SPECIAL EDUCATIONAL NEEDS PROVISION
Robin Hood Primary School prides itself in its strong inclusive values and ethos. We strive to meet the needs of all learners, be it academic, emotional, physical or behavioural.
Our SENCo is Mrs Wales; she can be contacted via the School Office.
Our SEND Information pack has been broken down with the questions and answers below.
What is the school’s ethos and approach to teaching pupils with SEN and Disability?
Robin Hood Primary firmly believes that all children have an equal right to a full and rounded education which will enable them to achieve their full potential. We use our best endeavours to secure special educational provision for pupils for whom this is required, that is ‘additional to and different from’ that provided within the differentiated curriculum to better respond to the four areas of need identified in the new Code of Practice (September 2014).
• Communication and interaction
• Cognition and learning
• Social, mental and emotional health
Provision at Robin Hood:
Robin Hood Primary School is a mainstream one form entry setting, with an attached nursery, and part of the Coombe Academy Trust.
All children and young people are entitled to an education that enables them to make progress so that they:
achieve their best
become confident individuals living fulfilling lives, and
make a successful transition into adulthood, whether into employment, further or higher education or training
At Robin Hood Primary we already make provision for every kind of frequently occurring special educational need with or without a statement of special educational needs or Education, Health and Care Plan, for instance dyslexia, dyspraxia, speech and language needs, autism, Asperger’s syndrome, learning difficulties and behaviour difficulties. There are other kinds of special educational need which do not occur as frequently and that we have had experience of within the school, such as hearing impairments. In areas of need in which we have less experience we are quick to access training or the services of specialist professional so that these kinds of needs can be met.
The school currently meets the needs of pupils with an Education, Health and Care plan with the following kinds of special educational need:
Autistic Spectrum Disorders (ASD);
Speech, Language and Communication Needs.
Decisions on the admission of pupils with an Education, Health and Care plan are made by the Local Authority.
The admission arrangements for pupils without an Education, Health and Care Plan do not discriminate against or disadvantage disabled children or those with special educational needs and will follow the usual school admissions procedures.
Monitoring impact and effectiveness of interventions:
Every pupil in the school has their progress tracked termly. In addition to this, pupils with special educational needs may have more specific assessments to inform targets and to measure small steps of progress. The SENDCo meets with class teachers each term to discuss how specific pupils are progressing and discuss action plans.
If these assessments do not show adequate progress is being made the support plan and planned outcomes will be reviewed and adjusted.
Interventions are monitored termly and the use of then is reviewed to ensure their effectiveness. This is done by tracking start and end data for both academic achievement and social, emotional development. If a pupil is making progress staff have a discussion about the next steps for the pupil or whether the intervention is no longer required. If the intervention does not show impact on pupil progress then staff will discuss what could be done differently to support the pupil.
‘Special educational provision is underpinned by high quality teaching and is compromised by anything less’ (SEND CoP, 2014)
We work to ensure that our approach to teaching and learning is of high quality and personalised to meet the individual needs of the majority of children. Some children need educational provision that is additional to or different from this. This is special educational provision.
In meeting the requirements the school employs some additional teaching approaches and/or interventions. All intervention programmes we use are research based and known to support pupils to make increased progress.
Interventions which have been used at Robin Hood include precision teaching, colourful semantics, word wizard, toe by toe and Lego therapy. These are often delivered by additional staff under the close direction of the class teacher and SENDCo. This support is provided through the funding known as ‘notional SEND funding’. The class teacher will remain responsible for working with the pupil on a daily basis.
We have regard to the statutory guidance supporting pupils at school with medical conditions. Please see medical conditions policy.
Adapting the curriculum and learning environment:
At Robin Hood Primary we follow the advice in The National Curriculum Framework on how to adapt the curriculum and the learning environment for pupils with special educational needs. We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in Education, Health and Care Plans.
‘All pupils should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Teachers should use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum.’ (Code of Practice 6.12)
All teachers are expected to differentiate lessons to meet the needs of all learners. Differentiation may be through resources, teaching or support. Pupils may receive support in the form of an intervention group.
All learning environments promote independence through display and easily accessible support resources. We have a quiet room to provide pupils with a calm space, in addition we have a range of resources which assist pupils to be calm e.g. weighted blankets. Two of our classrooms are fitted with a sound field to support pupils with hearing impairments. We also make use of work stations both in and out of classrooms to provide pupils with a distraction free work area.
As part of our requirement to keep the appropriateness of our curriculum and learning environment under review, our school has a working on-going plan which is reported in the School Access and Disability Policy.
Access to all aspects of school life:
‘Reasonable adjustments’ may need to be made in order for children with SEN to access extra-curricular activities and trips. This will be achieved in discussion with parents and carers.
If pupils require additional support to prepare them for an extra-curricular activity, school trip or change to the timetable, careful plans are put in place. This may be in the form of social stories, photo books or additional resources. If social stories are deemed appropriate the teachers prepare social stories which are shared with the pupil in advance and ensure they have an understanding of what is going to happen, these are also shared with families.
What expertise, experience and training do school staff have in SEND?
At Robin Hood we ensure that funding is used effectively in order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development.
All teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENDCo to explain the systems and structures in place around the school’s SEND provision and practice and to discuss the needs of individual pupils.
The school’s SENDCo regularly attends the network meetings in order to keep up to date with local and national updates in SEND.
Where a training need is identified beyond this we will find a provider who is able to deliver it or engage the services of other professionals to provide support and guidance. Training is ongoing in response to identified needs.
Previously staff have received training in:
Wave 3 (Numeracy Intervention)
Springboard (Numeracy Intervention)
Speech and Language (a range of small group interventions)
Occupational Therapy (Gross and Fine)
Circle of Friends
Time to Talk
Advice available to school staff:
The Trust have engaged with the following:
Education Psychology support through Head-Ways Psychology
Occupational Therapy support through Sensational Kids
Speech and Language Therapy through Your Health Care.
A specialist dyslexia teacher
Link to Disabled Children’s Service for support to families for some pupils with high needs
Ability to make ad hoc requests for advice from AfC
Membership of professional networks for SENDCos e.g. SENDCo forum,
Sensory education team for pupils with VI and HI
How will I know how my child with SEN is doing and how will I be involved in discussions?
All parents of pupils with SEN at Robin Hood Primary School are invited to discuss the progress of their children three times a year. During these reviews a pupil’s progress will be assessed against the targets and outcomes which have previously been set on their Personal SEN Passport. At this meeting parents will also be asked to contribute to the planning of the next term's passport. In addition we are happy to arrange meetings outside these times. These SEN review meetings are in addition to the parent consultation meetings which are held in the Autumn and Spring term.
Parents of pupils with an Education, Health and Care Plan will be invited to contribute to and attend an annual review, which, wherever possible will also include other agencies involved with the pupil. Information will be made accessible for parents.
How do you evaluate the effectiveness of your provision?
Regular monitoring and review will focus on the extent to which planned outcomes have been achieved. The views of the pupil, parents and class teachers will be taken into account. The assessment information from teachers will show whether less than expected progress is being made.
The SEN Code of Practice (2014) describes adequate progress as:
Is similar to that of children of the same age who had the same starting point
Matches or improves on the pupil’s previous rate of progress
Which allows the attainment gap to close between the pupil and children of the same age
For pupils with an Education, Health and Care Plan there will be an annual review of the provision made for the child, which will enable an evaluation of the effectiveness of the special provision to be made.
What support will there be for my child’s overall well-being or behaviour?
At Robin Hood Primary we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching e.g. the Happy Centered Schools Program, circle time and indirectly with every conversation adults have with pupils throughout the day. If a pupil requires additional support to develop their emotional literacy skills an intervention would be put in place which may be in a small group or on a one to one.
For some pupils with the most need for help in this area we can also provide external agencies to support their needs.
We value parents/carers and pupils’ views and regularly consult with them through termly meetings.
We recognise that vulnerable pupils may be at risk of bullying. We do not tolerate bullying in any forms and we have an Anti-Bullying Policy/ Behaviour Policy where our school procedures are outlined. We make the most of opportunities to promote diversity and celebrate those that have overcome barriers to become successful e.g. celebrities and Paralympians.
How are pupils involved in the process of their target setting and reviewing?
Class teachers make the use of pupil conferencing to discuss individual’s progress with them and identify their next steps. Pupils are asked to share how they feel they have progressed with their targets. This also gives pupils the opportunity to discuss areas of success and difficulties with their class teachers and ensure that they have a clear understanding of how they can work towards achieving their targets.
Pupils who have a Personal SEN Passport are asked to identify a personal target in which they want to work towards. They are also involved in the review process and asked how they feel they have met the targets they were previously set.
In preparation for an annual review pupils are asked to give feedback about their learning and experience of school. We have used the East Sussex County Council Pupil Voice Manual to gather pupils’ views. Pupils also prepare a presentation for their annual review and are invited to come and share this at their review.
How will the school support my child when they move classes or move schools?
At Robin Hood Primary School we work closely with the educational settings used by the pupils before they transfer to us and to which they transfer from us in order ensure all have the information that will make the transfer as seamless as possible.
Transition plans are made in consultation with parents and we agree on the most suitable strategies to support an individual. Strategies which may be used include additional visits, meetings with members of staff from the other educational setting, photo books and communication passports.
Wherever possible we would invite the receiving school to attend a pupil’s annual review.
Who in school do I contact for further support and information?
SENDCo: Mrs Vicky Wales
The SENDCo can be contacted via the school office on 02085467388
The school’s full SEN Policy is available under the ‘Policy’ section of the School’s website.
This SEND Report was written in September 2020
This SEND Report will be reviewed in September 2021
How should complaints regarding SEND provision be made and how will they be dealt with?
The same arrangements for the treatment of complaints at Robin Hood Primary are used for complaints about provision made for special educational needs and disabilities. We encourage parents to discuss their concerns initially with the class teacher, Key Stage Leader, SENDCo, Deputy or Headteacher to resolve the issue before making the complaint formal to the Chair of the GB. (See the Complaints Policy)
If a parent wishes to make an appeal in relation to an EHCP they can seek further advice through the Kingston Local Offer Page.
Local Authority Information
SEND Local Offer for Wandsworth, Kingston and Richmond
These are websites containing information about services and support for children and young people with special educational needs or disabilities, and their families, in Wandsworth, Kingston and Richmond.
Special Educational Needs and Disability Register
All local authorities must have a record or register of children with Special Educational Needs and /or Disabilities (SEND) in their area. If you live in either Kingston or Richmond, we encourage anyone whose family includes a child or young person whose has a special educational need* or disability** to register.
Everyone on the register will benefit from:
Information about support, services, activities and events
Information aimed at young people with disabilities
Opportunities to have your say about the services that are important to you
The knowledge that your anonymous statistical data is helping us to plan and improve services
Find out more and register on the Local Offer Website, linked above.
Kingston Parent Carer Forum
Kingston PCF is made up of local parents and carers who work to ensure children with special educational needs and disabilities and their needs are heard and understood by local services and decision makers. Part of a national network we try to ensure by feeding in the experiences and needs of Kingston parents and carers who have children with additional needs and disabilities, better, more relevant and responsive services will follow. As local SEND parents ourselves we bring a wealth of different experiences of helping our own children and young people through life.
Phone: 07930 212743
Richmond Parent Carer Forum
Richmond Parent Carer Forum (PCF) is an independent group run by parents for parents or carers of children/young people (aged 0 – 25 years) who have any form of special educational need or disability. Your child does not need an official diagnosis for you to become a member and we support families of children with any type of additional need including learning difficulties like dyslexia. We receive funding from the Department for Education and our purpose is to ensure that the voices of parents, children and young people are heard in the planning and implementation of SEND services in Richmond. We can also help you to access services and provide valuable peer support, connecting you with other parents who understand the special joys and challenges of raising a family with additional needs.
SEND Information, Advice and Support (SENDIASS)
The Information, Advice and Support Service (SENDIASS) in Kingston and Richmond offers advice and support across a wide range of subjects. This may include help with personal budgets and how to use the Local Offer plus:
support with understanding reports and letters, attending meetings and preparing forassessments and reviews
information and signposting to support services in your area
support with Transition and Preparing for Adulthood
support with and signposting to mediation
advice and support on benefits
These services offer advice to children and young people as well as parents and carers.
Phone: 020 3793 9596