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SENDINFORMATIONREPORT

UpdatedFebruary2019

AspartoftheChildrenandFamiliesAct2014,LocalAuthoritiesarerequiredtopublisha‘LocalOffer’whichsetsoutsupportthatisavailableforchildrenandyoungpeoplewithSENinthelocalarea.Newham’sLocalOfferisavailableontheNewhamWebsiteandtellsparentshowtoaccessservicesintheirareaandwhattoexpectfromtheseservices.Alongsidethis,schoolsarerequiredtopublishinformationabouttheirarrangementsforidentifying,assessingandmakingprovisionforpupilswithSEN.ThisistheLocalofferforschoolsintheAgateMomentumTrust.Itdescribesthearrangementswemakethatare‘additionaland‘different‘forpupilswithSEN.Thisinformationhasbeenproducedtogetherwithparents,carersandourchildrenandyoungpeopleandwillbereviewedannually.ThefollowinginformationoutlinesthesupportandprovisionpupilswithSENcanexpectatschoolsintheAgateMomentumTrust.

SENDINFORMATIONREPORT

ScottWilkieandHallsvilleSchoolsaremainstreamprimaryschoolscateringfortheneedsofpupilsaged3‐11years.Thereareapproximately450pupilsonrollatHallsvilleand384atScottWilkie.Wearebothsinglestorybuildingswithtwolargeplaygrounds.Wearebothinclusiveschoolsandstrivetosupportallchildrentoenablethemtomakethebestpossibleprogressandachievewell.Toaccomplishtheseaims,weofferabroadandbalancedcurriculumwithhighqualityteaching.Weprovideeffectivesupportforchildrenwithspecialeducationalneedsanddisabilities,startingfromourfirstcontactswithparentsandcarerswhenachildentersourschool.Wemakesurethatadditionalneedsareidentifiedearlyandweofferarangeofprovisionaccordingtoidentifiedneeds.Weworkwitharangeofotherprofessionals,e.g.healthprofessionals,speechtherapistsandeducationalpsychologiststomakesurethatallchildrenreceivethesupporttheyneedtodowellatschool.

AtSchoolsintheAgateMomentumTrust,weareconstantlylookingathowwecanimprovetheprovisionforourpupils.Tothisendtheinformationintheseresponseswillberegularlyreviewedandupdatedasnecessary.

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Peoplewhosupportchildrenwithspecialeducationalneedsand/ordisabilitiesinthisschool:

Theclass/subjectteacherisresponsiblefor:

Ensuringthatallthechildrenhaveaccesstogood/outstandingteachingandthatthecurriculumisadaptedtomeetyourchild’sindividualneeds(alsoknownasdifferentiation).

Checkingontheprogressofyourchildandidentifying,planninganddeliveringanyadditionalhelpyourchildmayneed(thiscouldbethingsliketargetedwork,additionalsupport,adaptingresourcesetc.)anddiscussingamendmentswiththeSENCOasnecessary.

Writingpupilprofiles,sharingandreviewingthesewithparentsatleasttwiceayearduringourparents’eveningsinNovemberandMarch.

Ensuringthatallmembersofstaffworkingwithyourchildinschoolareawareofyourchild’sindividualneedsand/orconditionsandwhatspecificadjustmentsneedtobemadetoenablethemtobeincludedandmakeprogress.

Ensuringthatallmembersofstaffworkingwithyourchildaresupportedindeliveringtheplannedwork/programmeforyourchild,sotheycanachievethebestpossibleprogress.Thismayinvolvetheuseofadditionaladults,outsidespecialisthelpandspeciallyplannedworkandresources.

Ensuringthattheschool’sSENDpolicyisfollowedintheirclassroomandforallthepupilstheyteachwithanySEND.

TheSpecialEducationNeedsCo‐ordinator’sresponsibilitiesinclude:

ManagetheInclusionTeam(includingLearningSupportTeachers) IdentifytheSENofindividualpupils,withschoolstaff Liaisewithparents,andpupils Monitorandkeepup‐to‐dateSENfilesandInclusionRegister MeettheHeadTeacher&update

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Liaisewithoutsideagencies,includingsupportstaff,educationalpsychologist,educationwelfareofficer,socialservices,school nurse, school doctor, special needs officer, speech and language therapists, occupational therapists,physiotherapists,ParentPartnershipGroup,CFCSandCAHMS.

InformstaffofSENcourses SeekHigherNeedsFundingforspecificpupils Preparereportsforannualreviews PreparereportsforEducationHealthCarePlans Co‐ordinateannualreviews CompleteLAdocumentationforannualreviews Co‐ordinateSENmaterialsandequipment Line‐managesupportstaff MonitorandreviewtherolesofsupportstaffwithinScottWilkie/Hallsville Monitortheprogressoftheabovechildren ReviewSENandotherrelevantpoliciesannually LiaisewithotherschoolsaboutalltransferringpupilswithSEN AttendHLNP(HighLevelNeedsPanelmeetings) KeepuptodatewithnationalSENlegislation KeepuptodatewithlocalSENdevelopments Organisespecialistinterventions KeepuptodatewithissuesrelatingtoSEN ManagetheeffectiveuseandresourcingoftheSensoryRoom MonitorthedeliveryofadifferentiatedcurriculumforallpupilswhoreceiveSENsupport TrackprogressusingPScalesusingBSquared HelpwiththeidentificationofSENofindividualpupils,withschoolstaff Liaisewithparents,andpupils MonitorandkeepuptodateSENfiles Workwithclassteachers,advisingondifferentiatingandprovidingforneeds

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OverseetheprovisionforchildrenwithSENSupport Devisestrategiesforpupilsabove MonitorprogressofSENchildren IdentifypupilswithSEND KeepuptodatewithissuesrelatingtoSEND MonitorthedeliveryofadifferentiatedcurriculumforallpupilsatSENsupport Liaisewithallstaffwhoworkwithpupils,suggestingstrategies,discussingprogress AssesstheindividualSENofpupilswherenecessary Provideandmeasureimpactofinterventions(Access,Plan,reviewanddo)

NameandcontactdetailsoftheSENCOSchool ScottWilkiePrimarySchool HallsvillePrimarySchoolSENCO MrsJoanneEdwards MrsIvieOkwuegbunaEmailaddress Joanne.edwards@scottwilkie.newham.sch.uk 02074744138Telephonenumber Ivie.Okwuegbuna@hallsville.newham.sch.uk 02074762355

ResponsibilitiesoftheLearningsupportassistantworkingwithHNFPupils:

ToworkcloselywiththeSENCO Tosupportpupilsasdirected Toliaisewithclassteachersaboutcurriculumplanninganddelivery ToimplementPUPILPROFILE’sandrecordprogress Tosupportmainstreampupilsinclass Tosupportpupilsoneducationalvisits Tosupportspecialistactivities(ieswimming,sensorysessions)

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TheHeadTeacherisresponsiblefor:

Thedaytodaymanagementofallaspectsoftheschool,thisincludesthesupportforchildrenwithSENand/ordisabilities.ShewillgiveresponsibilitytotheSENCOandclass/subjectteachersbutisstillresponsibleforensuringthatyourchild’sneedsaremet.

MakingsurethatthelocalgoverningbodyiskeptuptodateaboutanyissuesintheschoolrelatingtoSEND.

TheSENDGovernorisresponsiblefor:

MakingsurethattheschoolhasanuptodateSENDpolicy. Makingsurethattheschoolhasappropriateprovisionandhasmadenecessaryadaptationstomeettheneedsofall

childrenintheschool. MonitoringthenecessarysupportmadeforanychildwhoattendstheschoolwhohasSEND. VisitingtheschooltoconductlearningwalkstoseethesupportgiventochildrenwithSENDandbeingpartofthe

processtoensurethatchildrenwithSENDachievetheirpotentialinschool.

AtschoolsintheAgateMomentumTrustweareconstantlylookingathowwecanimprovetheprovisionforourpupils.Tothisendtheinformationintheseresponseswillberegularlyinterviewedandupdatedasnecessary.

BelowareschoolsintheAgateMomentumTrust’scurrentresponsestoavarietyofmostfrequentlyaskedquestionsregardingSENNeeds:

1. Thekindsofspecialeducationalneedsthatareprovidedfor

SchoolsintheAgateMomentumTrustareinclusiveschoolsthatenablepupilstoreachtheirfullpotentialandtostrivetodothebesttheycan.SchoolsprovideanumberofinterventionstosupportSENpupilstoaccesstheNationalCurriculum.Pupilsremaininclassforthemajorityoflessonsandarewithdrawnforeithergroupboostersessionsorforspecialistinterventions.SchoolsintheAgateMomentumTrustsupportanumberofspecialistprovisionsincludingone‐to‐oneandgroupsupportforpupilswithautism,complexphysicalneeds,dyslexia,speech&languagedifficulties&disorders,visualdyslexia,dyspraxia,

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dyscalculia,moderatelearningdifficulties,sensorydisordersandemotional&behaviourdifficulties.ArangeofinterventionpackagesareusedacrosstheschoolsincludingthelisteningprogrammeandRuthMiskinLiteracy.

2. PoliciesforidentifyingchildrenandyoungpeoplewithSENDandassessingtheirneeds,includingthenameandcontactdetailsoftheSENCO(mainstreamschools)

TheSENDPolicyandInclusionActionPlanguidesthefuturedirectionfortheschool’sSENprovisiondevelopmentandconsidersactionstoconsolidate&reinforcecurrentpractices.TheAccessibilityPolicyoutlinesthreestandardswithinthreeaspectsofprovision.Theseaspectsare:CurriculumAccessibility,PhysicalAccessibilityandProvisionofInformation.CurriculumAccessibility’sstandardistoincreasetheextenttowhichdisabledpupilscanparticipateintheschool’scurriculumbysettingsuitablelearningchallenges,byrespondingtopupils’diverselearningneedsandbyover‐comingpotentialbarrierstolearning.PhysicalAccessibility’sstandardistoimprovethephysicalenvironmentoftheschoolforthepurposeofincreasingtheextenttowhichpupilswithspecialeducationalneedsareabletotakeadvantageofeducationandassociatedservicesprovidedorofferedbytheschool.TheProvisionofInformation’sstandardistoimprovethedeliverytodisabledpupilsofinformationwhichisprovidedinwritingandotherappropriatemediumforpupilswithSEN.TheSchool’sBehaviourPolicy(January2018)andPositiveHandlingPolicy(June2016)outlinehowbehaviouristobemanagedinschool.ThePositiveHoldingPolicyisbasedon‘TheUseofReasonableForce’(2013),whichistheGovernmentguidelinesthisdocumentsontheuseofphysicalrestraintinschools.TheBehaviourProvisionMapoutlinestheinterventionpupilsreceivetosupporttheiremotionalandbehaviouraldifficultiesinschool.Therangeofinterventionsincludes:dailyorweeklymentoring,attendingsocialskillsgroupsorreceivinghelptosupportangermanagement,raisingself‐esteemorcopingwithbereavement.ThePublicSectorEqualityDutyPlan(April2014)outlinestheschoolsresponsibilityforequality.Itstatesthattheaimoftheschoolistoprepareallpupilstoliveinamulti‐culturalandmulti‐ethnicsocietyinwhichallareequalasmodelledbySchoolsintheAgateMomentumTrust’sethos,practicesandpolicies.Theschools’objectivesare:

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o Toensurethattheschoolisaplacewhereeveryonefeelswelcomedandvaluedandthataninclusiveethosisestablishedandmaintained(FosteringGoodRelationsBetweenPeople)

o Toensurethatallpupilsareencouragedandgivenopportunitiestoachievetheirfullpotential(AdvancingEqualityofOpportunityBetweenPeople)

o Toensurethatallpupilsarepreparedforlifeinadiverseandmulti‐ethnicsocietywhereallarevaluedandhaveequalrightsandresponsibilities(EliminatingUnlawfulDiscrimination,HarassmentandVictimisation)

TheLookedAfterChildren’sPolicy(January2018)outlinesthemanagementofLACpupilsatschoolsintheAgateMomentumTrust.

Theassessmentarrangementsfromentrythroughouttheschoolareasfollows:OnEntry‐WhenchildrenarefirstadmittedtotheschooltheNewPupilAdmissionFormiscompleted.IfspecialneedsareidentifiedthenaninterviewwiththeSENCOisarrangedandapossiblehomevisitproposed.Informationisthensoughtfromrelevantprofessionals,agenciesandmedical/educationalestablishments.TeacherReferral‐IfateacherhasaconcernaboutachildtheycompleteanSENDPupilConcernForm.Curriculumandassessmentmonitoring‐TheCurriculumCo‐Ordinators,PhaseLeadersandtheAssessmentCo‐Ordinatorwillmonitortheattainmentandprogressofpupilswithandwithoutspecialeducationalneedsaspartoftheirrole.TheywillensurethattheSENCOiskeptfullyinformedandiftheyhaveaconcerntheywillrequestassessmentandintervention.HowachildisconsideredaSENDpupil‐IfachildhasnotmadeanyprogressforaperiodoftwotermsandtheyfailtomakeadequateprogressafterinterventionshavebeenputinplacethestaffwillrefertheirconcerntotheSENCO.Theschooldefinesadequateprogressasthatmadebychildrennationally,onaverageacrossthekeystagesthroughouttheU.K.Ifapupilfailstomakeadequateprogressthroughfirstqualityteachinganddespitetheadditionalsupportwhichtheschoolgives,overtheperiodof6months,thenachildmaybeassessedfurtherandreferredtoexternalagencies.

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HigherNeedsFunding(HNF)andEHCReviewsIfachildhasHNForanEHCPafullreviewwilltakeplacewithparentsandprofessionalsonceayear.Thisreviewwillconsistofageneralreport,parent,pupil,teacher,EducationalAssistantandprofessionaladvicefromoutsideagencies.

3. ArrangementsforidentifyingachildwithlearningdifficultiesorspecialeducationalneedsWhenchildrenareidentifiedasSENbeforetheystartataschoolintheAgateMomentumTrusttheschoolwillworkwithagencieswhoalreadyknowthepupilanduseinformationalreadyavailabletosupporttheminschool.Newadmissions:wehaveacomprehensiveadmissionsprocess,whichincludesaninterviewatwhichpersonaldetailsaswellasanyotherrelevantinformationiscaptured.Ourinternalprocessesensurethatanyinformationregardingachild’sspecialneedsisforwardedtotheSENCO.Inaddition,theSENCOfromthechild’spreviousschool(ifapplicable)willprovidedetails.WhenachildisatschoolandwehaveanyconcernstheSpecialNeedsCo‐ordinator(SENCO)willobserveyourchildinclassorindividuallyandifpossiblehaveaconversationwiththemabouttheirdifficultiesorwheretheythinktheyarestruggling.IfyouthinkyourchildhasSENpleasespeaktotheclassteacher,theschoolwilllistentoyourconcern.TheclassteachercanflagaconcerntotheSENCOatanytime,whowillinvestigateaccordingly.ForchildreninEarlyYears(NurseryandReception),childrenwhodonotreachtheageexpectedlevelsintheEarlyYearsProfilewillbeflaggedtotheSENCO.ForchildreninKeyStage1and2(i.e.years1‐6),teachersinputinformationre(i)progressand(ii)attainmentontheinternalschoolprogressandtrackingmonitoringsystem.TheSENCOrunstermlyreportsthatanalysethisinformationandanychildrenwhoareworkingsignificantlybelowwhatisexpectedofthemaccordingtonationalstandardsfortheirageandyeargroupareflagged.Childrenwithspecificliteracydifficultiesormoderatelearningdifficultieswillfollowthelearninginterventionpathwayidentifiedforchildrenwiththeseparticularneeds.ForchildrenwithHighNeedsFundingorEHCPlan–i.e.needsinone(ormore)ofthefollowingareas:(i)autism,(ii)complexlearningneeds,(iii)speechandlanguagedifficultiesor(iv)mental/emotional/socialdifficulties‐weareimmediatelyawareoftheirparticularneeds,fromtheirparentsandotheragencieswhohavebeeninvolvedintheircareandwelfare.TheSENCOwillleadthe developmentofapupilprofileandchildcentredplansforchildreninthisgroupandensurethattheyreceivethehighneedsfundingtheyneedtomaketheappropriateprogressrelatedtotheirlevelsofneed.Pupilswith‘lower‐level’speechandlanguagedifficultiesnotrequiringHighNeedsFundingareidentifiedthroughtheirEarlyYearsproviderspriortotheirarrivalatschoolsintheAgateMomentumTrust,orbytheclassteachersandourSENassessmentproceduressoonaftertheirarrival.WeworkcloselywiththeSpeechandLanguageTherapyService,whoserecommendationswillthenbeactedonintheschoolsetting.Finallyifitisfoundthatyourchildhasdifficultiestheschoolwilldiscusstheseduringparentseveningoryoumaybeaskedtoattendameeting.

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4. Support–howwillstaffatschoolsupportchildrenwithspecialneeds?

Furthertotheprocessesoutlinedabove,theindividualneedsoftheidentifiedchildrenwillbeassessed.Allchildrenwillreceivequalityfirstteachingdifferentiatedappropriatelytomeetidentifiedneeds–i.e.ourteachersplananddeliverlessonsthatmeetthevariousneedsofallthechildrenintheclass.Allsubsequentinterventions‐i.e.extrahelpintheareasinwhichthechildisstruggling‐willbedesignedandrunwiththeneedsoftheindividualchildatthecentreoftheprocessanditsefficacymonitoredandassessedonaregularbasis. Acreativeandculturallyinclusivecurriculum Differentiationincurriculumplanninganddeliveryintheclassroom Differentiationoftask Avarietyofteachingstrategies Multisensorylearningopportunitiestosupportdifferentlearningstyles Visualtimetables Additionaladultsupport(smallgroupor1:1) Groupingforteachingpurposeswithintheclass,mixedgender,race,religionandability Interventiongroups–RWI,Languageenrichmentgroups,Boxclever,colourfulsemantics,Thelisteningprogramme,

BetterReadingProgramme,LegoTherapy,socialandlifeskills IndividualisedcurriculumforchildrenwithSEN Individualtargets Accessingspecialistresources/expertisefromotherschoolse.g.Eleanorsmith/ ReintegrationintoEducationTeam Additionalequipment/resourcesprovidedtomeetindividualneeds Widerangeofafter‐schoolclubs Useofstrategiesasrecommendedbyadvisoryteachersandtherapists AdditionalactivitiesfromPupilPremiumfundingforidentifiedpupils SpecialarrangementsfortestsandSATs Theuseofperipateticteachers‐PE,music

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Broadly,oursupportfallsintothefollowingareas: Childrenwhoseachievementissignificantlybelowagerelatedexpectationsareimmediatelyputonanintervention

programme.Interventionsaredesignedspecificallytotheneedsofeachchild,andwilltypicallyinvolveworkingineitherasmallgrouporone‐to‐onesupport,dependingonthenatureoftheneeds.Specificprogresstargetsaresetatthestartofsuchinterventionsandprogressagainstthemismonitoredbytheclassteacher,SENCOandphaseleader.

Pupilsidentifiedashavingaspecificlearningdifficultye.g.dyslexia,dyspraxia,ADHDwillreceiveappropriatesupportdependingontheirparticularneed.

Furthertosuchsupport,ifchildrenarestillnotreachingtheiragerelatedexpectations,wewouldtypicallyinvolveanexternalagencywhichwouldprovideadditionalspecialistsupporttofurtherstrengthenthehelpalreadybeingprovided–e.g.speechandlanguagetherapy,physicaltherapy,specialistbehaviouralsupport,identificationofdyslexia.

ForourchildrenwithEHCPlansorHighNeedsFunding(seeaboveforfurtherinformation),eachchildhasaPupilProfile–withtailoredlearningtargets.Staffatschoolandfromtherelevantexternalagenciesareinvolvedinputtingtheseplanstogether,tobestsupportthechildconcerned.Theseprofilesarereviewedtermlyandfurtheractionsaretakentoreviewthisasappropriate.

DecisionsregardingthelevelsofsupportthatwillbeprovidedtoallchildrenwithspecialneedswillbetakenbytheSENCOandphaseleaderfurthertothecollectionofallrelevantinformation.

5.Howdoestheschoolknowwhetherpupilsaremakingprogress?Weusetheseactivities/systemstomeasureimpact.Evidenceanddataismeasuredagainsttargets.OurmaintargetsforinclusioncanbefoundinourSDP,InclusionPlanandEqualityDutyplan:

Teachers’knowledgeofattainmentandprogresswithintheclassonanon‐goingbasis Trackingofpupils’attainmentandrateofprogress Termlypupilprogressmeetings Goodcommunicationamongstallschoolstaff

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SLTregularlyinclassesworkingwithpupilsandteachers Assessmentforlearning–childrenevaluatetheirownlearningandreceivefeedbackinmarking HalftermlytrackingofprogressfortargetchildrenTermlyassessmentdata EYFSpupilprofilesdocumentprogressthroughobservationandannotations.Parentalinvolvementinchildren’s

records B‐squareddata Provisionmappingandreviewing Monitoring‐lessonobservations,learningwalks,planningandbookscrutinybySLT. Individualreviewsofprogressthroughsupportplans,PSPs,LAannualreviewsystems Cycleofmonitoringandreviewofactionplansandpolicies Qualitativedata/evaluations Feedbackfromparents/carers Pupilvoice/feedback/questionnaire/schoolcouncil Evaluationsfromagenciesworkingwiththeschool.

6. Resources–howdoweallocateresourcestomatchchildren’sspecialeducationalneeds? TheSENbudgetisallocatedeachfinancialyear.Themoneyisusedtoprovideadditionalsupportorresources

dependantonanindividual’sneeds. Theadditionalprovisionmaybeallocatedafterdiscussionwiththeclassteacheratpupilprogressmeetingsorifa

concernhasbeenraisedbythematanothertimeduringtheyear. Furthersupportorresourcesmaybeallocatedtoyourchildfollowingassessmentsbyschoolstafforoutside

agencies(e.g.children’stherapyteam). Fundingmaybeusedtobuyinspecialistsupport(e.g.speechandlanguagetherapy,sensoryactivities‐swimming,

EastLondonGymnastics,Horse‐riding,payingfortransporttovenues,payingforindividualipadsorahighlytrainedlearningsupportassistant)

7. InformationabouthowequipmentandfacilitiestosupportchildrenandyoungpeoplewithSENDaresecured. Thegovernorsensurethattheneedsofpupilsaremetbyemployingafull‐timeSENCO,Teacher,EducationalAssistants,

LearningMentorandpart‐timespeechTherapist.TheHeadTeacherandSENCOusepartoftheschoolbudget,the

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HigherNeedsFundingforspecificpupilsandpupilpremiumtoidentifytheareasofpupilneedandtomakeappropriateprovisionandinterventions.TheseareidentifiedintheInclusionRegisterandPupilPremiumReport.

ManyoftheSENDpupilswhoareidentifiedinSpecialistNeedgroupreceiveHigherNeedsFundingfromtheLocalAuthority.Thisfundingisusedtoprovideadultsupport,specialistsupportsessionsiehorse‐riding/ArcinthePark,swimming,EastLondonGym,SchoolCounsellorandequipment.

8. Howwillthecurriculumbematchedtomychild’sneeds? Teacher’splaninrelationtoagerelatedexpectationsdifferentiatingworktocloselymatchchildren’sabilityand

learningneeds.Whenapupilhasbeenidentifiedwithspecialneedstheirworkwillbefurtherdifferentiatedbytheclassteachertoremovebarrierstolearningandenablethemtoaccessthecurriculummoreeasily.

Ateachingassistantmaybeallocatedtoworkwithapupilina1‐1orsmallfocusgrouptotargetmorespecificneeds.

Ifappropriatespecialistequipmentmaybegiventothepupile.g.writingslopes,concentrationcushions,pens/pencilsgripsoreasytousescissors.

9. ArrangementsforconsultingparentsofchildrenwithSENandinvolvingthemintheirchild’seducation Involvementofparentsisastrongfeatureofthecode,theSENToolkit,SENandDisabilityActandtheGreen

PaperforEducation2013.Itisvitalthatschoolsareclearabouthowtheycankeepparentsinvolved.ParentsareinvolvedinanumberofwaysatschoolsintheAgateMomentumTrust.Theyincludethefollowing:

TermlyNewsletter Parentevenings AnnualReports WholeschooleventsandPerformances AnnualReviewMeetings TransferMeetingstoanewKeyStage

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Schoolwebsite Seekingparentandpupilviewsandconcernsthroughannualparent/pupilsurveysandquestionnaires Meetingswithadvisoryteachersandtherapists Copiesofreportsfromadvisoryteachersandtherapists Parentworkshops NewPupilInductionMeetings FamilyParentSupportGroup SENDParentSupportGroup

10. ArrangementsforconsultingyoungpeoplewithSENDandinvolvingthemintheireducation

AllpupilsareencouragedtogivetheirviewsregardingtheireducationandsupporttoteachersandEducationAssistantswithintheschoolday.

PupilsmaybepartoftheSchoolCouncil,whichmeetsregularlyeachweek.TheSchoolCouncilrepresentsthepupilvoicetotheHeadTeacheronmattersregardingtheoperationoftheschool.

AtAnnualReviews,pupilsstatetheirviewsthroughaPupilViewsFormandinpersonattheAnnualReviewmeeting.

11. Whatsupportwilltherebeformychild’soverallwell‐being?

Theschooloffersawidevarietyofpastoralsupportforpupilswhoareencounteringemotional,socialandbehaviouraldifficulties:

PHSCE/Philosophylessonsandcircletimeactivities Learningmentors(social/self‐esteem/positiveinteractiongroups,individualsessions) Rigorousbehavioursystems, Positivebehaviourrewards,awards Attendanceawards Playgroundpeermediators,playleaders

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SchoolCounsellor Multi‐agencymeetingsforvulnerablepupils Liaisonwithschoolnurseandhealthvisitor Socialcarecoregroupsandconferences Theatreperformancestoraiseawareness Afterschoolclubs EducationalPsychologyService Buddysystemsinclass Displayscommunicateschoolethos HeadBoy,HeadGirl,schoolcouncil SLTreadilyavailableforbothparents/carersandchildren Anti‐bullyingweek,Culturalweek,Blackhistorymonth,LGBTweek. RelatedSchoolpoliciesinclude:EqualityDuty,Accessibiltypolicyandscheme, Safeguarding,Inclusion,Anti‐bullying,behaviour.E‐Safety,IntimateCare

Pupilswithmedicalneeds:

IfapupilhasamedicalneedthenadetailedCarePlaniscompiledbytheSENCOandtheSchoolnurseinconsultationwithparents/carers.Thesearediscussedwithallstaffwhoisinvolvedwiththepupil.

Wherenecessaryandinagreementwithparents/carersmedicinesareadministratedinschoolwhereasignedmedicalconsentformiscompleted.Anti‐bioticsmaybegiveninsomecircumstancesindiscussionwiththeofficestaffandoncompletionofamedicationform.

12.ArrangementsfortheadmissionofdisabledchildrenatschoolsintheAgateMomentumTrust

TheDisabilityDiscriminationAct1995andtheEqualitiesAct2010definesadisabledpersonassomeonewhohas‘aphysicalormentalimpairment’,thathasa‘substantial’and‘long‐term’adverseeffectontheirabilitytodonormaldaytodaydailyactivities.TheDisabilityDiscriminationAct1995definesadisabledpersonassomeonewhohasa‘physicalormental

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impairmentwhichhasasubstantialandlong‐termadverseeffectonhisorherabilitytocarryoutnormalday‐to‐dayactivities’.AccordingtotheDisabilityDiscriminationAct,animpairmentistobetreatedasaffectingtheperson’sabilitytocarryoutnormalday‐todayactivities,onlyifitaffectsoneormoreofthefollowing:mobility,manualdexterity,physicalco‐ordination,continence,abilitytolift,carryorotherwisemoveeverydayobjects,speech,hearingoreyesight,memoryorabilitytoconcentrate,learnorunderstandandperceptionoftheriskofphysicaldanger.TheDisabilityDiscriminationAct2005hasextendedthedefinitionofdisabilitytoincludepeoplewithHIV,multiplesclerosisandcancerfromthepointofdiagnosis.Whenadmittingadisabledpupilwewilldothefollowing:

thePupilAdmissionFormiscompleted. wewillvisitthepupilathome/nursery/schoolanddiscusstheirneedswithstaff wherethepupilisamid‐phaseadmission,wewillmeetwiththeSENCOofthelastschoolanddiscussstrategies,

needsandlevelofsupportrequired ifspecialneedsareidentifiedthenaninterviewwiththeSENCOisarrangedandapossiblehomevisitproposed informationisthensoughtfromrelevantprofessionals,agenciesandmedical/educationalestablishments allstaffareinformedoftheimpendingadmission ifappropriate,wemayneedtoarrangeforagradualintegrationoveraweekortwo,dependingontheidentified

needsofthepupil ensurethatweprovideappropriateequipment/staffpriortoadmission carryoutariskassessmentoftheenvironmenttoensuresafetyofall liaisewiththeschoolnursetowriteanappropriatecareplan liaisewithappropriateoutsideagenciesforadvice

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13. ArrangementsmadebythegoverningbodytothetreatmentofcomplaintsfromparentsofpupilswithSENDconcerningtheprovisionmadeattheschool

TheLocalGoverningBodyhasidentifiedanSENDgovernor(MrsBolaAwoyemiandMrsShirleyMagwenzi)tohave

oversightofspecialeducationalneedsprovisionintheschoolandtoensurethatthefullgoverningbodyiskeptinformedofhowtheschoolismeetingthestatutoryrequirements.

Thecomplaintprocedureforspecialeducationalneedsmirrorstheschool’sothercomplaintsprocedureswhichcanbefoundintheschool.However,itisveryimportantthatparentsaremadeawareofthisespeciallyastheLAnowhasconciliatoryservicestoassistbothparentsofchildrenwithspecialeducationalneedsandschools.

Stage1‐Informal

Ifaparentorcarerhasaconcernaboutthespecialprovisionmadefortheirchildtheyshouldinthefirstinstancediscussthiswith theclass teacher. If theconcerncontinues then itshouldbeaddressed to thePhaseLeaderandthentotheSENCO.

Stage2‐Formal

IftheconcerncannotbesatisfactorilydealtwithatthisstageitshouldbebroughttothenoticeoftheHeadTeacher. Stage3‐Formal(ifnotresolvedatstage2) IftheHeadTeacherisunabletoresolvethedifficulty,theparentconcernsshouldbeputinwritingtotheSEN

Governors(MrsBolaAwoyemiandMrsShirleyMagwenzi)whoisalsotheChairofGovernors,(MsBolaAwoyemi)willbeinvolvedafterotheravenuestoresolvethesituationhavebeenexhausted.

Seeschool’scomplaintsprocedurepolicyonourwebsite.TheschoolmustalsomakeprovisiontoinformparentsaboutParentPartnershipandhowtomakerepresentationstotheLA.

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14. Whatspecialistservicesandexpertiseareavailableatoraccessedbytheschool?

Attimesitmaybenecessarytoconsultwithoutsideagenciestoreceivetheirmorespecialisedexpertise.Theagenciesusedbytheschoolinclude: LanguageCommunicationandInteractionService(LCIS) NHSSpeechandLanguageTherapist EducationPsychologist BehaviourSupportService Physical&SensoryServicetosupportpupilswithphysical/hearing/visualImpairment SocialServices NHSOccupationalTherapyService SchoolNurse(Wehaveaschoolnurseforhalfadayaweek) ComplexneedsandDyslexiaservice Schoolcounsellor(Wehaveaschoolcounsellorforonehalfdayaweek) ChildDevelopmentCentre(CDC) DAC(DevelopmentAdvisoryClinic) SensoryService HomeTuitionService EleanorSmithSchool(part‐timeplacementsforpupilswithEBSD) SocialCareServicesincludingtheDisabilityTeam ReintegrationintoEducationTeam–exclusionprovision

15. WhattrainingarethestaffsupportingchildrenandyoungpeoplewithSENDhadorarehaving?AllstaffhavereceivedsometrainingrelatedtoSEND.

Thesehaveincludedsessionson: Howtosupportpupilswithcomplexlearningneeds Howtosupportpupilsontheautisticspectrum. Howtosupportpupilswithbehaviouraldifficulties.

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Howtosupportchildrenwithsensoryissues Theschoolalsohassometeachingassistantswhohavereceivedtrainingenablingthemtodelivermorespecialised

support.16. Howwillmychildbeincludedinactivitiesoutsidetheclassroomincludingschooltrips? Activitiesandschooltripsareavailabletoall.

Riskassessmentsarecarriedoutandproceduresareputinplacetoenableallchildrentoparticipate. Ifahealthandsafetyriskassessmentsuggeststhatanintensivelevelof1:1supportisrequired,aparentorcarer

mayalsobeaskedtoaccompanytheirchildduringtheactivityinadditiontotheusualschoolstaff. Weprovidetransportforchildrenwhowouldstruggletotravelonpublictransport. ExtracurriculumactivitiesareprovidedforSENpupil’se.ganhourofhorseriding,anhourofmusictherapy

sessions,anhoursessionatahydrotherapyswimmingpool,anhouratEastLondonGymnastics. SupportisalsoprovidedforourSENpupilstoattendafterschoolclubssuchasthegardeningclub,craftclub,multi

skillsclubandstreetdanceclub.17. Howaccessibleistheschoolenvironment? Asaschoolwearehappytodiscussindividualaccessrequirements. Facilitieswehaveincluded:

Rampsintoschooltomakethesiteaccessibletoall; Toiletsadaptedfordisabledusers; Doubledoorsinsomepartsofthebuilding; Weareactivelyplanningfurtherimprovementstomaketheschoolmoreaccessibleandhaveanuptodate

AccessibilityPlan.(seepolicy)

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18. Transfer–howdowehelpourchildrentoensureasmoothtransitiontoschoolsintheAgateMomentumTrustandasuccessfultransfertoanewschool?

NewAdmissions‐AtschoolsintheAgateMomentumTrust,wehaveadetailedadmissionsprocess,whichincludesaninterviewthatweconductwiththeparent/carerandthechildwhowillbejoiningus.Aswellaskeypersonaldetails,wealsousethisopportunitytodiscusswhetheranychildjoiningushasanyspecialneedsandhowthesehavebeenmetupuntilhe/shejoinsaschoolintheAgateMomentumTrust.Wealsoensurethatwediscusswhetheranyexternalagencieshavebeeninvolvedinsupportingournewchildren(andtheirfamiliesifapplicable).

SchoolswithintheBoroughwillalwaysensurethatweareadvisedofanysupportthatachildwithspecialeducational

needshasbeenreceivingtodate,andwillcontactourSENCO.Newparentsareprovidedwithahardcopyofourprospectusattheinterview.

Transferstoanotherschool–AtschoolsintheAgateMomentumTrust,weaimtoensurethatallourchildrenhaveasmoothtransfertothenextstageoftheireducationastheymovetosecondaryschool.Supportincludes‘tasterdays’atthenewschoolsforallourchildren,atwhich,childrenwithspecialneedsaresupportedbyamemberofstaff.Inaddition,childrenwithspecialneedsattendadditional‘tasterdays’insmallgroups,andwiththesupportoftheSENCO.

OurSENCOalsoensuresthatsheliaiseswiththenewschoolsthatpupilswithspecialneedsplantoattend,tofacilitate

asmoothtransfer.HighNeedsFundedchildrenwithautisticspectrumdisordersareprovidedwithanindividuallytailored‘communicationpassport’fortheirnewschooltoensurethattheirneedsaremetontransfer.

TheSENCOattendstheannualBoroughSENtransitiondaywhereprimaryschoolSENCOsmeetswiththesecondaryschoolSENCOstodiscussvulnerablechildren’sdifficulties.

19.Extra‐curricularandExtendedSchools

http://www.hallsville.newham.sch.uk/clubs.html

http://www.scottwilkie.newham.sch.uk/clubs.html

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Weofferadditionalopportunitiesforlearningatthestartandendoftheschoolday‐

Theinformationprovidedinthissectioncoversthefollowingextendedschoolsinformation:

1)WalkingBus(07.45‐8.00)runby2supportstaff,wherechildrenarepickedupfromhomeandwalkedtoschool.Assoonasthechildrengetintoschooltheygointobreakfastclub.

2)Breakfastclub(08:00–08:45)–runbysupportstaff,andheldinthemobiles.Alsosubjecttoavailabilityofplaces.

3)Extra‐curricularclubs(15:30–16:30)–specificactivities,co‐ordinatedandledbyteachers,andsupportstaffonschoolpremises.

4)TheExtendedSchool(15:30–18:00)–generalchildcarethattakesplaceintheSunshineClubandismanagedbytwomembersofstaff.Thereareavarietyofsupervisedactivities,andasnackisprovided.

Extra‐curricularclubs‐afterschoolactivitiesthatbuildontheschoolcurriculum

Wearedelightedtobeabletosharewithyouanexcitingnewrangeofextra‐curricularclubsonofferforchildrenatschool.Ouraimistoprovideourchildrenaccesstofun,enrichinglearningand,inlinewiththenewOFSTEDframework,enhancedSpiritual,Moral,SocialandCulturalexperiences(SMSC)bothwithintheirlessonsatschoolandthroughanewrangeofextra‐curricularclubs,activitiesandprojects.

WewantourchildrentoparticipateenthusiasticallyandproactivelyineveryaspectofourteachingandlearningatHallsvillePrimarySchool,andwehopethattheseactivitieswillsupportthisaim.

Researchhasshownthatchildreninvolvedinextra‐curricularactivitiesenjoyschoolmoreandasaconsequence,achievebetterattendance,soonbecomingmoremotivatedandactivelearners.Thisinturn,supportspositivebehaviourforlearningandpromoteshigherlevelsofattainment.Withthisinmind,wehavecreatedamenuofstimulatingactivities,whichwearedelightedtoofferourchildren.Theprogramme,whichchangestermly,isprovidedbelow.

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Asoutlinedabove,wehaveaprogrammeofextra‐curricularclubsthatisreviewedeveryterm.Detailswillbepublishedtermlyonthewebsite.Parentswillalsobeadvisedofopportunitiesviaaletter.

Bookingaplaceforyourchildtoparticipateinanextra‐curricularclub

Toensurethatregistrationforextra‐curricularclubsisbothfairandaccessible,allchildrenwillreceivealetterfromMadelinebeforetheendofeveryterm,whichwilloutlinetheclubsonofferforthefollowingterm.Thebookingsystemwillbeexplainedintheletter.

Weencouragechildrentoparticipateinourextra‐curricularclubs,butitisimportantthattheyunderstandthatsigninguptoattendisacommitmenttheywillinglyundertake,andthattheyagreetoattendeveryweek.Registersaretakenateverysession,wherechildrenhavenotattended3ormoresessionsinanyoneterm,theirnamewillberemovedfromtheregister.Pleasesupportusinensuringyourchildattendsanyclubsthatheorshehassignedupfor.

Anyspecificqueriesregardingextra‐curricularclubsshouldbedirectedtoExtra‐CurricularClubscoordinator,whocanbecontactedbeusingourContactUspageonthewebsite.

BreakfastClub–bringingyourchildtoschoolearly

Inordertohelpparentsandcarers,weofferaBreakfastClubatHallsville/ScottWilkiePrimarySchool.Thisisafacilitywhereparentscandropchildrenbetween08:00and08:45,forthemtohaveahealthybreakfastandtotakepartinsupervisedactivities(e.g.boardgames,educationalgamesintheICTsuite,outdoorplayandhelpwithcompletinghomework)beforetheschooldaystarts.

Parentsshouldcontactthefrontofficereceptiondeskretheavailabilityofplaces.Childrencanattendonaweeklybasis(either5daysorselecteddays)oronanad‐hocbasisifrequired–spacespermitting.

Parentsandcarerswillneedtoprovideacontactnumber,aswellasadvisestaffofanyallergiesorotherhealthissues.

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Werecognisethatforsomeparents/carers,collectingtheirchildat15:30canbedifficult.Inordertohelp,weprovideon‐sitecareforchildrenbetween15:30and18:00pmeveryday.

ThisserviceisprovidedbyHallsvilleandScottWilkiePrimarySchool,andisdesignedtoprovideonon‐sitechildcare,wherechildrencanspendtheafternooninahappy,productiveenvironment.ItisdistinctfromourExtra‐curricularClubsprovision(outlinedinthefollowingsection).

Parentsarefreetocollectchildrenanytimeafter15:30;therearenosetcollectiontimes,andchildrendonotneedtoattendthefullsession.Thelatestthatparentscancollectchildrenis18:00.Pleasenotethatitisessentialthatparentscollecttheirchildrenby18:00atthelatest.Duringthesession,thechildrenparticipateinavarietyofsupervisedactivities(e.g.music,multiskillssports,musictechnology,anduseoftheoutdoorplayareasatschool–weatherpermitting!)Childrenarealsoprovidedwithahealthysnack.

Theprovisionisdesignedtoassistparentsandcarersonapre‐arrangedbasis.Tobookaplace,pleasespeaktothefrontofficereceptionteam,whowillreferyoutotheextendedschoolsco‐ordinator.Youwillthenbeaskedtocompleteaforminordertobookaplace,orwillbeplacedonawaitinglistiftherearenospacesavailableatthetimeofyourrequest.

Pleasenotethattheafterschoolcarearrangementsshouldnotbeusedonanad‐hocbasis,otherthaninexceptionalcircumstances.Suchuseisatthesolediscretionoftheextendedschoolscoordinator,andisentirelydependentonavailability.Pleasenotethatwearenotpermittedtoextendtheprovisiontomorechildrenthanthemaximumwearecurrentlyauthorisedtocarefor.

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WhocanIcontactforfurtherinformation?Ifyouwishtodiscussyourchild’seducationalneedsorareunhappyaboutsomethingregardingyourchild’sschoolingpleasecontactoneofthefollowing:Yourchild’sclassteacher,theSENCOoryeargroupphaseleader.

Hallsville ScottWilkie EarlyYearsFoundationStage‐MsTindling Year1and2–MsPrince Year3‐MsKhanom Years4‐MsKhanom Year5–MsJones Year6‐MsJones Inclusion/SENCO‐MrsOkwuegbuna DeputyHead–MsJones HeadofSchool‐MsJohnson

EarlyYearsFoundation–MsSBegum Year1and2–MrRahman Year3‐MsHussain Years4‐MsLBland Years5–MsLBland Year6‐MsThompson Inclusion/SENCO‐MrsEdwards DeputyHead–MsHodkinson HeadofSchool‐MsQuayum

ExecutiveHeadTeacherforScottWilkieandHallsville‐MsEdge

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Appointmentscanbemadewithanyofthesepeoplethroughtheschooloffice:HallsvillePrimarySchool 02074762355ScottWilkiePrimarySchool 02074744138Howtheschool involvesotherbodies, includinghealthandsocialcarebodies, localauthoritysupportservicesandvoluntary sectororganisations, inmeeting children and youngpeople’s special educationalneeds and supportingtheirfamilies

Newhamhas a number of centrally retained educational support services. These include the following: Behaviour SupportService (BSS),LanguageCommunication InteractionService (LCIS),ComplexNeedsTeam(CLN),SensoryService,ChildandFamilyConsultationService(CFCS),andtheEducationalPsychologyService.

Health Service providers include the following: SchoolNurse Service, Occupational Therapy Service, Speech and LanguageTherapyService,PhysiotherapyService,WheelchairServiceandtheChildandAdolescentMentalHealthService(CAMHS).

Theschoolnurse isalso inschoolregularlytoseeallpupilsaboutwhomthere isamedicalconcern.Thenurse ishappytomakeappointmentstoseeparents.Appointmentsformedicalscanalsobemadebyparentalrequest.

TheSocialServicesectorsupportspupilsinsocialneedandincludeschildrenundertheSafeguardingTeam,ChildProtectionregulationsand‘LookedAfterPupils.’WehaveclosecontactswiththelocalSocialServicesDepartment.

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ThecontactdetailsofsupportservicesfortheparentsofSEND,includingthoseforarrangementsmadeinaccordancewithsection32ComplexNeedsandDyslexiaService BramptonPrimarySchool(GroupManager‐RajMistry) 02034752311raj.mistry@newham.gov.ukLanguageCommunication&InteractionServiceLathomJuniorSchool(GroupManager‐JudyRoux) 02033733837judy.roux@newham.gov.ukSensoryService NewTunmarshCentre(GroupManager‐DavidCanning) 02033738372david.canning@newham.gov.ukEducationalPsychologyService Building1000(Principal–DewiHughes) 02033732711Dewi.hughes@newham.gov.ukSpecialEducationalNeedsSection Building1000(GroupManager–JackieRoss) 02033731810Jackie.ross@newham.gov.ukBehaviourSupportService NewTunmarshCentre(GroupManager‐JackieHewison) 02033736524Jackie.hewison@newham.gov.ukRe‐IntegrationintoEducationService(KirstenMacLeod‐HeadTeacher(NewhamPRUs)02075040530Kirsten.macleoad@newham.gov.ukSpeechTherapyService WestHamLaneClinicPhysiotherapyService 02082507300OccupationalTherapyServiceChildDevelopmentCentreSpecialistDevelopmentCentre

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ChildFamilyConsultationService YorkHouse.BarkingRoadCAMHS 02070558400ThisSENreportoutlinesourannualoffertolearnerswithSENand/orDisability.PleasegotothedocumententitledSENLocalofferwherethefollowingquestionsareanswered:Whatsupportwouldbegiventomychildifhe/shehaslearningdifficulties?Mychildhaslearningdifficulties.Wehaveconfidencethattheschoolisdoingallitcantosupporthim/her.Whatadvice,supportandhomeworkareavailableforustosupporthim/herathome?Howdoestheschoolpreparepupilsfortheirnextstageofeducationandforadultlife?HowdoschoolsintheAgateMomentumTrustknowifchildrenneedextrasupport?WhocanItalktoifIwanttoknowaboutmychild’sprogress?Howwouldyousupportachildwithemotionaldifficultiesmostofthetime?HowwillIknowhowmychildisdoing?Mychildwhohasalearningdifficultygetssupportintheclassroom.WouldthissupportbeavailableduringtheassessmenttestsinYear6?Howwouldyouexpectsuchachildtocopewiththissituation?Howwillyouhelpmetosupportmychild’slearning?WhattrainingarethestaffsupportingchildrenandyoungpeoplewithSENhadorarehaving?WhatstrategiesandinterventiondoyouusetosupportSENpupils?