SEND Information Report

Important information for Parents and Carers.

Introduction

At Acorns  Primary School we strive to deliver high quality provision for children with special educational needs and disabilities (SEND) and to improve their educational outcomes and access to a broad range of social opportunities. To successfully achieve this we aim to work with parents and carers to ensure each child’s individual needs are met and offer high quality educational provision which ensures good individual progress and achievement academically, socially and emotionally.  We will endeavour to do all we can to deliver effective provision for individual children with SEND so they can make good progress, reach their potential and successfully move on to the next stage of their education. We continually work to build a culture that gives all children a sense of belonging.  We also collaborate with our partners including external agencies and the local authority to work together and share good practice to enable the needs of all children to be met to the highest possible standard.

What is the Special Education Needs Information Report?

The aim of this information report is to explain how we implement our SEND policy. In other words, we want to show you how SEND support works within our school.

If you want to know more about our arrangements for SEND, you can read our SEND policy. 
You can find it on the Policies page of the school website. 

1. What types of SEND does Acorns Primary School provide support for?

The four broad areas of SEND are:

• Communication and Interaction.
• Cognition and Learning.
• Social, Emotional and Mental Health Difficulties.
• Sensory and/or Physical.

Our school provides support for pupils with a wide range of SEND needs including the following:

2. Who are the best people to talk to about my child’s difficulties with Special Educational Needs or disability (SEND)?

There are several members of staff you can talk to at Acorns Primary School, regarding your child’s learning or SEND. 

In the first instance please talk to your child’s Class Teacher, they are responsible for:

• Checking your child’s progress and identifying, planning and delivering any initial additional help your child may need and letting the Special Education Needs/Disabilities Coordinator (Trust SENDCo) know as necessary.
• Writing Individual Learning Plans (ILP) and sharing and reviewing these with parents three times in the academic year in November, February and June.
• Ensuring that the school’s SEND Policy is followed in their classroom.

You can also talk to The Trust SENDCo, Mrs Lisa Pang. The Trust SENDCo is responsible for:

• Developing and reviewing the school’s SEND policy.
• Coordinating all the support for children with SEND.
• Ensuring that you are involved in supporting your child’s learning, kept informed about the support your child is getting and involved in reviewing how they are doing.
• Liaising with all the other people who may be coming into to school to help support your child’s learning e.g., Speech and Language Therapy, Educational Psychology etc.
• Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
• Providing training and specialist support for teachers and support staff in the school so that they can help children with SEND in the school to achieve the best progress possible.
• Monitoring the success of planned interventions.

You are also welcome to talk to our Headteacher, Mrs Hannah Young. She is responsible for:

• The day to day management of all aspects of the school, including the support for children with SEND.
• Making sure that the Local Academy Council is kept up to date about issues relating to SEND.

We also have a SEND Governor, Mr Sam Gibson, he takes a special interest in SEND, and she meets with our SENDCo on a regular basis. The Local Academy Council has overall responsibility for ensuring that the necessary support is given for any child who attends the school, and that appropriate support is provided for all SEND pupils.

Parents are welcome to approach the school in person, initially via our school office or Class Teachers. Alternatively, you can make contact with us by email or telephone:

Email: admin2639@we-learn.com or Telephone: 01608 684654.

3. What different types of support are available for children with SEND in our school?

a. Class teacher input via excellent targeted classroom teaching (Quality First Teaching). 

For your child, this means:

• That the teacher has the highest possible expectations for your child and all pupils in their class.
• That all teaching is built on what your child already knows, can do, and can understand.
• Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
• Specific strategies (which may be suggested by the SENDCo) are in place to support your child to learn.
• Your child’s teacher will have carefully checked on your child’s progress and may have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

b. Specific group work and interventions which may be:

• Delivered in the classroom or an alternative space.
• Delivered by a teacher or a teaching assistant (TA).

c. Specialist support as defined by a qualified outside agency e.g., Speech and Language Therapy - as per the SEN Code of Practice 2014: School Support (SS):
This means that the child has been identified by the Trust SENDCo as needing some extra specialist support in school from a professional outside the school.

This may be from:

• Local Authority central services, such as the Integrated Disability Service (including services such as, the Physiotherapy and Occupational therapy teams, Hearing Impairment Service, and the Complex needs team).
• SEND Supported - a team of education consultants dedicated to supporting learners with special educational needs and disabilities (SEND) based in Warwickshire.
• An Education Psychologist.
• An NHS support service, such as Speech and Language Therapy. 

If the Trust SENDCo refers your child to an outside agency for further support or assessment you will be asked to give your permission. This will help the school and you to understand your child’s particular needs better and for us to be able to support them better in school. The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.

d. Specified Individual Support
This type of support is available for children whose learning needs are significant and complex. This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of support and provision.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.

• After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.
• After the reports have all been sent in, the ‘Panel of Professionals’ will decide if your child’s needs are severe, complex and long-term. If this is the case, they will write a Statement of Special Educational Needs or an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
• The EHCP will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short-term goals for your child.

4. How can I let the school know I am concerned about my child's progress in school?

• If you have concerns about your child’s progress, please speak to your child’s class teacher in the first instance.
• If you continue to be concerned that your child is not making progress, you may speak to the Trust SENDCo.
• The Headteacher can also be contacted if concerns remain.

5. How will the school let me know if they have any concerns about my child's learning in school?

If your child is identified as not making progress, or if staff have a particular concern, the school will set up a meeting to discuss this with you in more detail and to:

• Listen to any concerns you may have.
• Plan any additional support your child may need.
• Discuss with you any referrals to outside professionals to support your child’s learning.

6. Who supports children with SEND at Acorns Primary School?

All teachers and teaching assistants at Acorns Primary School support children with special educational needs through quality first teaching and additional targeted support where required. All of our teachers are trained in SEND. In the past academic year our school teaching team have all attended the following training courses:

• AET Making Sense of Autism.
• Warwickshire De-Escalation Training.

Further to this our staff members have also taken part in a wide range of specialised training as part of their ongoing CPD and so that we can ensure we are prepared to support children with special educational needs. In the academic year 2023-2024 this training included:

Communication and Interaction:

• AET Good Autism Practice.
• Autism and Writing.
• Makaton.
• Warwickshire Time to Talk. 

Social Emotional and Mental Health:

• ADHD Awareness.
• Attachment and Trauma.
• Thrive Approach.
• Thrive Practitioner Training.
• Emotional Based School Avoidance.
• Schools Mental Health Network – Self Harm.
• Schools Mental Health Network – Anxiety.

Cognition and Learning:

• Supporting Children with Complex Needs.
• Implementation of the Engagement Model.

Sensory and Physical:

• Gastrostomy Tube Training.

7. Who are the other people providing services to children with SEND at Acorns Primary School?

Sometimes we need extra help to offer our pupils the support that they need. Whenever necessary we will work with external support services to meet the needs of our pupils with SEND and to support their families. These include:

• Speech and language therapists.
• Educational psychologists.
• Specialist teachers.
• Occupational therapists.
• GPs or paediatricians.
• The Community nursing team.
• Connect 4 Health.
• Warwickshire Rise.
• Social services and other LA-provided support services.

8. How will the teaching and learning be adapted for my child with SEND?

• Class teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
• Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary.
• Specific resources and strategies will be used to support your child individually, in groups and during whole class teaching.
• Planning and teaching will be adapted daily, if needed, to meet your child’s learning needs.
• Additional interventions may be planned to meet specific needs of pupils either on an individual basis or in small groups.

9. How will we measure the progress of your child in school?

• Your child’s progress is continually monitored by their class teacher.
• Their progress is reviewed formally every term in reading, writing and mathematics by the class teacher and the Headteacher in Pupil Progress Review meetings.
• In Reception every child is assessed by the class teacher to ensure they are making a good level of development. 
• If your child is in Year 1 or above, a more sensitive assessment tool can be used, which shows their attainment in more detail (Pre Key Stage Standards)
• All Year 1 pupils complete a National Phonics Screening Check. Some children will complete this check for a second time in Year 2.
• In Year 4 children complete the Multiplication Tables Check. 
• In Year 6 all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do, and the results are published nationally.
• Children on the SEND register may have an Individual Learning Plan (ILP) which will be reviewed 3 times a year. We follow the ‘Graduated Approach’ to support children on the SEND register with an Individual Learning Plan.

• The progress of children with an EHCP is tracked throughout the year and is formally reviewed at an Annual Review, with all adults involved with the child’s education.
• The Trust SENDCo will also check that your child is making good progress within any individual work and in any group that they take part in.

10. What support do we have for you as a parent of a child with SEND?

• The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
• The Trust SENDCo is available to talk with you to discuss your child’s progress or any concerns/worries you may have.
• All information from outside professionals will be discussed with you and the person involved directly, or where this is not possible, in a report.
• Individual Learning Plans will be reviewed with your involvement.

11. How is Acorns Primary School accessible to children with SEND?

We have a disabled toilet, ramp and stair lift to provide full access to the school and visual directions around school. Adaptations are available in classrooms to support the individual needs of children, e.g. enlarged print, coloured overlays, wobble cushions, pencil grips.

Please see the Trust Accessibility Policy and Plan on the Policies page.

12. How will we support your child when they are starting or leaving this school?  OR moving onto another class?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

If your child is moving child to another school:

• We will contact the school SENDCo and ensure s/he knows about any special arrangements or support that need to be made for your child.
• We will make sure that all records about your child are passed on to the new school.

When moving classes in school:

• Information will be passed on to the new class teacher in advance and a planning meeting will take place with the new teacher. Individual Learning Plans and EHCPs will be shared with the new teacher.
• Your child will take part in transition visits to their new class in order to familiarise themselves with their new environment and get to know their new class teacher and, where applicable any teaching assistants with whom they will be working.
• Additional transition activities will be planned for individuals depending on their needs.

When starting in Reception:

• The class teacher and sometimes the SENDCo will visit your child at their nursery to discuss their specific needs.
• The SENDCo and class teacher will discuss the specific needs of your child with their nursery key worker, and any external professionals who have been working with your child.
• You will have an opportunity to raise any concerns regarding your child with their class teacher during the new Reception induction visits and meeting in the summer term.

When leaving in Year 6:

• The SENDCo and Year 6 teacher will discuss the specific needs of your child with the SENDCo of their secondary school.
• Your child will do focussed learning about aspects of transition to support their understanding of the changes ahead.
• Where possible your child will visit their new school.
• Usually, a member of staff from the new school will visit your child in this school.

13. What Emotional and Social Development support do we have for a child with a SEND?

We recognise that pupils with SEND may well have an emotional and social development need that will require support in school.

The emotional health and well-being of all our pupils is very important to us and we embrace the Thrive Approach.

Thrive is a systematic approach to the early identification of emotional developmental need in children and young people so that differentiated provision can be put in place by an adult working closely with them.

Addressing emotional development will build resilience and resourcefulness, it decreases the risk of mental illness, and reinvigorates to help those children who may be underachieving for whatever reason, to re-engage with learning.

The Thrive process consists of informed up-to-date neuroscience, attachment research, learning theory, child development studies and research into risk and resilience factors.  Through an online assessment, action planning and measurement tool, Thrive enables us to clearly and systematically identify the social and emotional needs of the children we are working with, and to select targeted actions to meet the needs of the individual, giving suggestions on how to be and what to do in order to meet those needs through the arts, creativity and play.

14. How do you support children with SEND with attendance?

Acorns Primary School is a member of The Stour Federation Multi Academy Trust, which is proudly recognised as an Inclusive Attendance academy trust. Our unwavering commitment to attendance centres around child-centric actions, evidence-informed practices, and a shared understanding of everyone's roles and collective responsibilities to promote exceptional attendance.

We recognise that children with special educational needs and disabilities may require additional support and accommodations to attend school regularly and that failure to provide appropriate support can lead to absences.

We will support children and their parents and carers to overcome barriers to attendance and all staff members have received training to support this. 

Please see our Trust Attendance Policy for further information on our Policies page.  

15. What support is in place for looked-after and previously looked-after children with SEND?

Mrs Pang, the Trust SENDCo is the designated teacher for looked-after children and previously looked-after children. Mrs Pang will make sure that all teachers understand how a looked-after or previously looked-after pupil’s circumstances and their SEND might interact, and what the implications are for teaching and learning.

Children who are looked-after or previously looked-after will be supported much in the same way as any other child who has SEND. However, looked-after pupils will also have a personal education plan (PEP). We will make sure that the PEP and any SEND support plans or EHCP are consistent and complement one another.  

16. What is SENDIASS?

SENDIASS stands for special educational needs and disability information advice and support service. Children, young people and their parents and carers where a child or young person has or may have special educational needs or a disability are able to access the service for free, impartial and confidential information and advice.

Warwickshire SENDIASS provides advice and support around various topics relating to special educational needs and disabilities (SEND) for children and young people aged 0-25 living in Warwickshire and their parents or carers. This is in line with the SEND Code of Practice, which states that “Local authorities must arrange for children with SEND for whom they are responsible, and their parents, and young people with SEND for whom they are responsible, to be provided with information and advice about matters relating to their SEND, including matters relating to health and social care.”

For more information about how SENDIASS may be able to help visit their website: https://www.warwickshiresendiass.co.uk/
or contact them by email: warwickshiresendiass@barnardos.org.uk
or phone: 01788 593159.

17. What is the LA Local Offer?

The Children and Families Bill was enacted in September 2014. From this date Local Authorities (LA) and schools are required to publish and keep under review information about services they expect to be available for children and young people with special educational needs (SEN) aged 0- 25. The LA refer to this as the 'Local Offer'. The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision locally. The Local Offer can be accessed via the Local Authority website.

https://www.warwickshire.gov.uk/send

18. What should I do if I have a complaint about my child's SEND Support?

Please see our school Complaints Policy, you can access from the Policies page. 

Warwickshire's SEND Local Offer

Information about Warwickshire’s local offer of SEND support is available at https://www.warwickshire.gov.uk/send , along with additional information about services,

policies and ways in which children and young adults within South Warwickshire can be supported to ensure their needs are successfully met, e.g. SENDIAS, FIS.