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Sugar Hill Primary School

'Learning and Growing Together'

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Special Educational Needs Information Report

WHAT IS THE LOCAL AUTHORITY LOCAL OFFER?

From September 2014 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. This is called the 'Local Offer'.

The intention of the Local Offer is to improve choice for families and will also be an important resource for parents in understanding the range of services and provision in the local area.

The current link to the LA Local Offer website can be found at: www.countydurhamfamilies.info/localoffer

Welcome to our SEND Information Report which is part of Durham County Council’s Local Offer for children and young people with Special Educational Needs. Supplementary information can be found on this dedicated section of our school website. Additional documentation details our provision for pupils with special educational needs and disabilities who attend Sugar Hill Primary. We hope this information will provide answers to many of your questions but should you have any outstanding queries please do not hesitate to contact us at school (01325 300334)

This SEND Information Report should be read alongside our ‘Special Educational Needs Policy’ and our ‘Special Educational Needs Guidance’ and other associated policies uploaded to our Policies Section.

At Sugar Hill Primary School we recognise that all pupils are entitled to a quality of provision that will enable them to achieve their potential. We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all our pupils including those with a special educational need or disability.

Our school recognises there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their special educational needs. We invite you to discuss your child’s needs with us as soon as you become concerned and/or your child is involved with another professional to meet their needs.

At Sugar Hill Primary School our Deputy Head teacher, Mrs Legge, as part of her Senior Leadership remit, undertakes the role of both Designated Teacher for Looked after Children and Special Educational Needs Co-ordinator (SENDCo) to ensure all teachers in school understand the implications for those children who are looked after and those who have special educational needs. As Mrs Legge undertakes both roles she is provided with a wholistic view of the needs of Looked After Children and pupils with special educational needs. Not all, but some LAC pupils, may have special educational needs. Coordinating provision for both groups of pupils negates the requirement for liaison between SENDCo and Designated Teacher for LAC and also provides carers with one point of contact in school.

At  Sugar Hill Primary School we do all we can to ensure that all pupils, regardless of their specific needs make the best possible progress.

UNDER THE 2014 SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) CODE OF PRACTICE THERE ARE NOW FOUR BROAD AREAS OF SEND, THESE ARE:

Communication and Interaction

This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs

Cognition and Learning

This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties

Social, Emotional and Mental Health Difficulties

This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn

Sensory and/or Physical Difficulties

This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

SCHOOL ADMISSIONS

At Sugar Hill Primary we are committed to meeting the needs of all children including those with Special Educational Needs and Disabilities. We would ask parents to discuss the identified needs with the school prior to starting so that appropriate intervention and support can be planned and implemented. Advice from the LA (Local Authority) or other agencies may be requested to ensure we can meet any needs appropriately.

Full details of the admission arrangements can be found in the Primary and Secondary Admissions brochure produced by Durham County Council. (Please see Admission Arrangements)

APPLYING FOR A SCHOOL PLACE IF YOUR CHILD HAS AN EDUCATION, HEALTH AND CARE PLAN OR A STATEMENT OF SEN

Children and young people with an Education, Health and Care Plan follow a different admission and transfer process for a new school.  Please continue to complete Durham County Council’s parental preference form, as part of the admission process to a new school. You continue to have a right to request a particular school and this will be considered alongside the information that we have about your child’s special educational needs. The information would have been provided as part of the Education, Health and Care assessment or following the review meeting.

KEY POLICIES

Whilst reading this SEND information report it is important to also read other School Policies linked to meeting the needs of pupils with special educational needs and disabilities. The most important policies to read for parents of children with SEND are listed below:

SEND Policy  and SEND Guidelines

SEND Information for Parents and Carers

Equality Policy, Statement and Objectives

Accessibility Plan

Anti-Bullying Policy

Behaviour Policy

Medical Needs policy

CONTACTS

The following are the main contacts for Special Educational Needs and Disability at Sugar Hill Primary School:

Mrs Paula O’Rourke-Head Teacher

Mrs Kathryn Legge-Designated Teacher for Looked After Children and our Special Educational Needs Coordinator (SENDCo)

Mrs Ann Carson- Designated Special Educational Needs (SEN) Governor and our Designated LAC (Looked After Child) Governor

It is the SENDCO’s job to: 

  1. Oversee the day-to-day operation of the school’s SEND policy
  2. Co-ordinate provision for a Looked After Child who has special educational needs
  3. Advise teachers on using a graduated approach to providing SEN support
  4. Advise on the deployment of the school’s delegated budget and other resources to meet the pupil’s needs effectively
  5. Liaise with parents/carers of pupils with SEN
  6. Liaise with and be a key point of contact for external agencies
  7. Ensure that the school keeps the records of all SEN pupils up to date
  8. Work with the head teacher and school governors to ensure that the school meets its responsibilities with regard to reasonable adjustments and access arrangements by phoning the school on 01325 300334 or sending an email to: sugarhill@durhamlearning.net

 PASTORAL, MEDICAL AND SOCIAL SUPPORT

At Sugar Hill Primary School we pride ourselves that our inclusive school ethos and implementation of associated policies ensures we provide a positive and encouraging climate of learning in which staff do all they can to support children with pastoral, medical and social needs. We have a full time Social Learning Mentor, Mrs Atkinson Jones, who provides enhanced pastoral and social support to pupils and their families. Designated members of staff are trained as Paediatric First Aiders and maintain their current First Aid Certification to meet the requirements of the SUGAR HILL PRIMARY SCHOOL MEDICAL CONDITIONS POLICY.

STATEMENT OF INTENT FOR PROMOTING EQUALITY

At Sugar Hill Primary School we are committed to equality. We aim for every pupil to fulfil their potential no matter what their needs. Our School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.  

We aim to:

  • Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued.
  • Include and value the contribution of all families to our understanding of equality and diversity.
  • Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
  • Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
  • Make inclusion a thread that runs through all of the activities of the school

Sugar Hill Primary School prides itself in being very inclusive and we 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 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 through social programmes.
  • 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 provision in order to achieve best practice.

TYPES OF SEND AT THE SCHOOL

At Sugar Hill Primary School, we have experience of supporting children and young people with a wide range of need. We currently have three children in school with Statements of Special Educational Need. The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.  We maintain registers in school to show the number of children supported at each stage of the SEN Graduated Response.

Within this children may have a need in one area or multiple areas

The four main areas are:

Cognition and Learning

Communication and Interaction

Social Emotional and Mental Health

Sensory and/or Physical

CONSULTATION WITH PARENTS AND CARERS OF CHILDREN WITH SEND

PUPIL VOICE

In our school we encourage children to take responsibility and to make decisions. This is part of the culture of our school and relates to children of all ages. Early work in the Foundation Stage recognises the importance of children developing social as well as educational skills. Children are involved at an appropriate level in setting targets and outcomes in their SEND Support Plans and in regular review meetings. Children are encouraged to make judgements about their own performance against their personal targets/outcomes. We recognise success here as we do in any other aspect of school life. Teachers/SENDCo and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes. The provision is planned and interventions are allocated to individual needs. The children take an active role, whenever possible with setting and reviewing their targets.

PARENT/CARER VOICE

We are committed to working with parents and carers to identify their child’s needs and support.  We will take the necessary steps to arrange meetings with parents and carers to ensure they are involved throughout the process. The school works closely with parents/carers in the support of those children with special educational needs and disabilities. We encourage an active partnership through an ongoing dialogue with parents/carers. The home-school agreement is central to this. Parents/carers have much to contribute to our support for children with special educational needs and disabilities. The school SENDCo (Mrs Legge) liaises with parents/carers in 1:1 meetings and also more universally at informal sessions with our School Social Learning Mentor (Mrs Atkinson Jones) and when chairing the recently formed Special Educational Needs and Disability Group (SENDAG) also attended by School Governors.

Sugar Hill Primary School’s SEND Information Report and Sugar Hill Primary’s Special Educational Needs and Disability Policy and Guidelines clearly state in greater detail how this policy translates into practice and the arrangements made for supporting special needs and disabilities in our school.

The designated member of the governing body to monitor provision for pupils with identified needs is Mrs A Carson. She regularly meets with the SENDCo to monitor whole school provision and is always willing to talk to parents/carers.

We have regular meetings each term to share the progress of special needs children with their parents/carers. We endeavour to inform the parents/carers of any additional intervention, and the process of decision-making by providing clear information relating to the education of children with special educational needs.

Additionally parents/carers are invited to attend SEND Support Plan Meetings to discuss any issues with the class teacher. They also have the opportunity to speak with support staff and to comment upon and sign documentation.

MONITORING AND ASSESSMENT

Pupils with SEND are monitored using the same assessment procedures used for other pupils in school, although at times these are adapted to make them more accessible/appropriate.  Day to day monitoring, of progress towards individual targets is carried out by teachers and support staff.  Additional assessments are sometimes used to check progress made such as reading/spelling scores etc. Special Educational Needs meetings with the school SENDCo are held regularly (and at least termly) between class teachers and support staff.  For some children with SEND, it may be appropriate for them to have special arrangements to help them access their Year 6 SATs.  This may take the form of extra time, having an adult read the Mathematics and Science papers to them, providing an adult to act as a scribe etc. This is discussed with parents/carers in good time to allow the child the opportunity to learn the skills needed to make this support effective.

We recognise some pupils with SEND may not achieve targets which are in line with National expectations or with the majority of the peers in their year group, but we use a tracking system in school to ensure all school staff have high expectations for children on the school Special Educational Needs Register. We rigorously monitor and track individual progress to make sure support and interventions are put in place to provide individual children with appropriately matched teaching and learning opportunities to allow them to make progress at their level. All performance data is uploaded to our school Assessment Database and School Trackers and is used to analyse performance data of all SEND pupils.

HOW WE IDENTIFY AND ASSESS CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Early identification is vital. The class teacher informs the parents/carers at the earliest opportunity to alert them to concerns and enlist their active help and participation. Children’s SEND are generally thought of in the following four broad areas of need and support:

Communication and Interaction

Cognition and Learning

Social, Emotional and Mental Health

Sensory and/or Physical needs

These areas give an overview of the range of needs however individual children often have needs that cut across all these areas and their needs may change over time. The class teacher and the SENDCo assess and monitor the child’s progress in line with existing school practices. This is an ongoing process. Where it is decided to provide SEN support, and having formally notified the parents/carers, school staff will agree with parents/carers the outcomes they are seeking, the interventions and support to be put in place, the expected impact on progress, development or behaviour and a clear date for review. Plans should take into account the views of the child. The support and intervention provided should be selected to meet the outcomes identified for the child, based on reliable evidence of effectiveness, and provided by staff with relevant skills and knowledge. Parents/carers will be encouraged to be involved in planning support and, where appropriate, in reinforcing the provision or contributing to progress at home.

Triggers for SEN Support Plans to be put in place are often characterised by progress which is: significantly slower than that of their peers starting from the same baseline, fails to match or better the child’s previous rate of progress, fails to close the attainment gap between the child and their peers or widens the attainment gap. This may also include progress in areas other than attainment-for instance where a pupil needs to make additional progress with wider development or social needs. It is important to note that slow progress and low attainment do not necessarily mean that a child has SEND. Conversely it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability. Some learning difficulties and disabilities occur across the range of cognitive ability and, left unaddressed may lead to frustration, which may manifest itself as disaffection, emotional or behavioural difficulties.

The SENDCo oversees SEN Support Plans and ensures classroom teachers and support staff work closely with parents/carers and the child to plan an appropriate programme of support and follow the cyclical approach (Assess, Plan, Do, Review)

The assessment of children reflects as far as possible their participation in the whole curriculum and hidden curriculum of the school. The class teacher, the SENDCo and support staff often break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators. P levels are used to assess the achievements of pupils working below National Curriculum expectations.

It is important to note that some 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 Sugar Hill Primary we follow a graduated support approach which is calle, '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

 SHORT TERM INTERVENTIONS AND CONSIDERATION OF NEED FOR A SEND SUPPORT PLAN

If it is felt, after discussion with parents and relevant school staff, that the child’s difficulties or barriers to their learning are impacting on pupil progress then the child’s class teacher will implement appropriate short term interventions to address the area of need and plan activities closely matched to the child’s needs; linked with assessment and performance information gathered by the classroom staff. Classroom staff keep a record of targets the child is working towards and the level of support that will be given to help them achieve these targets will be recorded as interventions, strategies and recommendations. Short term interventions will be discussed with parents/carers and the child at termly meetings.

Throughout Sugar Hill Primary School teachers respond to children’s needs by:

  • providing support for children who need help with communication, language and literacy;
  • planning to develop children's understanding through the use of all their senses and of varied experiences;
  • planning for children's full participation in learning, and in physical and practical activities;
  • helping children to manage their behaviour and to take part in learning effectively and safely;
  • helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

Examples of the type of support may be as follows, but will depend on the nature of the child’s needs:

  • Differentiation of work in class (and homework).
  • Some additional small group support with the teacher or Teaching/Support Assistant.
  • Additional resources e.g. word banks, number squares, use of commercial schemes etc.
  • Teaching activities to be adapted to the preferred learning style of the child, e.g. a multisensory, practical approach or use of visual cues.
  • Use of computer programmes/iPad apps to support learning.
  • Individual behaviour systems/charts.
  • Adaptation of the curriculum or classroom organisation/layout.
  • Alternative methods of recording e.g. mind mapping, pictures, cut and stick activities, ICT, use of audio equipment etc.

Liaison with the school SENDCo and parents/carers will focus on sharing information and suggesting strategies to use linked with the special educational needs and disabilities guidance in each class SEND Guidance file, on how to ensure the child can be helped to make progress, build their confidence and achieve their targets. We strongly believe the involvement of parents/carers is crucial in helping us meet the needs of all children and ensuring they reach their potential. Sharing information with parents/carers allows us to use the child’s strengths to help us overcome difficulties and aspects of school life they find challenging.

If it appears that a child needs a higher level of support then school staff will discuss this with parents/carers and the school will seek parental permission to seek further advice and (sometimes) assessment from an external agency. 

The agency involved would depend upon the area of concern and teaching staff would discuss this with the SENDCo and parents/carers before any action is taken. External agencies working with pupils and their families are invited to meetings in school and the SENDCo attends meetings off site to coordinate provision for pupils. The SENDCo and Social Learning Mentor will attend appointments with parents should they request this support from the school. This can be arranged through contacting school and meeting with school staff to discuss needs. For some pupils and their families regular meetings are held to agree targets and outcomes and the roles and responsibilities of all involved in working towards achieving the set outcomes. These meetings are coordinated and chaired by Mrs O’Rourke, Mrs Legge or our Social Learning Mentor Mrs Atkinson-Jones. (TAC- Team Around Child and TAF- Team Around Family meetings)

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. The Local Authority seeks a range of advice when a request for an Education Health Care Plan assessment is placed. The needs of the child and their family are gathered (My Story) where families are invited to share their personal journey so far in a document that can be read, with their permission, by all professionals working with their child. This piece of work is considered to be paramount in identifying strengths and difficulties and planning outcome focused targets that reflect shared high expectations. New procedures are in place in Durham Local Authority and High Needs pupils will have their specific needs formulated in an Education Health Care Plan (EHC). The Local Authority has a time period of three years, two terms to change Statements of Special Educational Need to Education Health Care Plans. At Sugar Hill Primary three children with Statements of Special Educational Need will be considered to have their specific needs to be formulated in an Education Health Care Plan (EHC). These meetings are arranged in consulation with the Local Authority.

EXTERNAL AGENCIES

The SENDCo/Intervention Manager has established strong links with a range of external agencies and uses them effectively to support staff in meeting the needs of children with SEND.  These include involving support from:

  • Educational Psychology Service
  • Emotional Wellbeing and Effective Learning Team (EWEL) to support pupils with Social, Emotional and Behavioural difficulties
  • Durham Virtual School and Stockton Virtual School  (Looked After Children Education Services)
  • Education Health Needs Team
  • Bridge Young Carers
  • Full Circle
  • Special Educational Needs and Disabilities Team (SEND) for support/advice on areas such as specific learning difficulties such as dyslexia, dyspraxia and dyscalculia
  • Crisis Response
  • Occupational Therapy Service/Physiotherapy Service
  • One Point Service
  • CAMHS (Child and Adolescent Mental Health Services).
  • School Nurse
  • School Learning Mentor
  • Other medical professionals
  • First Contact

For children with a more significant level of need and/or difficulty school staff  take into account advice from other professionals and put this into practice. To maximise opportunities to make progress such children will require further differentiation of activities or increased small group/individual report.

There is a range of ways this can be done, for example:

  • Termly parents/ carers evenings;
  • Ongoing discussions with a class teacher and/or SENDCo;
  • An ‘open-door’ policy, where parents and carers are welcome to come into school to discuss any concerns they may have;
  • Through a review of a child’s SEN Support Plan or the Annual Review of their Statement of SEN or EHC Plan.

FINANCE

The budget allocation is agreed between our school and the Local Authority at the beginning of each financial year. Detail of how this money is used to support children and young people with SEND is monitored each term by the Governing Body.

Full details about the way in which funding is allocated to schools for special educational needs provision can be found here:

Five pupils at Sugar Hill primary are in receipt of Top Up Funding.  Three of these children have an Education Health Care Plan. 

This funding is used to support children and young people with SEND through delivering time-limited interventions and additional adult support to maximise opportunities to engage purposely in teaching and learning opportunities.

 

EDUCATIONAL INCLUSION

At Sugar Hill Primary School we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our school community. Through appropriate curricular provision, we respect the fact that children:

  • have different educational and behavioural needs and aspirations;
  • require different strategies for learning;
  • acquire, assimilate and communicate information at different rates;
  • need a range of different teaching approaches and experiences;
  • some children will benefit from accessing interventions to further support their special educational needs.

Teachers respond to children’s needs by:

  • providing support for children who need help with communication, language and literacy;
  • planning to develop children’s understanding through the use of all their senses and of varied experiences;
  • planning for children’s full participation in learning, and in physical and practical activities;
  • helping children to manage their behaviour and to take part in learning effectively and safely;
  • helping children to manage their emotions, particularly trauma or stress, and to take part in learning.

 

SPECIAL PROVISION FROM NURSERY TO YEAR 6

Children with special educational needs have learning difficulties that call for special provision to be made. All children may have special needs at some time in their lives. Children have a learning difficulty if: they have significantly greater difficulty in learning than the majority of children of the same age; they have a disability which prevents or hinders them from making use of the educational facilities that are provided for other children of the same age. Many of the children who join us in nursery or reception year have already been in early education. In many cases children join us with their needs already assessed. High Needs children have often been involved with the Portage Service. All children are regularly assessed (at least termly), so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children. If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available classroom and school resources. This level of support includes differentiation beyond Quality First Teaching. The child’s class teacher will offer interventions that are different from or additional to those provided as part of the school’s usual working practices. The class teacher will keep parents/carers informed and draw upon them for additional information. If the SENDCo is not already involved, she will arrange to meet with the child, class teacher, parents/carers and any other staff involved. A meeting will be held in school if it is felt that the child would benefit from further support. The SENDCo will then consult with parents/carers and take the lead in coordinating further assessments of the child’s needs.We will record, in a SEND Support Plan, the strategies used to support the child. The SEND Support Plan will show the short-term target(s) set for the child, and the teaching strategies to be used. It will also indicate the planned outcomes and the date for the plan to be reviewed. This review will take place at least termly and discussed at Mentoring/SEND Support Plan meetings with the child and parents/carers.

Examples of the type of support may be as follows, but will depend on the nature of the child’s needs:

  • Differentiation of work in class (and homework).
  • Some additional small group support with the teacher or Teaching/Support Assistant.
  • Additional resources e.g. word banks, number squares, use of commercial schemes etc.
  • Teaching activities to be adapted to the preferred learning style of the child, e.g. a multisensory, practical approach or use of visual cues.
  • Use of ICT to support learning.
  • Individual behaviour systems/charts.
  • Adaptation of the curriculum or classroom organisation/layout.
  • Alternative methods of recording e.g. mind mapping, pictures, cut and stick activities, ICT, use of audio equipment etc.

If the SEND Support Plan Review identifies that support is needed from outside services, we will consult parent/carers prior to any support being requested. In most cases, children will be seen in school by external support services. This may lead to additional strategies/recommendations or strategies that are different from those used at the early stages of the SEND Support Plan. An enhanced level of support will be offered to the child following involvement from and implementation of advice and strategies from external support services. The new strategies and recommendations will be incorporated into the child’s SEND Support Plan and will, wherever possible, be implemented within the child’s normal classroom setting or through time-limited and outcome focused intervention support packages. If the child continues to demonstrate significant cause for concern, a request for more detailed assessment will be made to the Local Authority. A range of written evidence about the child will support the request for an Education Health Care Plan assessment. If a child has complex special educational needs, we could also receive additional funding from the Local Authority to meet the agreed outcomes. A Costed Provision Map will be developed in liaison with the child, young person, parent or carer.   An example of a costed provision map can be seen by contacting the school office.

 

TEACHING, LEARNING AND THE CURRICULUM

At Sugar Hill Primary 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. Following training sessions led by the SENDCo (in light of the new SEND Code of Practice) Sugar Hill Primary school staff work together to provide a broad and balanced curriculum for all children. The New National Curriculum is our starting point for planning that meets the specific needs of individuals and groups of children. When planning teachers use ‘Hooks for Learning’ to set suitable learning challenges and respond to children’s diverse learning needs. Staff recognise that some children have barriers to learning that may mean they have special educational needs and may require particular action by the school beyond Quality First Teaching (QFT).

Requirements for special provision to be made is likely to arise as a consequence of a child having special educational needs. Teachers take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities. Such children may need additional help or different help from that given to other children of the same age. Special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age.

Children may have special educational needs either throughout or at any time during their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child.

The Disability Discrimination Act identifies the fact that some pupils with disabilities may have learning difficulties that call for special educational provision. However, not all children defined as disabled will require this provision. A child with asthma or diabetes, for example, may not have special educational needs, but may still have rights under the Disability Discrimination Act.

At Sugar Hill Primary we work closely with parents and carers to assess each child as required, and make the appropriate provision, based on their identified needs. Many children and young people who have SEN may have a disability under the Equality Act 2010-that is ‘....a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’.

This definition provides a relatively low threshold and includes more children than many may realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term conditions such as asthma, diabetes, epilepsy and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.

Sugar Hill Primary School staff work together to:

  • create an environment that meets the special educational needs and disabilities of each child;
  • ensure that the special educational needs and disabilities of children are identified, assessed and provided for;
  • ensure the views, wishes and feelings of the child and child’s parents/carers are central to all discussions;
  • make clear the expectations of all partners in the process with special consideration to the expectations of parents, carers and the child and to provide opportunities for the child and the child’s parents/carers to participate as fully as possible in decisions, and be provided with the information and support necessary to enable participation in those decisions;
  • identify the roles and responsibilities of staff in providing for children’s special educational needs and disabilities;
  • enable all children to have full access to all elements of the school curriculum and to support the child and the child’s parents/carers, in order to facilitate the development of the child and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood;
  • ensure that parents and carers are regularly consulted and play an active part in supporting their child’s education;
  • ensure that our all our children have a voice in any process, as far as they are able, dependent on age, ability and understanding.

Liaison with the school SENDCo and parents/carers will focus on sharing information and suggesting strategies to use linked with the special educational needs and disabilities guidance in each class SEN Guidance file, on how to ensure the child can be helped to make progress, build their confidence and achieve their targets. We strongly believe the involvement of parents/carers is crucial in helping us meet the needs of all children and ensuring they reach their potential. Sharing information with parents/carers allows us to use the child’s strengths to help us overcome difficulties and aspects of school life they find challenging. If it appears that a child needs a higher level of support then school staff will discuss this with parents/carers and the school will seek parental permission to seek further advice and (sometimes) assessment from an external agency. 

For more information please see Teaching & Learning Policy

 

ACCESS TO THE CURRICULUM

 All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable them to:

  • understand the relevance and purpose of learning activities;
  • experience levels of understanding and rates of progress that bring feelings of success and achievement.

Teachers use a range of strategies to meet children’s special educational needs. Lessons have clear learning objectives and steps to success clearly stated using differentiated success criteria; staff differentiate work appropriately, and use assessment to inform the next stage of learning. This approach mirrors the Assess, Plan, Do, Review advocated as best practice to ensure staff have high expectations for all pupils and also for pupils with special educational needs and disabilities.

SEND Support Plans, which employ a small-steps approach, feature significantly in the provision that we make in the school. By breaking down the existing levels of attainment into finely graded steps and targets, we ensure that children experience success. All children on our school Special Educational Needs Register have a SEND Support Plan that is reviewed at least termly and shared with parents/carers.

We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible, we do not withdraw children from the classroom. There are times, though, when to maximise learning, we ask the children to work in small groups, or in a one-to-one situation outside the classroom. We also operate time-limited intervention groups where we provide structured, small steps provision with continuity and progression and frequent opportunities for revisiting and over-learning, giving children with significant additional needs the opportunity to achieve and succeed. These interventions are outcome focused and evaluated to ensure their delivery is impacting on pupil attainment, achievement and progress. At Sugar Hill Primary School we have very high expectations of pupils with special educational needs and expect that additional interventions and support will maximise opportunities to achieve individual targets/outcomes.

We work closely with the Local Authority looking at access to our school building. Recently adaptations to the physical environment to our school building have been made. Steps have been removed providing levelled access to the nursery conservatory and the reception garden. Levelling areas removes the requirement for ramps and handrails which can often become unnecessary obstacles in small areas. We liaise with Local Authority Representatives regarding proposals for any adaptations so modifications suit the needs of our school and our children. Adaptations to provide a purpose built changing area for intimate care were completed for the 2014-2015 Academic Year in our Key Stage 1 building. This area provides a much needed facility for pupils with additional physical needs and has enhanced school facilities for intimate care needs. Parents/carers who need a parking permit to allow disabled access to the school building can request this from the school office. The SENDCo will support applications for parking permits and discuss any such request with the Head teacher and Governing Body. Requests for disabled parking space signage have been made and will be completed when the school car park is re-marked. Parking permits are issued to show permission to use this space has been granted. This is necessary to ensure we take all necessary steps to protect all our pupils when visitors access our school car parks throughout the school day.

At Sugar Hill Primary we offer a  broad and balanced curriculum in each year group and follow advice and recommendations from other professionals to ensure we endeavour to ensure pupil access to both the curriculum and the learning environment are appropriately adapted or made accessible for pupils with SEND. Over and above Quality First Teaching may mean specific group work to support reading, writing or maths, specialist group support from outside agencies e.g. Speech and Language Therapy, specific individual support for children whose learning needs are severe, complex and lifelong and what this means for your child; employment of a range of teaching and learning styles; an innovative and supportive curriculum; mentoring from a range of staff, access to Breakfast Club and homework clubs and differentiated materials.

Class teachers strive to meet individual pupil need using a range of suggested strategies, interventions and recommendations addressing levels of pupil need after consulting Local Authority guidance documents  ‘SEN Planning Tools.’ All classroom teachers have been provided with these supporting documents to enhance classroom provision. They provide guidance to classroom staff to meet the needs of SEND pupils in the following areas:

  • Support for children with significant learning difficulties
  • Support for children with physical needs
  • Support for children with speech, language and communication needs
  • Support for children with a hearing, visual or multi-sensory impairment
  • Support for children with social, emotional and mental health difficulties
  • Support for children with medical needs
  • Support for children with English as an Additional Language
  • Support for Looked after Children with SEND

At Sugar Hill Primary School we are proud of the additional pastoral support arrangements for listening to the views of children and young people with SEND and the measures taken to prevent bullying.  We have School Buddies, Peer Mediators, Year 6 helpers and employ a full time Social Learning Mentor. Children can self-refer to speak with Mrs Atkinson Jones by completing a request for help form and posting it in the ‘Please Help Me’ box.

At Sugar Hill Primary School our PE coordinator Mr Foxton and Arts Coordinators Mr Pearson and Mrs Forster work closely together with the School Leadership Team to ensure our school enables children and young people with disabilities to engage in activities and other educational provision e.g. sports and arts.

At Sugar Hill Primary School children with special educational needs are monitored using the whole school tracking system. Regular liaison between the pupil, classroom staff, SENDCo and parents/carers ensure appropriate provision is put in place to meet individual pupil needs. The SENDCo meets regularly with classroom staff and at least termly to review Short Notes and SEND Support Plans.

At Sugar Hill Primary School the progress of children with SEND is measured through pupil voice, parent voice, classroom staff voice, book scrutiny, Short Notes, SEND Support Plans reviewed at least termly, SENDCo monitoring of intervention and impact, observations of interventions formally and informally, liaison with outside agencies regarding outcomes/advice/ongoing amendments/changes to SEND support plans etc, family meetings to support child and gain further support with information from family, effective use of Short Notes to identify needs and monitor provision and progress.

At Sugar Hill Primary School the SENDCo Mrs K Legge works closely with the Head Teacher and Senior Leadership Team to evaluate the effectiveness of provision for pupils with SEND through looking at the impact of support and interventions linked to Short Notes and SEND Support Plans. This information is gathered from pupil, parent/carer and classroom staff voice and more formally when reviewing Short Notes, SEND Support Plans. Intervention Impact documents, Book Scrutiny, lesson observation, pupil observation and progress meetings held at least termly.

STAFFING AND ANY SPECIALIST QUALIFICATIONS/EXPERTISE

  • SENDCo- Mrs Kathryn Legge (Bachelor of Education Honours) previously worked as a SENDCo at another primary school from (2003-2012) and as a Specialist Advisory Teacher for pupils with Social and Emotional Needs across Durham Local Authority (2010-2014)
  • Designated Teacher for Looked After Children-Mrs Kathryn Legge

STAFF TRAINING

All teaching and support staff are given opportunities to improve their practice and develop their understanding of SEND issues through a comprehensive system of staff training.  Some training is carried out within school during staff meetings and Professional Development Days and other training is external. Our SENDCo delivers whole staff training and meets with school staff regularly. Our SENDCo formally meets with the Head teacher,  Senior Leadership Team and Governors to oversee the provision for children with Special Educational Needs and Disabilities and Looked After Children throughout the school.

PROGRAMME OF TRANING 

SOCIAL, EMOTIONAL AND MENTAL HEALTH

Throughout each academic year support staff and SENDCo attend monthly training sessions to support pupils with a range of social, emotional and behavioural needs. Staff have received training to support meeting the needs of pupils with additional Emotional Wellbeing needs including Attachment Disorder/Difficulties, Social Communication Disorder/Difficulties, Anxieties, Worries and Fears, Attentional Difficulties, Eating Difficulties and Habit Disorders.

Our SENDCo liaises regularly with colleagues working at the Acley Centre (CAMHS Child Adolescent Mental Health Service) to further support pupils in school who access support from CAMHS clinicians and Primary Mental Health Workers at the Acley Centre. Our SENDCo has previously worked as an Advisory Teacher and is well placed to support classroom staff to meet the Mental Health needs of pupils on our SEND Register.

Our SENDCo and school staff also liaise regularly with the School Nurses and Attendance Lead to further support pupils whose special educational needs impact on their punctuality or attendance.

An additional programme of training to enhance Social and Emotional wellbeing of pupils was completed by Mrs Calvert, Mrs Kay and Mrs Legge. These three members of staff are qualified as Relax Kids coaches and have used this training to support pupils and their families since September 2014.

COMMUNICATION, INTERACTION, COGNITION AND LEARNING

A programme of training to develop staff skills around meeting the needs of pupils with Speech and Language difficulties has been completed by Miss Thompson, Ms Burdon and Mrs Origlia resulting in Elkan Accreditation to deliver speech and language support sessions in school.

School staff have received in-house support from Specialist Advisory Teachers working for the Autistic Spectrum Disorder Team and the Special Educational Needs and Disability Team to further support pupils in school involved with external agencies. Staff  have benefited from implementing strategies and recommendations in school and seeking further advice from these professionals.

School staff have also benefited from professional dialogue with the Educational Psychology Service. When pupils in school are involved with the Educational Psychologist classroom staff meet to discuss strengths and difficulties of individual pupils. This professional dialogue enhances future provision and is paid for through our Service Level Agreement (SLA) with the Educational Psychology Service. The Educational Psychologist assigned to our school is Dr Nicola Cockram.

SENSORY AND/OR PHYSICAL NEEDS

School staff have received in-house support from Physiotherapists and Occupational Therapists to further support pupils in school involved with medical professionals. Staff have benefited from receiving professional advice from colleagues working with the National Health Service in meeting the sensory and/or physical needs of pupils.

Our SENDCo has also liaised on a regular basis with NHS Occupational Therapists to further support pupils in school with a diagnosis of Developmental Coordination Disorder.

Staff have received training from  Occupational Therapists from the Paediatric Occupational Therapy Service looking at providing ‘Sensory Smart Classrooms’.

PUPILS WITH PHYSICAL DIFFICULTIES

Provision for pupils with Physical Difficulties are further detailed in the school’s accessibility plan. Adaptations to the school building have been commissioned and completed in liaison with the Local Authority to improve accessibility and facilities for pupils with physical difficulties.

Please see School Accessibility Plan

PUPILS WITH BEHAVIOURAL DIFFICULTIES

Provision for pupils with Behavioural Difficulties are further detailed in the school’s Behaviour Policies. Children at risk of exclusion are further supported in school through Behaviour Management Plans, Pastoral Management Plans and Risk Assessments. School purchase a Service Level Agreement from the Crisis Team and staff from this service will, if it is deemed necessary, further support school staff for children who need additional support beyond school provisions. A Relaxation Room introduced in the EYFS/KS1 building provides opportunities for all our younger pupils to access universal support to recognise and manage their feelings and emotions. It also provides a much needed facility for individual pupils and their parents/carers to benefit from 1:1 and small group support. Mrs Legge, Mrs Calvert and Mrs Kay have recently trained as ‘Relax Kids’ coaches and identified pupils have benefited from accessing this facility from September 2014.

Please see Behaviour and Discipline Policy

ALLOCATION OF RESOURCES

The SENDCo is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with High Needs (Education Health Care Plan).The head teacher informs the governing body of how the funding allocated to support special educational needs has been employed. The head teacher and the SENDCo meet annually to agree on how to use funds directly related to High Needs Pupils. The SENDCo and Head teacher work together to draw up the resources bid when the school is planning for the next School Improvement Plan and the SENDCo audits Costed Provision Maps for High Needs pupils with an Education Health Care Plan.

The SENDCo provides all class teachers with ‘Special Educational Needs and Disability Information’ files to refer to; listing information about the children in their class who are on the special educational needs and disability register. These files contain SEND Support Plans related to desired termly outcomes and individual targets. Documentation is reviewed at least termly and follows a cyclical approach (Assess, Plan, Do, Review) and also includes records of relevant advice, reports and information from external agencies uploaded to these documents on a regular basis by the SENDCo. The SENDCo also holds central records of pupil reports from external agencies and liaises with other professionals

EXTERNAL AGENCIES AND PARTNERSHIPS

The school enjoys good working relationships with a wide range of people who provide services to children with SEND and their families, particularly when a child is demonstrating further cause for concern or their learning need is more complex and persistent. The external specialists may:

Please also see Durham SEND Information, Advice and Support Service and Core Assets

COMPLIMENTS AND COMPLAINTS

Compliments are always greatly received and can be passed on either directly to staff and the SENDCo, or formally recorded via our regular questionnaires to parents or in the form of a letter to the Head Teacher.

We hope that complaints about our SEND provision will be rare, however, if there should be a concern the process outlined in the school Complaints Policy should be followed.

 MONITORING AND REVIEW

The SENDCo monitors the progress of children on our School Special Educational Needs Register in school. The SENDCo provides staff and governors with regular summaries of the impact of the provision on the children’s progress across the school through termly data analysis, narrative and anecdotal comments from parents/carers of special needs pupils.

The SENDCo is involved in supporting teachers involved in drawing up SEND Support Plans for children. The SENDCo and the head teacher hold regular meetings to review the work of the school in this area. The SENDCo and the named governor with responsibility for special needs also hold termly meetings.

The SENDCo chairs meetings with parent representatives and school governors to discuss school practice and to ensure parents/carers play an active part in shaping the whole school provision for children with special educational needs and disabilities.

The SENDCo is involved in developing a Pupil Working Party to ensure special needs pupils also play an active part in shaping the whole school provision for children with special educational needs and disabilities from nursery to Year 6 and throughout times of transition to the next class and phase in education. The recently appointed Social Learning Mentor further supports the SENDCo and plays an active role in auditing Pupil Voice across school.

The governing body reviews the Special Educational Needs and Disability Policy and SEND Information Report annually and considers any amendments in the light of the annual review of ‘Special Educational Needs and Disability’ provision across the school. The SENDCo reports the findings to the Governing Body.

TRANSITION ARRANGEMENTS

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible. Our Social Learning Mentor, Mrs Atkinson-Jones, previously worked as a Transition Support Worker and her knowledge, skills and experience have enhanced transition arrangements for all Year 6 pupils and their families as they consider the next stage of their child's education. Our Social Learning Mentor often arranges additional transition visits for pupils and their parents/carers to their chosen secondary school providing enhanced provision for pupils with SEND.

FEEDBACK

We are always seeking to improve on the quality of education we provide for children with SEND and are keen to hear from parents and carers about their child's experience. You can read some feedback we have received to date on the Parents Section of this website.