What kinds of provision is made at Stanley Primary School for children with SEN/D?

At Stanley Primary School we can make provision for a range of frequently occurring special educational need without a statement of special educational needs / Education, Health and Care Plan, for instance, we are currently supporting pupils with the following needs: dyslexia, speech and language needs, visual impairments, autism, learning difficulties and social, emotional and mental health needs. There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice to support us in meeting those needs.

 

The admission arrangements for pupils without a statement of special educational needs / Education, Health and Care Plan must not discriminate against or disadvantage disabled children or those with special educational needs and must follow the normal school admissions procedures, which is managed by the Local Authority.

 

Places within the The Peartree Centre are allocated by the Local Authority. The school does not control admission to this specialist provision for pupils with Autism or Social/Communication difficulties. Admission into Stanley Primary does not mean a place at The Peartree Centre, or access to the unit via the mainstream school.

 

Outlined below are the different types of support that are offered to children with SEND.

 

a. Quality First Teaching (QFT)

 

Stanley Primary School strives to ensure all pupils receive high quality teaching.

For your child, this means:

•The teacher has the highest possible expectations for your child and all pupils in their class

•All teaching is based on building on what your child already knows, can do and can understand

•Different ways of teaching are in place so that your child is fully involved in learning in class. The SENDCO’s regularly attend teacher planning to support staff with QFT strategies and assess effectiveness of strategies on an ongoing basis. At times additional advice on QFT strategies may be sought from external professionals.

 

 

 

b. Specific small group work (sometimes called Intervention Groups in school.)

 

For your child, this means:

•Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress

•Programmes of support will be put in place, in partnership with the Year Leader and/SENDCO, on a short term basis to help your child to make progress

This may be:

•Run in the classroom or in the shared area

•Run by a teacher or most often a Teaching Assistant under the guidance of the teacher/SENDCO

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

 

Examples of intervention groups currently on offer at Stanley Primary are; phonics groups, Rapid Reading Programme, 5 Minute Box, Comprehension Box, Maths Whizz, booster groups.

 

c. Highly personalised support, called SEND Support in School

 

For your child, this means:

•In consultation with you, your child will have been identified by the Class Teacher, Year Leader and/or SENDCO as needing extra specialist support in school instead of, or in addition to high quality teaching and intervention groups

•You will be asked to come to a meeting to discuss your child’s progress and help plan the focused support for your child through writing a SEND Support Plan (previously known as an IEP)

•Personalised support through specific strategies (which may be suggested by the SENDCO or specialist professional) are in place to support your child to learn and make progress

•A Teaching Assistant or Teacher may run small group sessions using the Teacher’s plan or the advice from specialist professional

• You may be asked to give your permission for the school to refer your child to a specialist professional such as a Speech and Language Therapist or Educational Psychologist to help the school and yourself understand your child’s particular needs in order to provide focused support

•The specialist professional will work with your child to understand their needs and make recommendations, which may include:

 

• Making changes to the way your child is supported in class, for example, some individual support or changing some aspects of teaching to support them better
• Support to set better individual targets for your child, which will include their specific expertise
• A group run by school staff under the guidance of the outside professional, for example, a social skills group
• A group or individual works with the outside professional
• This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. This is called SEND Support in School (and replaces School Action and School Action Plus).

 

 

d. Specified Statutory Individual support

 

This support is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHC Plan).

• This means your child will have been identified by the Class Teacher and SENDCO as needing a more intensive level of specialist help that cannot be entirely met from the resources usually available to Stanley Primary School through the delegated budget to provide SEND Support. This type of support is appropriate for children whose learning needs are complex, pervasive and deemed likely to be long term needs.

 

For your child this means:

• The school (or you) can ask the Local Authority for an Education, Health and Care (EHC) needs assessment for your child. Information about how to request an EHC Plan can be found on Achieving for Children’s local offer website: https://www.afcinfo.org.uk/local_offer
• Requesting an EHC Plan is a legal process which sets out the amount of support that will be provided for your child. If an EHC Plan is in place for your child, the school and associated professionals are responsible for ensuring provision is in place and that your child makes progress against the outcomes agreed on the plan. Process and procedure around the implementation of support at this level is carried out in accordance with the SEND Code of Practice September 2015.