Special Educational Needs and Disabilities (SEND)

At Boughton-under-Blean and Dunkirk Methodist Primary School we work hard to ensure that every member of our school community – pupils, parents, staff– feel supported and included. We are an inclusive school and every child, whatever their individual abilities or needs, is equally valued and welcomed here.

We recognise the importance of helping all children achieve their full potential; emotionally, socially, physically and academically. We ensure they are fully included in all school activities, seeking external support and facilities when needed.

What should I do if I think my child/young person may have special educational needs?

If you have any concerns regarding your child’s learning, emotional, medical or physical needs, then please speak to either your child’s class teacher, Miss Samantha Holness (SENCO ) or your child’s Class Teacher to discuss your concerns.

How will the curriculum be matched to meet my child’s needs?

We believe that all pupils will be able to access the curriculum at a level appropriate for their individual needs. Class Teacher’s plan carefully to ensure that lessons are differentiated appropriately to suit the learning needs of all pupils, to enable success (Quality First Teaching-Wave 1). The Class Provision Map outlines more specific support for children, either on an individual or group basis, to help accelerate their progress (Wave 2). A few children that have needs which are more complex will have receive personalised 1:1 Teaching, that is often monitored or directed by external services (Wave 3). Children with the most complex needs, will have been awarded an Education and Health Care Plan (EHCP) by the Local Education Authority and will have their own Provision Plan. This plan is a legal document and specific targets must be implemented and monitored to ensure that progress is made, and the child’s needs are met. All support is assessed and adapted accordingly using the ‘Plan, Do, Review’ cycle using The Mainstream Core Standards.

The Mainstream Core Standards

What support is available for my child?

All support is carefully planned to ensure that your child’s needs are met and progress is made. We see our Teaching Assistants (TAs) as our most valuable support for children, and therefore all of our classes have either 1 or 2 full-time TAs, depending on need. We have Specialist TAs trained in Dyslexia, Dyscalculia, Speech, Language, fine/gross motor skills, Sensory circuits who deliver targeted 1:1/small group support, under the guidance of the SENCO and/or Specialist Services.

How will I know how my child is doing? How can I be involved?

We are a very friendly and open school and value the importance of building positive relationships with parents, families and our local community. If your child is identified as having SEN-D, meetings take place on a formal and informal basis, as our door is always open to the concerns of parents. Children and parents are encouraged to take an active part in the delivery and planning of support, and training/advice can be offered or sourced as necessary.

Reading is always a priority and we have a dedicated team of Volunteer readers. If you are interested in become one of them, please speak to our school office team. You do not need to know what to do as you will receive support and training.

What support will there be to support my child’s overall well-being/ medical needs?

 

As a school, we are committed to supporting the well-being of all children. All staff are able to raise any concerns that they have about individual pupils. Laura Dellys (FLO) and Jo Cottenden (Deputy Head) ensure that appropriate measures are put in place to support your child, and if needed, their family. Laura is a trained Lego Therapist and supports our children and families, using her wealth of experience. We look for opportunities to enhance the well-being of children in our school, and seek to adopt new initiatives when and where appropriate.

Any pupils with additional medical needs are well catered for. Miss Samantha Holness (SENCO) oversees all children with a medical need, ensuring that appropriate care, support and resources are in place. All medical requirements are requested from parents prior to admission and these are added to the school medical needs file. Parents will also be asked to provide medical evidence before medicines and/or specific care procedures, can be administered. All medicines are kept in individual sealed containers in a locked cupboard that is only accessible to appropriate members of staff. For those pupils needing medicine regularly or ongoing care, we complete an individual Health Care Plan which is reviewed as necessary. All staff are kept updated to ensure that appropriate care and support for an individual continues across the school.  Close links are secured with Health and parents/carers to ensure that Care Plans are kept updated and relevant and wherever possible, the school seeks support and training from Health Care Professionals as necessary (e.g. supporting a child with Type 1 Diabetes) and staff First Aid Training is regularly updated. Each classroom has a medicine box which is kept in the teacher’s cupboard so it can be easily accessed by staff. It contains medication that children themselves need regular access to such as emollients for eczema and asthma inhalers.

What specialist services or expertise are available at or accessed by the school?

All schools have access to Speech and Language Therapy Service (SALT), but this is only available to children in Reception/Early Years or children with an EHCP.  The Speech and Language Therapy Team for advice and support for those not yet receiving support or who don’t meet the criteria for referral. Support and advice for children’s needs can also be accessed through a referral to LIFT (Local Inclusion Forum Team), this can result in direct support in school from a Specialist Teacher.  We fund assessments by an Educational Psychologist for the children with most need, in order to understand what support is needed for an individual child. Through referral, we can also access Occupational Therapy, the School Nursing Team, Paediatricians, CHYPMHS (Children and Young Person Mental Health Service) including  private referrals for assessment of Dyslexia/Dyscalculia or APD (Auditory Processing Disorder).

Further information and support available to your child can be accessed via the NHS Kent Community Health Children’s Services Pod.

NHS Kent Community Health Children's Services Pod

Further details of The Local Authority SEND Provision ‘SEND Information Hub’can be found below.

Kent SEND Information Hub

What training have staff supporting pupils with SEND had or received?

There is a full audit of training needs each year from which evolves a programme of training that ensures that all staff are equipped with the skills needed to meet the needs of all learners. The skills and knowledge of Teaching Assistants are updated when the need arises and individual CPD is identified during Appraisals. . Training to date has covered: Autistic Spectrum Disorders, Attention Deficit (Hyperactivity) Disorder, SALT, Dyslexia, Dyscalculia, DCD (difficulties with fine and gross motor skills), Sensory Processing, Cued Articulation, Makaton, Language through Colour/Pentagon, Active Listening and Learning Styles (eg Auditory, Kinaesthetic).

How will my child/young person be included in activities outside the classroom including school trips?

We believe all learners are entitled to the same access to extra-curricular activities, and are committed to make reasonable adjustments to ensure participation for all. Any additional support or necessary adjustments are recorded on the risk assessment for that activity. Please contact us if your child has any specific requirements for extra-curricular activities.

How accessible is the school environment?

• The school is fully compliant with DDA requirements.
• The main building is on level with easy access to all classrooms from the outside areas.
• There is one disabled toilet.
• We ensure wherever possible that equipment used is accessible to all children regardless of their needs.

How will the school prepare and support my child/ young person to join your school, transfer to a new school?

New pupils:

Reception Class Staff and our FLO will carry out home visits and visits to Nursery Settings, prior to children starting school. Concerns about particular needs will be brought to the attention of the SENCO. Where necessary the SENCO will arrange a further meeting with parents, previous setting etc.

Class teachers of children joining from other schools will receive information from the previous school. If required the SENCO/ FLO will telephone previous school to discuss individual pupil’s needs.

Preparing for next steps:

Transition is a part of life for all learners, whether that involves moving to a new class or moving to a new school. We recognise that transition can be an unsettling time for all children, but especially so for a child with SEN. Consequently, we work closely with parents, pupils and staff to ensure these transitions run as smoothly as possible.

Planning for transitions with the school will take place in the Summer Term; arrangements for transition to Secondary School for pupil with SEN will be planned according to individual need and the receiving school.

 

Who can I contact for further information?

Miss Samantha Holness SENCO (Monday, Tuesday, Wednesday), Head Teacher, Mr Simon Way or Deputy Head, Mrs Jo Cottenden.

The report below details our annual offer to learners with SEND. To be effective, it needs the views of all- Parents/carers, pupils, governors and staff.