Batchley First School is proud to be an inclusive community. Batchley admits children with varying levels of additional needs. While all children have different needs, pupils have Special Educational Needs if they have a learning difficulty which calls for special educational provision to be made for them.
The school follows Worcestershire's Ordinarily Available document, as shown in our Special Educational Needs Information Report (See below)
1 The kinds of SEN that are provided for
Our school currently provides additional and/or different provision for a range of needs, including:
2 Identifying pupils with SEN and assessing their needs
We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our ordinarily avaiable offer, or whether something different or additional is needed.
Every child in the school is discussed regularly during pupil progress meetings. The class teacher, with support from the SENCO if needed, will decide which resources and provision are best suited to each child. Different children will require different levels of support in order to close the gap to achieve age expected levels
3 Consulting and involving pupils and parents
All staff working with the child and wider staff will have access to this plan.
As well as keeping parents informed of how their child is progressing, the class teacher may suggest ways of supporting a child at home. External agencies may suggest programmes of studies or strategies which can be used at home. Teachers will communicate with parents in a number of ways. Staff may write comments in reading diaries, home school diaries or send notes/texts home. Key Stage newsletters and classroom window displays are also a very useful source of information and communication.
Other ways we support parents generally include
Notes of these early discussions will be added to the pupil’s record and given to their parents.
We will formally notify parents when it is decided that a pupil will receive SEN support.
4 Assessing and reviewing pupils' progress towards outcomes
When a child has special educational needs, the school uses an Assess, Plan, Do, Review procedure:
|Wave 1:||Quality First Teaching: This benefits all children. Work in the class is geared towards all the different levels of the children.|
|Wave 2:||Small group additional Intervention: This benefits children who need to make rapid progress to ensure they can access the Quality First Teaching at the right level.|
|Wave 3:||Intensive Intervention: 1-1 or very small groups for those pupils who are working on an individualised curriculum or accessing the National Curriculum well below expected levels for their age.|
The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:
The assessment will be reviewed regularly:
Identification is through ‘Waves of intervention’. This ensures that children have a graduated response to support their needs as outlined in Worcestershire’s Local Offer.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
5 Supporting pupils moving between phases
We will share information with the school or Nursery the pupil is moving from or to. We will agree with parents and pupils which information will be shared as part of this. We also support by:
* Home visits for pre-school children, SENCo/Family Support Worker may be involved.
6 Our approach to teaching pupils with SEN
Teachers are responsible and accountable for the progress and development of all the pupils in their class.
High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.
Wave 1: Quality inclusive teaching – available to all children
Wave 1 is monitored through regular Pupil Progress meetings. During this time all children are discussed and their progress monitored. From this, each parent is offered a long parent’s consultation where their child’s progress is discussed.
Wave 2: Specific, additional and time limited support- Most children will access this at some point in school
Wave 2 follows for those children where the teacher is concerned there is a gap in learning. The school inclusion team meets after pupil progress meetings to identify any gaps for individuals in provision.
Wave 3: Targeted or specialist provision- a few children
Wave 3 is for children whose progress and ability to learn in the classroom required significant support. The Specialist Support team meets termly. This comprises the SENCO, our Educational Psychologist, Family Support Worker and Speech and Language Therapist.
We will also provide the following interventions:
7 Adaptations to the curriculum and learning environment
We make the following adaptations to ensure all pupils’ needs are met:
Where there are specific learning difficulties or developmental delay:
8 Additional support for learning
We have teaching assistants who are trained to deliver interventions such as Rapid Reading, Listening Groups, Nurture Group.
Teaching assistants will support pupils on a 1:1 basis when the child id finding it difficult to manage in class for cognitive or social emotional mental health difficulties.
Teaching assistants will support pupils in small groups when they can appropriately scaffold learning to the level to be accessible for children with learning difficulties.
We work with the following agencies to provide support for pupils with SEN:
9 Expertise and training of staff
Our SENCO has 7 years experience in this role and has worked as a Lead Practitioner of children with Autism, a Senior Leader of Special Education and a Local Leader of Education.
The SENCO does not have a full time class responsibility.
We have a team of teaching assistants, including higher level teaching assistants (HLTAs) who are trained to deliver SEN provision. We have a specialist nursery class and manage 3 speech and language classes throughout Worcestershire.
In the last academic year, staff have been trained in Speech and Language Therapy, Rapid Reading, Action Words, Colourful Semantics.
10 Securing equipment and facilities
Batchley is lucky to have specialist provision for on site. We have our own sensory room and expertise on hand in the school from our early years classes..
11 Evaluating the effectiveness of SEN provision
We evaluate the effectiveness of provision for pupils with SEN by:
12 Enabling pupils with SEN to engage in activities available to those in the school who do not have SEN
All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.
All pupils are encouraged to go on our residential trip to Pioneer in Year 4.
All pupils are encouraged to take part in sports day
All older pupils are encouraged to take part in large music concerts and events
The school’s inclusion festivals ensure that all children have positive experiences of different types of sport.
No pupil is ever excluded from taking part in these activities because of their SEN or disability.
The school’s disability plan which outlines our support for pupils with disabilities can be found on the School Website ‘Policies’.
13 Support for improving emotional and social development
We provide support for pupils to improve their emotional and social development in the following ways:
14 Working with other agencies
The school works closely with the following agencies:
15 Complaints about SEN provision
Complaints about SEN provision in our school should be made initially to the class teacher in the first instance. They will then be referred to the school’s complaints policy.
The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:
16 Contact details of support services for parents of pupils with SEN
The SENCO is happy to signpost to support. However, more general support can be found here:
Advice and Support Service,
17 Contact details for raising concerns
Mrs Sarah Wykes SENCO firstname.lastname@example.org
Mr Matt Whiteley Headteacher email@example.com
Mrs Laney Walsh SEN Governor firstname.lastname@example.org
18 The local authority local offer
Our local authority’s local offer is published here: www.worcestershire.gov.uk/sendlocaloffer