Glasshoughton Infant Academy

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SEND Information Report

Glasshoughton Infant Academy

SEND Information Report

September 2020

Glasshoughton Infant Academy has an inclusive ethos and works in partnership with children, parents and other agencies to provide the best possible educational outcomes. At Glasshoughton Infant Academy we provide a broad and balanced curriculum with high expectations and suitable targets for all. We have systems for early identification of barriers to learning and participation. All SEND provision is overseen by the Senior Leadership Team (SLT) in school and is co-ordinated by the Special Educational Needs Co-ordinator Mrs Claire Wilson (SENCo). SEND provision is monitored, reviewed and evaluated on a regular basis by the SLT and termly reports are given to the governing body to inform them on how individual needs are being met and how SEND funding is being spent. E.g. specialist staffing, resources and training. Teachers take account of all children’s needs and alongside support staff they make provision to support individuals or groups of children. We strongly believe that all our learners have gifts and talents that we promote through school so that every child can achieve their full potential. Parents of these children are regularly consulted and invited to attend termly meetings so that targets can be developed by the child and parents and also reflect on the aspirational and achievable outcomes. 

Clear, informative This is Me booklets are put in place and reviewed at least termly ensuring evidence of impact from interventions has been gathered leading to assessments and next steps for the child. This form of monitoring ensures children are on track to meet targets and that planning addresses individual needs. Intervention plans are reviewed regularly to inform next steps and ensure progress and achievement is taking place.

An appropriate and accessible learning environment is provided within the school and the building has been adapted with additional funding when necessary e.g. ramps added to aid wheelchair access to all areas of school.

Staff in school are trained and work alongside other professionals to develop their skills, knowledge and confidence in specific areas of SEND. This includes; Speech and Language service, Physiotherapy service, Leaning Support Service (LSS), Social, Emotional and Mental Health service (SEMH), Occupational Therapist, Communication Interaction Access Team (CIAT) , Childhood and Mental Service (CAMHS) and Educational Psychologists (EP).

The school’s policies, available on the website, reflect the school’s commitment to inclusion, safety and well-being of all children.

All teachers are teachers of SEND pupils and as a result will provide quality first teaching which takes account of the specific needs of pupils with SEND within the classroom setting.

Main contacts:

Headteacher: Mrs. Anna Walker  

Deputy Headteacher & SENCo: Mrs. Claire Wilson

Learning Mentor: Mrs. Hilary Coulthrust

As part of the role of SENCo Mrs Wilson also coaches, mentors and supports colleagues within the setting to enable them to provide appropriate assessment and targeted provision for children in their class with SEND.

The information below outlines the support available within the school setting to all pupils at Glasshoughton Infant Academy but specifically those with Special Educational Needs.

Teaching and Learning

What additional support can be provided in the classroom?

What provision do you offer to facilitate access to the curriculum and to develop independent learning? (This may include support from external agencies and equipment/facilities)

Staff specialisms/expertise around SEN or disability

What ongoing support and development is in place for staff regards supporting children and young people with SEND?

What arrangements are made for reasonable adjustments in the curriculum and support to the pupil during assessments?

What external teaching and learning do you offer?

How does Glasshoughton Infant Academy know if pupils need extra help?

Children may be identified as having SEND through a variety of ways including the following:-

As a school we measure children’s progress in learning against National expectations and age related expectations, some children are assessed using the Wakefield Progression Steps. The assess, plan, do and review cycle is embedded so that all children make progress.

The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Nursery or Reception through to Year 2 using a variety of different methods including National expectations, Foundation Stage Profiles and Wakefield Progression Steps.

What should I do if I think my child may have special educational needs? What are the different categories of need my child may have?

What support will there be for my child’s overall well-being?

Reviews

What arrangements are in place for review meetings for children with Education, Health and Care (EHC) Plans?

What arrangements are in place for children with other SEND support needs?

How do you share educational progress and outcomes with parents?

How will my child be able to contribute their views?

Keeping Children Safe

What are the school arrangements for undertaking risk assessments?

What handover arrangements will be made at the start and end of the school day?  Do you have parking areas for pick up and drop offs?

What support is offered during breaks and lunchtimes?

How do you ensure my son/daughter stays safe outside the classroom? (e.g. during PE lessons and school trips)

Where can parents find details of policies on bullying?

Health (Including Health and Emotional Wellbeing)

What is the school’s policy on administering medication?

If my child has a disability how will they access the school?

How do you work with the family to draw up a care plan and ensure that all relevant staff are aware of the plan?

What would the school do in the case of a medical emergency?

How do you ensure that staff are trained/qualified to deal with a child’s particular needs?

Which health or therapy services can children access on school premises?

Communication with Parents

How do you ensure that parents know “who’s who” and who they can contact if they have concerns about their child/young person?

Do parents have to make an appointment to meet with staff or do you have an Open Door policy?

How do you keep parents updated with their child/young person’s progress? Do you offer open days?

How can parents give feedback to the school?

There are plenty of opportunities for parents to provide feedback both formally and informally.

Working Together

Do you have home/school contract?

What opportunities do you offer for pupils to have their say? e.g. school council

What opportunities are there for parents to have their say about their son/daughter’s education?

What opportunities are there for parents to get involved in the school or become school governors?

What are the Governors responsibilities?

What Help and Support is available for the Family?

Do you offer help with completing forms and paperwork?  If yes, who normally provides this help and how would parents access this?

What information, advice and guidance can parents and young people access through the school? Who normally provides this help and how would they access this?

Transition from Infant School and School Leavers

What support does the school offer around transition?

Extra-Curricular Activities

What lunchtime or after school activities do you offer? Do parents have to pay for these and if so, how much?

How do you help children and young people to make friends?

Complaints Procedure

Parents/carers are asked to speak to the class teacher, SENCo or the Head teacher in the first instance.  If the matter is not resolved then parents should contact the SEND Governor or the Chair of Governors in writing.  If following this action the matter remains unresolved then subsequent recourse can be taken through the LEA.

The SEND information report should be read in conjunction with the school SEND policy, please follow the link . The SEND information report will be reviewed annually.