At Aston Lodge Primary School we value the abilities and achievements of all of our pupils. We are committed to providing the best possible environment for learning.
We want our children to:-
- Achieve their best
- Become confident individuals
- Develop essential life skills to prepare for adulthood
We run an open door policy, if you have concerns talk to your child’s class teacher or the SENCO. We will always listen to you and take your concerns seriously. We know that you have a huge amount of knowledge about your child and in conjunction with our school views and observations, we can help build a better picture of what your child needs.
SEND Frequently Asked Questions
SENCo means Special Educational Needs Coordinator.
At Aston Lodge Primary School our SENCo is Amanda Howarth-Smith. She is supported in this role by our Head of School, Lisa Stones.
- The operation of the Special Educational Needs Policy
- Coordinating specific provision to support individual pupils with SEN
- Liaising with staff to monitor pupil progress
- Planning further intervention where progress is slower than expected
- Having regular contact with a wide range of external agencies who are able to give more specialised advice
If you have any concerns regarding SEN please do not hesitate to contact the school or Amanda Howart-Smith on 0114 2872432.
The aim of this bill is to improve services for vulnerable children and support strong families.
It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background.
It will reform the systems for adoption, looked after children, family justice and special educational needs.
The Government has recently made changes the system for children and young people with SEN, including those who are disabled, so that services consistently support the best outcomes for them. The Children and Families Bill extended the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met.
The Bill takes forward the reform programme set out in Support and Aspiration: A New Approach to Special Educational Needs and Disability.
It plans to make progress by:-
- Replacing Statements and Learning Difficulty Assessments with a new Birth-25 Education, Health and Care Plan – extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need.
- Improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together.
- Requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support
This was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families.
This will set out what options are normally available:
- in schools to help children with lower-level SEN
- to support families who need additional help to care for their child
Use the following link for more information about the local offer at Aston Lodge Primary School.
As a school we aim to:
- ensure all pupils have access to a broad and balanced curriculum appropriate to the individual’s needs and ability
- ensure the identification of all pupils requiring SEN provision as early as possible in their school career
- ensure pupils with SEN take as full a part as possible in all school activities
- ensure that children with SEN and disabilities are encouraged to become independent learners.
- ensure that parents of pupils with SEN are kept fully informed of their child’s progress and attainment
- ensure pupils with SEN are involved, where practicable, in decisions affecting their future SEN provision
A pupil has SEN where their learning difficulty or disability calls for special educational provision that is additional to or different from that provided for pupils of the same age. The types of SEN for which provision is provided are as follows:
Cognition and Learning Needs
Children who learn at a slower pace than their peers despite appropriate differentiation and provision of programmes designed to help them catch up may have SEN in the area of cognition and learning. This would include children with general learning difficulties and more specific difficulties such as dyslexia or dyscalculia. These children may require specific programmes as well as in-class differentiation and supports. The school accesses support from learning support services (LSS) to help meet the needs of these children.
Social, Emotional and Mental Health Needs
Young people who experience a wide range of social and emotional difficulties, which show themselves in different ways, for example challenging behaviours, withdrawn or isolated behaviours, anxieties or depression, will be supported according to their need. Pupil’s views are fundamental when assessing need and providing support within this area. The school accesses support from the Rotherham Social, Emotional and Mental Health Team (SEMHT) to help meet the needs of these pupils.
Sensory, Physical and Medical Needs
Young people who have a disability that prevents them from accessing the environment or curriculum of the school, including for example children with visual or hearing impairment would be assessed as having sensory, physical or medical needs. Some children in this area would need a health care plan in place.
Communication and Interaction Needs
Children with speech, language and communication needs, including those with Autism Spectrum Condition, may need personalised programmes or adaptations to the environment or curriculum and this will be provided where necessary. The school buys into traded services for speech and language and has a speech therapist on site for a minimum of 1 day each half term to help us to set and deliver speech therapy programmes. The school also accesses support from the Autism Communication Team (ACT).
We know when children need help if:
- concerns are raised by parents/carers, teachers or the child
- limited progress is being made despite appropriate teaching and differentiation
- there is a change in the pupils behaviour or progress
Identification and Assessment
Aston Lodge Primary School is committed to early identification of SEN and adopts a graduated response to meeting SEN in line with the 2014 Code of Practice. The Code of Practice makes it clear that all teachers are teachers of pupils with SEN and are responsible for identifying pupils with SEN and supporting their progress through quality first teaching in the classroom.
The school will use appropriate screening and assessment tools and ascertain pupil progress through:-
- information from parents
- evidence obtained by teacher observation/assessment
- analysing school monitoring and tracking data
- standardised screening, assessment or diagnostic tests
- reports or observations
- records from previous schools etc.
Responding to identified gaps in learning
Each pupil’s education programme will be planned by the class teacher in response to what we know about their learning profile. Learning will be differentiated accordingly to suit the pupil’s individual needs and will aim to ‘plug’ gaps in learning that are impacting on progress. This may include additional general support by the teacher or teaching assistant in class, targeted at areas that the child needs to make progress in.
If a pupil has needs related to specific areas of their education, such as spelling, handwriting, numeracy and literacy skills etc. then the pupil may be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo
Some children may at times require individual support to work on an identified area. This support will generally be in the form of a recognised intervention programme aimed at a specific area of learning. It is likely to be delivered by a trained Teaching Assistant. Such programmes are usually provided for a short period of time (generally a term). The SENCO will monitor the progress that children make on these programmes. This 1-1 support is more often used in reading interventions.
Pupil Progress Meetings
Pupil Progress Meeting are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of all the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
Occasionally a pupil may need more expert support from an outside agency such as the Learning Support Service, Speech and Language Therapist, Educational Psychologist, Behaviour Support Team or Autism Communication Team. A referral will be made, with your consent, 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.
The Governors of Aston Lodge Primary School are responsible for entrusting a named person, Emily Smith, to monitor SEND. The Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review statutory policies as defined by the DfE.
Pupils identified as having SEN are fully integrated into mainstream classes and all aspects of school life.
The main methods of provision made by the school are:
- full-time education in classes, with additional help and support by the class teacher through a differentiated curriculum, personalised for the individual where necessary
- periods of withdrawal to work with a support teacher/assistant on a one-to-one basis or as part of an intervention group
- in-class support with a teaching assistant
- specialist advice from outside agencies will be used to adapt the curriculum to suit individual needs
- if appropriate specialist equipment may be given to the pupil, eg. writing slopes, concentration cushions, pen/pencil grips, easy-to-use scissors
- children will be taught specific skills to enable them to be as independent as possible in their learning
Activities and school trips are available to all. Risk assessments are carried out and procedures are put in place to enable all children to participate. However if it is deemed that an intensive level of 1:1 support is required a parent/carer or additional member of staff may be asked to accompany the child during the activity.
Aston Lodge Primary School recognises the important contribution that external support services make in assisting to identify, assess and provide for SEN pupils. A graduated response will be taken to SEND. When it is considered necessary colleagues from the following support services will be involved with SEND pupils:-
* Educational Psychologists * Medical Officers or School Nurse
* Speech Therapists * Physiotherapists
* Occupational Therapists * Hearing Impairment Services
* Visual Impairment Services * Learning Support Service (LSS)
* Education Welfare Officer * Social Services
* Autism Communication Team (ACT) * Rotherham Social, Emotional and Mental Health Team (SEMHT)
You can discuss your child’s learning at the Parents’ Consultation meetings that take place twice a year for all children, or make an appointment to see their class teacher to discuss any issues. The teacher may be able to suggest ways in which you can support your child.
Further meetings will be arranged for children with SEND who are accessing support from outside agencies. These meetings will be arranged by the SENCo and parents and other agencies will be invited. At these meetings the views of parents and all professionals involved with the child will be discussed. We will agree together any further steps that need to be put in place.
Progress is the crucial factor in determining the need for additional support and monitoring the impact of any additional programmes the child has been working on.
Adequate progress is that which:
- narrows the attainment gap between pupils and peers
- prevents the attainment gap widening
- is equivalent to that of peers starting from the same baseline.
- equals or improves upon the pupil’s previous rate of progress
- ensures full curricular access
- shows an improvement in self-help and social or personal skills
- shows improvements in the pupil’s behaviour
Where the class teacher assess that a pupil’s learning is unsatisfactory they will discuss this with the parents and put plans in place to improve the rate of progress. Parent views will be listened to and the teacher will work closely with you to improve outcomes for your child. If progress does not improve the SENCo will be consulted.
The SENCo and teacher will review the approaches adopted and parents will be fully consulted at each stage. Outside agencies may be contacted to provide additional support. A decision may then be made to record the child’s name on the SEN register, and additional provision may be put in place.
Aston Lodge Primary School firmly believes in developing a strong partnership with parents and that this will enable children with SEN to achieve their potential.
We recognise that:
- parents have a unique overview of their child’s needs and how best to support them and that this gives them a key role in the partnership
- parents hold key information and have a critical role to play in their child’s education
- parents have unique strengths, knowledge and experience to contribute to the shared view of their child’s needs and the best way of supporting them
All parents are encouraged to contribute to their child’s education.
This may be through:
- discussions with the class teacher
- during parents’ consultation meetings
- discussions with the SENCo and other agencies at review meetings
- parents are encouraged to help with planning and discuss with school if we could try different things
The school offers a wide variety of pastoral support for pupils encountering emotional difficulties, as follows:-
- Members of staff, including the class teacher, teaching assistants and Head of School, are readily available for pupils who wish to discuss issues and concerns
- The SENCO, head of school and executive headteacher are happy to discuss any concerns you may have as a parent
- Breakfast and after-school clubs are open to all and this is often a good way to start or finish the day
Different members of staff at Aston Lodge Primary School have received training relating to SEND, including sessions on:
- How to support children on the autistic spectrum
- How to support pupils with social and emotional needs
- How to support pupils with speech and language difficulties
- How to support pupils with physical and coordination needs
- How to support pupils with dyslexic needs
- Specific interventions designed to accelerate progress in core subjects
Our SENCo, Mrs Howarth-Smith, is experienced in this role and has a Level 3 Elclan qualification in supporting communication of verbal children with Autism.
She keeps upto date with changes to SEN provision through attending LA network meetings and any relevant training.
All teachers are responsible for meeting the needs of the children within their class.
To ensure a smooth transition into the next class:
- The current teacher and receiving teacher meet in July to discuss the needs of the children in their class and how they learn best
- Where children have a significant SEN the receiving teacher will be present at the last review of the year before they move into the new class. This will give the new teacher and parents a chance to meet and plan how to meet the child’s needs
- All children will visit their new class for a day in the Summer term
- All children moving into Foundation Stage 2 and Year 3 have additional transition visits
- All parents are invited to a meet the teacher event in the Summer term before their child moves into a new class
Many strategies are in place to enable the transition to be as smooth as possible, including:
- Discussions with the previous or receiving school prior to the pupil joining/leaving
- Where possible, pupils are invited to attend at least one transition session where they spend some time with their new class teacher
- Additional visits can also be arranged for pupils who need extra time in their new school
- Pupils with additional needs visit the new school in a small group supported by a teaching assistant, before the whole class visit
- The SENCo and class teacher liaise with the SENCo’s from the secondary school to pass on information
- The secondary school SENCo (or a representative) is invited to Year 6 review meetings for the pupil
- The secondary school SENCo will be invited to Year 5 review meetings if the child has significant needs, to enable the planning of their provision
If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling, please contact the school office to arrange a meeting with your child’s class teacher or the SENCo. You may also wish to contact our SEND Governor, Emily Smith.
SENCo: Amanda Howarth-Smith
SEND Governor: Emily Smith
Head of School: Lisa Stones
Executive Headteacher: Donna Humphries
|ADD||Attention Deficit Disorder|
|ADHD||Attention Deficit and Hyperactivity Disorder|
|ASD/ ASC||Autistic Spectrum Disorder/ Autistic Spectrum Condition|
|BESD||Behavioural, Emotional and Social Difficulties|
|CAF||Common Assessment Framework|
|CAMHS||Child and Adolescent Mental Health Service|
|CoP||Code of Practice|
|DCD||Developmental Coordination Disorder|
|EAL||English as an Additional Language|
|FR||Formal Response (replacing School Action Plus SA+)|
|FSM||Free School Meals|
|IEP||Individual Education Plan|
|IR||Informal Response (replacing School Action SA)|
|LAC||Looked After Child|
|LEA||Local Education Authority|
|LSS||Learning Support Service|
|MLD||Moderate Learning Difficulty|
|SaLT||Speech and Language Therapy|
|SEMHT||Rotherham Social, Emotional and Mental Health Team|
|SEN||Special Educational Needs|
|SEND||Special Educational Needs and Disability|
|SENCo||Special Educational Needs Coordinator|
|SpLD||Specific Learning Difficulty|