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All staff at Charlton Mackrell C of E Primary School are committed to providing the best learning opportunities for all children. We are an inclusive school, working with parents and a range of professionals to ensure the best education for all.

 

Please find here information on how we care for children with Special Educational Needs and Disabilities (SEND). Click on the links for more information or contact the office.

  • Accessibility Plan
  • Governor's Annual SEND Report to Parents

The team at Charlton Mackrell C of E Primary School believe in providing every possible opportunity to develop the full potential of all children. The Special Educational Needs (SEN policy) and School Offer of SEND, which can be found on the school’s website, identify the school’s aims and objectives for children with SEN and also describe the processes used within school to support these children. Both documents are reviewed annually. 

The Special Educational Needs Co-ordinator (SENCo) is Mrs Gilly Kempton and the named Governors for SEN is Mrs Celia Mycock. 
 
Number of Children with SEN :
In the academic year 2016/2017 there were 13 children receiving SEN support in school including four pupils with medical plans.  Since September 2017, the school has one pupil receiving High Needs Funding, who has an individual care plan. 
 
Progress of Pupils with SEN 
The majority of the children who received SEN support made progress and achieved success against targets. We know this as monitoring takes place three times per year with revised plans implemented.  Data and results from teacher assessments are also analysed alongside formal standardised tests. 
Impact of interventions:
All of the children who have participated in an intervention programme made  progress, although some children remain below national expectation. Progress is monitored and interventions are amended and adapted as appropriate. Assessing the impact of interventions is an area on which we will focus in the forthcoming year. 
 
Budget Allocation: 

This academic year SEN budget has been spent on staffing, resources, training and assessment packages. 
Deployment of Staff and Resources: 

 

The school currently has five teaching assistants, working in classrooms alongside class teachers.  A member of the TA team is also the school ELSA (emotional learning support assistant) who is trained and experienced in supporting children with social and emotional difficulties, sometimes for a short period, whilst for some children a longer period of support proves more effective.  The ELSA attends regular training sessions and works with colleagues from other schools.  All teaching assistants work with individual pupils or small groups of pupils, following a variety of intervention and booster programmes, supported by the class teacher. Not all pupils are on the SEN Register but have been identified as needing additional support in specific areas from time to time. Changes to the curriculum and introduction of the mastery approach means that when children experience misconceptions or misunderstandings during an English or maths lesson, a brief follow-up session with a TA or the teacher, takes place, preferably on the same day.  Teaching assistants receive appropriate training and resources. The SENCO supports, and works alongside, teachers and assistants and works 1 to 1 with children. 
The headteacher, as SENCO, has a dedicated SEN day during the week and also supports a number of pupils.  The SENCo’s main task is to oversee and co-ordinate SEN provision throughout the school. The SENCO aims to ensure that children receive the best support and provision possible and is involved in meeting parents, liaising with outside agencies, assessing and working with children, and completing paperwork.  She also attends meetings and training and keeps up-to- date with government requirements and changes regarding SEN. The SENCo meets regularly with staff to discuss pupil progress and the impact of intervention programmes. The team regularly analyse school data and use this to help identify pupils who are vulnerable to under-achieving and to monitor the impact and success of intervention programmes. 

 

External Agencies: 
Last year, the school worked with different agencies including the Educational Psychologist, Speech and Language Service, Occupational Therapist, Hearing Impaired Service, School Nurse, Children and Adolescent Mental Health Service (CAMHS) and our PFSA (Parent, Family support advisor). The school also accessed support and advice through meetings with other local SENCos.  
Support meetings with CLP schools, including Huish Academy, take place regularly and are attended by a member of the Learning Support Service and Educational Psychology service.  During each school year, up to two consultation meetings with the team take place.  The school has an allocated ten hours support from Learning Support and does not have a large budget to expand this support. 

 

Links to Secondary Schools :
The SENCo and Year 6 teacher co-ordinate transition to Secondary Schools. Where appropriate, the class teacher meets with the SENCO of Huish Academy.  

 

Staff Development: 
SENCO, teachers and teaching assistants meet regularly to discuss pupils, intervention programmes and resources. SENCO and TA have been trained to implement intense individualised learning interventions on a 1:1 basis with pupils who are identified by the class teacher as not making expected progress, or who are achieving well below age related standards. This year, the school began to investigate becoming a Dyslexia Friendly School.  All training and courses have a positive impact in school and assist in supporting children’s needs as effectively as possible. Courses have provided the school with valuable resources to assist in improving practice and offering effective interventions.  The CLP SENCO teams, together with the Learning Support team, have completed an SEN identification policy, which will be implemented in the Autumn 2017. 

 
Medical Needs: 
The school has a number of children on role who have complex allergies, including nuts, eggs and airborne flour as well as children with diagnosed medical conditions. Medical care plans are in place for these children and risk assessments are carried out for visits and activities outside the general curriculum. The majority of these children are making good progress.  Meetings with parents are arranged regularly to ensure the school is in receipt of the most up-to-date information.
Appropriate provision, including staffing, for children arriving in the Autumn term is planned during the summer following consultation with feeder nurseries and pre-schools and where appropriate, the PIMS team.  
 
Administrative Support:
The governors have budgeted to fund 0.1 administrative support for the SENCO.
 

Here are links to various government documents on Special Educational Needs and Disabilities.

 

Charlton Mackrell C of E Primary School SEND information report: in support of the Somerset Local Offer

How do we help parents understand their child's educational needs?

We always aim to build positive partnerships with parents by being open and as accessible as possible.  We are here to listen to you about your child's needs as you know them best.  Parental involvement ensures that we can work together for successful outcomes for all.

How do you know if a child needs extra help?

Upon entry to CM School registration forms are completed by parents together with supporting documentation from other settings, if applicable.  All children at CM School are monitored closely by their Class Teachers. If the parent/s/Class Teacher have any concerns about the progress or attainment of a child, they will be discussed with Mrs Kempton, our Special Educational Needs Co-ordinator (SENCo). She will carry out specific assessments to identify any difficulties in more detail and will, if necessary, refer to external agencies with the consent of parents or signpost parents to contact agencies direct for support or advice. Teachers are available at the beginning and the end of the day for brief discussions or an appointment can be made if a more detailed discussion is needed.

How will school support my child?

Your child’s education will be overseen by their Class Teacher through on-going observations and assessments. They may work with Class Teachers, Teaching Assistants or external advisors, who will deliver specific programmes, which may be individually personalised to ensure your child accesses the curriculum effectively. This will be explained to parents by class teachers, but further support and clarification can be sought via the SENCo.

We are currently working hard to achieve the Somerset Inclusive Dyslexia Friendly Schools Award, which means that we will be recognised for our support of those children with dyslexia, as well as all children.  Across the school, we are applying a consistent approach to providing children with the support they need.  We have bought in a number of tools to help us assess the children as well as class based resources such as coloured overlays, games and dyslexia friendly reading materials.  We have found that the work we are doing is supporting all children's learning.

We have created a number of quiet places, such as our Brymer Room and Peace Garden, which are used for individual and small group work, to meet social, emotional and educational purposes. 

The staff team is first aid trained, with a number of members qualified as paediatric first aiders.  We also have an ELSA specialist who supports the emotional welbeing of our children.  Team around the school (TAS) and team around the child (TAC) meetings are arranged to support individual families and children.

How will the curriculum be matched to my child's needs?

All class work is planned to support all learners with children's different styles of learning taken into account, so outcomes are varied. Observation, marking and assessment inform planning on a day-to-day basis to ensure all work is accurately matched to the needs of all children.

How will I know how my child is doing and how will you help me to support their learning?

Teachers and the SENCO continually observe and assess all pupils to monitor the impact of interventions.  There are parents’ evenings each term and annual reports are sent home in the Summer Term.  Parents of identified SEN children will be offered termly meetings to ensure that we are all working together.  In addition, parents of children with High Needs funding, or those with an Education Health and Care Plan will have an annual review meeting to inform and plan for next steps. Home School contact books may be used if appropriate.  Topic webs are sent home as well as well as a choice of homework tasks, which give you the opportunity to share your knowledge and encourage home learning. 

What support will there be for my child’s overall wellbeing?

As a school family, older children are given the responsibilty of acting as a buddy to younger/new children. In addition, due to the size of the school, all staff and children care for each other. In addition to the support received for academic subjects, children are able to spend time with our Nurture Learning Assistant (ELSA). The Community Learning Partnership (CLP) also have a Parent and Family Support Advisor (PFSA), who can work with children and families. Specific plans and support will be put into place for children experiencing difficulties with behaviour and those needing medical support. Staff may be deployed to help build capacity within the school. 

What specialist services are accessed by the School?

When a child has a specific need, we access County services such as educational psychology, learning and behaviour support advisors. We also access advice for physical impairments and medical conditions, including support for children with hearing and vision impairments, from the Physical Impairment and Medical Support Team (PIMS).  Speech and Language Therapists, physiotherapists and occupational therapists via the NHS are contacted when needed. As and when needed, to ensure that we understand the needs of individual pupilis, we invite specialist training for the whole team, for example: MacMillan Nurse, asthma, attachment, Epipen and CAMHS.

How accessible is the School environment?

The School site is mostly wheelchair accessible. Where there are steps, alternatives are available with ramped entries. There is a disabled toilet facility.

How do we cater for off site visits?

All children have the right to access educational visits wherever it is safe for them to do so. For those with additional needs, alternative provision can be made; for example, additional adult support, alternative transport arrangements or alternative arrangements for the administration of medicines. Parents are invited to accompany a visit if suitable.

How will the School support my child’s transitions to new settings?

Depending on the child's needs, a school entry plan meeting (SEP) may be arranged in the term prior to your child leaving our school.  This will be attended by you and school staff, together with any external professionals involved in supporting your child. At the meeting, plans are agreed as to how all concerned can make the transition to your child's next setting or senior school as smooth as possible.

For children with medical needs, this will include identifying staff training needs to ensure your child’s needs are fully met and any potential difficulties/hazards identified and solved.

‘Move up’ sessions are held in the Summer term to ensure children are familiar with the staff and setting prior to starting school in September. On moving to secondary school, children in Year 6 with additional needs are discussed with the SENCo at the secondary schools once places have been allocated. Additional visits can be organised within school time, supported by school staff and additional resources made, eg books of photos to ensure your child is familiar with the people and places they will come across.

 

 

 

 

 up-dated February 2017