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SEND Information

Walter Halls Primary School SEND Information Report

 

Walter Halls Primary School is a mainstream primary school with an inclusive ethos. SEND refers to the provision for pupils with Special Educational Needs. We have a large inclusion team lead by Jo Glover who is our Deputy Head Teacher and SENCo and  Lee Neal who is our Assistant SENCo. We also have several Level 3 Teaching Assistants in the team and a Behaviour Learning Mentor each with a wide array of experience and specialities.

 

 

The Inclusion Team

The Inclusion Team 1 Lee Neal Assistant SENCo
The Inclusion Team 2 Jo Glover Inclusion Leader
The Inclusion Team 3 June Armstrong SEN Teaching Assistant
The Inclusion Team 4 Emily Joyce Learning Mentor
The Inclusion Team 5 Sam Dixon SEN Teaching Assistant
The Inclusion Team 6 Vanessa Gabbitas SEN Teaching Assistant
The Inclusion Team 7 Diana DeButts SEN Teaching Assistant

About the SEN Team

  • Vanessa Gabbitas is experienced in delivering Speech and Language Therapy Programs and works closely with speech therapists.
  • June Armstrong has a long history and experience of working with children with Autism and had previously worked in specialist educational settings. June is experienced in social stories and use of symbols.
  • Sam Dixon has worked in educational settings working with pupils with Autism and other complex needs.
  • Diana De Butts has worked with a range of pupils with different needs and has run dyslexia programs and has a degree and interest in child psychology.
  • Lee Neal is our Assistant SENCo and has worked with pupils with complex SEN needs and behavioural needs.  He supports the alternative provision and runs reading support in a Read, Write Inc. group for some of our pupils. He is leading on the AET framework in school (Autism Education Assessment System). Lee carries out dyslexia screening in school.
  • Emily Joyce our learning mentor has worked in mainstream schools supporting pupils with behavioural needs. She tracks our behaviour systems in school and supports in our alternative provision. She also offers daily check ins and oversees behaviour profiles and support plans in school.
  • Jo Glover is our Deputy Head and has years of experience as the school SENCo. She is involved in the Local Authority Higher Level Needs Requests panel and is our school DT (designated teacher for looked after pupils).

SEN Specialist Provision

  • Alternative Afternoon Provision for Identified Pupils requiring behavioural support (further details below).
  • Alternative SEN Provision for pupils with complex needs including messy play, outdoor learning, speech and language, sensory exploration, trips and visits and fine motor activities.
  • Targeted breakfast clubs to support attendance and behaviour.
  • Early Risers Registration to Learning Mentor Base for targeted pupils.
  • Learning Mentor and SEN support in class for identified individuals and groups.
  • Speech and Language Programs.
  • Dyslexia Screening and Beat Dyslexia Groups.
  • Reading Recovery Support and Switch On Support.
  • Targeted support at break times with outside areas for groups of pupils.

SEN Team Training 2016/17

We ensure that our team have access to up to date training. Recent training includes:

- Lee Neal attended the SENCo conference and AET Training.

- Positive Handling Training for Emily Joyce.

- Speech and Language Therapist met with Vanessa Gabbitas re Programs delivered.

 

 

1. HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP?

At Walter Halls Primary School, children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:

  •  Liaison with previous school or pre-school setting
  •  Child performing below ‘age expected’ levels or equivalent (e.g. percentile rankings)
  •  Concerns raised by a parent
  •  Concerns raised by a teacher: for example, if behaviour or self-esteem is affecting performance
  •  Liaison with external agencies e.g. for a physical/ sensory issue, speech and language
  •     If pupils continue to make inadequate progress despite quality first teaching and targeted intervention.
  •  Use of tools for standardised assessments.
  •  Children with a Statement / EHCP (Education Health and Care Plan) already have many of their needs clearly  identified. Their placement at our school is a decision that is made by the Local Education Authority.

2. HOW DO I RAISE CONCERNS IF I NEED TO?

  • Please talk to us – contact your child’s class teacher about your concerns initially. If you feel that you would like to speak to a senior member of staff, ask to arrange an appointment with the SENCo (Special Educational Needs Co-ordinator: Jo Glover) or Assistant SENCo Lee Neal. Appointments can be arranged in person, by phone or by email.
  • Class teachers are always happy to discuss your child’s needs if you have questions or concerns between more formal meetings. Please speak to them directly to arrange this.
  • An appointment can be made with the SENCo to discuss support in more detail if required.
  • Jo Glover or Lee Neal may also ask to see you to discuss needs that have been identified in school.

3. WHO WILL EXPLAIN MY CHILD'S SUPPORT TO ME?

The support your child receives will be explained to you by Jo Glover, Lee Neal and your child's teacher. If the support is behavioural then our Learning Mentor Emily Joyce may explain this to you or our Child Welfare Officer Kerrie Adams.

 

4. HOW WILL THE CURRICULUM BE DIFFERENTIATED TO MEET MY CHILD'S NEEDS?

  • All learning activities within class are planned and differentiated at an appropriate level, so that all children are able to access learning according to their specific needs. Typically, this might mean that in a lesson there would be three different levels of work set for the class, however on occasions work might be individually differentiated. We ask staff to plan support and challenge activities for their lessons.   
  • The class teacher, alongside the SENCo, will discuss a child’s needs and what support will be appropriate
  • Children with SEND will have access to the appropriate resources needed in order to help them to make progress e.g. phonic mats, coloured overlays
  • The SENCo reports to the Head teacher and Governors regularly to inform them about the progress of children with SEND and how resources are being used. Information provided will never name individual children in order to maintain confidentiality at all times.
  • The governor responsible for SEND is Caroline Brookes and she also meets regularly with the SENCo. They report on their visit to the governors to keep them all informed with school or LA (Local Authority) information.
  • The governors agree priorities for spending within the SEN budget, including the Pupil Premium, with the overall aim that all children receive the support that they need in order to make progress.
  • Some pupils in school have alternative timetables and provision for part of their day. This is provided by teacher and teaching assistants in school. Any child accessing an alternative provision will have a support plan and parents will be informed, aware and involved in the review and targets that are set.

5. HOW WILL I KNOW HOW MY CHILD IS DOING AND HOW WILL YOU HELP ME TO SUPPORT MY CHILD’S LEARNING?

What opportunities will there be for me to discuss my child’s progress?

  • You are welcome to make an appointment to meet with either the class teacher or SENCo at any time throughout the year and discuss how your child is getting on. We can offer advice and practical ways that you can help to support your child at home.
  • We have parents evenings in Autumn and Spring term and an optional parents evening in Summer Term. Parents of children with support plans will be asked to review these plans and will be invited to termly meetings so that they are aware of targets and support.
  •  Frequent family learning activities are held for all parents at a variety of times of day e.g. play and stay sessions, workshops, end of topic exhibitions, welcome meetings.
  • If your child has complex SEND they may require an EHCP. This is an Education and Health Care Plan. In such instances a formal meeting will take place to discuss the application process for obtaining the plan. Once in place a review will take place at least annually. Parents can request a plan themselves.

These meetings will also provide time to discuss the effect and impact of any support that has taken place. Support can then be continued or altered depending on the outcome it has had for the pupil.

6. HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING?

  • As a school we track and analyse the children’s’ progress in learning against national expectations and age related expectations on a half-termly basis.
  • 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 through to Year 6, using a variety of different methods. Please ask the school if you require any further details
  • Pupil Progress Meetings are held each half term between each class teacher and their Phase Leader. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed.
  • Where specific needs are apparent, the school has a range of assessments which can be used to explore a child’s strengths and difficulties in more depth.
  • The Head-teacher and SENCo report regularly to the Governing Body. We have a governor who is responsible for SEN, who meets regularly with the SENCo and attends briefing sessions They also report back to the Governing Body.

7. HOW WILL MY CHILD BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM, INCLUDING SCHOOL TRIPS?

  • All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and may discuss this in advance with parents. It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities that will cover the same curriculum areas will be provided within the school environment, wherever possible.
  • The school has extended schools facilities and there are a variety of school clubs which are provided during lunchtimes and after school. We aim for these to be as inclusive as possible and may provide additional staff or sessions in order to achieve this. Some children find the lunchtime period challenging. Depending upon their needs, it might not be appropriate for them to eat in the dining hall with a large number of children or spend long periods of time outside. In which case, provision that is appropriate to meet their needs is provided in our lunchtime club. Each child’s needs will be considered on an individual basis.

8. HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD WHEN JOINING THE SCHOOL OR TRANSFERRING TO A NEW SCHOOL?

  • We encourage all new children to visit the school prior to starting.
  • We can create ‘social stories’ with/for the children if transition is likely to prove challenging. Lee Neal and the SEN team create transition booklets for children with additional needs when they are moving schools or between classes in school.
  • For children starting school in Reception we hold a meeting for parents in the Summer Term, in order to help children, parents and staff get to know each other better. Children are invited to stay for visits and parents can join in for part of these sessions.
  • For children joining our school Nursery we have Ready, Steady Go sessions and we offer 1to1 support given by our Level 3 Teaching Assistant Yvonne Wynne.
  • Our SENCo Jo Glover will visit other schools to see children in their setting if necessary and children with additional needs may be invited for extra visits.
  • We liaise closely with the staff when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • If your child has complex needs, then a EHCP review may be used as a transition planning meeting to which we will invite staff from both schools.
  • Transition between year groups and key stages within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher.
  •  At any point where a child with SEND is preparing to leave our school, we would seek to arrange additional visits for the child in question to support smooth transition. Many secondary schools also run programmes specifically tailored to aid transition for the more vulnerable pupils at the end of the primary stage of education. We may also seek support from the Local Authority teams eg the Autism Team for transition.

9. WHAT SUPPORT WILL THERE BE FOR MY CHILD’S OVERALL WELL BEING?

We take pupil wellbeing extremely seriously at Walter Halls. We have a child Welfare Officer called Kerrie Adams who is also a play therapist. She runs a pupil and parent self referral service called time to talk and offers playtherapy sessions to individual students as identified by the inclusion team and agreed to or requested by parents. We also link in with additional agencies from health and social care to offer additional individual support or wider family support where needed. Kerrie Adams has a dedicated wellbeing board with information for children and a self referral box.

10. HOW DOES THE SCHOOL MANAGE THE ADMINISTRATION OF MEDICINES?

  • The school has a policy regarding the administration and managing of medicines, which is available on the policy page of the school website. Parents can request a ‘hard copy’ of this policy from the school office.
  • Parents need to contact the school office if prescribed medication is recommended by healthcare professionals and needs to be taken during the school day. Any medication must be given to the school in the packaging that it was dispensed in by the pharmacy, with the child’s name and administration information clearly shown. A form must also be completed by the parent and medicines handed into and collected from the school office
  • On a day-to-day basis, the administrative staff generally oversee the administration of any medicines. Another member of staff will always witness any administration
  • As a staff, we have regular training and updates on conditions and medication affecting individual children, so that all staff are able to manage medical situations
  • The vast majority of staff hold first aid qualifications, which are updated regularly. A list of staff currently trained to administer First Aid in School is available in the Key Documents-Safeguarding section of this page.

11WHAT SUPPORT IS THERE FOR BEHAVIOUR, AVOIDING EXCLUSIONS AND INCREASING ATTENDANCE?

 

Behaviour Support 

We have a Behaviour and Anti-Bullying policy which can be found in the Key Documents-Policies section of this website. A guide for parents can also be fount in the Parents section of this website. In school we have a range of support for pupils with behavioural difficulties including:

  • A dedicated Behaviour Learning Mentor Emily Joyce who supports and tracks behaviour in school.
  • Clear behaviour systems with expectations, rewards and sanctions.
  • Early Risers group: This is an identified group of pupils who register to the Learning Mentor Base so to encourage a positive start to the morning and ensure they are physically and mentally prepared.
  • Alternative Provision: This is a provision that is planned by the Head Teacher and taught by the Head Teacher, Learning Mentor, Assistant SENCo and Playtherapist in the afternoons. The provision is for children who require additional support for their behaviour and may be at risk of exclusion.  The support is carefully assessed, planned and reviewed. The team delivering the provision has review meetings at least twice in a half term and parents are invited to discuss and agree to their child accessing the provision before it begins. Pupils are also involved in their targets and review. The provision timetable ensures curriculum coverage but also focuses heavily on basic skills and social support and developing strategies to help pupils in the mainstream classroom. To find out more about this provision please contact our Inclusion Leader Jo glover or Lee Neal.
  • Bought in time with Nottingham City Behaviour Support Service and Educational Psychology Service.
  • Lunchtime Club: This is a lunch club to support children who find lunchtime difficult. Some children come in for their lunch and to play games. It is organised by Emily Joyce and Kerrie Adams. Some children access the club on certain days, others come in for a set period of time whilst a few children regularly access the club. We use the Year 1 Quad which is next to the learning mentor base and the play area outside the children's centre as an outside play space for some children too.
  • Regular training and updates for staff. We have staff who are trained and experienced in working with pupils with behavioural needs including needs related to specific needs such as ASD and ADHD.

 

Avoiding Exclusions

We do everything that we can to avoid exclusions at school. The Nottingham City Guidance on Exclusions is available in the Key Documents-Policies section of our school website. Information on exclusions can also be found in our Behaviour Policy also in the Key Documents-Policies section on this website. If a child was at risk of exclusion we would take steps to avoid this including:

  • Meeting with the parents to obtain support and to work together to create an action plan for the child.
  • Link in with and seek support from additional agencies where necessary. In some cases regular multi-agency meetings may be required to support the child and their family. This would be co-ordinated by Jo Glover and Lee Neal.
  • Ensure that we have identified the child's needs and any key triggers and forward plan to ensure there is a detailed support plan in place for the child that is shared with the child, parents and all staff working with the child.
  • Apply for additional support and/or funding from Nottingham City where appropriate.

 

Attendance

We have a dedicated Attendance Officer Kevin Merrideth and an attendance administrator Fiona Brown. More information about the steps we take to improve and support attendance can be found in the Key Documents-Attendance Section of this website. Steps we take include:

  • Daily monitoring of attendance and lateness and First day phone calls to parents.
  • Visits by Attendance Officer Kevin Meredith.
  • Meetings with the Head Teacher and/or Welfare Officer.
  • Letters sent to parents re attendance.
  • Attendance in Additional Breakfast Club for identified pupils.
  • Signposting by our Child Welfare Officer Kerrie Adams.
  • Referrals to the EWO (Education Welfare Officer).
  • Fining for parents taking unauthorised holiday during term time where general attendance or achievement at school is of concern.
  • Sharing Attendance with Parents: Parents Meetings, Attendance Newsletters.
  • Rewards and Initiatives eg: Medals, Attendance Breakfasts, Attendance Newsletter, Weekly Attendance Winners.

 

12. HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?

Our school has an adopted accessibility policy.

Our school grounds are vast and there are areas with steps and slopes however all of the main areas of the school are accessible by wheelchair.

Accessible toilet facilities are available in school.

If you have specific access queries or concerns please speak with us.

13. WHO CAN I CONTACT FOR FURTHER INFORMATION?

For further information please contact Jo Glover by email or telephone. For telephone enquiries please use our main school contact details found under contacts on the school website. To email Jo please use: senco@walterhalls.nottingham.sch.uk