Special Educational Needs and Disability (SEND)

School offer (SEND report)

Special Educational Needs and Disability (SEND)

At Easton CE Academy, we believe that all children have the right to go to university or the

career of their choosing.

In order to support all children to do this, we have a dedicated Inclusion team that provides

support.Our Team:

Miss ConnorsAssistant Head teacher Inclusion

I coordinate the inclusion team. I am in Safeguarding, EAL (English as an additional language) and Nurture, TAs and Pastoral Support Plans. I am happy to give advice and help to anyone who wants it.

Mrs WelbourneSENCO

I am the Special educational needs and disabilities co-ordinator.

Mr AbsieEAL TA

I support children with EAL difficulties. I also translate in parent meetings.

Jess WilliamsHome School Link

I am charge of monitoring attendance. I support families with housing and other social needs.

Safe SpaceDawn Shillingford I teach and run Safe Space.

Mrs Garratt I teach and run Safe Space. Miss Shafie SEND TA

I support and mentor children with challenging behaviour

Mrs Griffiths I support and mentor children with challenging behaviour

Mrs SimmonsSEN TA

I support children with language needs in Years 2 and 3

Ms BauerSEN TA

I support children with language needs in Year 1

Mrs UllahSEN TA

I support children with language needs in Reception

Speech and language resource base (BSLC)Julie Cordery SEND TA I support the children in the resource base

We also have a fantastic team of teaching assistants who run groups in the afternoons to support many of our children with English, maths, speaking and listening.

Frequently asked SEND questions!

How does Easton CE Academy know if children need extra help?

We know when pupils need help if:

concerns are raised by parents/carers, teachers, teaching assistants, Pastoral team or the pupil’s previous school

there is lack of progress poor test scores there is a change in the pupil’s behaviour a pupil asks for help

What should I do if I think my child may have special educational needs?

If you have concerns then contact your child’s teacher or Mrs Wellbourne (SENCO)

How will I know how Easton CE Academy will support my children?

Easton CE Academy is an inclusive school and may offer a range of different interventions and strategies

Strategies

Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.

If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy & literacy skills etc. then the pupil will 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.

Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the Headteacher and/or the Deputy Headteacher to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned which will be discussed and implemented by the SENCo.

Interventions

Social Skills programmes/support including strategies to enhance self-esteem

Art Room Therapy through Lego Language for thinking Safe Space (Our afternoon nurture class. NSPCC Smiles

Access to a supportive environment – IT facilities/equipment/resources (inc. preparation)

IPADs – Ipads are available for a number of children who benefit

Talking tins – are used for speech, language and EAL children.

Strategies/programmes to support speech and language We have a specially developed Speech and Language intervention

available for all nursery/reception children. Black Sheep Narrative Press We are very lucky to have our own Speech and language therapist. Our Speech and language resource base works very closely with the

mainstream school providing support and advice where it is needed. Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs

Our occupational therapist comes in once a term, she sets targets for TAs to work on.

Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)

At Easton Academy, we believe in creating an attachment friendly environment. Every teaching assistant is linked to a vulnerable child. We also have 3 additional attachment adults for children who need a bit more support.

We have a home/school link worker called Miss Williams who works with parents to improve our home school links.

Strategies to support/develop literacy inc reading Our school is a Talk4Writiting School therefore the children receive

daily sounds intervention We use Sounds Write for our phonics. Bug Club

Strategies to support modify behaviour. Please see our behaviour policy Some of our children require pastoral support plans and/or

alternative provision (please see alternative provision).

Strategies to support/develop maths. In addition to our maths policy, we also use Numicon to support our

children. Provision to facilitate/support access to the curriculum

At Easton CE Academy, we believe in providing fully inclusive quality first teaching.

Strategies/support to develop independent learning Differentiated work personalised work Individual learning plans for each SEN child.

Support/supervision at unstructured times of the day including personal care

We have a wide range of clubs available at playtimes including ICT, football and games club.

Our lunchtime assistants are trained to engage with children and teach them how to play games.

Planning and assessment SEN children are identified on planning.

Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports

Parents and professionals are invited to annual IEP meetings/annual reviews.

Alternative provisionAt Easton CE Academy, we pride ourselves on the wide range of alternative provision that we are able to offer.

Speech and language resource base (BSLC) Nurture Class Hop, Skip and Jump Education First

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

When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.

Teaching Assistants may be allocated to work with the pupil in a small focus group to target more specific needs.

If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors.

How will I know how my child is doing?

You will be able to discuss your child’s progress at Parents Evenings.

Appointments can be made to speak in more detail to the class teacher or Miss Connors by visiting the school office.

IEPs are sent home each term. Targets are usually set by the class teacher. Parents/carers are encouraged to contribute their input to be included on the IEP.

How will you help me to support my child’s learning?

The class teacher may suggest ways of supporting your child’s learning through messages, at parents’ evenings or if you are requested to attend a meeting.

Mrs Welbourne, the SENCO may meet with you to discuss how to support your child. The class teacher or a member of the Inclusion team may meet with you discuss strategies to use if there are problems with a child’s behaviour/emotional needs.

If outside agencies or the Educational Psychologist have been involved suggestions and programmes of study are normally provided that can be used at home.

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

The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties.

Social Skills programmes/support including strategies to enhance self-esteem

Art Room Therapy through Lego Language for thinking

These include:

Pupils with medical needs

If a pupil has a medical need then a detailed Care Plan is compiled by in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.

All staff will receive basic First Aid training in addition to those that are already fully trained.

Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed Medication agreement in line with the medication policy is in place to ensure the safety of both child and staff member.

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

At times it may be necessary to consult with outside agencies to receive their more specialized expertise.

The agencies used by the school include:

ASDOT (Bristol Autism Outreach service) Child Protection Advisors Educational Psychologist CAMHS (Child & Adolescent Mental Health Service) EWS (Attendance Advisory Practitioner previously known as Educational

Welfare Service) Inclusion Team Social Services Speech and language(NHS) Learning Support Service Behaviour Support Service Meetings between the previous or receiving schools prior to the pupil

joining/leaving.

How are the school’s resources allocated and matched to children’s special educational needs?

The SEND budget is allocated each financial year by the local authority. The money is used to provide additional support or resources dependent on an individual’s needs.

The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.

If any concerns are raised on completion of the assessments Mrs Welbourne will investigate further support or advice from outside agencies if required.

Individual Pupil Premium payments are used to support that pupil’s learning.

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

When the children join the school support is allocated on the information provided by the feeder school. Usually, in consultation with their Phases Leader, the SENCO/head teacher will allocate teaching assistants to small groups to support in class or in other focus groups tailored to the pupils’ needs.

During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.

Parents/carers will be able to see the support their child is receiving on a provision map which will be sent home three times a year. A provision map is a record of support that the pupil is receiving including the impact it is having on the pupil’s learning.

How will I be involved in discussions about and planning for my child’s education?

All parents are encouraged to contribute to their child’s education.

This may be through:

Discussions with the class teacher. During parents evenings. During discussions with either Miss Connors, Mrs Welbourne or other

professionals.

Parents are encouraged to comment on their child’s IEP with possible suggestions that could be incorporated.

Who can I contact for further information?

If you would like to find out any more information, please contact Miss Connors or Mrs Wellbourne

For information about Bristol SEND and to see the Bristol’s LOCAL OFFER please click HERE .