SEN, Inclusion & The Sunnyfields Local Offer

The changes in the Children and Families Bill affect the way children with special educational needs (SEN) are supported in schools. The new approach begins in September 2014 and places pupils at the centre of planning. The key principles of the new legislation are:

  1. Young people and their families should be involved in discussions about the support they need, so they can share their knowledge and feed back to the school on the young person’s progress.
  2. Education, health and care plans (EHC) will replace statements of special educational needs. New assessments for additional educational needs will follow the EHC guidelines from September 2014. (Existing statements will remain in force until all children and young people have completed the transition, which will be within three years).
  3. School Action and School Action Plus will cease and be replaced by a single school-based category for children who need extra specialist support.

We believe that Sunnyfields is well placed to adopt these changes and looks forward to working with pupils and parents/carers to ensure fully inclusive access to our education.

Local Offer

Here is Sunnyfields Local Offer for children with Special Educational Needs and Disability:

Sunnyfields uphold children’s right to education and recognise the diverse educational needs within its communities. We acknowledge those needs may change and require a range of provision. We believe we have a duty to offer that provision where we can, to foster inclusion and provide full educational access.

Some children need increased support to access learning because:

  1. they have a significantly greater difficulty in learning than the majority of children of the same age;
  2. they have a disability as defined under the Equality Act, which affects their ability to access and benefit from the educational opportunities generally enjoyed by children of the same age.

We will try to ensure that all barriers to equal access in our schools are removed or overcome. We monitor and track progress of all children so that the support provided is as effective as possible. We welcome the full engagement of parents and carers and where necessary seek support and advice from specialists outside school to ensure we develop and maintain a range of flexible resources to meet the needs of all children.

 

At Sunnyfields our local offer is:

INTERVENTION

How we support children to access the curriculum

  • Class staff teams know the profile of their class and individual needs and learning activities are planned to match children’s learning needs.
  • The environment is stimulating, supportive and well resourced. Wall and interactive displays provide prompts and reminders to encourage children to learn and achieve independently.
  • Each class has a teacher and for the majority of the time, a teaching assistant. If children have a Statement of Special Educational Need or an Education, Health and Care Plan, there may be additional teaching assistance so that specialised support is available.
  • Classes are well resourced and for children with additional needs, specialised equipment is made available.
  • We will ensure that all staff know and understand the needs of all pupils.
  • All staff will have access to training, advice and resources to enable them to contribute to developing fully inclusive practice.

We support literacy and numeracy

Strategies and interventions are in place to support literacy and numeracy. Teachers and teaching assistants make sure the classroom environment is full of language and have well- organised wall displays to support learning in all areas of the curriculum.

For children with specific learning needs activities include: reinforcement and pre-teaching in small groups, 1:1 support recapping previously taught concepts, TA’s often assigned to a certain table and resources adapted to meet specific needs. The work is differentiated to a challenging but achievable level for all learners.

We support speech and language development

Teachers make sure their classes have lots of language support and activities. Many of our staff are trained to provide specific interventions such as phonics. We work in partnership with speech and language therapists to plan and deliver support for children with specific difficulties.

We promote positive behaviour

Sunnyfields sets very high expectations for behaviour and conduct expected in school. In each class there are shared and displayed expectations about the rights and responsibilities of everyone in the class. We make sure all staff know and understand the reasons behind any difficult behaviour and how to respond. In class, the teaching assistant may support targeted children to stay on task and focussed on learning. In the playground, staff will involve targeted children in specific activities. Some children who find good behaviour a challenge may need additional help through further rewards and sanctions.

Where difficult situations have occurred, staff talk calmly through the event with the child helping to identify what went wrong and what actions could be taken if a similar situation happens again. All staff have attended restorative practice training to ensure the same approach is maintained throughout the school.

We support children’s emotional well being

Emotional well-being is supported by making sure that children who find “change” difficult are well prepared for any changes or transitions. To promote positive friendships, we may use a ‘circle of friends’ or ‘circle time’ involving the whole class. We also have nurture groups in place and two TA’s plan alongside the SENCO in order to address the needs of the group.

We support children’s physical needs

Physiotherapists and Occupational Therapists provide specific advice and guidance for target children. Teachers and Teaching assistants follow up any recommendations by providing specific interventions to children for handwriting or fine motor skills either individually or in small groups.

Sunnyfields is not all on one level as there are two classrooms up one flight of stairs. However, if the physical needs of a child prevent them from accessing an upstairs classroom their class will be allocated a room that is at ground floor level.

We support children’s medical needs

The school nurse visits school to carry out checks with children and to provide advice and training to staff. She also assists in writing Health and Care plans for children as well as attending TAC meetings when necessary. Medicines are stored safely in the school office when a consent form has been filled in by a parent. There are a team of staff who are first aid trained, and all staff are able to administer medicines to children as directed by parents/ carers.

We support children during unstructured parts of the day

Lunch and playtimes are staffed to ensure safe adult:child ratios. There is a range of equipment available and different activities are led by staff and a children’s team of buddies. Specific interventions for children with additional needs include having a named member of staff for support and being guided to specific areas or activities.

We work in partnership with parents and carers

Our open door policy encourages partnership working with parents/ carers. We ensure that review meetings and Team Around the Child meetings are arranged at times which allow parents and carers to attend. We listen to what parents/ carers tell us about their children and use that information to make sure everyone who works with a child understands their needs. Provision maps are also shared with parents and carer to ensure they are kept up to date with their child’s progress.

We work in partnership with other agencies

Termly meetings are in place with the Educational Psychologist who has been assigned to the school. We also have an extensive knowledge of services to support children and families in the local community such as the Speech and Language Team and the Occupational Therapy Team.

We monitor children’s progress

We have a system to track and monitor all children’s progress using an electronic database and progress tracker. Through day to day teaching and learning, children are continually assessed and teachers’ planning responds to this. For particular children more in depth assessments may be required. Some of these can be carried out by our Inclusion Coordinator and some times we ask external agencies to carry these out. (This is particularly in the case for applying for a Statement of Special Educational Need or an Education, Health and Care Plan).