Holy Trinity Church of England Primary School & Community Nursery

Special Educational Needs

SEND Information Report

Holy Trinity Church of England Primary School & Community Nursery has high aspirations for all children in our school identified as having Special Educational Needs and Disabilities (SEND). We strive to ensure that all children achieve their best, that they become confident individuals living fulfilling lives, and make a successful transition into adulthood, whether into employment, further or higher education or training.

At Holy Trinity Church of England Primary School & Community Nursery we work in close partnership with parents to put the children at the heart of all we do. We show sensitivity, honesty and mutual respect in encouraging children to share concerns, discuss strategies and see themselves as equal partners with the school. We involve them in making decisions where possible right from the start of their education. We aim to deliver the highest quality education that will ensure they reach their full potential and prepare them for adult life. This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (2014).

SENDCO (ID 1127)

 If you think your child may have SEND please speak to their Class Teacher in person, via the school office on 01305 783200

What provision can you provide at Holy Trinity for children with SEND?

At Holy Trinity Primary School, we celebrate the fact that every child is unique. We understand that children learn and develop in different ways, and have different strengths and areas for improvement. Teachers and Teaching Assistants recognise this and use different teaching styles and resources, and plan different levels of work in the classroom to cater for the various ways children learn. However, many children, at some time in their school life, need extra help.

We offer the following support for children with Special Educational Needs and Disabilities:

  • We aim for early identification of any Special Educational Needs and Disabilities, and this process starts from the first day children enter our school. If a child is attaining lower than age related expectations or progress is slower than expected/usual for the child, but it is felt that the child doesn’t have SEND, then appropriate intervention is planned for and specific objectives are recorded on our intervention review documents.
  • If we suspect a child might have SEND, then we talk to the people who know the child best – themselves and their parents/carers. In that initial assessment meeting, the child, their parents and their Class Teacher are invited to share their opinions and discuss the child’s strengths, areas of difficulty and hopes for the future. This forms the starting point for future support planning.
  • We use the graduated approach detailed in the Special Educational Needs and Disability Code of Practice 2014 of ‘assess, plan, do, review’.
  • Following the first meeting, if it is agreed appropriate, an Individual Education Plan (IEP) will be created for your child. This contains 2 or 3 desired outcomes, which are specific, measurable, achievable and realistic. It also outlines appropriate support or intervention programmes and who will be the responsible adult. These outcomes will be reviewed termly with the child, their parents, Class Teacher and by Mrs Borries.

In class, each child’s Teacher will be finding ways to support your child to achieve these outcomes through:

  • changing the way activities are planned and delivered,
  • matching activities to the ability / need of each child (differentiation),
  • adapting learning materials such as equipment and activities to suit each child’s needs.
  • if extra intervention and support is required, then your child will be supported by one of our skilled Teaching Assistants. They will work closely with the Class Teacher and SENDCo to plan a programme of intervention. This intervention will be recorded on our intervention document for the class and will be regularly reviewed. Class Teachers will also discuss how you can be supporting your child at home.

We track pupil progress through:

  • everyday formative assessments which track pupil progress against the Learning Objectives within the National Curriculum,
  • analysing pupil progress data and setting appropriate targets,
  • using National Curriculum testing and Rising Stars tests,
  • using tests such as reading age and spelling age tests and the year 1 phonics check,
  • gathering information from the child, parents, carers and professionals from other agencies.

With the permission of parents, we may seek additional advice from outside specialists such as Health Professionals, Specialist Teachers or Educational Psychologists who would:

  • carry out further assessment of the child’s needs,
  • provide advice to schools on how to best support the child,
  • suggest resources that would help the child make progress.

If your child has Special Educational Needs our SENDCo will:

  • ensure the right support is put in place for each child,
  • advise other Teachers and Teaching Assistants on how to help each child and ensure they have an up to date IEP detailing how their needs will be met in school,
  • arrange training for staff so they understand each child’s needs,
  • work closely with parents/carers on a regular basis to talk with them about their child’s needs and listen to any ideas or concerns they might have,
  • work with other professionals (if necessary) who may be able to help individual children, e.g. Speech and Language Therapist/Medical Professional/Educational Psychologist/ Occupational Therapist.

If a child’s needs are very complex and/or severe we may ask the Local Authority to carry out an Education, Health and Care Assessment:

  • This is a very detailed assessment of each child’s needs. Parents or carers, the school and a range of professionals will all be asked to provide written reports.
  • At the end of the assessment phase the Local Authority will consider these reports to help decide whether or not to issue an Education, Health and Care Plan for the child.
  • Parents/carers also have the right to ask the Local Authority to carry out this assessment, although it is usually best if you can do this with the support of the school.
  • Education, Health and Care Assessment is only appropriate for a small number of children.
  • Your school SENDCo or the Parent Partnership Service will be able to advise you about this.

How do you identify and assess pupils with SEND?

At Holy Trinity School we are all committed to supporting all our children, regardless of what their special educational need or disability might be. The Government defines a child as having Special Educational Needs if they have a learning difficulty or disability which calls for special educational provision to be made, or has a significant greater difficulty in learning than the majority of others the same age.

Types of Special Educational Needs and Disabilities can include:

  • General learning difficulties – children whose learning progresses at a slower pace,
  • speech and language difficulties,
  • social, emotional and mental health issues,
  • attachment difficulties,
  • dyslexia (difficulties with reading, writing and spelling),
  • dyspraxia (problems with motor skills, organisation),
  • autism,
  • ADD (Attention Deficit Disorder),
  • ADHD (Attention Deficit Hyperactivity Disorder),
  • Downs Syndrome,
  • Cerebral Palsy,
  • Other physical or medical needs.

We aim for early identification of Special Educational Needs and Disabilities, so our assessment process begins as soon as a child joins our school.

Early intervention takes place through:

  • Assessing Reception children’s on-entry data in the Early Years Foundation Stage and identifying any strengths and areas of concern,
  • providing home visits and working in close partnership with parents in order to provide best outcomes for their children,
  • initial assessments when a child transfers to our school and discussions with their previous school,
  • on-going formative assessments both during day-to-day activities and at key points throughout the school year,
  • pupil progress reviews between the Headteacher, SENDCo and Class Teacher. These sessions provide an opportunity for all children to be discussed and for teachers to identify any areas where children may need further support.
  • Every half term, each teacher is responsible for evaluating the effectiveness of the provision they are providing for children with Special Educational Needs and Disabilities and recording impact on an Intervention document,
  • Mrs Borries also meets with every class teacher once a half term to analyse the progress of children with Special Educational Needs and Disabilities, evaluate the provision and set targets for future provision.
  • If as a parent/carer you have concerns, or your child expresses concerns, please come and see your child’s teacher to arrange a time to discuss further, and/or ask to speak to Mrs Borries.

How will the curriculum be matched to my child’s needs?

For every child in our school Quality First Teaching is the most important tool in ensuring that your child makes good progress. In class, each child’s teacher will be finding ways to support your child to achieve their learning targets, through:

  • changing the way activities are planned and delivered,
  • matching activities to the ability/need of each child (differentiation),
  • adapting learning materials such as equipment and activities to suit each child’s needs.

In addition to Quality First Teaching of an exciting and creative curriculum, specific interventions may be used alongside to ensure your child’s key outcomes are met. These will be planned in discussion between school staff, your child and you as parents/carers. If you require more information on the interventions carried out, please speak to your child’s Class Teacher or Mrs Borries.

How is the decision made about what type and how much support my child will receive?

At Holy Trinity Primary School, we use a graduated approach, in line with the SEND Code of Practice 2014, to identify challenging yet supportive outcomes for our children. Our ‘assess, plan, do, review’ model of working means that assessment of educational needs directly involves the learner, their parents/carer and of course their teacher. At all stages of your child’s education we will ensure you are kept fully informed about their progress both academically and socially. However, should any one of us (class teachers, support staff, parents/carers and the learner themselves) notice a difficulty with learning we will discuss your child’s strengths and areas of difficulties together, and agree upon the outcomes we would all like to see as a result of any interventions. From this we will then agree which interventions are best suited and what role we can all play in the intervention. We will agree the next steps together and set a review date so that we can be sure of the timescale in which we expect to make a difference as a result of the intervention. For all children it is about ensuring Quality First Teaching is then reinforced by personal, appropriate interventions and support which enables the agreed outcomes to be met. Interventions are closely monitored by class teachers, the Senior Leadership Team and the SENDCo to ensure they are matching pupils’ needs and making a positive impact.

What specialist support and provision is available?

A number of specialists visit Holy Trinity Primary School to observe and advise.

These include:

  • Speech Therapists (SALT)
  • Educational Psychologists (EP)
  • The School Health Team
  • Hearing and Vision Support Service
  • Occupational Therapists (OT)
  • Social Care and Health Workers
  • Child and Adolescent Mental Health Service (CAMHS),
  • Family Partnership Zone, Locality Worker (FPZ)
  • Action for Children
  • Behaviour Support Service (BSS)
  • Parent partnership support service
  • School Nurse Team
  • Bereavement Counsellors from specific charities or hospices

We are also able to refer children, via the School Health Team or their GP, to the Children’s Centre at DCH where they can be assessed by a range of specialists including Occupational Therapists and the Child and Adolescent Mental Health Team.

We can arrange ‘Team around the Family’ (TAF) meetings that include all agencies that can help where there are concerns about a family situation or there is additional support needed at home. We work closely with the ‘Locality Team’. In some instances, we can refer to Dorset Family Matters (DFM) for further support. They have links with other organisations which are able to support vulnerable families e.g. CAMHS and Mosaic (bereavement counselling).

Within our school, we provide a range of specialist intervention to address specific learning needs.

These include:

  • Fisher Family Trust (FFT)
  • First Class at Number
  • Learn to Move (fine and gross motor skills)
  • Pastoral Team (Dolphin Room) A team of qualified ELSA’s (Emotional Literacy Support Assistants) with specialisms in bereavement, attachment, social and emotional needs, self-esteem and anxiety.
  • SEND Manager – who can teach learners with Dyslexia/Specific Learning Difficulties and write individual programmes to support them. Our SEND Manager is currently undertaking training to allow us to assess children with specific learning difficulties.

What training do staff supporting young people with SEND have?

The SENDCo’s role is to support the class teacher in the planning for children with SEND. The school has regular training sessions for all staff to improve the teaching and learning of children with SEND. This allows us to disseminate knowledge, strategies and experience to ensure consistency of the school’s approach towards the provision of children with SEND. Class teachers and support staff regularly attend training sessions run by the Local Authority and other outside agencies that relate to the needs of the children they are working with.

We also have a range of outside agencies that come into school to observe and give advice for specific SEND. We have high involvement with the School Health team that allows us to seek advice and training for children with medical needs such as epilepsy, diabetes etc. These meetings take place in school so that all members of staff that are working with that child can be present, which enables us to have a consistent and effective approach to supporting your child.

What equipment and facilities do you have to support a child/young person with SEND?

Holy Trinity Church of England Primary School and Community Nursery publishes its Accessibility Plan on the school website; this information can be found on the Policies page. Our school has specialist SEND facilities in place, including:

  • A lift
  • Assistive technology

 

How do you liaise with parents of children with SEND and involve them in their child’s learning?

We are able to offer a wide variety of interventions that we tailor to the needs of your child. Interventions are carefully monitored in order to ensure that they have a direct impact on children’s learning. Should a child need further interventions, parents are provided with a Provision Map, that highlights the intervention their child is receiving. Staff receive regular training and extra support is provided by a number of different agencies. At Holy Trinity Primary we welcome parents to see their child’s teacher or Mrs Borries at any time for a brief chat or to request a meeting. Parents of children on the SEND register are kept informed about their child’s targets and progress through both formal and informal meetings with the class teacher.

As a minimum, class teachers will meet termly with parents and carers to review progress against the agreed outcomes. The SENDCo is also available for ‘drop ins’ during ‘Meet the Teacher’, parent evenings and open days, etc. Parents can request to meet with the SENDCo at any time via the school office or through their child’s teacher. Parents of children with a Statement or EHCP are invited to attend annual Person Centred Reviews and are formally asked for their views.

Every Class Teacher provides a termly overview of the curriculum to support parents with home learning opportunities. In addition to this, home learning tasks and weekly challenges provide structured opportunities to support the current learning focus at home.

Home/school liaison books are a useful way in which we develop communication for some children who perhaps need more support, and all children have reading diaries so that reading opportunities and progress can be shared between home and school. Additionally, all staff at Holy Trinity are very happy to meet to discuss specific concerns or ideas for supporting your child’s learning at home. We can also provide personalised action plans for home and school in order to support a child that needs further social and emotional support. We believe that education is a partnership between families and schools, and that children thrive when an open, constructive and honest relationship between us fosters lifelong learning.

What support will there be for my child’s overall wellbeing?

Holy Trinity is a Rights Respecting School so pupil voice is something we hold as a core philosophy in all that we do. All pupils contribute to reviews through questionnaires and discussions with their teacher about targets and progress.

Pupils are invited to attend annual Person Centred Reviews or Team around the Family meetings where appropriate provision and children’s views are regularly sought.

As part of our curriculum offer to all pupils, we build upon the good practice in the Social and Emotional Aspects of Learning (SEAL) materials. For children requiring further support, we have three Pastoral Team members who are also ELSA (Emotional Literacy Support Assistant) trained. ELSA intervention is available for children across the school. This support could be on an individual basis or ongoing and in collaboration with other professionals (for example following a bereavement or a family separation) or short term (for example to support with a change in friendship groups or settling into a new class).

We also run ‘Meet and Greet’ morning clubs, and lunchtime nurture clubs for pupils throughout our school. These are by invitation following observation or request from home, school or child, and allow children the opportunity to learn new games or social skills with adult support during lunchtimes. Children who perhaps find the social give-and-take of playground games, or find the vastness of playtimes overwhelming in particular may benefit from these clubs.

How do you include a child with SEND in their support needs and involve them in their learning?

We use a graduated approach, in line with the SEND Code of Practice 2014, to identify challenging yet supportive outcomes for our children. Our ‘assess, plan, do, review’ model of working means that assessment of educational needs directly involves the learner, their parents/carer and of course their teacher. At all stages of your child’s education we will ensure you are kept fully informed about their progress both academically and socially. However, should any one of us (Class Teachers, support staff, parents/carers and the learner themselves) notice a difficulty with learning we will discuss your child’s strengths and areas of difficulties together, and agree upon the outcomes we would all like to see as a result of any interventions. From this we will then agree which interventions are best suited and what role we can all play in the intervention. We will agree the next steps together and set a review date so that we can be sure of the timescale in which we expect to make a difference as a result of the intervention. For all children it is about ensuring Quality First Teaching is then reinforced by personal, appropriate interventions and support which enables the agreed outcomes to be met. Interventions are closely monitored by Class Teachers, the Senior Leadership Team and the SENDCo to ensure they are matching pupils’ needs and making a positive impact.

 If I am concerned about my child, what should I do?

It is hoped that all situations of concern can be resolved quickly through discussion and early action. However, if you feel that your concern or complaint regarding the care or welfare of their child has not been dealt with satisfactorily, an appointment can be made by them to speak and explain the issues to the SENDCo.

Holy Trinity Church of England Primary School and Community Nursery publishes its Complaints Policy on the school website; this information can be found on the Policies page.  

Also see:

How is the Governing Body involved?

We are very fortunate to have the valuable experience of SEND Governor, Mrs Keedy, who regularly meets with the SENDCo and SEND Manager to discuss progress, attainment of all LAC (looked after) and SEND children. He plays a strategic role in the provision and support for both staff and more importantly the children.

Who else can help me and my child with SEND?

You can access a directory of facilities and resources available from many services within Dorset here – Dorset Council’s SEND Local Offer – Dorset Council.

Also see:

How do you support children with SEND that are moving to or from another school?

Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school. Holy Trinity Primary School is committed to working in partnership with children, families and other providers to ensure positive transitions occur. Planning for transition is a part of our provision for all learners with SEND. Moving classes will be discussed with you and your child at their summer term review meeting. Transition to secondary schools will be discussed in the summer term of their Year 5, to ensure time for planning and preparation. Personalised support will be put in place as fits the needs of the child. Techniques such as new year group passports, working with their new 1:1 support; ELSA support groups; social skills groups; or team building games are used to ease transition anxieties. We believe that putting such actions into place – as early as possible – aids a smoother and happier transition.

Liaison with secondary school partners – Strong links exist with our partner secondary schools (Budmouth College, Wey Valley, All Saints). Close liaison takes place to ensure accurate and efficient transfer of records and information to minimize the disruption of support levels for pupils transferring to the secondary sector. Separate transition arrangements and induction visits are included for SEND pupils and enhanced transition plans are completed where required.

Home visits and visits to pre-schools are offered to all children in September to ensure a smooth transition for all children joining Nursery and Reception classes. For children transferring to secondary school, additional visits are arranged to support a successful transfer for pupils with SEND.

Children for whom a request for assessment is made for an EHC Plan will be assessed using the SEND Code of Practice: 0 to 25 (DfE – 2014) and if appropriate, issued with an EHC Plan. During this interim period, both documents will be respected and managed using the new SEND Code of Practice.

Also see:

Additional Support

Dorset Local Offer 

This gives children and young people with special educational needs and disabilities (SEND) and their families information to help them find the right help and support in their area. 

It has two main purposes: 

  • To provide clear, comprehensive and accessible information about the support and opportunities that are available. 
  • To make provision more responsive to local needs. 

Dorset Local Offer

Dorset Sendiass – SEN and Disability Information, Advice and support service 

This is a free service available to parents and carers with children and young people aged between 0 – 25 who have special educational needs and/or disability (SEND). It offers information, advice and support, as well as working alongside other providers such as the Local Authority, education providers and external agencies. 

Dorset Sendiass

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