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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 SEND 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 SEND.

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

The following information outlines the support and provision pupils with SEND 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.

  • 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 adults that support learning (ASLs) 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 be 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. 

    If you would like to speak to the school Inclusion Lead (SENCo) then you can contact Caroline Cawtherley by email: inclusion@gainsborough.newham.sch.uk or by phone: 02074763533

  • 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 SEND 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 assess against age-related expectations termly. Each term a member of the Strategic Team meets with the teachers to talk about the progress the children are making. For children who have not made expected progress or whose attainment is below 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 age-expected 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 SEND 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 P—Scales and 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 do staff receive to support children and young people with SEN?

    The leadership team are all experienced in working with children with SEND.One teacher in school has 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 SEND. 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 ASLs trained to deliver them to individuals. 

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

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

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

    The school also employs two specialist speech and language therapists (part time) to deliver speech and language sessions for our pupils with autism. 

    Resource Provision staff lead on training for SCERTs across the local authority. 

    Each phase within school has an identified lead ASL who provide guidance and support for the team. All ASLs have additional training on Autism specific interventions, such as – Colourful Semantics, Pause and Prompt, 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 Services
    • Language, communication and interaction services
    • Complex needs and dyslexia services
    • Educational physiologist services 

    There are other services available to our school and you can find a full list here: http://senddirectory.newham.gov.uk/Service.aspx 

  • 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
  • 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/carers and all children receive an annual school report. The school has an open door policy; parents/carers should first contact their child’s teacher if they are concerned regarding the child’s progress or SEND in school. 

    Parents/carers 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/carer is concerned about something that has happened in school then they can contact the class teacher and/or SENCo to arrange a meeting to discuss the issue and a way forward. It is always are intention to work closely with parents/carers in the best interest of the child. If the situation has not been resolved then the parents/carers 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/carers are invited in for meetings to feed back any findings from the reports. We then discuss with the parents/carers and other professionals the next steps for the child. 

    For our children in the Resource Provision parents/carers 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/carers 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.

    Some children have SEND Support Plans, these set long term outcomes for the children to work towards achieving over the year with them broken down into SMART targets on a termly basis. They are written by teachers in discussion with parents/carers and also other staff that work with the child. These are then reviewed on a termly basis with new targets being set to ensure that children reach the long term outcomes by the end of the year.

  • 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 SEND Support Plan 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. We also organise extra transition visits where a member of Gainsborough staff attends the school with the pupil on a weekly basis for at least 3 weeks. 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/carers 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/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, ASLs and children in their class. We ask that parents/carers 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 behaviour and feelings. We also use Thrive to support the emotional development of children.

    Some children need additional physical breaks throughout the day, we have a full time sports ASL who takes children for focused short physical breaks at different parts of the week.

    In addition we have a qualified school counsellor who delivers individual sessions with pupils on referral from class teachers. Our safeguarding lead works with children and families who need additional support in maintaining the well-being of our pupils.