How We Support SEND
Nettlesworth Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
In terms of what we offer children with Special Educational Needs and/or Disabilities, this is different for every child and it is important to emphasise that, as much as possible, this provision is designed by the relevant Nettlesworth staff members working alongside the child, the child’s family and, where necessary, outside agencies* (e.g. a Speech and Language Therapist or an Educational Psychologist).
We do this so that each child has a programme which is directly tailored to their individual learning need.
Typically, a child with Special Educational Needs and/or Disabilities will have an SEND Support Plan which sets out outcomes that are currently being worked on and what additional provision is put in place for that child. The content of the plan is negotiated, as appropriate, with the child and the child’s family. This is why it is so important that parents/carers attend our Parental Consultation meetings. At every stage of the process both the child and family are held as central to what we do.
For many children, outcomes will be connected to learning and will often be specifically to do with Literacy and Numeracy. For other children, they may be to do with social interaction, communicating with children and adults, emotional difficulties, overcoming physical issues (for example problems to do with fine motor control) … the list is endless! The most important point is this: outcomes depend on the needs of the child.
Children with a support plan are assessed in an on-going manner by class teachers and support staff. Regular reviews of progress towards the targets outlined in the support plan are undertaken by class teachers. SENCO, pupils and parents. Class teachers will regularly inform children and their parents of progress towards targets and new ones negotiated when necessary. This will generally take place at formal parent/teacher meetings but is often also discussed at more informal meetings. Children are informed of progress towards targets on a weekly basis via Next Step feedback comments in work books and verbally by teaching staff.
The school offers many different forms of additional provision. This can include: additional in-class support; additional out-of-class support; one-to-one support; flexible groupings (including small group work); access to specific resources; mentoring; counselling; and access to a wide range of outside agencies*. Additional provision is overseen by the school’s highly-qualified SENCo and is designed and implemented by an excellent team of teachers, ably supported by a fantastic group of teaching assistants. Like with individual targets, the most important point is this: additional provision depends on the needs of the child.
As a school we are constantly reviewing and assessing our intervention strategies and attainment of all children including those with SEND for their impact and effectiveness.
Children who have a support plan are tracked in terms of their progress via class based step trackers. These then allow teachers to track attainment and if necessary put additional intervention strategies in place. The attainment of the SEND group in school is tracked as a distinct cohort throughout the year from starting points in September through to end of year attainment in July. This allows us to evaluate the impact and effectiveness of our provision by comparing the attainment of this group of children with the different cohorts within school and at a national level.
In addition, all Nettlesworth pupils benefit from a range of teaching and learning styles; a differentiated curriculum; a range of differentiated learning materials (both for reinforcement and extension); assessment procedures that emphasise pupils’ strengths and achievements; access to ICT; differentiated booster classes in Year 6; and a broad range of extra-curricular activities (including in the future residential visits in Year 5 and Year 6).
It is worth pointing out that we do not offer targeted extra-curricular activities for children with Special Education Needs, but instead actively try to ensure that all our extra-curricular activities, including any residentials, are adapted for children’s specific needs. We are delighted by the number of pupils with Special Educational Needs who participate fully in school trips, residentials, extra-curricular clubs, art endeavours, sports teams and school committees (e.g. our Rights Respecting Council, SSoCs Crew and our Fairtrade Steering Group). As a Rights Respecting school we value and very actively encourage pupil participation and voice in every aspect of school life. This is done via the creation of School and Class charters, Pupil school improvement plans, questionnaires and pupil voice at all levels. This forms the basis of all work we do with every child and links to UNCRC articles: 12 and 23.
Types of SEND
At Nettlesworth Primary School, we have experience of supporting children and young people with a wide range of need including:
Moderate learning difficulties
Autistic spectrum disorders
Specific learning difficulties including Dyslexia
Speech and language difficulties
A range of physical difficulties including vision and hearing
Social, Emotional and mental health issues
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census. It can be found below:
Teaching, Learning and the Curriculum
At Nettlesworth Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
For further information you can view the Teaching & Learning Policy in the School Policies section of our website.
How we identify and assess children with special educational needs
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Nettlesworth Primary School, we follow a graduated support approach which is called “Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.
Full details can be found on the Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
Early identification is the key to what we do. Transition visits to nursery and pre-school settings allow us to very quickly find out important information about a child’s development. Likewise parents/carers can provide a picture of their child’s development at home and help us to piece together a view of the child’s strengths and learning needs.
Once a child enrols within our school they are monitored against EYFS profile by experienced classroom staff. However it is often at this stage that difficulties in areas such as co-ordination or speech and language are picked up. Once a child is identified as needing additional support either from within school or an external agency every effort is made to ensure that help and guidance is provided as quickly as possible.
Class teachers work closely with our SENCO (Mrs Lee) in order to make sure that children’s individual support plans closely match their direct learning need. These plans are monitored and updated on a regular basis and, along with much that we do, has the child and the family at the centre of it.
As a child moves out of EYFS assessment in a variety of areas takes place on a regular basis using age appropriate tests in Reading, Writing SPAG (Spelling, grammar and punctuation) Numeracy and Science. The results of these assessments are used within school to plot areas of strength and future development. Pupil Progress reports to parents three times a year are also given.
The progress of pupils with SEND issues are tracked across the school as a distinct group who’s attainment is matched against other pupil groups within school.
Staffing and any Specialist Qualifications/Expertise
- Mrs Lee is our dedicated Special Needs Co-ordinator (SENCO) She also has responsibility for the areas of MAGT and Inclusion. Mrs Lee has extensive experience of dealing with children with a range of SEND issues both within this school and others. She possesses the following qualifications:
- MA(Ed) Special educational needs
- Dyslexia awareness level 2
- British sign language level 1
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.