SEN Information Report

SEN provision for Children and Young People at Gainsborough Primary school

As part of the Children and Families Act 2013, Local Authorities are required to publish a ‘Local Offer’ which sets out support that is available for children and young people with SEN in the local area.

Newham’s Local Offer is available on the Newham Website and tells parents how to access services in their area and what to expect from these services.

Alongside this, schools are required to publish information about their arrangements for identifying, assessing and making provision for pupils with SEN.

This is the Local offer for Gainsborough school. It describes the arrangements we make that are ‘additional and ‘different ‘for pupils with SEN. This information has been produced together with parents, carers and our children and young people and will be reviewed annually.

The following information outlines the support and provision pupils with SEN can expect at Gainsborough school.

The diagram below illustrates the schools graduated response to children’s needs. It shows the standard offer of teaching, learning and care for ALL pupils, the additional provision which may be needed by some pupils, the specialist provision available to the few children with significant or complex needs and those children within the Resource Provision for autism.

Date of Review: September 2015

Click here for the School Local Offer

More information about Gainsborough School’s Offer of SEN provision

Please click on the questions below

How do we identify children with SEN in school?

Special Educational Needs could be identified using information from a range of sources. We ask about parental concerns about learning during admission interviews, where parents/carers are given the chance to tell us about any concerns they have regarding their child. If a child is transferring from another school/setting then we would contact the previous school to ensure all records are passed on.

At Gainsborough we have an open door policy where we encourage parents/carers to talk to class teacher and/or SENCo about any concerns they have in regard to their child’s development or learning.

Class teachers and teaching assistants monitor and assess all children closely. If they had a concern about any areas then they would discuss this with the parents/carers and SENCo. At this point it is likely that the SENCo would agree some follow up actions from the meeting often observing the child or carrying out some more detailed assessments.

Parents/carers would be invited into school to talk about the outcome and it would be explained to parents the next stages that we will take as a school, which could interventions run by trained staff or referral to an appropriate agency that would be able to carry out further assessments possibly leading to a diagnosis of a specific difficulty. Parents/carers will be kept up-to-date about the progress their child is making.

Identifying needs at Gainsborough Primary School


How do we make changes to the curriculum to ensure it is matched to the pupils need?

We follow a creative curriculum which builds on previous learning and children’s interest. Our focus is to teach children the skills that they need to be independent and creative problem solvers. Teachers differentiate work to meet the needs of all children, taking into account their starting point and prior learning.

Children with identified SEN requiring extra support will be supported to access the learning in their classroom this might include adapted work, a visual schedule, physical breaks.

We know that some children with significant needs are supported in a group or individually with a teaching assistant to access the curriculum at their level. If a child’s developmental level is such that it requires a sensory based curriculum this will be provided by a specialist teacher who breaks down the learning required within the national curriculum but takes into account their wider needs.

Teachers assess children’s learning during each lesson and provide the head teacher with a national curriculum level termly. Each term the head teacher meets with the class teacher from each class to talk about the progress the children are making. For children who have not made expected progress or whose attainment is below that of expected an action plan is created to support the children to make progress. This is then monitored for the next half term to ensure children are making progress.

For children who are not accessing national curriculum levels teachers assess the smaller steps that they take with their learning, we use a national target setting tool to ensure that our pupils with a high level of SEN make progress in line with other pupils with a similar difficulty. We also use other assessments in school to support teachers in planning for the children, these include SCERTs assessments. Children not making expected progress will have a time-limited intervention that will be monitored at the start and end to ensure progress was made. If this is not the case then we would consider a referral to other agencies or a different type of intervention.

What expertise and training so staff receive to support children and young people with SEN?

The leadership team are all experienced in working with children with SEN.
The Deputy Head teacher has the National Award for Special Educational Needs. Two teachers in school have had further training on Dyslexia at a higher level.
Within school we have a trained Reading Recovery teacher who supports individual children in their reading.

All class teachers and TAs receive regular training updates on SEN. If a child has a specific need then they will be given extra support from the SENCo or outside specialists would come in to offer training in the specific need.

The school runs specific intervention programs where we have particular TAs trained to deliver them to individuals.

The school employs a qualified councilor on a part time basis to work with individual children.

In school we have a learning mentor who has had additional training for working with families to support behavior. She also runs small groups for children with different needs and works with individual children.

We have 2 autism specialist teachers to work with our Autistic children within the Resource Provision. They have attended many training courses around specific approaches for autism.

The school also employs a specialist speech and language therapist to deliver speech and language sessions for our pupils with autism in the Resource Provision.
Resource Provision staff lead on training for SCERTs across the local authority.
Each phase within school has an identified lead TA who provide guidance and support for the team. All TAs have additional training on Autism specific interventions, such as – PECs, Intensive Interaction, Sensory room and soft play room training, SCERTs training, Autism Education Trust level 2.

The school has two qualified Team Teach trainers and a hoist trainer who trains school staff and staff across the local authority.

The school regularly accesses support from the following services:

  • Speech and language therapy
  • Occupational therapy
  • Child and family consultation services
  • Child Development Centre
  • Language, communication and interaction services
  • Complex needs and dyslexia services
  • Behavior support service
  • Educational physiologist services

There are other services available to our school and you can find a full list here:

We have a school nurse that is based in school one day per week.

How is the school adapted to meet the pupil’s individual needs?

The school has the following in place to support access into and out of the building:

  • Ramp access
  • Lift access
  • Hoists
  • Evac chairs
  • Taxi services for children with mobility issues
  • Power assisted doors

To support access for learning we have the following:

  • Height adjustable medical bed
  • 3 Large disabled toilets one with hoist and shower
  • Height adjustable desks
  • Touch screen computers and interactive white boards
  • Sensory room
  • Soft play
  • Exam arrangements for KS1 and 2 SATs

For our children in the Resource Provision we have the following specific things:

  • School bus
  • SEN sports club
How are parents/carers informed about their child’s needs and the support they receive?

We have 3 parent evenings per year for all parents and all children receive an annual school report. The school has an open door policy; parents should first contact their child’s teacher if they are concerned regarding the child’s progress or SEN in school.
Parents should always contact the class teacher if they have any concerns regarding their child, the class teacher may then arrange a meeting with the SENCo and/or other agencies working with the child.

If a parent is concerned about something that has happened in school then they can contact the SENCo to arrange a meeting to discuss the issue and a way forward. It is always are intention to work closely with parents in the best interest of the child. If the situation has not been resolved then the parents can meet with or write to Deborah Strain, the head teacher, who will respond accordingly.

Outside agencies typically write reports and send these to the child’s home address; parents are invited in for meetings to feed back any findings from the reports. We then discuss with the parents and other professionals the next steps for the child.

For our children in the Resource Provision parents can either contact school directly to speak with the resource provision teachers or they can use the child’s home school communication book if they any queries. On a termly basis parents are invited into school to review progress and set new targets for the following term. 

How are the children’s needs planned for with parents/carers?

As a school we look at the child’s needs first and discuss different options for support with parents/carers. We might decide that a child would benefit having an intervention to support their learning and move them on. We may also look at whether a child would benefit from having additional support from an adult. If this is the case we would go to the local authority to apply for extra funding for that child. The local authority would then make a decision as to whether the child needs extra support or whether as a school we could provide what the child needs without extra funding.

In most classes there is a teaching assistant to support the children in class, class teachers direct them to who needs the extra support during lessons.
Some children have Individual Education Plans (IEPs), these set targets for the children to work towards achieving over the term. They are written by teachers in discussion with parents and also other staff that work with the child. These are then reviewed on a termly basis with new targets being set.

How does the school support children during the next stage of their education?

Transition to a new school

The majority of our children leave us in year six and join one of the Newham secondary schools. Our SENCo attends a transition meeting with the child's new school, here she passes on copies of all the key information about the child eg copies of their most recent IEP and any other reports. We make recommendations to the school about what provision the child needs, a copy of the meeting notes are passed to the parent of the child. Where necessary we organise transition visits where a member of Gainsborough staff attends the school with the pupil for half a day. This might include becoming more familiar with the school building and learning about the timetable.

When our pupils are preparing to join a new school we make contact with their new school and invite them to our school to meet with our staff and the family. This is an opportunity for the new school to find out as much information as possible about the child. If possible staff from the new school might attend the annual review that year so actions for the following year can be agreed. We invite staff from the new school to spend time with the pupil a your school and our staff accompany the child to visits the new school, supporting the new school staff to begin to understand the child's needs. We take pictures of the new school and talk to the child about it frequently; parents are also given a copy if this. We ask the new school to lend the child a school jumper or t-shirt that they wear when they attend the new school. All school records are passed to the new school.

Transition to our school

When any child joins our school we are required to complete an admission interview. In addition to this, for pupils with a high level of need or part of the resource provision, two members of staff will visit the family at home to meet the child where they feel most comfortable. We also talk with the child and family about their likes, dislikes, how they learns, what they do when they are happy or sad. We try to find out as much as we can to help us plan their transition. Members of staff will also visit the child in their current nursery or school. Again, this allows staff to find out as much as we can about the child, including the strategies that work and the ones that do not. The length and the nature of transition to our school is planned around the needs of the child. The current setting, other agency staff and the family will plan together when the child will visit the school and how long each visit will last and will agree the review points before the child start to attend full time with us.

Our priority is that the child has a positive experience of visiting our school from the outset. Parents or carers often attend one or two of the transition visits with the child. We also ask that a member of staff from the current setting accompany the child so that they have a familiar adult with them. The transition process is reviewed daily with the family and adjusted as necessary. The majority of our pupils receive a booklet which contains pictures of the school, their teacher, teaching assistants and children in their class. We ask that parents look at this with their child frequently to help prepare them for joining us.
How does the School support pupil’s overall well-being?

All children in the school follow the Jigsaw PSHE curriculum, which integrates PSHE (Personal, Social, Health Education), emotional literacy, social skills and spiritual development in a whole-school approach. Classes also have frequent circle times.
For children who require additional support the school employs a learning mentor who carries out small group and individual work, supporting children with their relationships with peers, managing their behavior and feelings.
In addition we have a qualified school counsellor who delivers individual sessions with pupils on referral from class teachers. Our safe guarding lead works with children and families who need additional support in maintaining the well-being of our pupils.