Pinchmill Lower School
The Children and Families Act 2014 requires governing bodies or the proprietors of schools to publish and keep information on their website about the implementation of their policy for pupils with SEN. This SEN information report is kept under review and updated annually.
Pinchmill Lower School works closely with Bedford Borough Council and our school community to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
We aim to be as inclusive as possible, pupils with Special Educational Needs and Disabilities have their needs met in our mainstream setting wherever possible.
The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.
At Pinchmill Lower School, we celebrate and value every child as an individual, therefore the educational needs of every child are different; particularly for children with Special Educational Needs and Disabilities.
We are committed to working together with all members of our school community. Our local offer has been produced with pupils, parents/carers, governors, and members of staff.
We would welcome your feedback and comments on our offer, so please do contact us, details are on our website, with the SENDCO contact details above.
How we support your child's learning
We have regular opportunities for parents and carers to find out about progress of their child. We have an open door policy, the Headteacher and staff are available in the playground in the mornings and at the end of the day if there is something you wish to discuss, or for you to make an appointment at a mutually convenient time.
We also have regular formal opportunities for discussions about your child, each term we offer the opportunity of a consultation meeting, this is also accompanied by a written report; an interim report in the Autumn and Spring terms, and a full report in the Summer term.
For your information we will send home a topic planning sheet which will highlight your child’s learning opportunities for the term ahead. You will also be given a booklet which details the expectations for children within the relevant year group. If your child has a SEND then a Progress Plan will be shared with you detailing the support and expectations for your child as an individual.
Each child has a reading diary, which can also be used as a way of communicating with the class teacher about anything to do with your child, both in an outside of school.
Your child is constantly assessed through observation, discussion and monitoring of work. There are formal tests which are conducted at the end of each half term in reading, writing, spelling and grammar and maths, alongside the statutory tests at the end of Reception (EYFS Profile), year 1(Phonics Screening Check), and year 2 (SAT’s). This information is then used to ensure that the provision for your child meets their needs.
The class teacher is responsible for:
• Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support) and letting the Special Education Needs and Disabilities Co-ordinator (SENDCo) know as necessary.
• Writing Pupil Progress targets, Individual Progress Plans, Provision Map, and sharing and reviewing these with parents at least each term and planning for the next term.
• Personalized teaching and learning for your child as identified on the school’s provision map.
• Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.
The SENDCo, Mrs Victoria Bailey is responsible for:
• Developing and reviewing the school’s SEND policy.
• Co-ordinating all the support for children with special educational needs or disabilities (SEND)
• Ensuring that you are:
i) involved in supporting your child’s learning
ii) kept informed about the support your child is getting
iii) involved in reviewing how they are doing.
• Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology.
• Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
• Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.
The Head teacher, Mrs Vanessa Coleman is responsible for:
• The day-to-day management of all aspects of the school; this includes the support for children with SEND.
• Whilst responsibility is given to the SENCo and class teachers, The Head teacher is still responsible for ensuring that your child’s needs are met.
Support and training is available for parent carers depending on their individual needs. Through working closely with the parent carers we are able to support them in their own knowledge and understanding and provide access to training and information which is appropriate and relevant.
Accessibility of our service
Pinchmill Lower School is accessible to all, including those using a wheelchair. We have ramps and appropriate sized doors at most entrances to enable easy access, we have parking for disabled drivers. There are also textured areas of paving for the visually impaired.
There are disabled toilets for adults and children can also use this facility. During this school year we are building two new classrooms which will have a disabled toilet for children which will also be used as a changing area.
For parent carers whose first language is not English, we have the facility to provide written communication in their relevant language, and can arrange access to support for all communication in that language.
We ensure that equipment and facilities are accessible to all children with SEND, and wherever possible and practicable, make alternative provision which is suitable for the individual.
How we identify SEN
“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
(a) has a significantly greater difficulty in learning than the majority of others of the same age: or
(b) has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
If your child is identified as not making progress, through the monitoring and assessment of your child’s learning, the school will set up a meeting to discuss this with you in more detail and to
• Listen to any concerns you may have.
• Ensure you know how to support your child at home
• Plan any additional support your child may need.
• Discuss with you any referrals to outside professionals to support your child.
If you have concerns about your child’s progress, you should speak to your child’s class teacher initially. If you continue to be concerned that your child is not making progress, you may speak to the SENDCo or the Head teacher. The school SEND Governor can also be contacted for support. Please phone the school (01234 781371) to make an appointment.
How we support your child/young person
The school budget includes money for supporting children with SEND.
The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.
The Head Teacher and the SENDCo discuss all the information they have about SEND in the school, including
• the children getting extra support already,
• the children needing extra support,
• the children who have been identified as not making as much progress as would be expected.
Your child will be supported in the first instance through Class teacher input using excellent targeted classroom teaching (High Quality First Teaching)
Every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. Our Teachers will use various strategies to adapt access to the curriculum,for example:
• Visual timetables
• Writing frames
• I-pads, computers or other alternative recording devices
• Paired or small group working
• Rewards system
How we match the curriculum to your child's needs
If a learner is identified as having SEN, we will provide something that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning, and to overcome the identified barrier to learning. The class teacher will work closely with the SENDCO, to devise interventions additional to or different from those provided.
From this information, they decide what resources/training and support is needed.
The school identifies the needs of SEND pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.
If your child has SEND then a Progress Plan will be produced by the class teacher, in conjunction with the SENDCO. This will be discussed and shared with you and your child. It will detail the extra support and resources to be provided for your child and the individuals who will be providing it.
Through a system of observation, review and monitoring the school, and you as a parent carer will know how effective the provision is in supporting your child’s development and progress.
The support we give to your child's well being
Pinchmill Lower School is a small rural school, with a close community, caring, friendly, and nurturing ethos. We have identified core values as a school, and the well-being of all children is at the heart of everything we do. The whole school ethos is committed to preparing all of our children for their journey through life, this includes not only their education, but also their emotional and social development.
We use a range of positive behaviour strategies which are consistent across the school. We also have a robust safeguarding policy in place. We are proactive in supporting and encouraging children with SEND to take on responsibility in and around the school e.g. School Council, Classroom Monitor roles. We encourage children to tell us about successes, participation and achievement in all areas of home and school life, which are praised and celebrated with the whole school community on a weekly basis through Celebration Assemblies, and also newsletters and on our website. We work closely with parent carers to meet the needs of the child and ensure that they attend regularly to enable achievement in their learning.
Mrs Coleman has overall responsibility for managing the administration of medicines and attends regular training for this role. All staff are made aware of children who have a medical issue. Staff receive annual training on providing personal care and the administering of medicines. Children who need to have one have a care plan and their needs are carefully considered for all visits away from the school.
Children with specific dietary needs are known to staff; provision is made for them at lunch and snack times.
It is the responsibility of parents/carers to notify the school of medical needs.
The expertise we have access to
In School Provision:
Autism Awareness Training
ELKLAN – Speech and language training (to be completed in January 2017)
Local Authority Provision to which we have access:
Local Authority Provision to which we have access:
Educational Psychology Service (full cognitive assessments) and their drop-in service
Sensory and Communication Support Team (for children with visual or hearing needs, or autism spectrum conditions)
Inclusion Support Team
Early Years Support Team
Early Help Team
The Hub, Grey’s Education Centre
SEND Advice (Independent Support) to parents and carers http://www.bedford.gov.uk/education_and_learning/parental_support/send_advice.aspx
Other Provision to which we have access:
SALT referrals (Speech and Language Therapy) and drop-in service
Independent Speech and Language Therapy input to provide a higher level of service to the school
Child Development Centre (CDC) – provision following referrals
Play Theraplay for ASD
How we include your child in extra curricular activities
At Pinchmill we believe all learners should have the same opportunity to access the full curriculum,extra-curricular activities, visits and trips. We offer a range of additional clubs, activities and trips and we are committed to making reasonable adjustments to ensure participation for all.
Before and After School club provision is accessible to all children including those with SEND. SENCO liaises closely with club leaders to provide support and ensure child’s needs are met wherever necessary. Risk assessments are completed to ensure that the provision is safe and accessible for every child.
Please contact the Headteacher if your child has any specific requirements for extra-curricular activities.
How we prepare your child to join us or transfer to another setting
Transition is a part of life for all learners, whether that involves moving to a new class in school, having a new teacher, or moving on to another school. We recognise that transition is an important time for all children, but especially for a child with SEND. Consequently we work closely with parents, children and staff to ensure these transitions run as smoothly as possible.
Children joining at beginning of Reception Year:
Staff will carry out a Home Visit during the summer term prior to them starting school, and a meeting will be held with parents and SENCO to discuss provision, needs and concerns wherever appropriate. Every child will be invited to visit the school for up to three full days in the last half-term of the Summer term.
Children moving to another school:
We will contact the school SENCO and ensure he/she knows about any special arrangements or support that is required for your child. We will ensure that all records about your child are passed on as soon as possible.
Planning for transitions within school will take place in the Summer Term. Staff work very closely together, sharing information, including Progress Plans, and planning next steps. The children will all move up to their new class for three full days during the last half-term of the year to enable the teacher and the children to build up relationships and learn routines etc before the move in September.
During Year 4, the SENCO and child’s class teacher will discuss the specific needs of your child and support that has proven effective with the SENCO at their next school. Where possible, children will visit their new school on several occasions, and staff from the new school will visit him/her at Pinchmill. In some cases, a member of Pinchmill staff will accompany the child on visits to their next school.
How we match our resources to your child
The school budget, received from Bedford Borough LA, includes money for supporting children with SEN and disabilities.
The Head Teacher/SENCO decides on the deployment of resources for Special Educational Needs and Disabilities (SEND) in consultation with the school governors, on the basis of needs in the school.
The Head Teacher /SENCo and SLT discuss all the information they have about SEND in the school, including:
• the children getting extra support already
• the children needing extra support
• the children who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed.
The information is recorded on the school provision map.
How we involve parents
The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.
The SENDCo is available, by appointment, to meet with you to discuss your child’s progress or any concerns/worries you may have.
All information from outside professionals will be discussed with you and with the person involved directly, or where this is not possible, in a report.
Personal progress targets, Progress Plans, provision maps will be reviewed with your involvement at least every term.
Homework will be adjusted as needed to your child’s individual requirements.
A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.
How we include your child in the planning of their support
We respect the ability of all children to become independent learners
Whenever possible pupils are involved in creating their learning targets
Children are encouraged to express their views in the way that is most comfortable for them. This may be verbally, by writing them down or by choosing from a selection of pictures. If the child has a specific plan these views will be included on the plan.
General Contact Information
In the first instance you should contact your child’s class teacher if there is something you would like to discuss. You could also talk to the SENDCO, Mrs Victoria Bailey, or the Headteacher if preferred.
If at any time you have concerns then please make arrangements to discuss these as soon as possible so that matters can be dealt with as soon as possible.
If you are considering your child joining us at Pinchmill Lower School please contact the school office, who will arrange a convenient time for you to visit the school and have a tour. This is conducted by the Headteacher, Mrs Vanessa Coleman, who will give you information about the school and answer any questions that you may have.
You can contact the SENDCO or Headteacher by telephoning the school on 01234 781371. Alternatively you can find ail email@example.com, and your email will be passed to the relevant person in school. You can find the SEND information report on our website at www.pinchmill.beds.sch.uk.
Contact for more information
Record Last Reviewed On: 11/11/2016