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Pupils with Additional Needs – SEN Report

…. in support of The Children and Families Bill 2014

Click on the headings to find out more.

What is our ethos towards Additional Needs?

Here, at Crossley Fields, we have a whole-school approach towards Additional Needs (AN) policy and practice. Pupils identified as having AN are, as far as practicably possible, fully integrated into mainstream classes. Every effort is made to ensure they have full and equal access to the National Curriculum and that they are integrated into all aspects of school life including trips, residentials and after school activities/ clubs etc. The SEN Code of Practice makes it very clear that ALL teachers are teachers of pupils with additional needs.

Please be reassured that all teachers take responsibility for identifying pupils with AN. They will then work in collaboration with the pupil themselves, their parents and the Special Needs Co-ordinator (SENCo) to ensure that any pupil requiring different or additional support are identified and provided for as early as possible. Assessment is the process by which pupils with AN can be identified; whether or not a pupil is making appropriate progress is seen as a significant factor in considering the need for AN provision.

Who should you talk to if you think your child needs some extra help?

In the first instance, you should arrange a meeting with your child’s class teacher to discuss your concerns. If necessary, they will in turn arrange a meeting with the SENCo, you could also contact the SENCo directly. You could also speak to the Headteacher or the Governor responsible for AN.

How will we identify a child who has additional needs?

Early identification of pupils with AN is a priority. On entry to school each child’s aptitudes and abilities will be assessed, and as the children continue through school, the school will use appropriate screening and assessment tools to ascertain pupil progress. Assessment data considered will include:

  • information from parents
  • records from pre-school/ nurseries or previous schools
  • evidence obtained via teacher observation/ assessment
  • child’s performance in National Curriculum subjects
  • standardised screening or assessment tools providing reading, spelling and mathematical ability ages
  • reports from external agencies, such as Educational Psychology, Occupational Therapy, Portage, Speech and Language Therapy.

How will we support a child with additional needs?

School will work together with pupils and their parents using the assessment information from class teachers to design appropriate differentiated programmes for pupils identified with AN including:

  • providing personalised starting points for an appropriate curriculum
  • identifying a need for support within the class
  • assessing the level of learning difficulties in which particular area
  • ensuring on-going observations/ assessments provide regular feedback on achievements which will then inform the next steps in learning
  • involvement of parents and the child throughout to create a joint home-school learning approach.

It is important to stress that the pupil and their parents will be at the centre of this procedure, with both parties being fully involved and informed at each and every step.

What provision is available at Crossley Fields to support a child with additional needs?

Procedure: The Graduated Approach to Educational Provision for Children with Additional Needs

A graduated approach to meeting the needs of pupils is taken in school. Pupils and their parents are at the centre of this with the pupils and parents fully involved at each and every stage. There will be a focus on pupil well-being as well as academic achievement.

The first stage of this is appropriately differentiated work as part of quality first teaching.

  • Step 1 SEN Support – Where support additional to that of normal class provision is required in order for your child to ‘catch up’ with his peers, your child will be given SEN Support. This will usually involve your child working on an accelerated learning programme for a set period of time and may also include some additional 1-1 support led by the teacher or ETA. If, after monitoring, it is felt that advice from specialist professionals (Educational Psychology, Speech and Language, etc.) is needed, this will be discussed with you and any interventions or support programmes planned for your child will be informed by the advice from the specialist professionals.
  • Step 2 – Education, Health and Care Plans– Where concerns remain, despite sustained intervention, the school will consider requesting an Education, Health and Care Plan (EHCP). The EHCP will set out in detail your child’s strengths as well as areas of need and detail the provision for your child in the areas of education, health and social care.

At every stage of the above graduated approach, the school will ensure delivery of the provision detailed therein and hold regular reviews with parents and pupils about the appropriateness of the current provision.

When will you have the opportunity to discuss your child's progress?

The progress of children at every stage of the above graduated approach will be tracked using Provision Mapping using the assessment data and observations as noted in section 4. Those children receiving SEN support or holding an EHCP will have an Individual Education Plan (IEP) which will be reviewed with full involvement of the child and the parents every term.

This is an addition to the twice yearly Parents Evenings which we provide to discuss your child’s progress.

What specialist services/expertise are available for pupils with additional needs?

Although we don’t have specialist teachers on the premises, our pupils do have access to a designated Speech and Language Therapist and Educational Psychologist. In addition to this we are currently working with colleagues in the professions of occupational therapy, hearing impairment, behaviour support, counselling services at CAMHS and Northorpe Hall as well as working with colleagues from Specialist Provision.

What are our admission arrangements?

Crossley Fields follows the Kirklees LA admission policy.

Any parent wishing to register their child for a place is invited to visit the school and talk to a member of the Senior Leadership Team. Please contact the school office on 01924 499608 for an appointment.

Admission to Reception Class

Parents can apply online for admission to full time school using this link

http://www.kirklees.gov.uk/beta/admissions/apply-primary-school-place.aspx

Places are allocated by the local authority and parents are notified in the spring term. Parents of children who are unsuccessful have the right to appeal to the local authority.

Admission During The Academic Year

Parents moving into the area can apply for a school place by completing an in year common application form (ICAF) which can be obtained from the main reception. Unsuccessful applicants have the right to appeal via the local authority.

Admission of Children with Special Educational Needs (SEN)

In line with Kirklees LA policy, Crossley Fields will meet the needs of the majority of children. In some instances it may be decided that the child should have an Education, Health and Care (EHC) needs assessment under the Children & Families Act 2014: Part 3, which can lead to an EHC Plan.

The majority of children with EHC Plans continue their education in their local school, but the LA also maintain special schools and specialist resourced provision in mainstream schools.

If you have any questions about the admission of children with SEN please contact the SENCOs or Kirklees SEN Assessment and Commissioning Team

How do we ensure equality and fair access?

Crossley Fields Equality Policy can be found

http://www.crossleyfieldsschool.co.uk/wp-content/uploads/2016/10/Equality-Policy.pdf

This policy sets out how Crossley Fields School has paid due regard to the need:

  • to eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under this Act
  • to advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it.
  • to foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

What are our access arrangements?

At Crossley Fields we are committed to providing an accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.

  1. Crossley Fields plans, over time, to ensure the accessibility of provision for all pupils, staff and visitors to the school.
  2. The Accessibility Plan will contain relevant actions to:
  • Improve access to the physical environment of the school, adding specialist facilities as necessary. This covers reasonable adjustments to the physical environment of the school and physical aids to access education.
  • Increase access to the curriculum for pupils with a disability, expanding and making reasonable adjustments to the curriculum as necessary to ensure that pupils with a disability are as, equally, prepared for life as are the able-bodied pupils; (If a school fails to do this they are in breach of the DDA). This covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits. It also covers the provision of specialist aids and equipment, which may assist these pupils in accessing the curriculum.
  • Improve and make reasonable adjustments to the delivery of written information to pupils, staff, parents and visitors with disabilities. Examples might include hand-outs, timetables, textbooks and information about the school and school events. The information should be made available in various preferred formats within a reasonable time frame.
  • The Action Plan for physical accessibility relates to the Access Audit of the School, which is undertaken regularly. It may not be feasible to undertake some of the works during the life of this first Accessibility Plan and therefore some items will roll forward into subsequent plans. The audit will need to be revisited prior to the end of each first three year plan period in order to inform the development of the new Plan for the following period.

 

Full copies of the school Accessibility Plan 2017-2020 can be found http://www.crossleyfieldsschool.co.uk/wp-content/uploads/2016/10/Accessibility-Plan.pdf

What types of SEN do we provide for?

Crossley Fields is committed to the early identification of SEN and recognises the four broad categories of needs in the SEND Code of Practice 2014. The Code specifies these areas of need as:

  • Communication and Interaction (including Autism Spectrum Disorder)
  • Cognition and Learning
  • Social, emotional and mental health difficulties (includes ongoing, persistent behaviour issues)
  • Sensory and / or physical needs.

Other factors may impact on progress and attainment: attendance and punctuality, English as an Additional Language, being a Looked After Child, health and welfare, being in receipt of Pupil Premium, Disability (the Equality Act and the Code of Practice state that schools and settings have a duty to make ‘reasonable adjustments’ – these alone do not constitute SEN).

The purpose of identification is to work out what action we need to take, not to fit a pupil into a category.

Although we don’t have specialist teachers or facilities on the premises, our pupils do have access to a designated Speech and Language Therapist and Educational Psychologist on a termly basis via school based referrals. In addition to this we are currently working with colleagues in the professions of occupational therapy, hearing impairment, visual impairment, behaviour support, counselling services at CAMHS and Northorpe Hall as well as working with colleagues from Specialist Provision.

If you require any further clarification on any of these points, or, have any further questions do not hesitate to contact your child’s class teacher or the SENCO.

Name and Contact Details of SENCO:

Louise Howard – Deputy Headteacher  and Ben Smith – Assistant Headteacher

Tel: 01924 499608

The proportion of pupils with SEN in the academic year 2016-2017 is 13.7%.

 

Information on the Kirklees Local Offer for pupils with Additional Needs can be found on www.kirkleeslocaloffer.org.uk  

Colleagues from the Local Authority can be contacted on: LocalOffer@kirklees.gov.uk