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SEND

ALAMEDA IS A MAINSTREAM MIDDLE SCHOOL WITH AN INCLUSIVE ETHOS.

 

1.     HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP?

At Alameda children are identified as having SEN (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:

  • Liaison with previous school or pre-school setting
  • Child performing below ‘age expected’ levels or equivalent (e.g. percentile rankings)
  • Concerns raised by a parent
  • Concerns raised by a teacher: for example, if behaviour or self-esteem is affecting performance
  • Liaison with external agencies e.g. for a physical/ sensory issue, speech and language
  • Children with a Statement / EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority in consultation with our school.

 

2.     HOW DO I RAISE CONCERNS IF I NEED TO?

  • Talk to us – contact your child’s class teacher about your concerns initially. If you feel that you would like to discuss SEN provision for your child, please ask to arrange an appointment with the SENDCO (Special Educational Needs Co-ordinator: Claire Cannon) ccannon@alamedamiddleschool.org.uk. Appointments can also be arranged by phone. Please see the school contact details at the top of this report.

 

3.     HOW WILL THE SCHOOL SUPPORT MY CHILD?

3a WHO WILL OVERSEE, PLAN AND WORK WITH MY CHILD AND HOW OFTEN?

  • The class teacher will oversee, plan and work with each child with SEN in their class to ensure that appropriate progress is made wherever possible as per government guidance on the provision for SEN pupils.
  • The SENDCO will oversee the progress of any child identified as having SEN e.g. through tracking of date, observations and feedback from staff.
  • There may be a TA (Teaching Assistant) or HLTA (Higher Level Teaching Assistant) working with your child either individually or as part of a group. This person may work with your child within the classroom or in an intervention area.

3b WHO WILL EXPLAIN THIS TO ME?

  • Teaching staff will be available to meet with you formally at parents’ evenings. You may also receive invitations to attend specific SEN meetings depending on your child’s level of need.
  • Form / subject teachers are always happy to discuss your child’s needs if you have questions or concerns between more formal meetings. Please speak to them directly to arrange this
  • An appointment can be made with the SENDCO to discuss support in more detail if required.
  • You can request to see the documentation held about your child (e.g. SEN profile) at any time.

4    WHAT SUPPORT WILL THERE BE FOR MY CHILD’S OVERALL WELL BEING?

4a WHAT IS THE PASTORAL, MEDICAL AND SOCIAL SUPPORT AVAILABLE IN THE SCHOOL?

  • We are an inclusive school that holds a child’s emotional and spiritual development as a priority
  • The form teacher has overall responsibility for the pastoral, medical and social care of every child in their class
  • The school currently has a pastoral support team in addition to the learning support department. Pupils are encouraged to access this if required and some are given designated appointments (provision organised on an individual basis depending on need).

4b WHAT SUPPORT IS THERE FOR BEHAVIOUR, AVOIDING EXCLUSION AND INCREASING ATTENDANCE?

  • The school has adopted behaviour and exclusion policies available on the school website. If a child has significant behaviour difficulties, a PSP (Pastoral Support Plan) is written to identify the specific issues, put relevant support in place and set targets with a view to identifying and addressing the underlying reasons behind the behaviour. The school works with the Central Bedfordshire Access and Inclusion team as well as agencies such as Jigsaw and the Academy of Central Bedfordshire to design and implement provision.
  • The school has an adopted attendance policy. Attendance of every child is monitored on a daily basis by the school. Lateness and absence are recorded and reported to the attendance officer who may involve the Early Help Assessment Team if this becomes a concern. Various incentive schemes are used to promote positive attendance throughout the school including morning “meet and greet” sessions and reward for increased / sustained attendance.

4d HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS?

  • Children who have profiles and SEN plans discuss their progress and targets when these are reviewed. Some may also have a reflection time session build into their day if needed.
  • Children are routinely asked to reflect on their learning and share how they feel they are progressing during the course of their day e.g. with form tutors / pastoral support staff.

5.        HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?

·        Most areas of the school are accessible by wheelchair. Ramps are provided near stepped areas and two disabled parking bays are available. Pupils with limited mobility are timetabled in areas of the school with the easiest access.

·        Accessible toilet facilities are available both by the main reception and in the F block / school gym (this is also a wet room where changing facilities could be installed).

·        If you have specific access queries or concerns, please speak with us

6.        HOW WILL THE CURRICULUM BE DIFFERENTIATED TO MATCH MY CHILD’S NEEDS?

  • All learning activities within class are planned and differentiated at an appropriate level, so that all children are able to access learning according to their specific needs. This is called Quality First Teaching (QFT).
  • Subject teachers, alongside the SENDCO will discuss a child’s needs and what support will be appropriate.
  • Children with SEN will have access to the appropriate resources needed in order to help them to make progress e.g. pre/over learning of key vocabulary, Numicon for Maths, visual resources, exemplar pieces of work, writing frames plus others as appropriate.
  • The SENDCO is accountable to SLT regarding the organisation and implementation of provision for those with SEN.
  • There is a governor responsible for SEN. They report information at governors’ meetings (along with the SENDCO) to keep them all and updated about SEN provision at Alameda.
  • The governors agree priorities for spending within the SEN budget, including the Pupil Premium, with the overall aim that all children receive the support that they need in order to make progress. This will include resourcing appropriate equipment and facilities.

HOW WILL WE KNOW IF THIS HAS HAD AN IMPACT?

  • Ensuring that the child is making progress academically against national/ age expected levels (or equivalents) and that the gap is narrowing between them and their peers OR that the child is making progress at a level appropriate to them if they are working below age related expectations.
  • By reviewing children’s targets and ensuring that strategies are in place to facilitate them being met
  • Through verbal feedback from the child, the parent and teacher to build a wider picture
  • Through children moving off the SEN Register when they have made sufficient progress – parents will always be informed if this has taken place.

 

7.      HOW WILL I KNOW HOW MY CHILD IS DOING AND HOW WILL YOU HELP ME TO SUPPORT       MY CHILD’S LEARNING?

 

WHAT OPPORTUNITIES WILL THERE BE FOR ME TO DISCUSS MY CHILD’S PROGRESS?

  • You are welcome to make an appointment to meet with either the form / subject teacher or SENDCO at any time throughout the year and discuss how your child is getting on. We can offer advice and practical ways that you can help to support your child at home
  • Every child has a homework diary where parents and school can communicate in ‘informal’ written form. You may also contact staff via email (see the school website for email addresses).
  • There are parents’ evenings throughout the year where you can book appointments with members of staff including the SENDCO.
  • Your child may have documentation that will have individual/group targets. This is discussed with you in review meetings to which you will receive an invitation. The conversation will also provide suggestions as to how you can support your child’s learning at home.
  • When the child’s SEND plan / EHCP is reviewed, comments are made against each target to show what progress the child has made / make adaptations to targets and provision if needed. 

8.     HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING?

 

  • As a school we track and analyse the children’s’ progress in learning against national expectations and age related expectations.
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s’ progress from entry in year 5 to exit in Year 8 using a variety of different methods. Please ask the school if you require any further details
  • Pupil Progress Meetings and Inclusion Meetings are held by form / subject teachers, the SENDCO and the Headteacher or Deputy Headteacher. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed.

9.     HOW WILL MY CHILD BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM,

  INCLUDING SCHOOL TRIPS?

 

  • All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and may discuss this in advance with parents. It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities that will cover the same curriculum areas will be provided within the school environment, wherever possible.
  • Some children find the lunchtime period challenging. Depending upon their needs, it might not be appropriate for them to eat in the dining hall with a large number of children or spend long periods of time outside. Each child’s needs will be considered on an individual basis. We have a range of inclusion activities at lunch times from smaller settings to eat in and clubs in the learning support area e.g. Cool Cats. 

10.    HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD WHEN JOINING THE  

     SCHOOL OR TRANSFERRING TO A NEW SCHOOL?

 

  • We encourage all new children to visit the school prior to starting
  • We hold link visits with lower school staff where information is shared using a standardised proforma.
  • Additional visits are organised with/for the children if transition is likely to prove challenging
  • We liaise closely with the schools and families when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • If your child has an EHCP, the SENDCO can attend the review meeting in Year 4 if requested.
  • Transition between year groups and key stages within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher.
  • At any point where a child with SEN is preparing to leave our school, we would seek to arrange additional visits for the child in question to support smooth transition.   

11.      WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY     

   THE SCHOOL?

 

  • Our SENDCO is currently undertaking the national SENDCO accreditation in order to obtain fully qualified and accredited status in this area (due by January 2018).
  • Within the school we have a culture of sharing good practise and expertise; this enables us to ensure our staff have as much knowledge as possible within the field of supporting children with SEN.
  • The environment is designed to support children with individual needs e.g. visual timetables, access to laptops etc. as required.
  • As a school we work closely with any external agencies that we feel are relevant to supporting individual children’s’ needs within our school including: Educational Psychology, Jigsaw, Speech and Language (SALT), GPs, school nurse, CAMHS (Child and Adolescent Mental Health Service), paediatricians, speech and language therapists, occupational and physiotherapists; Children’s Services including: Early Help locality teams, social workers; educational psychologists and specialist advisory teachers. 

12.      WHAT TRAINING HAVE THE STAFF SUPPORTING CHILDREN WITH SEN HAD OR ARE

   CURRENTLY HAVING?

 

  • We look to ensure that we have a variety of skills among our staff body, in order to enable us to support children in the best possible way. The SENDCO is due to carry out a skills audit of TAs and arrange update training as necessary.
  • The experience and training of support staff includes: Numicon, SoundsWrite, ASD strategies, de-escalation techniques for challenging behaviour.
  • The school also operates an internal training programme for support staff, facilitated by the HLTA and Headteacher. Whole group sessions or bespoke support based upon the needs of both children and staff, are timetabled on a weekly basis. 

13.     WHO CAN I CONTACT FOR FURTHER INFORMATION?

 

  • Please speak to the form teacher in the first instance.
  • General information relating to SEN can be found on the school website, including within the SEN policy. This can be found on the policy page of the school website
  • Further information is available from the SENDCO (Claire Cannon).
  • The school has a complaints policy, which is available on the policy page of the school website
  • You might also wish to visit the following websites: 

14.      WHO SHOULD I CONTACT IF I AM CONSIDERING WHETHER MY CHILD SHOULD JOIN THE SCHOOL?

 

For Year 5 admissions from Year 4, please use the school’s admissions services.

For in year admissions, please contact Cathy Vince in Alameda Reception.

 

The Local Authority Offer

The Children and Families Bill 2014 places a requirements on local authorities and schools to publish and keep under review information about the services they expect to be available for children and young people with Special Educational Needs(SEN) aged 0-25. This is the “Local Offer”.

Please click on the Central Bedfordshire link below for further information.

Please see our SEND policy and Appendix 1 Provision Map outlined in the document below and in addition Central Bedfordshire SEND guidelines document. Free help and advise is available from Central Bedfordshire's SEND Parent  & Young Person Partnership Service team, please see their leaflet below. Additionally the details are now available for the recently held Parent Information session:

 

  1. 171211 Parent Info Session Term 1 (3)
  2. Central Beds SEND guidelines
  3. SEND Parent & Young Person Partnership Service Leaflet 2016
  4. Special Educational Needs & Disabilities (SEND) Policy