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Special Educational Needs and Disability

Contact details and information

SEN Coordinator: Mrs S Taylor
Telephone: 01772 335033

SEN Governors: Mrs R Smith/Mr G Halsall

SEN Local Offer- Please click on the link below

Accessibility Plan linked to paragraph 3 of schedule 10 of the Equality Act 2010

 

Improving access to the curriculum

 

2016-2017

Review curriculum provision

2017-2018

Increase staff knowledge and confidence in differentiating the curriculum for specific.

2018-2019

Review S.E.N.D provision

 

Improving access the physical environment

2016-2017

Ensure any development of new area on Mill site provides access for all.

As last year

2017-2018

Ensure school is aware of the access needs of disabled pupils, staff and visitors.

2018-2019

Ensure outdoor provision on Mill site in accessible for all.

 

Improving access to information

2016-2017

Review of communication with EAL families

2017-2018

Review information sent to parents/carers to ensure it is accessible to all

2018-2019

Review the school's website and electronic communication between home and school.

 

 

 

 

Special Educational Needs

 

Cuerden Church School is an inclusive school, which offers a broad, balanced and differentiated curriculum for all  of its pupils. Some children have a special educational need, which means special provision is made to accommodate their needs. This may be because of a learning difficulty, a health issue, a disability or emotional and behavioural difficulties.

At Cuerden Church School we:

  • work hard to ensure that a child with SEN gets the support they need.
  • designate a teacher to be responsible for co-ordinating SEN provision – the SEN co-ordinator, or SENDO. Our SENCO is currently Mrs Sara Taylor.  The member of our governing body with specific oversight of the school’s arrangements for SEN and disability is currently shared between Mr Graham Halsall and Mrs Ruth Smith.
  • liaise with parents/carers when school are making special educational provision for a child.
  • work in partnership with parents/carers, outside agencies and the SEN team at County Hall to ensure the best provision for our SEN children.

There have recently been significant changes to the 2001 SEN code of practice.

The main changes from the SEN Code of Practice (2001) reflect the changes introduced by the Children and Families Act 2014. This new approach joins up the system across education, health and care, from birth to 25. Our school, like all others is required to provide help at the earliest possible point, with children and young people with SEN and their parents fully involved in decisions about their support and what they want to achieve. It is anticipated that this will lead to better outcomes, and more efficient ways of working.

The government have listened to what parents say their experience of services is like and have put in place a number of things to bring about improvements. One of these is the Local Offer.

The local offer provides information on what services children, young people and their families can expect from a range of local agencies, including education, health and social care. Knowing what is out there gives you more choice and therefore more control over what support is right for your child.

The local offer provides information on a number of things, including:

  • special educational provision;
  • health provision;
  • social care provision;
  • other educational provision;
  • training provision;
  • travel arrangements for children and young people to schools, colleges and early years education; and
  • preparing for adulthood, including housing, employment and leisure opportunities.

Links to these are at the top of this page.

 

 

EHC Plans

For children with more complex needs, a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) will replace statements. We have worked alongside families of children with statements in our school to draw up ‘All about me’ documents. These pupils will eventually have their statements replaced by EHC plans.

 

SEN support at Cuerden Church School

Children on the SEN register who do not qualify for a statement/EHC plan are now deemed to be requiring 'SEN support'; the terms 'School Action' and 'School Action Plus' are no longer required. Instead, Cuerden Church School use intervention logs rather than IEPs to closely match work with children's ability levels. These are used on a day-to-day basis in class and monitored with the SENCO half-termly. These are shared with parents regularly. Some children that may previously have been School Action + will now have a 'passport'. This, alongside an intervention log, means that we can track children with the most need and deliver tailored intervention strategies and work collaboratively with speech services, the educational psychologist, occupational therapists, physiotherapists, IDSS and the school nurse.

 

 

SEN Policy 2016-2017

Implementation of the Special Educational Needs Policy 2016-2017

Actions taken as part of the school development plan, specific to SEN priorities:

  • Regular and focused intervention put into place in order to improve standards and progress in reading, writing and maths throughout the school; this also  includes 1:1 teacher support;
  • Regular and focused intervention put into place in order to improve standards in writing in KS1
  • Additional TA/teaching hours put into place/timetables re-organised to ensure that all children with SEN receiving appropriate support;
  • All teachers are tracking the progress of SEN children as a focus group, through the use of termly pupil progress meetings;
  • Additional release time provided for SEN leader to ensure that she is able to carry out his role efficiently.
  • Speaking and listening programme established in EYFS and KS1 in collaboration with speech therapists.
  • ‘Fast Track phonics’ intervention established in KS1
  • TAs given training on phonics and writing with SEN children
  • Additional resources purchased to accelerate pupil progress in reading comprehension, grammar and mathematics.
  • Learning mentor working with more than half of the SEN children on removing barriers to learning.
  • New reading scheme materials for SEN boys in years 4, 5 and 6.

Priorities for 2016/17 in respect of provision for SEN/D pupils

To continue to scrutinise termly ‘Pupil Performance’ reviews and prepare an intervention report for children falling behind expectations in maths, reading and writing.

 

Review school interventions and as a staff discuss ways of measuring the children’s

progress before and after

- update the provision map to show

1)our core offer and all the provision our school makes which is additional and different

from that which is offered through the school’s curriculum

2) an overview of programmes and interventions used with different groups of children (as

well as individual)

3) a basis for monitoring the levels of intervention

4) contribution to school improvement by identifying particular patterns of need and

potential areas of development for teaching staff, so that as a school we can develop

further the use of interventions which are effective and remove those which are less so;

and support us in improving our core offer for all pupils as the most effective approaches

are adopted more widely across the school

To ensure TAs/Learning Mentor are used effectively to support SEN provision

To develop the role of the governing body in understanding new SEN guidelines/code of practice.

Disability Access

 

Cuerden Church School is a relatively new, one-level building. Our school has 7 classes; intake number 30. 

  • All doorways and entrances to the school are on a single level and wide enough to accommodate a wheelchair if necessary to ensure full access for pupils and parents with disabilities.
  • A before (from 7.45am) and after-school club (to 6pm) is available for all pupils. Parents pay for the sessions attended.
  • The school offers a phased entry into school each morning. Doors are opened at 8.50am (school starting time being 9:00am). This avoids congestion in the morning.
  • The school has one disabled toilet for wheelchair users and disabled people to use if required.
  • School has a disable shower room and changing facilities.
  • The school's website front page is kept up-to-date with information in the "what’s on" section.
  • Electronic copies of the weekly newsletters are emailed to parents weekly and uploaded onto the school website.
  • Weekly detailed newsletters are sent home to parents and uploaded to the website.
  • Where and when required, paper copies of all letters are sent home with pupils.
  • School uses a text service to keep parents/carers informed and updated.
  • All relevant policies are uploaded to the school‟s website.
  • Furniture is modern and of a suitable height appropriate to the age group of children being taught in each classroom.
  • The school has a range of ICT programmes for pupils with SEN in addition to interactive whiteboards installed in every classroom. There is a class set of laptops and a small group of iPads which are used by all children.
  • Classrooms are "child friendly" with resources labelled clearly.
  • Visual timetables are used in many classrooms.
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