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Special Educational Needs and Disability at Lovers' Lane Primary School

 

At Lovers' Lane Primary and Nursery School, we believe that each pupil has individual and unique needs. However, some pupils require more support than others in certain areas. We acknowledge that a significant proportion of pupils will have special educational needs and /or a disability (SEND) at some time in their school career. Many of these pupils may require help throughout their time in school, while others may need a little extra support for a short period  to help them overcome more temporary needs. If these pupils are to achieve their full potential, we must recognise this and plan accordingly. At Lovers' Lane we aim to provide all pupils with strategies for dealing with their needs in a supportive environment and to give the children meaningful access to the National Curriculum.

 

Pupils with SEND can fall into one or more of the following categories:

  • Cognition and Learning
  • Communication and Interaction
  • Social, Emotional and Mental Health
  • Sensory and/or Physical Needs

 

Every effort is made to identify children with SEND early in order for the appropriate level of support and intervention to be given.  Identification is made through ongoing teacher assessments of pupil progress in all areas of their development. Where appropriate, assessment data is used to measure the progress of pupils in reading, writing and mathematics. Once identified the school follows the graduated response to meeting pupil needs as set out in the Special Needs Code of Practice.

 

Parents are involved at every opportunity from early idenfication of special needs through each stage. Regular termly review meetings are held with parents, teacher and child at TLCs to discuss and agree progress made and decide next steps.

 

The school has access to a variety of outside agencies that can, upon referral, provide advice and support for pupils.

For Further information please see SEND Code of Practice. If you have any concerns regarding your child please speak to our SENCO.

 

Our Special Needs Co-ordinator (SENCO) is Mrs Graham. She can be contacted via the school office through the contact form below:

Please find our latest SEN-D report below:

Lovers’ Lane SEN Report 2017-2018

New for 2017-2018

  • Take 5 breathing – whole school
  • Mental health ambassadors
  • Procedures for: attendance, behaviour, education, emotional health, physical health and safeguarding/welfare
  • Emotions coaching ambassadors
  • Monthly monitoring using the Pathways for Provision

 

  1. What kind of Special Educational Needs does the school make provision for?

At Lovers’ Lane Primary and Nursery School we believe that all children, including those with Special Educational Needs (SEN), should be encouraged and expected to achieve the best they can in order to help them reach their full potential. We believe that this is best done in a supportive, caring context where children feel safe and happy.

The five broad ‘areas of need’ recognised by Nottinghamshire Local Authority are:

  • Cognition and Learning – specific, moderate and severe learning difficulties
  • Social, Emotional and Mental Health
  • Communication and Interaction – speech, language and communication needs and ASD
  • Sensory and Physical Needs – visual impairment, multi-sensory impairment, physical disability and hearing impairment
  • Anxiety Related Needs

a) Class teacher input via Quality First Teaching.

For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class
  • That all teaching is built on what the pupil already knows, can do and can understand
  • That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve using more practical learning
  • That specific strategies (which may be suggested by the SENCO) are in place to support your child to learn
  • Your child’s teacher will have checked carefully on your child’s progress and will have decided that your child has gaps in their understanding/learning and needs extra support to help them make the best possible progress

Specific group work – intervention which may be:

  • Run in the classroom
  • Run by a teacher or a teaching assistant (TA) out of the classroom

b) Specialist support offered by outside agencies

  • Local Authority central services, such as the Schools and Families Specialist Services (SFSS), The Educational Psychology Service (EPS) or Sensory Service (for students with a hearing or visual need)
  • Health representatives such as the School Nurse
  • Speech and Language therapy
  • Outside agencies such as Behaviour Support Team (SBAP)
  • 1-1 counselling using the CASY service
  • Early Help Unit

What could happen?

  • You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. an Educational Psychologist. This referral involves a synopsis of your child’s needs being taken to a working body of professional people called a ‘Springboard’ and asking relevant professionals for support. These referral systems take place termly. If support is then allocated, it may help the school and you to understand your child’s particular needs better and be able to support them more effectively in school
  • The specialist professional will work with your child’s class teacher for a limited period of time to understand their needs more fully and make recommendations as to the ways your child is given support

2. How does the school know if pupils need extra help and what should I do if I think that my child may have special educational needs?

The Head Teacher, Governors, SENCO and staff work as a team to monitor results and progress of children. There are regular meetings to discuss the results and progress made and discussions are made to focus on specific children and their needs. If you have concerns about your child’s progress, you should speak to your class teacher initially. Monitoring of children is done daily, during and in reflection of lessons by the teachers. Lessons are differentiated and challenges set to support the needs of all children, including those with SEN. Identification of children who need more support in areas are made by teachers, with support of the SENCO, through a whole school process under the ‘areas of need’. A cycle of assess, plan, do and review is then followed. Provision and interventions are then provided in accordance to the schools graduated response where the children are monitored half termly as to the success of these interventions and provision,

If you continue to be concerned that your child is not making progress, you may speak to the Special Educational Co-ordinator (SENCO) Mrs. Amy Graham. The SEND Governor is Mrs. Nickie Pringle.

They can be contacted via the school office on 01636 683353 in order to make an appointment.

3 a) How does the school evaluate the effectiveness of its provision for pupils with Special Educational Needs?

The children are monitored through our tracking system and half termly pupil progress meetings with the Head Teacher and phase teachers using our Age Related Assessing Without Levels tickets for reading, Writing and maths. Interventions are monitored each half term to show progress and effectiveness of the intervention through conversations with all adults involved by the SENCO.

Regular book scrutiny’s and lesson observations/lesson visits will be carried out by the Senior Leadership Team to ensure the needs of all children are met and that the quality of teaching and learning is high.

Those children that are on the Special Education Needs register will have an individual provision map which could have targets set by the class teacher and SENCO to match their needs. Targets will be set using the assessment tickets where appropriate and designed to accelerate learning and close the gaps. Progress against these targets will be reviewed regularly, evidence for judgments assessed and a future plan made to ensure progression.

The progress of children with an Educational Health Care (EHC) plan will be formally reviewed at an annual review with all adults involved with the child’s education.

The SENCO will also check that your child is making good progress within any individual work and in any group they take part in.

b) How will the school and I know how my child is doing and how will the school help me to support the learning?

The class teacher is regularly available to discuss progress with or any concerns parents may have and to share information about what is working well at home and school, so that similar strategies can be used.

The SENCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have.

All information from outside professionals will be discussed with parents with the professional directly involved, or where this is not possible, in a report.

Personal progress targets on Provision maps will be reviewed with parental involvement every term as well as the Leaning Conferences held in the autumn and summer term for all children where the children set their own learning goals. These Learning Conferences then make up the annual report sent home to parents/carers.

Home Learning is adjusted as needed to the child’s individual requirements and shared with parents. A home/school agreement the schools expectations are shared with the children and parents each academic year.

c) What is the schools approach to teaching pupils with special educational needs?

Class teachers plan lessons according to the needs of all groups of children in their class (including using PIVAT targets where necessary) and will ensure your child’s needs are met.

Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary.

Specific resources and strategies will be used to support your child individually and in groups.

Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs.

d) How will the curriculum and learning be matched to my child’s needs?

The Head Teacher and the SENCO will discuss all the information they have about SEND in the school, including:

  • The children getting extra support already
  • The children needing extra support
  • The children who have been identified as not making as much progress as would be expected.

From this information, they decide what resources/training and support is needed.

The school identifies the needs of a SEND pupil on an individual provision map including the Pathways to Provision. The Pathways to Provision is used monthly with the SENCO and Safeguarding/attendance officer to ensure all highlighted pupils are monitored closely. This identifies all support given to specific children within school, is reviewed half termly and changes made as needed, so that the needs of all children are met, and resources are deployed as effectively as possible.

e) How are decisions made about the type and amount of support my child will receive?

The Head Teacher and the SENCO discuss all the information they have about SEND in the school, including:

  • The children getting extra support already
  • The children needing extra support
  • The children who have been identified as not making as much progress as would be expected.

From this information, they decide what resources/training and support is needed. Involvement by the class teacher and the parent is also made through discussions.

f) How will my child be included in activities outside the classroom, including school trips?

  • The school is fully compliant to the requirements needed set by NCC
  • The school is on a single level with easy access and ramps
  • Each building has a disabled toilet
  • We ensure where ever possible that equipment used is accessible to all children regardless of their needs
  • Before and after school provision is accessible to all children, including those with SEND
  • Extra-curricular activities are accessible for children with SEND

g) What support will there be for my child’s overall well-being?

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness and being uncommunicative.

All classes follow half termly themes for PSHCEE (Personal, social, health, citizenship and economic education), learning forums to discuss what they have learnt and regular circle time activities. However, for those children who find aspects of this difficult we offer:

  • Lunchtime and playtime support through planned activities and groups where necessary
  • Nurture group provision where required
  • Peer mentoring by children who are trained
  • Individual mentoring with an adult
  • External support with CASY counselling
  • We have 2 Primary Mental Health Ambassadors trained on our staff team

If your child still needs extra support, with your permission the SENCO will access further support through the Early Help Assessment Form (EHAF) process. This will then allow us to gain outside support, dependent on age of the child, to either the Children’s Centre or Family Services.

We ensure that different aspects of the Pupils Voice are heard on a half termly basis including questions regarding the issues in school through the School Council and the Learning Council meetings. The regular Learning Forums are held in class and then fed back to a whole school meeting to provide feedback and action.

4. Who is the school’s Special Education Needs Co-ordinator (SENCO) and what are their contact details?

The school SENCO is Mrs Amy Graham. She can be contacted via the school office on 01636 683353 or by email – agraham@loverslane.notts.sch.uk. She can also be contacted through the contact form below on this webpage.

5. a) What training have staff supporting special educational needs had and what is planned?

The SENCO’s job is to support the class teacher in planning for children with SEN. All teachers have training as and when required to needs. All staff are trained for Team Teach and training workshops are offered within Newark Town for needs that arise throughout the academic year.

The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEN. This includes whole school training on SEN issues, such as Autism Spectrum Disorder (ASD) and anxiety related needs.

We have trained ambassadors for mental health as well as a whole school approach to Take 5 – a breathing strategy.

Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from the SFSS or Fountaindale.

b) What specialist services and expertise are available or accessed by the school?

School provision:

  • Teachers responsible for teaching EAL groups/individuals
  • Teaching Assistants working with either individual children or small groups
  • Teaching Assistants offering support for children with emotional and social development

Local Authority Provision delivered in school:

  • Schools and Family Specialist Service
  • Educational Psychologist Service
  • Sensory Service for children with visual or hearing needs
  • Parent partnership Service
  • SALT (Speech and Language Therapy)
  • Counselling services (CASY)

Health Provision delivered in school:

  • Additional Speech and Language Therapy input to provide a higher level of service to the school
  • School Nurse
  • Occupational Therapy
  • Physiotherapy
  • CAMHS

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school?

Lovers’ Lane Primary School is supported by Fountaindale School where specific and specialist equipment can be used to aid children’s access and enjoyment of the curriculum. We have a sensory room to support individual needs as well as an immersion room to enhance and support experiences through visual aids.

  • The school is fully compliant to the requirements needed set by NCC
  • The school is on a single level with easy access and ramps
  • Each building has disabled toilet
  • We ensure where ever possible that equipment used is accessible to all children regardless of their needs

7. What are the arrangements for consulting parents of pupils with special educational needs? How will I be involved in the education of my child?

Parents are involved at every step of their child’s education. Parents are consulted as much as possible in person but letters/reports are also used to aid parent’s knowledge or understanding of a recent visit or input towards their child. Individual Provision Maps have targets that are regularly discussed with the parents and their input towards supporting these targets is noted. Learning Conferences (LCs) are held with the children leading these to discuss their learning and what helps them to learn. Targets are linked to their assessment tickets and a SWAN target is also set which is linked to the schools core values. These LCs then form the end of year report.

8. What are the arrangements for consulting children with SEND and involving them in their education?

The children are involved where possible in monitoring their progress. Discussions are had with class teachers and parents about their input towards their targets through the individual provision maps as well as the LCs.

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

In the first instance discussions are made with the class teacher about the concern. If you feel this has not been appropriately dealt with parents can then discuss with the school SENCO concerns they have. If the parents feel further discussion is needed then discussions can be held with the Head Teacher. Finally a concern or complaint can be made in writing to the Governing Body who will be able to either meet with the parent or discuss through a governing body meeting the concern made.

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in the meeting the needs of pupils with special educational needs and supporting the families of such pupils?

The governing body through regular meetings of the full governing body and sub committees discusses the needs of the children. The Head Teacher reports back to the governors how many children have SEND and how they are being supported. There is a specific SEND Governor who meets regularly with the SENCO to discuss information regarding day to day support of the children with SEND.

11. How does the school seek to signpost organisations, services etc. who can provided additional support to parents/carers/young people?

Links to organisations can be found on our website regard to provision and outside provision through the Local Offer. The organisations can also ask us to distribute leaflets and display posters regarding information.

12. How will the school prepare my child to:

i) Join the school?

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

iii) Prepare for adulthood and independent living?

We recognise that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is as smooth as possible.

If your child is joining us from another school:

  • The SENCO will visit pre-school or home with the Foundation Stage Leader when appropriate if your child has specific needs
  • Your child will be able to visit our school and stay for a new starter’s session.
  • The SENCO will arrange any multiagency meetings appropriate to support you and your family

If your child is moving to another school:

  • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that needs to be made for your child. Where possible, a planning meeting will take place with the SENCO from the new school.
  • We will make sure that all records about your child are passed on as soon as possible
  • We will endeavour to make regular and planned transition visits to your child’s new school with your child where appropriate.

When moving classes in school:

  • Information will be passed on to the new class teacher in advance and in every case a planning meeting will take place with the new teacher if required. Provision maps will be shared with the new teacher and teaching assistants.

Transition to secondary school:

  • Your child will participate in focused learning related to aspects of transition, to support their understanding of the changes ahead.
  • They will visit their school on several occasions through taster days in year 4 and 5 as well as have fixed transition days in year 6. If needed, extra visits will be arranged to support the needs of your child.
  • The Year 6 teacher will meet with the staff at the secondary school to pass over information in order to support your child with transition needs.

We always help children become independent in everyday expectations from staff across the school. We also focus on specific issues through our Learning Forum, theme days, circle time and PSHCEE curriculum.

Where can I access further information?

Further information can be accessed through our website: www.loverslane.notts.sch.uk which also has links to the Local Offer and by contacting the Head Teacher, Miss Jenny Hodgkinson or SENCO, Mrs Amy Graham at school on 01636 683353

SEN Report for Lovers' Lane Primary and Nursery School

Local Offer for Lovers' Lane Primary and Nursery School

Please click on the link below to see our Local Offer via Nottinghamshire County Council:

http://www.nottshelpyourself.org.uk/kb5/nottinghamshire/directory/service.page?id=fQcbqLIVp6E

Disability Equality Policy and Accessibility Plan 2017/18

 

At Lovers’ Lane Primary and Nursery School we are committed to ensuring equality of opportunity for all of our pupils, staff and members of the community who use the school’s facilities. We believe that all of our pupils have the right to access good quality educational opportunities and fully participate in all of school life, regardless of any disability they may have. We aim to create an ethos of inclusion and diversity.

Defined by the Disability Discrimination Act:

“A person has a disability if he or she has a physical impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities”

It’s against the law for a school or other education provider to treat disabled students unfavourably. This includes:

  • ‘direct discrimination’, e.g. refusing admission to a student because of disability

  • ‘indirect discrimination’, e.g. only providing application forms in one format that may not be accessible

  • ‘discrimination arising from a disability’, e.g. a disabled pupil is prevented from going outside at break time because it takes too long to get there

The accessibility planning for disabled pupils is replicated in the Equality Act 2010.

  • Not to treat disabled pupils less favourably for a reason related to their disability (this now includes not discriminating by association e.g. if a pupil is a carer and late to school every morning they should not be reprimanded.

  • To make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage (this now includes supplying auxiliary aids and services to disabled pupils where these are not supplied through SEN statements).

  • To plan to increase access to education for disabled pupils.

 

At Lovers’ Lane Primary School:

  • There are permanent ramps at all exits and all doors are wide enough for wheelchair access.

  • Changing facilities have been accommodated within key stage 1 and 2 buildings. There are also toilets that are fitted with safety bars.

  • There is a disabled toilet within the main school building situated near the front entrance.

  • There is a sensory room within the KS1 area to provide children with sensory experiences. This is available to all pupils across the school.

  • All children with a disability have their needs identified and have a provision map detailing how those needs are going to be met. These are reviewed on a termly basis and modified where necessary.

  • Children with disabilities are included in all aspects of school life and support is given where required. All relevant medication is taken on trips.

  • Specific resources are purchased to allow children to access the curriculum e.g. ICT with adapted keyboards and programs.

  • Additional support is arranged in order for pupils to attend after school and lunch time clubs if required

  • The SENCo involves outside agencies as required e.g. the Autism team, Educational Psychology, Learning and Cognition team and Speech and Language Therapy in order to provide the best support for children.

  • The school works closely with professionals to provide the best possible access to the curriculum for all pupils

  • The SENCo seeks specialist medical advice and training for staff when necessary to meet the needs of pupils with very specific conditions.

  • Staff attend courses to update their knowledge of particular disabilities and all teaching assistants have a specialist area which they are encouraged to develop.

  • Emergency and evacuation policies are fully accessible to all pupils. Details are displayed on the classroom wall in the event that other staff need this information.

  • We have a policy on the administration of medicines.

This policy compliments the school’s Special Educational Needs Policy

Disability and Access Policy 2017-18

Message for SENCO (Mrs Graham)

For any queries regarding Special Educational Needs or Disabilities or concerns you have relating to your child, please use this contact form.

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