Special Educational Needs
SEN Information Report
What kinds of special educational needs does the Academy make provision for?
The kinds of special educational needs and disabilities provided for:
- Communication and Interaction – including Autism Spectrum Conditions (including Asperger’s Syndrome), Speech and Language Difficulties
- Cognition and Learning – including Dyslexia, Moderate Learning Difficulties
- Social, Emotional and Mental Difficulties – including ADHD, Attachment disorder
- Sensory and/or physical needs – including Vision impairment, Motor skill difficulties
How does the Academy know if pupils need extra help and what should I do if I think that my child may have special educational needs?
Pupils may be identified in a variety of ways which include;
- Information provided by previous setting/school
- Regular teacher assessments and observations
- Concerns raised by parents
The class teacher is the initial contact for parental concerns.
The SENCo can also be contacted.
How does the school evaluate the effectiveness of its provision for pupils with special educational needs?
We evaluate the effectiveness of our SEN provision through regular monitoring of pupil progress via observations and teacher assessment. From these, appropriate support and provision can be provided to meet individual needs.
How will both the Academy and I know how my child is doing and how will the Academy help me to support their learning?
Parents are always welcome and encouraged to discuss any concerns. We have parents meetings in the Autumn and Spring term and a written report is issued at the end of the Summer term. Pupils who have Individual Provision Maps (IPM) have their targets reviewed termly and parents are invited to the review meetings with the class teacher and SENCo.
What is the Academy’s approach to teaching pupils with special educational needs?
At the Mansfield Primary Academy we believe that every child counts and has the right to quality first teaching.
Lessons are differentiated so that all children can learn and progress. Teachers take account of the needs of the individual child and plan different tasks and materials appropriately. Tracking and assessment enables each class teacher to analyse the progress of the child. Targets are set to support children’s individual needs and are regularly updated. Children work in a variety of groupings, such as small supported groups, 1:1, mixed ability and similar ability groups.
How will the curriculum and learning be matched to my child needs?
The Academy adapts the curriculum and learning environment for pupils with SEN by;
- Differentiation for all pupils
- Individualised curriculum, provision maps. Visual timetables, Now and Next boards
- Physical adaptations; ramp, disabled toilet, changing areas
How are decisions made about the type and amount of support my child/young person will receive?
Decisions are made in consultation with the class teacher, SENCo and Senior Leadership team. Decisions are made on a termly basis by using termly tracking of pupil progress, teacher observations and external assessments when and where necessary. Parents/carers will be kept informed of progress at the termly review meetings or more frequently as/when required. Where necessary, the Academy may seek support from outside services. This will be discussed with you and a referral made with your permission.
How will my child be included in activities outside the classroom, including school trips?
Activities and school trips are available to all.
Risk assessments are carried out and procedures put into place to enable all children to participate. However if an intensive level of 1:1 support is deemed necessary a parent/carer may be asked to accompany their child.
After school clubs are available to all pupils. Vulnerable pupils are given priority and adjustments will be made to support their participation.
What support will there be for my child’s overall well-being?
The class teacher has responsibility for the overall well-being of every child in their class. Emotional well-being is supported by making sure that children who find “change” difficult are well prepared for any changes or transitions. When they are about to change class they are helped to make their own transition book, which they can revisit during the summer holidays. To promote positive friendships, we may use a ‘circle of friends’ or ‘circle time’ involving the whole class. Think Children, a professional counselling service is based in school and provides some children with weekly counselling.
Who is the Academy’s special educational needs co-ordinator (SENCo) and what are their contact details.
SENCo: Julie Vourlou Tel: 01623 624709 (during school hours)
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What training have staff supporting special educational needs had and what is planned?
A wide variety of SEN training has been undertaken both as staff and as individuals, eg. Dealing with pupils on the Autistic Spectrum, Dyslexia training, MAPA, Moving and Handling. Training and support is requested from external agencies as and when necessary. We have an ongoing training for teachers and teaching assistants to ensure that pupils’ needs are met.
What specialist services and expertise are available or accessed by the Academy?
We have links with a wide range of external agencies. These include:
- Educational Psychology Service
- Schools and Families Specialist Services – Early Years, Cognition and Learning, Communication and Interaction, Sensory Impairments and Physical Disabilities
- Speech and Language Therapy
- Health Services – School Nurse, Paediatricians, CAMHS (Child and Adult Mental Health Service)
- Behavioural Support Team
- Manual Handling and Disability Access Support
- Think Children
- Children’s Bereavement Centre
How will equipment and facilities to support pupils with special educational needs secured? How accessible is the Academy?
- Equipment and resources to support SEN pupils may be available subject to successful funding.
- The Academy site is wheelchair accessible.
- There is a disabled toilet and a changing area with shower.
- Visual timetables and Now and Next boards are used where appropriate.
- Signs and Makaton signing is used where appropriate.
- We have an accessibility plan, which is available to view.
What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?
We value partnership between home and the Academy and regular opportunities are available for parents to meet with the class teacher and/or support staff.
Parents of children with children on an IPM are encouraged to be fully involved in target setting in the termly review meetings involving staff and parents.
What are the arrangements for consulting young people with SEN and involving them in their education?
Whenever possible we involve children in the setting and reviewing their targets and provision. Their opinions and views are asked before review meetings.
What do I do if I have a concern or complaint about the SEN provision made by the Academy?
The first point of contact is your child’s class teacher and/or SENCo. If you still have concerns you can arrange a meeting with the Principal.
How does the Academy Advisory Council involve other organisations and services (e.g. health, social care, Local Authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?
There are two members of the Academy Advisory Council who have responsibility for SEND.
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How does the Academy seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
External agencies are actively sought and recommended to parents if appropriate support cannot be given by staff in school.
Parents /Carers can contact Parent Partnership (www.ppsnotts.org.uk) or IPSEA (Independent Parental Special Education Advice – www.ipsea.org.uk))for further advice and support.
How will the Academy prepare my child to:
– Join the Academy?
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Induction events (Ready for Nursery) take place during the summer term for all children who are joining the Foundation Stage in September. This involves both children and parents/carers plus any agencies who are providing support.
– Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
During the Summer term transition activities are planned for all children within the Academy. Children with SEN may have more time/visits to their new classroom to ensure a smooth transition. Social stories and Transition booklets may also be used.
For pupils moving onto secondary education, we have close links with the Brunts Academy and as well as an Induction week for all pupils. There are also two additional transition programmes; one where vulnerable pupils have the opportunity to visit the school to experience break and lunch time as well as the second involving REAL, which is a more extensive transition aimed at vulnerable pupils. When necessary, transition programmes can be arranged with other Secondary schools.
Where can I access further information?
- The Academy Website
- Nottinghamshire County Council website
- By contacting the Academy directly – 01623 624709