This document has been written within the context of the Governors’ aims and objectives, which they summarise in the mission statement
‘Onwards and Upwards, Reaching for the Stars!’
Lakeside Community Primary School is an inclusive school where diversity is celebrated.
SEN&D stands for Special Educational Needs and, or a Disability.
The Code of Practice 2014 states that:
‘A student has SEN where their learning difficulty or disability calls for special educational provision, that is different from or additional to that normally available to CYP of the same age.’
Many children will have special educational needs of some kind during their education. Schools and other organisations can help most children overcome the barriers their difficulties present quickly and easily. A few children will need extra help for some or all of their time in school.
The subject/ class teacher has responsibility for:
They are responsible for:
They are also responsible for ensuring that you are:
When identifying the nature of a CYP special educational needs, the four areas of need are taken into account are:
The school recognises that the CYP may need support in more than one of these areas.
Referring to the ‘SEN&D code of practice: 0-25’ 2014, a CYP has SEN ‘where their learning difficulty or disability calls for special educational provision, that is provision different from or additional to that normally available to pupils of the same age’.
Subject/ class teachers make regular assessments of progress for all CYP. From this, the school is able to identify CYP making less than expected progress given their age and individual circumstances. Other factors including attendance, punctuality and health are considered. Consideration is also given to the particular circumstances of students, for example those who are in Care and/ or eligible for the Pupil Premium.
When deciding whether to make special educational provision, a meeting will be arranged between the SENDCo and year group teacher to consider all the information gathered from within the school.
Parents/carers will be notified by a telephone call/letter of the meeting, when the following will be discussed:
Where a CYP is identified as having SEN&D, the school will seek to remove barriers to learning and put SEN&D provision in place. THE SEN&D support will take the form of a four part cycle:
Assess – an analysis of CYP need will be carried out by the subject teacher and SENCo. Outside agencies may also be involved.
Plan – if the school decides to provide the CYP with SEN support parents/carers will be notified. All staff involved with the CYP will be informed.
Do – interventions/support will be delivered.
Review – the effectiveness of the intervention/support will be reviewed regularly.
We aim to work with the CYP and parents through this process.
There are 578 pupils on roll. The age range in the school is 3-11 years. There is a nurture facility on site that has 14 pupils who access this on a daily basis. The school was originally built in 2006, an extension was added in 2014.
Teachers have the highest possible expectations for your child and all CYP in their class.
The quality of teaching and learning is reviewed regularly to ensure the highest possible standards are achieved. The school has a training plan for all staff to improve the teaching and learning of CYP, including those with SEN&D. This includes whole school training on SEN&D issues.
This could be for reading, reading comprehension, spelling, numeracy, social skills. These could be delivered by a teacher, TA, or intervention support staff.
Adaptations to curriculum or learning environment may be made to remove barriers to learning. Things such as:
There are many more that may be put in place depending on the individual pupils needs.
You may be asked to give permission for your child to be referred to a specialist professional, e.g. Educational Psychologist. This will help the school and you to understand your child’s needs better and so support them more effectively.
The specialist professional may work directly with you and your child and may make recommendations on support strategies to be used at home and in school.
CYP progress is continually monitored by the year group team as well as the SENDCo. Progress is reviewed at regular intervals and formally once each half term. If your child is at SEN&D Support or has a statement/EHC Plan, you will receive a termly report on their progress as well as having the opportunity to speak to subject teachers at a parents’/carers’ evening.
The progress of CYP with a statement/EHC Plan is formally reviewed at an annual review.
The SENCo will also monitor that the CYP is making good progress in any targeted work while also monitoring the effectiveness of the provision or interventions.
The SENCo and school leadership team will use the four part cycle (Assess, Plan, Do, Review)through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the CYP needs and of what supports the CYP in making good progress and securing good outcomes. This is known as the graduated approach. 6.44 CoP
If you have concerns about your child’s progress you should, in the first instance, speak to your child’s year group team. This can be done by arranging a meeting with them before, during or after school.
If you have concerns that your child has an unmet special educational need after speaking to one of the above staff, you should contact the SENCo.
The adults available in school for your child are: Year group teams, Safeguarding Director (Margaret Peasgood) and SENDCo (Stacey Herbert).
The main support systems in place are: Family Groups and Student Council. Individual children may have another support system in place for them.
This may involve working alongside outside agencies such as the Health Service, and/or specialist educational services.
To ensure that children with SEND are not treated less favourably than other pupils we have put a number of actions in to place. We have ensured that the building and grounds are accessible for all. Differentiation is put in place for learners that are classed as Gifted and Talented as well as learners who need extra support. Interventions are happening across school for learners who need them. This ranges from Speech and Language, to Read, Write, Inc. or Maths interventions. We also have social groups in place for learners that find relationships with their peers difficult.
The Code of Practice 2014 states that:
‘A student has SEN where their learning difficulty or disability calls for special educational provision, that is different from or additional to that normally available to CYP of the same age.’:
The school budget is received from Derby City Local Authority, which includes funding to support CYP with SEN&D. This is £6,000 per pupil on the SEN&D register per academic year which is called ‘SEN Notional funding’ and equates to approximately 10 hrs support per week.
The Headteacher decides on the budget allocation for SEN&D in consultation with the school governors, on the basis of needs within the school. The Headteacher, business manager and SENCo discuss information they have about SEND including:
All resources/training and support are reviewed regularly and changes made as necessary.
CYP will be taken off the SEN&D register if and when targets/outcomes have been achieved.
And many more
For more information go to www.derby.gov.uk/sendlocaloffer
This section is also appropriate for children and young people who are looked after by the Local Authority (corporate parent)
The school follows ‘Supporting pupils at school with medical conditions
Statutory guidance for governing bodies of maintained schools and proprietors of academies in England’ April 2014
The school has a policy regarding the administration and management of medicines on the school site. Some CYP will have a care plan in place.
Staff have updates on conditions and medication affecting individual students and training, where appropriate, so that they are able to manage medical situations.
Our school is wheelchair friendly; there are a number of disabled toilets across all areas of the building. There is also a sensory room fitted next door to the nurture group.
Teaching resources and equipment used are equally accessible to all CYP.
After school and extra-curricular provision is accessible to all CYP including those with SEND. The after school club and breakfast club are run by TAs from the school.
All CYP have an equal opportunity to go on all school visits. Extra support is provided if required. Educational visits will only be planned to locations accessible to all. Risk assessments are carried out prior to any off site activity.
The school recognises that transitions can be difficult for CYP with SEN&D and their families and so take steps to ensure any transition is as smooth as possible.
We value and celebrate each CYP being able to express their views on all aspects of school life.
This is usually carried out through regular meetings of the School Council.
If your child has a statement/EHC Plan, they will be involved in writing and reviewing their own Outcomes.
CYP have to the opportunity to complete a questionnaire about aspects of the school.
There is an on-going professional development programme throughout the school year which addresses areas of SEN&D within the school. For example:
Our school has a complaints policy which can be found on our website. If you wish to complain we always suggest you come and speak to us first to try to resolve any issues.
If you still want to complain you can do so in writing to Mr S.G.B. Emsley (Headteacher). Please see the complaints policy for full details.
Lakeside’s school admission arrangements are in line with the Derby City Council guidelines for more information please click the following link – Derby City Council
The accessibility plan for Lakeside Community Primary School is in line with the PFI Building regulations which is compliant with paragraph 3 of schedule 10 to the Equality Act 2010.
Name : Stacey Herbert SENCo