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SEN Report

 SEN Report

 

School Type: Academy

 

1. How accessible is the school environment?

  • Pelham Primary School is fully wheelchair accessible and we have auditory enhancements for the hearing impaired.
  • Our School building has one level; this makes it easily accessible for disabled children and adults.
  • Our car park has a disabled parking bay situated at the end of a parking row.
  • There are ramps situated at the car park door, as well as ramps at the main door. We have ramps leading onto both playgrounds from the corridors and ramps which lead from both the reception and year 1 classrooms to their respective outside areas.
  • There are double doors strategically placed around the building to allow wheel chair access
  • As a school we are happy to discuss individual access requirements.

 

2. How are children identified as having Special Educational Needs (SEN)?

At Pelham School children are identified as having SEN in a variety of ways e.g.

  • Concerns raised by parents /carers
  • Concerns raised by teachers
  • Concerns raised by the child
  • Changes in a child's behaviour or self -esteem is affecting progress
  • A child finds learning difficult
  • Child performing well below age related expectations
  • Information received from outside agencies and pre- schools e.g. speech and language therapist, Pediatricians

 

3. How are parents and carers supported if they think that their child has SEN?

We have an open door policy at Pelham Primary and we are proud of the relationship we have with the parents of our children. We always encourage parents to speak to their child's class teacher if there are any concerns.

Either the Head teacher Mr. Hogarth, or Mrs. Barrett, the Deputy Head/Inclusion Manger are in the playground meeting and greeting parents before and after school and they will direct parents to the appropriate member of staff.

Our process at Pelham for supporting parents is that we invite parents in to speak to the class teacher in the first instance and if there are further concerns parents and carers are referred to the Inclusion Manger or SENCo. The SENCo will meet with parents to discuss their concerns, following which the SENCo will discuss these concerns further with the class teacher and observe the child in class. Together the class teacher and SENCo will identify areas of need that the child may have and then decide how best to support the child to ensure that they make a good level of progress. If it is decided that the child would benefit from additional support, this will be put in place and monitored on a regular basis.

Pelham offers a range of additional support such as targeted class work, individual and small group interventions led by teaching assistants, Booster and Accelerated Learning Groups led by HLTAs, EYFS targeted Speech & Language support, Play Therapy and Behaviour Support.

 

The progress of children receiving intervention is rigorously monitored through Pupil Progress Meetings held each half term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned which will be discussed and implemented by the SENCo.

If concerns remain and after discussions with parents, we will refer the child to the Early Intervention Team for their professional advice and put in place any recommendations. Occasionally a child may need more expert support from an outside agency such as the Educational Psychologist, Pediatrician etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.

 

4. How are parents/carers kept informed about the support the school has put in place?

Parents are notified about interventions by the class teacher, SENCo or the Inclusion Manager.

 

5. How is the curriculum differentiated and matched to children’s needs?

When a child has been identified with special educational needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.

Teaching Assistants may be allocated to work with the child in a 1-1 or small focus group to target more specific needs. The learning objectives and focused tasks are planned by the class teacher with support, if required, from the SENCo.

If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips easy to use scissors or coloured overlays for reading.

 

6. How is progress measured?

As a school we measure 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 at Nursery through to Year 6, using a variety of different methods including Development Matters and National Curriculum levels.

Children who are not making expected progress are picked up through Pupil Progress meetings with the class teacher and Senior Leadership Team.

In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. If your child is discussed at one of these meetings and additional support is recommended the class teacher will inform parents. 

 

7. How are parents/carers kept informed about their child’s progress?

We communicate regularly with parents, usually in an informal manner at the beginning or end of the school day. Parents are welcome at any time to make an appointment to meet with either the class teacher or SENCo and discuss how their child is getting on. We can offer advice and practical ways in which parents can help their children at home.

 

8. How are parents/carers helped to support their child's learning?

At Pelham we like to maintain regular contact with parents about the things that happen in school. We do this in a variety of ways including;

  • Weekly “Gold Book” assemblies where we celebrate the work and achievements of our children.
  • Regular Newsletters.
  • The school website contains information for individual classes such as Topic Overviews and suggestions for projects which parents can work with their children on at home.
  • Reading Journals are sent home daily.
  • Appropriate homework is set regularly.
  • Home/School books for individual children
  • Parent workshops for how to support your child in  reading, writing and maths
  • Family Learning Programmes.

9. How are wellbeing, personal and medical needs supported in school?

We offer a wide variety of pastoral support for children who are encountering emotional difficulties. We have a caring, understanding and supportive staff who readily offer support to all children and their parents.

Class teachers are the first person to contact with concerns about children’s overall wellbeing.

If further support is needed the class teacher will liaise with the SENCo who will give advice and support and put a plan of action into place. This may involve teaching assistants, our Play Therapy support worker or the Local Authority Behaviour Support Tea who are readily available for children who wish to discuss issues and concerns.

 

Children with medical needs

If a child has a medical need then a detailed Health Care Plan is compiled by the SENCo in consultation with parents/carers and the school nurse. This is discussed with all staff who are involved with the child.

We have fully trained first aiders in all Key Stages who cover our medical room during break times and staff members have a basic knowledge of first aid.

If a child has a medical condition that requires medication, a meeting will be held with parents/carers, SENCo, designated staff members, together with health professionals, to explain our Health and Safety Policy and procedures. Parents and all staff members who agree to administer medicines will sign a medication agreement form to ensure the safety of both child and staff member.

 

Behaviour

At Pelham we have a very positive approach to all types of behaviour with clear rewards and sanctions that is followed by all staff and pupils.

If a child has behavioural difficulties, an Individual Behaviour Plan is written alongside the child, teacher and parents to identify the specific issues and triggers which result in unacceptable behavior. Relevant support is then put in place and targets set for improvement.

As a result of the support we give, we rarely exclude children however we have zero tolerance on physical violence towards staff.

After any behaviour incident we expect children to reflect on their behaviour with a member of staff and they will often complete a reflection sheet. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.

 

Attendance

All occurrences of lateness and absence are recorded by the school office and the attendance of every child is monitored on a weekly basis by the Admin Officer and reported to the Head teacher.

Good attendance is rewarded weekly in a celebration assembly and termly with certificates and special prizes.

Where families are struggling with attendance and punctuality we will refer parents to the Education Welfare Officer. The EWO will invite parents to an Attendance Surgery where advice and strategies will be offered to assist them get their children into school on time.

 

10. How do children contribute to the everyday life of the school? How are their views gathered?

We encourage every child to contribute and to express their thoughts and ideas which we value, respect and celebrate. We do this in different ways throughout the school year:

  • In class daily, children are encouraged to contribute to lessons
  • There is an active School Council who meets weekly to discuss issues or viewpoints.
  • We use regular “Pupil Voice” questionnaires to gather ideas and opinions about curriculum topics
  • Children with social, emotional and behavioural needs set their behaviour targets with their class teacher and the Learning Mentor
  • Children can speak to any member of staff if they have worries or concerns and there are also worry boxes in every class which are regularly checked by the class teacher and acted upon.
  • Children with Statement of SEN their views will be sought before review meetings.
  • Peer Mentors are available in Key Stage 2 every lunchtime for children to discuss their concerns or worries with.

 

11. What expertise and specialist services are available through the school?

As a school, we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: -

  • Educational Psychologist
  • CAMHS (Child & Adolescent Mental Health Service)
  • Inclusion Team
  • Speech & Language Therapy
  • School Nurse
  • Social Care
  • Occupational Therapy
  • Pediatricians
  • Learning Support Service
  • Behaviour Support Service
  • Play Therapy
  • Autism Outreach Team

An Educational Psychologist is allocated to each school. He/she would normally only work directly with children whose needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them.

This involvement is discussed at Progress Meetings with the Senior Leadership Team and class teachers.

In order to help understand the pupil’s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed. He/she will offer advice to the school and parent/carers on how to best support the child to move their learning forward.

 

12. What training do staff receive?

All staff receive some training related to SEND. Our SENCo has been trained in a wide range of SEN including dyslexia, Autistic Spectrum Disorder, Attention Deficit Hyperactivity Disorder,(ADHD), Speech Language and Communication and Social and emotional Aspects of Learning

Our team of Teaching Assistants have had relevant training directly linked to the children they are supporting. Recent training has included ASD, ADHD, Speech and Language together with specific training relating to the intervention programmes which they are delivering.

 

13. How are school trips and activities outside the classroom organised? How does the school ensure that pupils with SEND are included?

Activities and school trips are a very important part of every child’s learning experience at Pelham Primary. Detailed risk assessments are carried out and procedures are put in place to enable all children to participate. If a child has a designated teaching assistant, he/she will accompany them on the trip.

However, if there is no TA and it is deemed that an intensive level of 1:1 support is required, a parent or carer may be asked to accompany their child during the activity, providing they are in receipt of an enhanced CRB check.

 

14. How are children supported when changing schools or transferring to other education, employment or training?

A home visit is carried out for our nursery and reception children and a visit to preschool settings where SEN has already been identified

All new children visit the school prior to starting when they will meet the Head teacher or Deputy Head teacher to have a welcome meeting and be shown around the school.

For children with SEND we would encourage further visits to assist with the transition into their new surroundings. We would also visit them in their current school or setting.

  • We write social stories with children if transition is potentially going to be difficult.
  • When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits.
  • Our ‘feeder’ secondary schools, run a programme specifically tailored to aid transition for the more vulnerable pupils.
  • We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.

15. How are resources matched to children’s needs?

  • We strive to ensure that all children who have Special Educational needs have their needs met to the best of the school’s ability with the funds available.
  • We have a team of TAs who are funded from the SEN budget and deliver programmes designed to meet groups of children’s needs.
  • The budget is allocated on a needs basis. The children who have the most complex needs are given the most support often involving 1:1 support.

16. Who can parents/carers contact for further information?

The first point of contact would be the child’s class teacher to share concerns.

 

17. How are parents and carers supported to decide whether this is the right school for their child?

Please contact Mr. Hogarth, Head teacher or Mrs. Barrett, Deputy Head teacher/Inclusion Manager via the school office on 020 8303 6556 if you wish to discuss your child’s educational needs.

 

If are unhappy about something regarding your child’s schooling please follow the school’s Complaints policy-a copy is available at the school office

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