ROCKMOUNT PRIMARY SCHOOL
Meeting the Needs of Pupils with Special Educational Needs and Disabilities
All Croydon Schools are committed to and adopt a similar approach to meeting the needs of all pupils including those with special educational needs. There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and ensure they can actively participate in the wider aspects of school life.
Rockmount School is whole heartedly committed to an inclusive approach in all aspects of school life. We welcome everyone into our school community and ensure that we offer the best education for all children, enabling them to achieve their full potential in all areas of personal development.
Educational inclusion is about equal opportunities for all members of the school community. We are a reflective school, continually adapting our practice in order to meet the needs of our pupils, staff and community members. All our children should play a positive role in society where diversity is recognised and respected. We believe that every person should be valued equally and should have the same opportunity to realise his or her potential.
We carefully monitor the achievement of different groups of learners in order to make appropriate provision for ever-changing needs. We use varied access arrangements and teaching styles to ensure that all pupils are provided with an appropriate and accessible curriculum which allows them to develop and progress at their own level.
What support do we offer?
The school will use its best endeavours to ensure the necessary provision is made for any pupil with SEND. In doing so we will fulfil the statutory duties and best practice guidelines set out in the Department for Education Draft Code of Practice for SEND, September 2014.
|Roles and responsibilities
Who should I contact to discuss the concerns or needs of my child?
|Class teacher||He/she is responsible for:
•Adapting and refining the curriculum to respond to strengths and needs of all pupils.
•Checking on the progress of your child and identifying, planning and delivering any additional support required.
•Contributing to devising personalised learning plans / individual education plans to prioritise and focus on the next steps required for your child to improve learning.
•Applying the school's SEND policy.
If you have concerns about your child you should speak to your child’s class teacher first. Depending on the outcomes of these discussions you may have a follow up meeting with the Learning and Teaching Leader or the SENCO.
|Special Educational Needs Coordinator (SENCO)
|The SENCO is responsible for:
•Coordinating provision for children with SEND and developing the school’s SEND policy
•Ensuring that parents are:
-Involved in supporting their child’s learning and access
-Kept informed about the range and level of support offered to their child
-Included in reviewing how their child is doing
-Consulted about planning successful movement (transition) to a new class or school
•Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties
•Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of SEND.
The SENCO's contact details:
Helen Carvall Tracey Langridge
|The Headteacher is responsible for:
•The day to day management of all aspects of the school, including the provision made for pupils with SEND
Collette Watson- Blythe
|The SEND Governor is responsible for:
•Supporting the school to evaluate and develop quality and impact of provision for pupils with SEND across the school.
Contact at; firstname.lastname@example.org
|Assessment, Planning and Review
How will the school decide if my child needs extra help? How can I find out about how well my child is doing?
|Class teachers are responsible for identifying pupils who are not making appropriate progress. Formal meetings are held each term with class teachers and senior leaders to look at the progress of all pupils across the school.
Where there are concerns that a pupil is not making progress further assessments will take place. Following discussions with key staff and parents/carers, additional support or intervention programmes may be put in place. Short term targets will be agreed prioritising the key areas of learning which have been identified for your child.Appropriate provision will be supported to support your child to achieve these targets and this will be recorded on a Provision Map. The impact of any additional support will be reviewed regularly and you will be kept informed at each stage of the progress your child is making. Pupils are always involved in discussions regarding their targets, the support they receive and the progress they are making.
In some cases, it may be necessary to increase or change the nature and level of support to help your child to make progress. This may involve seeking help and advice from a range of specialist agencies such as the Educational Psychologist Services or Speech and Language Service. A referral for support from an outside agency will only be made with your consent.
If your child does not make appropriate progress despite an increased level of support, the decision may be made to request an Education Health Care Plan. The SENCO will discuss this process with you and explain how it may benefit your child. You will also be given details of parent organisations which can offer you advice and support.
Tests and Examinations: Access Arrangement
For some pupils, additional arrangements and adjustments can be made to enable them to fully access statutory tests. This might include additional time, rest breaks or the use of a scribe.
The SENCO will talk to you if she feels that your child would be eligible for these additional arrangements.
|Curriculum and Teaching Methods (including groupings and interventions)
How will teaching be adapted to meet the needs of my child?
|Teaching is adapted to meet the diverse range of needs in each class. Daily planning takes into account the needs and requirements of individual pupils. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning. Flexible grouping arrangements and support from additional adults are used to help groups and individual pupils, with a long term goal of encouraging and developing independent learning skills. If required, more specific interventions are available to support groups and individuals to develop key areas of their learning and development. Details of the additional support offered to your child will be included in their Targeted Provision Sheet or Individual Education Plan and will be discussed with you. A range of interventions and support are available to promote progress in specific areas of identified need:|
|Interventions and Support|
|Cognition and Learning:
•Curriculum access support
•Home/School Support Pack
•Home/School Contact Book
•Read Write Inc. Phonics scheme
•Higher Level Challenge
•Educational Psychologist services
|Behavioural, Emotional and Social:
•Target Support Card
•Learning Mentor support
•Pastoral Support Plan
•Behaviour Support Service
•Alternative lunchtime club
|Sensory and Physical:
•Occupational Therapy services
•Gross motor skills support
•Fine motor skills support
•Visual Impairment support
•Hearing Impairment support
|Communication and Interaction:
•Speech and Language Therapy Services
•Partners in Talking programme
•Speech and Language programmes
•Individual visual timetable
•Specific vocabulary support
•Visual Timetables/Cue Cards
What arrangements are made to enable my child to benefit and take advantage of the full school curriculum and extra curriculum activities?
|We have a Disability access Plan and Equality Scheme in place to ensure that pupils with SEN and Disability can take part in all aspects of school life and that any reasonable adaptations are made to support this. The schools accessibility plan is updated annually.
Current access arrangements include disabled toilet facilities and lift access to all floors.
Depending upon the specific needs of your child a more personalised access plan or medical plan will be drawn up in consultation with you. This will be reviewed and updated on a regular basis. We ensure that pupils with SEND can take part in a wide range of extra-curricular activities the school offers including educational visits and residential trips.
How skilled are staff in meeting the needs of my child?
|An on-going programme of training is in place to ensure that all teachers and support staff have appropriate skills and knowledge to support provision for children with additional needs. SENCOs actively engage in a range of opportunities to share best practice and keep abreast of current local and national initiatives and policies to support pupils with additional needs.
The school also seeks advice and guidance from relevant agencies to support staff to evaluate and develop provision for pupils who have the most complex needs.
We have staff with expertise in many areas including:
•Autism and Social Communication difficulties
•Dyslexia (specific literacy difficulties)
•Catch-up Maths programmes
•Speech and Language development
•Language Development and Acquisition
•Medical Needs and Conditions
•Learning Mentor support
We also have a Parent Support Advisor who is available to offer advice and provide information to all parents/carers.
What support from outside does the school use to help my child?
|The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:
•Educational Psychology Service (our attached Educational Psychologist is Sophia Jansson)
•Primary Behaviour Support Team
•Speech and Language Therapy Service
•Croydon Literacy Centre
•CAMHS (Child and Adolescent Mental Health Service)
•Family Lives Parent Partnership Service:Tel:020 3131 3150 (The Parent Partnership Service provides independent information and advice and guidance for parents /carers of children and young people with SEND)
•Virtual School for Children who are Looked After email@example.com –(This service oversees and monitors provision for children who are in the care of the Local Authority.)
The full range of local support available to support your child both within and outside of school can be found in the Croydon Local Offer for pupils with SEND.
How will the school help my child to move to a new class/year group or to a different school?
|Children and young people with SEND can become particularly anxious about ‘moving on’ so we seek to support successful transition:
When joining our Nursery/Reception Classes:
The Early Years staff or SENCO will contact the pre-school setting to seek information regarding a child's needs and current provision. If these needs are significant and external agencies are involved then a more formal transition meeting will be held.
When moving to another school:
We will contact the School SENCO and share information about special arrangements and support currently in place to help your child achieve their learning goals.
We will ensure that all records are passed on as soon as possible.
When moving between classes and phases
An information sharing meeting will take place with the new teacher.
Opportunities will be provided for your child to visit the new class and meet the teacher and other key staff.
|When moving to secondary school:
Our SENCO will make contact with the Year 7 leader or SENCO once a school has been named to start planning for transition.
Multi-agency meetings may be arranged to create a more detailed transition plan. Successful arrangements and interventions currently used to support your child can be shared with the receiving school and additional visits to the new setting may be planned to help your child become familiar with the new setting and to reduce any anxieties.
Your involvement in this process will be critical to supporting a successful move.
|Further information about local support and services for pupils and their families can be found on the Local Authority website at; http://www.croydon.gov.uk/|
|Engagement with Pupils and Families
How are children and parents/carers involved in decisions about support and provision?
|The views of parents/carers and children are an extremely important part of the process of identification and support of an individual child's Special Educational Need. The school will work in partnership with you to do the very best for your child. Regular meetings will take place to discuss your child's needs, targets, progress and provision. Parents/carers and children (where appropriate) will be involved at every stage and all aspects of the process will be fully explained to you. The school SENCOs will be happy to discuss any issues or concerns you may have.|
|Arrangements for handling complaints
What should I do if I am unhappy about the support for my child?
|If you are unhappy about any aspect of the support given to your child please speak to the class teacher straight away. Depending on the nature of your concern, a meeting will be held with the SENCO or one of the senior leaders. We will work with you to resolve any issues and alleviate your concerns.
If you are still unhappy and do not feel the matter is fully resolved the school will recommend that you seek support from SENDIAS, the local Special Education Need Information and Advice Service.
If your concerns are still unresolved you may be advised to make a formal complaint via the school Complaints Procedure which is available on the school website: