SEN Information Report

Introduction

The Breakspear School is a fully inclusive school that ensures all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). We are fully committed to inclusion and access for all learners. It is our aim to provide quality first teaching for all our pupils. In addition, The Breakspear School offers a wide range of provision and interventions for targeted support for individuals or groups of pupils. This document is intended to give you information regarding the ways in which we ensure we support all of our pupils, including those with SEN, in order that they can realise their full potential. It may not list every skill, resource and technique we employ in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual pupils.

Children are identified as having SEN when their progress has slowed or stopped and the interventions, resources etc. put in place do not enable improvement. Once this occurs, we have Individual Education Plans which help support their development and accelerate progress. Children at The Breakspear School make good progress and achieve in line with other schools nationally with SEN. Other useful documents such as our SEN/Inclusion policy and our Disability Equality Scheme and Access Plan are available on the school website.

 

Additional and different support for children with SEND

The range of support deployed will be tailored to individual needs following thorough assessment by internal or external agencies. It is designed to promote pupils working towards becoming independent and resilient learners and should not be seen in isolation.

 

Due to the personalised and highly differentiated nature of our support for learners with SEND, the programmes listed below are subject to change. Not every intervention will be available to every child with SEND. Allocation of specialist services and intervention will be dependent on need, funding and specialist teacher/service availability.

 

If you would like any further information about what we offer here at The Breakspear School then please do not hesitate to contact us directly.

 

Area of Need; Communication and Interaction

 

Specific Area of Need

Provision and Intervention

Speech and Language

Referral to Speech and Language Therapy Service

Support and advice from a Speech and Language Therapist

Delivery of a planned Speech and Language programme from a learning support assistant

Referral to Specialist Language Teacher (Local Authority’s Learning Support Service)

Talking Partners Intervention Programme

Language Link Screening Programme (usually completed in Reception)

Speech Link Screening Programme

Language Link and Speech Link interventions

 

Social Language

Talking Partners

Social Skills support

Interaction

Social Skills support

Marlborough Programme

Personalised Social Story books

 

Area of Need; Cognition and Learning

Specific Area of Need

Provision and Intervention

Literacy

Quality first teaching

Differentiated tasks

LSA support in class

Small group literacy intervention such as ELS, Talking Partners

1:1 literacy intervention such as 5 Minute Box

Daily literacy support with specialist teacher

Referral to Educational Psychology Service for further advice

Numeracy

Quality first teaching

Differentiated tasks

LSA support in class

Small group literacy intervention such as Springboard

1:1 literacy intervention such as 5 Minute Maths Box

Daily numeracy support with specialist teacher

Referral to Educational Psychology Service for further advice

Access to curriculum

Visual timetables

Quality first teaching

Differentiated tasks

LSA support in class

Pre teaching subject specific vocabulary

Memory

 

Concentration

 

 

 

Area of Need; Social, Emotional and Mental Health

Specific Area of Need

Provision and Intervention

Self Esteem

Social Skills support

Anxiety

Home/school communication book

Planned programme of support from a Learning Support Assistant

Referral to CAMHS

Behaviour

Use of school’s behaviour policy

Behaviour Plan

Behaviour reward chart

Marlborough Programme

Pastoral Support Plan

Loss

Seasons for Growth

Transitions

Pupil Profiles

Personalised Social Story books

Additional visits to new class/school

Pupil Passport

Additional Parent Meetings to discuss and plan transition

 

 

Area of Need; Sensory and Physical

Specific Area of Need

Provision and Intervention

Physical

Support and advise from Occupational Therapist and Physiotherapist

Delivery of planned Occupational therapy/physiotherapy from a Learning Support Assistant

Visual Impairment

 

Hearing Impairment

 

 

 

Who are the best people to talk to at The Breakspear School about my child’s additional needs?

1) Access and Inclusion Coordinator

Responsibilities include:

Coordinating the support for children with additional needs and developing the school’s SEN policy.

Liaising with outside agencies who may be coming into school to support your child’s learning, e.g. Speech and Language Therapist, Educational Psychologist.

Supporting teachers and support staff in the school so they can help your child achieve their full potential.

Supporting class teachers in writing Individual Education Plans (IEPs) to ensure clear targets and provision to help your child work towards their targets.

Ensuring the Governing Body is kept up to date about any issues in school relating to Special Educational Needs.

 

Contact:

via school office to request a meeting

approaching at the start or end of the day

writing a letter

telephone 01895 671971 to arrange an appointment

 

2) Classteacher

Responsibilities include;

Ensuring all children have access to excellent classroom teaching (known as quality first teaching) and that the curriculum is adapted to meet your child’s needs (known as differentiation)

Monitoring the progress of your child.

Planning and ensuring the delivery of any additional help your child may need and communicating this to the Access and Inclusion Coordinator.

Writing Individual Education Plans in consultation with the Access and Inclusion Coordinator.

Ensuring the school’s SEN policy is followed in their classroom and for all the pupils they teach with additional needs.

 

Contact:

via school office to request a meeting

approaching at the end of the day

writing a letter

telephone 01895 671971 to arrange an appointment

writing a message in home/school link book

 

3) Headteacher

Responsibilities include:

The day to day management of all aspects of the school, this includes the support for children with additional needs.

 

Contact:

via school office to request a meeting

approaching at the end of the day

writing a letter

telephone 01895 671971 to arrange an appointment

writing a message in home/school link book

 

4) SEN Governor

Responsibilities include:

Ensuring the school has an up to date SEN policy.

Making sure the school has appropriate provision to meet the needs of all its pupils

 

Contact:

via school office to request a meeting

writing a letter

telephone 01895 671971 to arrange an appointment

email: bglen@breakspear.hillingdon.sch.uk

 

 

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 you should initially speak to your child’s class teacher.

 

If you are not satisfied that the concerns are being managed and that your child is still not making progress you should speak to the Access and Inclusion Coordinator.

 

If you are still not satisfied you should speak to the Headteacher and then the school’s SEN Governor.

How will The Breakspear School monitor the progress of my child?

Your child’s progress is continually monitored by his/her classteacher.

 

His/her progress is reviewed formally every term and a National Curriculum level given in reading, writing and maths. If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. (P levels)

 

Termly pupil progress meetings that involve classteachers, Access and Inclusion Coordinator and Deputy/Assistant Headteacher analyse this data. Interventions are planned to address any concerns.

 

If a pupil has not achieved as well as expected, they will be identified at either a Pupil Progress Meeting or an Inclusion Review. Specific interventions or strategies will be put in place to help them overcome any difficulties and they will be identified as a child to monitor. Progress will be discussed at a subsequent Pupil Progress Meeting or Inclusion Review. If the original concerns are ongoing an Individual Education Plan (IEP) will be put in place.

 

An IEP will be written in consultation between the Classteacher, Access and Inclusion Coordinator and Parents. Short term targets will be agreed which prioritise key areas of learning or behaviour. Where external agencies are involved, their advice and recommendations are included in these support programmes. IEPs are discussed with parents every term at either Parent Consultation appointments or IEP meetings.

 

Termly Inclusion reviews enable the classteacher and Access and Inclusion Coordinator to review IEP targets and plan future targets.

 

At the end of each Key Stage (i.e. at the end of Years 2 and 6) all children are required to be formally assessed using Standard Assessment Tests (SATs) This is something the government requires all schools to do.

 

The progress of children with a Statement or Education, Health and Care Plan is reviewed formally at an Annual Review with all adults involved with your child’s education.

 

How will teaching be adapted to meet the needs of my child?

Classteachers are skilled at adapting their teaching to meet the diverse range of needs in each class (Quality First Teaching.)

 

Differentiation is used in a range of ways to ensure all pupils can experience success and challenge in their learning.

 

Grouping arrangements are organised flexibly with opportunities for both ability and mixed ability groupings to maximise learning opportunities for all.

 

Additional adults are used flexibly to help groups and individual pupils develop independent learning skills. Monitoring takes place continually to avoid pupils becoming over reliant and dependent on this support.

What support is available for my child during tests and examinations?

For some pupils, additional arrangements can be made to enable them to fully access a range of tests. This might include extra time, rest breaks or the use of a scribe. There are strict criteria to meet, from the Department for Education, for a pupil to be eligible.