SEND
SENDCo: Miss L Robinson
lrobinson@ipmat.co.uk
At Girnhill Infant School we provide teaching and learning which enables all children to gain access to a broad, balanced and appropriately differentiated curriculum. We strongly believe in the role of Quality First Teaching and Curriculum Entitlement for all children.
Our aim is to ensure all children are supported in order that they may work confidently
towards reaching their full potential. The Principles of the SEN Code of Practice 2014 set out
the following guidance:
- A child with special educational needs should have their educational needs met
- The views of the child should be sought and taken into account during any decision making
- The early identification of children’s needs and intervention to be put into place to support them
- A greater choice and control for young people and parent’s support
- Collaboration between Education Health and Social Care services to provide support
- High quality provision to meet the needs of children with SEN
- Become confident young children with a growing ability to communicate their own views and ready to make the transition into compulsory education (5:1)
- To become confident individuals living fulfilling lives
At Girnhill we pay close regard to the three key principles of inclusive education:
- Setting suitable learning challenges
- Responding to pupils’ diverse learning needs
- Overcoming potential barriers to learning and assessment for individuals and groups of pupils
Girnhill Infant School is an inclusive school and may offer the following range of provision to support children with SEND.
Intervention |
Social Skills programmes/support including strategies to enhance self‐esteem and aspirations
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Access to a supportive environment – ICT facilities/equipment/resources (inc. preparation)
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Strategies/programmes to support speech and language
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Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs
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Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)
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Strategies to support/develop literacy
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Strategies to support/develop mathematics
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Strategies to support /modify behaviour
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Provision to facilitate/support access to the curriculum
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Strategies/support to develop independent learning
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Support/supervision for personal care
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Planning and assessment
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Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports
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Access to Medical Interventions
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Frequently Asked Questions |
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Parent Question |
Answer |
How does the setting / school / college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs? CoP p 83 6.14 – 6.18 |
Children who require extra help are identified by the class teacher, SENCO and/or Headteacher. We look at the rate of progress of children which is tracked and reviewed termly. Any gaps that may be occurring identify where additional support may be required for children. If parents/guardians have concerns that their child may be having difficulty they can make an appointment to speak to the class teacher, Headteacher and/or SENCO who will listen and offer you further advice and support. |
How will early years setting / school / college staff support my child/young person? CoP p 84 6.19 – 6.27 |
Our Early Years Leader will plan a clear education programme for all children in our Early Years Setting. Within Foundation Stage there are additional adults to support and work with any child receiving additional support. The regularity of support will be outlined on a Support Plan that will be discussed with parents. We also employ a Speech and language therapist. |
How will the curriculum be matched to my child’s/young person’s needs? CoP p 88 6.36 – 6.44 |
Every child receives Quality First Teaching from their class teacher. Work is differentiated according to the child’s current levels and needs. This will help the child to grow in independence and work at the right level to build on their skills and also have some challenge available when appropriate. |
How will I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning? CoP p 93 6.64 6.71 |
We hold parent’s evenings twice a year where teachers will discuss progress and explain the support in place for a child and will share any SEN Support Profile with them. School reports are also shared with parents. If a child has a Support Plan or an Education, Health and Care Plan parents will be actively involved in creating them and reviewing them. School operates an open door policy and welcomes parents to make an appointment if they wish to discuss progress. Each half term a knowledge organiser is created by the class teacher to inform parents about what their child will learn. This is also posted on the school website. |
How are the setting’s / school’s / college’s resources allocated and matched to children’s/young people’s special educational needs? SEN Information Report |
Resources can be personalised according to need. If specialist equipment is required to meet the needs of a child, the special needs service may provide school with the equipment or school will endeavour to purchase the necessary items to ensure that the needs are met. |
How will school/college support my child in making transitions to new schools/colleges or into employment? |
As children move from Key Stage 1 (Year 2) to Junior School we prepare children by arranging transition visits for the child. The SENCo will meet with the SENCo from the new school and discuss any support needed. From there, agreed steps are made to create a smooth transition. |
How is the decision made about what type and how much support my child/young person will receive? SEN Information Report |
If a child is working at SEN Support the class teacher and SENCO will agree on effective time management to provide the child to work on their SMART targets in order to narrow the gaps that they may have. This is shared with parents on the Supporting Me To Learn Plan. If a child requires additional support from external agencies and clear targets are recommended then the support service will recommend a time allocation of support in discussion with the class teacher, SENCO and Headteacher. If a child has a Support Plan or an Education, Health and Care Plan the agreed support will be written within the documentation and parents will be involved within the discussion. If it is recommended that adult support would be required then the Headteacher would allocate an Educational Support Assistant to work alongside the child specifically for their needs outlined in the plan. The support is reviewed termly or annually (if the child has an Education, Health and Care plan. Any plans that are updated are shared with parents. |
Who can I contact for further information? |
If you have any concerns regarding your child then please do not hesitate to make an appointment to speak with the class teacher, Headteacher and/or SENCO. Staff will be prepared to listen to your concerns or questions and staff will be able to offer you advice. If you decide to bring your child to Girnhill Infant School we would encourage you to contact Mrs Jane Littlewood, Headteacher, in order to arrange an appointment to visit school and discuss your child’s needs.
Please contact the Wakefield Admissions team for further information: School Admissions Wakefield Council Wakefield One PO Box 700 Burton Street Wakefield WF1 2EB 01924 305617 |
Please see the documents below: