Special Educational Needs and Disabilities (SEND)

Eastfield's SEND policy is available on this website from School Policies page. If you have any questions or concerns regarding SEN policy or provision, please contact either the SENCo, Nicky Oliver, or the Headteacher, Lisa Valla.

We carried out a survey of parents of children with Individual Learning Plans. Please follow this link to view the results.

For all other information regarding SEND you can follow this link to the Local Authorities website:
 

Special Educational Needs and Disabilities
Information Report 2014 - Updated September 2016


Introduction

Eastfield Infant and Nursery School is a maintained school and nursery. All Cambridgeshire County Council Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities (SEND) and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
All schools are supported to be as inclusive as possible, with the needs of pupils with SEND being met in a mainstream setting wherever possible.
The broad areas of SEND are:
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health 
Sensory and Physical Needs.


What is a Special Educational Need?

The term 'special educational needs' has a legal definition, referring to children who have learning difficulties or disabilities that make it harder for them to learn than most children of the same age.
Special educational needs that affect a child’s ability to learn can include their:
behaviour or ability to socialise, e.g. not being able to make friends;
reading and writing, e.g. they have dyslexia;
ability to understand things;
concentration levels, e.g. they have Attention Deficit Hyperactivity Disorder (ADHD);
physical needs or impairments.

For a glossary of terms used, please view the file available here:

Link to SEND Glossary

What is the Local Offer?

The LA Local Offer:
The Children and Families Act 2014 states that Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with SEND aged 0-25. This is the ‘Local Offer’.
The intention of the Local Offer is to improve choice and transparency for families. It is also an important resource for parents in understanding the range of services and provision in the local area.
All information about the Cambridgeshire Local Offer can be found at:

What is the SEND Information Report?

Schools utilise the LA Local Offer to meet the needs of SEND pupils, as determined by school policy, and the provision that the school is able to provide.  Schools refer to this as the Special Educational Needs and Disabilities Information Report.

How do we identify children who may have a Special Educational Need?

  • Thorough and individualised assessment of children, including:
    • Observations;
    • Termly class-based assessments;
    • Diagnostic assessments;
    • Target setting.
  • Discussions with all those involved with care of the child through:
    • Parent/Carers’ evenings and additional, informal discussions;
    • Pupil Progress Meetings - These take place termly between the class teacher and a member of Senior management and the Headteacher, where all pupil progress data is looked at, discussed and next steps planned for;
    • SENCo Surgeries – These take place termly between the class teacher and the school’s Special Educational Needs Coordinator (SENCo), where we specifically discuss any children who may be making less progress than their peers or causing concern, what has been put in place for them already and what our next steps should be;
    • Early Years Foundation Stage home visits;
    • Involvement of outside agencies, e.g. Speech and Language therapists;
    • Informal discussions between class teachers and their teaching assistant (TA).
    • Constant monitoring and review of progress during interventions and through differentiated class-based activities.

What arrangements are there for consulting and involving parents of children with SEND?

Parents of children with SEND are actively encouraged to be partners in their child’s education through a number of different of ways including:
  • Informal discussions with the class teacher and, if relevant, the SENCo;
  • Telephone contact where face-to-face contact is not possible; 
  • Home/School diaries where detailed information needs to be shared regularly; 
  • Individual target planning with the class teacher at least termly.

What are the arrangements for talking to and involving children with SEND about their education and how we can support them?

Where age-appropriate, we will talk to the child about what they seem to be finding difficult and include their thoughts and responses in planning our next steps of support.

All children who have SEND have targets which are shared, discussed and worked upon with those members of staff who are providing their additional support and with their parents.

What are the school’s arrangements for assessing and reviewing progress?

  • ‘Early Years Foundation Stage - Development Matters’ assessments (for Nursery and Reception age children) and National Curriculum assessment levels (for children in Years One and Two) are tracked at least termly for each child;
  • We use appropriate assessment tools before and after children have taken part in an evidence-based intervention. Interventions are additional support programmes, designed to take place over a set number of weeks in order for children to make accelerated levels of progress;
  • Termly Pupil Progress Meetings and SENCo Surgeries take place, during which we review the progress of children with SEND (see Question 1 for more information);
  • We work closely with parents to obtain their views and to help us shape the support we put in place for their child.

What is the schools approach to teaching children with SEND?

We are a fully inclusive school, which aims for all pupils to achieve to their full potential. This will be through high quality whole class teaching with differentiation and may also include additional small group work or 1 to1 teaching.

How does the school adapt the curriculum and learning environment for children with SEND?

The curriculum and teaching sequences are adapted to meet the needs of the individual. The school takes all reasonable steps to modify/adapt the learning environment to meet the individual needs of children, which may include:
  • Additional support from teaching assistants (TAs) – classroom based and specialist, to work on specific learning/social development interventions;
  • Adapted resources e.g. practical resources, displays, table top reminders, visual timetables, picture communication aids, recording devices, modified ICT equipment;
  • Support from outside agencies (directly working with children and advice for staff).
When providing support that is ‘additional to’ or‘different from’ the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching, we engage in a four-stage process: Assess, Plan, Do and Review.
  • Assess – This involves taking into consideration all the information from discussions with parents/carers, the child, the class teacher and assessments.
  • Plan – This stage identifies the barriers to learning, intended outcomes, and details what additional support will be provided to help overcome the barriers. Decisions will be recorded on either a Pupil Passport or an IEP and will form the basis for termly review meetings, held as part of Parent/Carer Consultations, Pupil Progress meetings and SENCo surgeries.
  • Do – Providing the support. Extra assistance for learning or learning aids (as set out in the plan).
  • Review – Measuring the impact of support provided, and considering whether changes to that support need to be made. All of those involved – learner, their parents/carers, teacher and SENCo contribute to this review. This stage then informs the next cycle, if necessary. Communications between teachers and TA’s to discuss progress of learners are regular and ongoing, as well as termly Pupil Progress Meetings with the Senior Leadership Team (SLT) and SENCo surgeries with the SENCo. 
This additional support/intervention will be tailored to meet the child’s needs, and will target the area of difficulty. This support may be provided in class or in another area of the school, on a 1:1 basis or as part of a small group of learners with similar needs. These interventions will be run by a trained teaching assistant. The support provided, and its impact in class, will be monitored closely and shared regularly with the child and with their parents or carers. 
While the majority of learners with SEND will have their needs met in this way, some may require an Education, Health and Care (EHC) needs assessment to determine whether it is necessary for the Local Authority to provide additional support through an EHC Plan.

How do we monitor and evaluate the effectiveness of our interventions and/or additional support?

Those children identified as benefiting from access to an intervention programme or from having some additional support are monitored against the progress they are making. This is done in a number of ways, including:
  • The SENCo and/or other members of the Senior Leadership Team hold termly Learning Walks/Observations to review the effectiveness of provision;
  • The SENCo produces a termly then annual summary report with regards to progress for children with SEND;
  • Parents’ and Pupils’ views are sought verbally and through surveys;
  • Progress is reviewed termly with pupils, parents and relevant staff through, for example, Parent/Carer Consultation Meetings and Pupil Progress Meetings.

How are children with SEND enabled to engage in activities with children in the school who do not have SEND?

  • There are two disabled toilets including changing facilities: One in the main school and one in the nursery. 
  • The main school has easy access with double doors. The nursery has a ramp at the entrance, leading to double doors.
  • We ensure where ever possible that equipment used is accessible to all children regardless of their needs;
  • Lunchtime and after-school clubs are accessible to all children, including those with SEND;
  • Extra-curricular activities are accessible for children with SEND;
  • All children, including those with SEND, are enabled to take part in our School Council. School Council is a way of giving all children a voice and for making sure their views are listened to.

What specific expertise is available to children with SEND?

School staff have been trained to provide a variety of specialist support. Where a training need is identified and the expertise not present, the school is committed to ensuring that training gap is promptly addressed.

What support is available for ensuring the emotional and social development of pupils with SEND?

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can be noticeable in a number of ways, including behavioural difficulties, anxiety, and being uncommunicative. 

All classes follow a structured PSHE (Personal, Social, Health end Economic education) curriculum to support this development. Key workers are identified for children within the Early Years Foundation Stage. However, for those children who find aspects of this difficult we offer:

  • A Social Inclusion worker who works with children both 1-1 and in small groups to develop social and emotional skills;
  • Small nurture group activities for children in the Reception Year Group;
  • The SENCo facilitates communication to ensure all those working with the child, including the child themselves and the family, are aware of the support being implemented;
  • The Social Inclusion worker is available at the start and end of a day for parents/carers, to respond to queries, concerns and crises.

If your child still needs extra support, with your permission, the SENCo, Social Inclusion worker or Headteacher will access further support through the Family Common Assessment Framework (FCAF) process.

How does the school involve other professionals outside of school in meeting the needs of children with SEND and supporting their families?

In order to meet the individual needs of a child, the school will work with and seek advice from other professionals to support the child’s academic and social progress. These may include:
  • Educational Psychologist
  • Specialist Teaching Team
  • Speech and Language therapist
  • Parent Partnership Service
  • Occupational Therapist
  • Physiotherapist
  • Children and Adolescent Mental Health (CAMH)
  • Sensory Service for children with visual or hearing needs
  • School Nurse 

Parents will be fully involved in any decisions to consult and involve additional professionals, as listed above.

What are the arrangements for supporting children in moving into our Nursery and from Eastfield Infant School to Westfield Junior School?

  • A home visit for pre-nursery children or a Parent/Carer consultation for Year Two children, to discuss how we can best meet the emotional needs of the child;
  • Transition meetings between teaching staff from both settings;
  • Transition meetings between SENCos at both settings, where there is a higher level of need;
  • Consultations with support staff and other lead professionals as to how we can best support the academic, medical and social needs of the child;
  • Opportunities for the child and parent to have supported visit’s to our nursery/the child’s new school, following the completion of Year Two.

What should I do if I am concerned about my child’s progress?

Every teacher has the responsibility for all children within their class, including those with SEND. If you have any concerns regarding your child’s progress or well-being, whether they have a SEND or not, please 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 Special Education Needs Coordinator (SENCo).

How do I contact the person responsible for SEND or arrange to meet them?
The SENCo is the person responsible for ensuring additional support meets the needs of the children and provides support and advice to teachers and parents where required. 
The SENCo can be contacted by email or by telephone. Alternatively, visit the school and leave a message with the school’s receptionist.

Mrs N Oliver
SENCo
Eastfield Infant and Nursery School
Pig Lane, 
St. Ives,
Cambs.
PE27 5QT
Telephone: 01480 463958
Email: office@eastfield.cambs.sch.uk for the attention of the SENCo

What are the arrangements for parents of children with SEND who may wish to complain about the provision?

If you are not happy with the SEND provision at the school, please contact the class teacher, SENCo or the Headteacher to share your concerns. If the issue can’t be resolved at this level or the complaint is regarding the Head Teacher the parent will be directed to the schools complaints procedure. Cambridgeshire School's Complaints Policy