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Little Ilford School Special Educational Needs Information Report

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Little Ilford School Special Educational Needs Information Report Little Ilford School Special Educational Needs Information Report Type of School: Maintained Specialist provision on site: Autism Provision for students with Autism and Severe Communication Difficulties Reviewed June 2018 All LBN maintained schools have a similar approach to meeting the needs of students with Special Educational Needs and are supported by the Local Authority to ensure that all students, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of students with Special Educational Needs being met in a mainstream setting wherever possible, where families want this to happen. A: People who support children with Special Educational Needs/ difficulties with learning in this school: School Based Staff Summary of Responsibilities Information Who are the best Special Educational They are responsible for: people to talk to in Needs Co-Ordinator ● Coordinating all the support for students with special this school about (SENCO) educational needs (SEN) and developing the school’s SEN my child’s Head of Learning Policy to make sure all children get a consistent, high quality difficulties with Support response to meeting their needs in school. learning/Special Head of Behaviour Educational Needs Support. ● Ensuring that you are: (SEN)? Head of ASD Provision - involved in supporting the student’s learning Little Ilford School: Special Educational Needs Information ReportPage 1 Assistant Head with - involved in reviewing how they are doing responsibility for SEN - part of planning ahead for them. ● Liaising with all the other people who may be coming into school to help support the student’s learning, e.g., - Speech and Language Therapy (NHS) and London Borough of Newham. - Educational Psychology Service. ● Updating the school’s SEN register (a system for ensuring all the SEN needs of students in this school are known) and making sure that there are excellent records of your child’s progress and needs. ● To provide specialist support for teachers and support staff in the school so they can help SEN students achieve the best possible progress in school. ● To provide support to teachers for students with social, emotional and mental health needs. ● To provide a programme and support if a student is at risk of Curriculum Team permanent exclusion. (Pastoral Support Programme: a 12 or Leaders, Tutors, 16-week programme to support those at risk of permanent Subject Teachers, exclusion). Pastoral Achievement Leaders (PALS) ● Provide appropriate support for students with social, emotional and mental health issues (SEMH) Little Ilford School: Special Educational Needs Information ReportPage 2 They are responsible for: ● Checking on the progress of students and identifying, planning and delivering any additional help students may need (this could be things like targeted work, additional support) and letting the SENCO know as necessary. ● Using the school SEN profiles to inform planning and Headteacher differentiation. ● Ensuring that all staff working with students in school are supported to deliver the planned work/programme for the students, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources. ● Ensuring that the school’s SEN and Literacy Policy is followed in the school and for all the students with SEN that they teach. He/she is responsible for: ● The day to day management of all aspects of the school, this SEN Governor includes the support for students with SEN. ● Ensuring that the SENCO and subject teachers of students with SEN are planning and delivering lessons with the highest expectations for all students – especially students with SEN. Little Ilford School: Special Educational Needs Information ReportPage 3 This is known as Quality First Teaching and we work hard at Little Ilford School in providing creative and accessible lessons for all students, especially students with SEN. ● Making sure that the Governing Body is kept up to date about any issues in the school relating to SEN. He/she is responsible for: ● Making sure that the necessary support is made for any child who attends the school who has SEN. B: How could my child get help in school? Students in school may get support that is specific to their individual needs. This may all be provided by the subject teacher or may involve: ​ ​ ● Other staff in school. ● Staff who will visit the school from the Local Authority central services such as the Language Communication and Interaction Team (LCIS) or Sensory Service (for students with a hearing or visual need). Types of support What would this mean for your Who can get this kind provided : child? of support? What are the different Class teacher input ● Ensuring that the teacher has the All students in school types of support via excellent targeted highest possible expectations for should be getting this as available for students classroom teaching SEN students and all students in part of classroom with SEN in this also known as teaching practice when their class. school? needed. Little Ilford School: Special Educational Needs Information ReportPage 4 Quality First ● Ensuring that all teaching is based Teaching. on building on what your child already knows, can do and can understand. ● Under certain circumstances, Teaching Assistant (TA) support of individual or groups of students in lessons. ● Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning, key visuals, and collaborative talk. ● Putting in place specific strategies (which may be suggested by the SENCO or outside staff) to support your child to learn. Specific group work ● The SENCO and Head of Learning Any child who has for a smaller group of Support will plan group sessions for specific gaps in their students. This group your child with targets to help your understanding of a may be: subject/ area of learning. child to make more progress, within Little Ilford School: Special Educational Needs Information ReportPage 5 ● Run in the a time limit and for designated classroom or students only. outside. ● If it is a Speech and Language need ● Run by a teacher they will have 1:1 or small group who has had training sessions with a TA under direction to run these groups. of the SENCO. ● Run by a Higher Level Teaching Assistant under direct supervision of Curriculum Team Leaders. The school also ● Study Plus, Numeracy and Literacy provides: intervention for identified students. ● A teaching group for students who are working below age appropriate levels and have complex learning difficulties also attend appropriate mainstream classes on a rolling programme. They are assessed in the SEN teaching group by B-Squared. The emphasis of this Little Ilford School: Special Educational Needs Information ReportPage 6 group is life skills (ASDAN), literacy, numeracy and the creative arts including yoga and drama. There is a strong Spiritual, Moral, Social and Cultural (SMSC) philosophy embedded in the curriculum of this group. Specialist groups run ● Students will have been identified by Students with specific by outside agencies, the class teacher/SENCO (or you barriers to learning that i.e., Speech and cannot be overcome will have raised your own concerns) Language Therapy through Quality First (NHS and LCIS) as needing more specialist input Teaching and instead of or in addition to excellent intervention groups. classroom teaching and intervention groups. ● You will be asked to come to a Stage of SEN Code of meeting to discuss your child’s Practice: School progress and help plan possible ​ Support, which means ways forward. ​ ​ they have been ● You may be asked to give your identified by the class permission for the school to refer teacher/SENCO as your child to a specialist needing some extra professional, e.g. a Speech and Little Ilford School: Special Educational Needs Information ReportPage 7 specialist support – in Language Therapist or Educational some instances Psychologist. This will help the SENCO/ class teacher school and yourself understand your specialist provision child’s particular needs better and [Local Offer]. This may ​ ​ ​ ​ come from: be able to support them better in ● Local Authority school. central services ● The specialist professional will work such as the ASD with your child to understand their Outreach Team or needs and make recommendations, Sensory Service (for which may include: students with a - Making changes to the way your hearing or visual child is supported in class, e.g., need). some individual support or changing some aspects of teaching to support them better. - Support to set better targets which will include their specific expertise. - A group run by school staff under the guidance of the outside professional, e.g., a social skills group or sensory circuit. - A group or individual work with outside professionals. Little Ilford School: Special Educational Needs Information ReportPage 8 ● The school may suggest that your child needs some agreed individual support in school. They will tell you how the support will be used and what strategies will be put in place. EHCPs – Local Offer The Local Authority will ask the school Children whose needs to set up an Education, Health and are: This is usually Care Plan meeting ● Severe, complex and provided via a ● The LA will work with your child, lifelong. Statement of Special ● Need more than 20 Educational Needs or yourself and the school to hours of support in an Education, Health understand their needs and make and Care Plan recommendations, which may school (EHCP). include: - Support to set better targets which Usually your child will will include their specific expertise. also need specialist - A group run by school staff under support in school from the guidance of the outside a professional outside professional, e.g., a social skills the school. This may group or sensory circuit.
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