School works closely with parents to ensure the needs of all pupils are met.

Wellbeing and the emotional and social development of pupils is vital and it is at the heart of everything we do at Chiltern Primary. 

We have a dedicated Pastoral and Inclusion team who support children with any need throughout the school.  

Training is given to staff on all areas of social, emotional and mental health in order to offer excellent support for pupils. All behaviour is monitored and support is personalised based on needs. 

There are a number of additional interventions; such as drawing and talking, Lego therapy, attachment, anxiety and self-esteem support and a trained ELSA that children may access. The team work with a range of learners but give priority to those who need the most help, especially those experiencing multiple disadvantages.

We work in close collaboration with a range of bodies to support children with SEND. School maintains excellent relationships with all relevant bodies and regularly accesses what is needed for pupils at Chiltern.

Briar Hill works closely with; educational psychology, physiotherapy, speech therapy, the school nurse team, SEND specialist support service and community paediatrics.  

In addition, we make referrals to the EIPT, occupational therapy, target autism, social care, CAMH’s and agencies such as Service Six and The Lowdown. Support for families through the local offer and a wide range of family support is available.

SEND IASS will offer information and support to families of students with SEND up to the age of 25 years whether or not they have a statement or EHC Plan. They may also be able to put you in touch with other organisations or parent support groups.

Support will be accessed from the virtual school for support of children who are looked after by the local authority.

If you have a complaint, please speak to the class teacher in the first instance and if this is not resolved speak to the SENCo or the Headteacher. If it still cannot be resolved, please follow the school’s complaints procedure.