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Special Education Needs

It is our aim to meet the individual needs of all our pupils. The term ‘special needs’ equally applies to children experiencing learning difficulties, or to a child of exceptional ability. It is quite normal for children to experience difficulties with certain aspects of learning at some time. In such cases teachers give extra help or the child participates in one of our many support programmes. In most cases the problems are overcome.

 BIRDWELL PRIMARY SCHOOL

School Offer for Pupils with Special Educational Needs and/ or Disabilities (SEND)

For the LA offer please go to www.barnsley.gov.uk/localoffer

Approach to the teaching of children / young people with SEND
  • Birdwell Primary School adheres to the SEN Code of Practice (which takes account of the SEN provisions of the SEN and Disability Act 2001) DfE 2013
  • We endeavour to achieve maximum inclusion of all children (including vulnerable learners) whilst meeting their individual needs
  • Birdwell Primary School has a rigorous approach to meet need/s and uses information from all relevant sources to inform provision and resourcing
  • Birdwell Primary School has systems in place for early identification of barriers to learning and participation in learning
  • Birdwell Primary School has an inclusive approach throughout

 

Curriculum and learning environment adaptations for children / young people with SEND
  • Birdwell Primary School believes quality first teaching to be an entitlement
  • We use visual timetables, where appropriate, for children, parents and carers to view
  • Differentiated intervention groups are adapted and adjusted regularly to meet the needs of groups of children and individual children. These groups incorporate curriculum requirements
  • All pupils have access to small group and 1:1 adult support if progress is a cause for concern.
  • Adaptations, adjustments and interventions form part of our ongoing provision for children
  • Reasonable adjustments are always made to include all pupils

 

Additional learning support available for children / young people with SEND
  • Interventions include, Read Write Inc, Maths Booster, 1-1 reading, Read Naturally, spelling development, Rapid Writing, Rapid Phonics, Rapid Maths, Beat Dyslexia, Wake Up motor development, Language therapy, Kinaesthetic programmes and Emotional Counselling.
  • Support Assistant and  HLTA specialist support is used to support needs and  progress learning for small groups and individual pupils
  • Rationale for allocation of support is if a pupil has an identified need for support or is falling behind or not making expected progress

 

Arrangements for the assessing and reviewing of progress made towards the outcomes identified for children / young people with SEND including how the children / young people and their parents/carers will be included in the process
  • Individual Provision Plans are developed with pupils that have any SEND and used to set and monitor suitable targets. Attainment is rigorously tracked from Foundation Stage to Year 6.
  • Outside agencies, ie Educational Psychologists are used to assess pupils that present significant concerns
  • Assessment is ongoing as is intervention to address/meet needs. The school uses 3 summative assessment points throughout the year but does use ongoing assessment information to inform teaching and intervention
  • Pupil Centred Planning, Achievement for All and reviews include all children and their parents/carers in the process wherever possible
  • Birdwell Primary School engages with specialist services to assess and support concerns and needs. Specialist information and advice is shared between the headteacher, SENCO, class teacher/TA, the child and the child’s parent/carer to enable effective practice and support

 

 

Arrangements for assessing and reviewing the effectiveness of special educational provision including how children / young people and their parents/carers are involved in the process
  • The Inclusion policy with SEND is available for all to see.
  • Pupil and parent voice are consulted,  listened to and acted upon through pupil/parent councils, teacher/parent/child meetings and through engaging parents/carers in their child’s learning
  • The Staff, SEND Governor and Governing Body are informed about Inclusion/SEND procedures and developments.
  • Governors are reported to, through termly meetings and as necessary
  • Information is kept updated and reported as required

 

How the available facilities can be accessed by children / young people with SEND
  • Teachers provide differentiated learning opportunities for all the children within the school and provide materials appropriate to children’s interests, needs and abilities.  This ensures that all children have a full access to the school curriculum.
  • Special Educational Needs might be an explanation for delayed or slower progress but is not an excuse, and we make every effort to narrow the gap in attainment between vulnerable groups of learners and others.
  • English as an Additional Language (EAL) is not considered a Special Education Need. Differentiated work and individual learning opportunities are provided for children who are learning EAL as part of our provision for vulnerable learners.
  • We focus on individual progress as the main indicator of success.
  • We strive to make a clear distinction between “underachievement” – often caused by a poor early experiences of learning – and special educational needs.

 

Extra curricular activities available for children / young people with SEND
  • All after school clubs include pupils with SEND. Adaptations are made as needed to enable inclusion

 

Support available for children / young people with SEND
  • Some of the support programmes available in school include Read Write Inc, Maths Booster, 1-1 reading, Read Naturally, spelling development, Rapid Writing, Rapid Phonics, Rapid Maths, Beat Dyslexia, Wake Up motor development, Language therapy, Kinaesthetic programmes and Emotional Counselling.
  • Multi-agency / integrated working practices are utilized as part of our ongoing provision
  • The financial resources for children with SEND are considered on an individual basis according to need and are then allocated through providing the best provision for all SEND children in school. If there is an Individual Health Care Plan with additional funding this will be used to meet the needs of that child. The school uses the LA criteria to determine the level of support allocated for the Education and Health Care Plan.
Arrangements for securing staff expertise in supporting and working with children / young people with SEND
  • Our staff all offer particular areas of expertise / specialisms  to support Read Write Inc, Maths Booster, 1-1 reading, Read Naturally, spelling development, Rapid Writing, Rapid Phonics, Rapid Maths, Beat Dyslexia, Wake Up motor development, Language therapy, Kinaesthetic programmes and Emotional Counselling.
  • CPD is integral to the development of the school
  • Outside agencies, parents/cares and the child are all consulted for advice and support to address need
Arrangements for supporting and improving the emotional and social development of children / young people with SEND
  • Quality first teaching (SEAL), DinosaurSchool and pupil counselling are offered as consistent and ongoing provision
  • Additional small group / individual support is carried out when required
  • Birdwell Primary School has links with external agencies, for example the communication and interaction team, Educational Psychologists and any other relevant body to support an individuals needs