How We Support SEND
Copeland Road Primary School prides itself in being inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the Early Years Foundation Stage and the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
How would my child be assessed and would we be informed?
As a school, we assess all children continuously. We carry out formal assessments at the end of every term to measure their progress and identify the next steps in their learning.
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Copeland Road Primary School, we follow a graduated support approach which is called “Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process. A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.
If your child has SEND, it is important for us to carry out formal assessments to identify their strengths and identify their needs accurately. To do this, we will use a range of methods depending upon their needs. When your child enters our school, their current attainment is assessed to give us a ‘baseline’ from where they will progress.
At Copeland Road Primary School, we have experience of supporting children with a wide range of needs. We currently have children with a variety of needs in school including:
Communication and interaction (SLCN, ASC)
- Autistic Spectrum Disorders
- Communication and Interaction difficulties
- Speech and language difficulties
Cognition and learning (MLD, PMLD, SLD, SpLD)
- Moderate learning difficulties
- Specific Learning difficulties
Social, Emotional and Health Difficulties
- Emotional difficulties
- Medical conditions
Sensory and/or Physical Difficulties
- Gross motor and fine motor difficulties (including balance, coordination and handwriting)
- Difficulties with literacy skills (including reading, writing and spelling)
- Difficulties with maths skill
Depending upon their needs, other assessments may be needed. These could include:
- Speech Therapy Assessments – which may focus on sound production, language understanding, or other relevant assessments to your child’s needs
- Education Psychology Assessments – which may include memory, understanding, reasoning, logic, and general skills assessments
- The outcomes of all assessments are shared with parents and carers at our termly Open Evenings and in your child’s School Report. If other agencies are invited to work with your child, you will be invited to attend a meeting where the outcomes of these assessments and their next steps will be shared with you.
- Your child’s school achievements may be assessed against age expected outcomes for children who are working on the National Curriculum (i.e. the same as the majority of other children in their year group), or they may be assessed against other measures for children who are not ready to work on National Curriculum Levels (i.e. the steps before the National Curriculum). These smaller steps are called ‘P-Levels’ and they are measured in our school using a system called PIVATS. Aspirational targets are set for all children assessed against ‘P Levels’ using the updated 2017 Guidance – a document for schools to use to ensure that all children are expected to make good progress, including those not ready to access the National Curriculum.
How are resources made available to support children with SEND?
The resources we use to support children with SEND depend upon their needs and they are allocated on an individual basis. Once your child has been identified as SEND, their needs will be assessed and targets and outcomes will be identified. It is the responsibility of the SENCO to ensure that the resources that are required are made available and that staff are aware of their individual needs. We are very flexible in our approach and we constantly monitor and evaluate the effectiveness of our interventions and the provision that we provide.
- As part of our staff professional development, all members of staff received training to support children with SEND:
- School-based CPD – systems and procedures, staff audit, staff planning and agreed action points.
- ‘SEND Outcomes –good quality outcomes, SEN Support Plans and Primary Areas of Need’.
- Supporting children with ASD.
- Sensory Specialist Training – Sensory Issues for Pupils .
Staff Training: will vary each year depending upon the needs of the children.
Staffing and any Specialist Qualifications/Expertise:
Mrs Lindsey Kidd is our SENCO who has achieved The National Award for SEND Coordination and has attended recent training:
- SENCO as a Strategic Leader
- Costed Provision Map Training
Miss Curl and Miss Warnes have both attended ELKLAN (Speech and Language) training.
Mr Plews (Sports Apprentice) has worked with Occupational Therapists and The Movement Team to ensure fine and gross motor skills provision is effective.