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Barham Primary School

Striving for Excellence

Barham Primary School

Striving for Excellence

SEND

Our Offer to children with Special Educational Needs and Disabilities (SEND)

Statement of Review

Our school is currently undertaking a review of this policy to meet the new requirements for SEND in line with the new SEND Code of Practice effective from May 2015. To provide an improved, compliant policy we are committed to co-producing our policy with families, children and young people.
At Barham we are a fully inclusive school and are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils, whatever their needs or abilities.  All pupils are valued, which ensures they achieve their potential, personally, socially, emotionally and academically in all areas of the curriculum regardless of their gender, age, ethnicity, impairment, attainment and background. We are committed through our 5Rs to ensure that every child can build learning power:

Reflective - find a creative solution for learning

Relationships – learn alone and with others

Risk-Taking – challenge yourself, have a go and make mistakes

Resourceful – to learn in different ways

Resilience– to lock into learning

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 and disabilities, in order that they can reach 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 children.

Children are identified as having SEN when their progress has slowed or stopped and the interventions and resources put in place do not enable improvement.  Once this occurs we have personalised plans which help support their development and accelerated progress.  Other useful documents such as our SEND policy and Disability Accessibility Plan are available on the school website.  Quality teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their targets.

If you are concerned about your child’s learning or development you can approach the following members of staff:

Class Teacher- if you have concerns regarding your child’s progress it is important to raise these concerns and issues with the class teacher.  They are responsible for planning the curriculum, differentiation and assessing your child’s progress.

SEND Liaison- Ms Murray – responsible for co-ordinating all the support and interventions for SEND children in the school, keeping parents informed, holding review meetings, liasing with outside agencies involved with your child as well as over seeing all aspects of SEND. Deputy Head -Ms Joyce, responsible for Gifted and Talented children as well as LAC.

Marlborough Project – Ms Margaret Narcisse responsible for liaising with those involved with this projects and the pastoral care of those children with SEND.

Head Teacher- Ms Karen Giles, responsible for all aspects of the school, as well as reporting to the Governing Body on all aspects of SEND in the school.

SEND Governor – Mrs Daksha Thanki, responsible for making sure the necessary support is made for every child with SEND who attends our school.

What are the different types of support available for children at this school
 
 
 
How will I know how well my child is doing at school?
  • Open door policy – parents are welcome to speak with staff.  If a more formal discussion is required, parents may make an appointment to see the appropriate person at the time.
  • Where appropriate we have a home school link book to ensure that comments can be responded to.
  • Meetings with SENCO as and when necessary.
  • If your child has an Education Health Care Plan or a Statement of Special Educational Needs there will be more formal meetings where progress is discussed and reported on and a written report is produced. These are usually reviewed annually and all those involved with the provision and support for your child both in school and external agencies are invited to attend. You will be notified of these meetings via the schools SENCo.
  • If your child is identified as not making progress the school will set up a meeting to discuss this in more detail with you.

Class teacher input via excellent targeted classroom teaching also known as “Quality First Teaching”. For your child this would mean:
  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building 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 SENCo or outside staff) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress.

    In addition:
 
If your child is not making Progress

If your child is identified as not making progress the school will set up a meeting to discuss this with you in more detail and to:
 
  • Listen to any concerns you may have also
  • Plan any additional support your child may receive
  • Discuss with you any referrals to outside professionals to support your child’s learning
  • If they make little progress despite the support provided by the school’s SEN provisions including external support and advice, and there is evidence that the child has severe and or complex needs that cannot be met within the resources ordinarily available to school, we will ask the Local Authority to undertake a request for Educational, Health & Social Care assessment.
How Accessible is the school environment?

There is one lift at Barham as well as stair lifts enabling access to all but a handful of classrooms. Every effort is made to allocate students with difficulties to appropriate classrooms. Disabled toilets, shower area and changing facilities are available. Making the environment accessible is of paramount importance. 

Pupils moving to other schools

We recognise that transition 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 joining us from another school:
  • The SENCo or Head of Early Years will visit  pre-schools when appropriate
  • If your child would be helped by a book/pictures to support them in understanding moving on them one will be made for them.

Your child will be able to visit our school and stay for a taster session, if this is appropriate. When moving classes in school: 
  • Information will be passed on to the new class teacher in advance and a planning / transition meeting is held with the new teacher.  All IEPs will be shared with the new teacher. 
  • In some cases a book or pictures are used to support students understand moving to another class or using a different playground, facilities.
In Year 6:
  • The SENCo will discuss the specific needs of your child with the SENCo of their secondary school.
  • Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
  • Where possible your child will visit their new school on many occasions and in some cases staff from the new school will visit your child in this school.
London Borough of Brent Local Offer

Please clink the link below to see the London Borough of Brent schools local offer as of 1st September 2104

www.brent.gov.uk/localoffer