SEND Information Report
What areas of SEND does Mill Rythe Infant School support?
Mill Rythe Infant School is an inclusive mainstream setting for children aged between 4 and 7 years. We value all pupils equally regardless of their background or need and recognise every child’s right to a broad and balanced education, which gives them the opportunity to realise their full potential and achieve success.
Within our school we provide support for children with a wide range of SEND which may fall into one or more of the following areas:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory and/or physical needs
When children join our school we liaise with previous settings, parents/carers and, if joining us in Reception, will arrange a home visit. We use the information gathered to help to assess each child’s current skills and attainment and then we build upon these assessments once the child joins us.
In each year group class teachers will make regular assessments and track all children’s progress at regular intervals. As part of this process, identification is made of those whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
How is the identification of SEND made at Mill Rythe Infant School?
At Mill Rythe Infant School it is not just children’s attainment that is monitored. We also monitor other areas which include social development and emotional wellbeing.
Slow progress and low attainment does not automatically mean that we will record a child as having SEND.
Initially consideration will be given to the desired outcomes, including expected progress and attainment and the views and wishes of the parents and the child when deciding whether special educational provision is required. We will use this to determine the support that is needed and whether we can provide it by adapting our core provision, or whether something different or additional is needed.
We work closely with outside agencies and utilise their knowledge and experience in supporting the identification of SEND. Contact will be made with outside agencies where adaptions have been made to our core provision but the progress being made is identified as being in one of the above categories.
Where your child has known SEND prior to joining us we will liaise with parents and relevant outside agencies already involved to ensure that we have a good understanding of your child’s needs and how best to support these. We will also visit your child in their previous setting to observe and speak face to face with key adults involved in their care. A transition meeting may also be held in order for all those involved to discuss your child together.
Screenings in specific areas of learning and development may also be undertaken to support in the identification of specific learning difficulties and or needs. Parental permission would be sought before these screenings are carried out.
Open communication between Mill Rythe Infant School and our parents is key in supporting all of children particularly those who have additional or complex needs.
We welcome any parent who has worries or concerns about their child to make an appointment with their class teacher, SENCo or Head teacher via the school office.
Early discussions will take place with parents when identifying if your child needs special educational provision. If it is felt to be beneficial these early discussions can include your child although discussions involving the child may take place at a later date.
These conversations are held to ensure that:
- There is an understanding of how classwork is being adjusted to support your child
- Parents know whether your child will receive catch-up interventions outside of class individually or as part of a group
- There is an opportunity to share your child’s areas of strength and difficulty
- Parents have the opportunity to share their concerns
- Agreed outcomes and next steps for your child are understood and clear to everyone
How do we consult with parents of children with SEND?
Details of early discussions will be added to your child’s record
Once an intervention has concluded a meeting will be arranged with the class teacher, SENCo and parents to discuss the progress made and the impact in class.
If a child needs further support and/or ongoing intervention, parents will have regular meetings with the class teacher and SENCo to discuss progress and ensure open communication regarding next steps. If applicable, external agencies (e.g. Educational Psychologist, Speech and Language Therapist, Primary Behaviour Support) may be invited.
Mill Rythe Infant School will formally notify parents if a decision is made that your child will be placed on our SEND register and be in receipt of SEND support.
If your child has complex learning, medical or social needs and moves school, a Transition Partnership Agreement meeting will take place between yourselves, your child’s current setting (Class Teacher and SENCo), new setting (usually Class Teacher and SENCo) and any External Agencies involved in your child’s care. This meeting reviews and shares with the new setting the individual needs of your child and will explore their progress and barriers to learning.
At Mill Rythe Infant School we hold parent’s evenings at which your child’s progress will be discussed. This will include discussion of both positive areas of their progress and any concerns that their class teacher may have. It is also an opportunity for you to discuss any concerns that you have.
How do we involve children with SEND in their education?
- Children are encouraged to share their views on their progress as part of their Pupil Passport time – the children and school staff will jointly choose a focus for the child to work on over a half term.
- The strengths, developments and foci for your child will be reviewed and adjusted with your child half termly and 1-1 focused intervention sessions will take place a minimum of 4x per week.
- We encourage pupil voice at Mill Rythe Infant School and so your child will be supported and encouraged by adults on a daily basis to talk about their success and things they may find difficult.
- The children in our school are also encouraged to peer and self-assess their work, engaging with our individually tailored curriculum to challenge themselves.
How do we assess and review children’s progress?
At Mill Rythe Infant School we use the graduated approach to intervention as specified in the SEND Code of Practice which involves a four-part cycle of assess, plan, do, review.
All teachers and support staff who work with your child will be made aware of your child’s needs, the outcomes sought, the support being provided and any teaching strategies or approaches that are required. We will regularly review the impact of the support/interventions and the impact they have had on your child’s progress.
- Your child’s progress is monitored and tracked against national curriculum expectations/age related expectations/teacher assessment and is based on the work your child produces independently from entry in Year R through to Year 2
- Identification of where your child is making improvement and where further support is required is made by class teacher continually assessing your child
- All children’s progress is assessed at 5 points across the year (Every 9 school weeks).
- Progress for children working towards individualised, specific targets, e.g. those set by an external agency, will be determined using their entry baseline.
- If your child is not making the expected progress this will be identified through pupil progress meetings held with class teachers, senior leaders, SENCo and a representative from the Governing Body.
- During these meetings discussions take place about an individual child’s barriers to learning and what further support can be given to support their progression.
Parents/carers receive verbal feedback from the teacher and discuss this at regular parent’s evenings.
What is our approach to teaching children with SEND?
At Mill Rythe Infant School we recognise that children with SEND are able to be successful when they are supported and challenged in a way that acknowledges their own individual needs.
- Our individualised curriculum ensures all pupils are able to access their learning as it is tailored to their specific needs including SEND needs.
- If your child has SEND provision, all teaching across the whole curriculum will be adjusted to meet their needs.
- Additional adults will support learning where necessary.
- We provide an environment that ‘Nurtures, Challenges and Inspires’ all children individually.
How do we adapt our curriculum and learning environment for children with SEND?
If your child has SEND they will access their year group curriculum though tasks and activities that have been differentiated and adapted to meet their individual needs. Barriers to learning will be identified and removed as part of the differentiation process.
Where your child is experiencing difficulties in a particular area, interventions and support will be put into place through:
- Differentiating our teaching and tasks, for example by giving longer processing times, through the pre-teaching of key vocabulary, using a split input or reading instructions aloud.
- Staff will be supported by our SENCo to ensure all children have the opportunity to be successful learners.
- Individual timetables, clutter free workstations and now and next cards may be used to support your child in becoming organised and focused in order to enable them to access the curriculum.
- Adaptation of resources and staffing.
- Use of recommended aids, such as laptops, coloured overlays, visual timetables, larger font and resources such as ear defenders.
How do we ensure the adults working with our SEND children have the right skills?
At Mill Rythe Infant School all teachers are trained to teach children with special educational needs, medical needs and social and emotional needs. We work closely with external agencies relevant to individual children’s needs including: Primary Behaviour Support Teams, School Nurse Team, Children and Adolescents Mental Health Services (CAMHS), paediatricians, speech and language therapists, occupational therapists, Children’s Services, Locality Teams, Social Workers and Educational Psychologists.
- Outside agencies involved with our school deliver training to all school staff as and when required.
- Teachers and Teaching Assistants are given additional training dependent on the individual needs of the staff and children at Mill Rythe Infant School at the time.
- The trained ELSA and FEIPS practitioners support children who require additional emotional or social support on a long or short term basis.
- Teachers and Teaching Assistants are trained periodically in behaviour management and SEMH.
- All our Teaching Assistants are trained in delivering reading and spelling / phonics programmes as well as individualised interventions and speech and language programmes.
- We have a designated Speech and Language Assistant in school.
How do we evaluate our provision for SEND?
We evaluate the effectiveness of provision for pupils with SEND by:
- The use of provision maps to monitor and review the impact of interventions against targets set.
- Reviewing individual children’s progress at pupil progress meetings
- Using pupil questionnaires
- Monitoring by the SENCO
- Annual review meetings held for children with an Education and Healthcare Plan.
- The SEND governor will monitor the progress of the children and provide challenge and support to the school.
- The SEND governor and SENCo report regularly back to the Governing body, to ensure they are kept updated as to the effectiveness of SEND provision at Mill Rythe Infant School.
- Mrs Tracy James is our SEND Governor and is assigned to work closely with the SENCo.
- Mill Rythe Infant School works closely with the Local Authority and specialist advisors and encourages evaluation of our SEN provision whenever it is appropriate to do so.
How do we ensure our school is inclusive for children with SEND?
At Mill Rythe Infant School our SENCo, governors and site manager oversee the health and safety aspects of providing a safe, secure and easily accessible environment to all pupils.
- The school is wheelchair accessible with 1 disabled toilet large enough to accommodate changing. The school is on one level with doors accessible for wheel chairs.
- We work with The Specialist Teacher Advisory Service who are able to provide the us with specialist equipment specific to your child’s needs. We also work with other outside agencies to ensure that the provision is inclusive to all those attending.
- Mill Rythe Infant School are able to offer parking access as required.
- We have access to Ethnic Minority and Traveller Achievement Service (EMTAS). The team helps children from different ethnic minority groups, both in their homes and their educational setting. We liaise with Ethnic Minority Achievement Services (EMAS) who assist us in supporting families with English as an additional language.
- All off site activities require a risk assessment to be completed prior to them taking place. We include all children on school trips.
- Our school policy is to include all our children in all our learning activities and we will always ensure that our curriculum is accessible to all.
- All children take part in our SMSC (Social, Moral, Spiritual, Cultural) curriculum to develop their understanding of how their peers are unique and have differing strengths and needs to themselves.
- Children with SEND are tracked by the SENCo to ensure they are supported and challenged in the same way as their peers based around their individual needs.
How do we meet children with SEND’s emotional and social needs?
At Mill Rythe Infant School we have the shared values of Nurture, Inspire and Challenge. These are embedded throughout the school and the children have good understanding of what the values mean and how to demonstrate them.
- We are able to offer Emotional Literacy Support by one of our 2 trained Emotional Literacy Support Assistants (ELSA). ELSAs support children experiencing emotional difficulties or those children who it is felt would benefit from developing their self-esteem.
- We can also provide 1:1 support through the Framework for Enhanced Individual Pastoral Support (FEIPS) for children identified as needing long-term therapeutic support.
- Through regular class tasks we are able to offer SMSC group work. This work focuses on developing the qualities and skills that help promote positive behaviour and effective learning. It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills.
- Attendance of every child is monitored on a daily basis by the administration staff. Lateness and absence are recorded and reported upon to the Inclusions Team each week. Support is given through our Inclusions Team who will work with parents and pupils to devise strategies to improve time keeping and attendance.
- As a school, we have a positive approach to behaviour management. Any incidents which involve hurting of others or racial/homophobic abuse are brought to the Inclusions Team who ensure that pupils who need support to regulate their behaviour are identified and supported to adjust their behaviour.
We have a zero tolerance approach to bullying of any kind.
How do we involve other agencies to support our children with SEND and their families?
Mill Rythe works closely with a range of other professionals and services to best meet the needs of all our children. We will seek support from these services if we feel they can support your child or family further in any way. These include:
CAMHS – Child and Adult Mental Health Services
Speech and Language Therapists
Primary Behaviour Support
School Nursing Team
Family Support Service
How do you decide what funding my child receives for support with their SEND?
The class teacher and the SENCo will discuss your child’s needs and what support would be most appropriate, determining the area of greatest need. The SENCo will analyse your child’s attainment and progress data against Hampshire Guidelines to determine whether a they would benefit from being formally recognised and declared by the school as SEND. We ensure that the needs of children with SEND are met to the best of the school’s abilities with the funds available. This may involve the school funding interventions for your child.
How do we handle complaints from parents of children with SEND?
All complaints would be dealt with in accordance to our school complaints policy and procedures. A copy of this is available in the policies section of our website. Complaints about SEN provision in our school should be made to the class teacher in the first instance. They will then be referred to the school’s complaints policy. The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:
- Provision of education and associated services
- Making reasonable adjustments, including the provision of auxiliary aids and services
What happens when my child moves on?
We encourage all new children to visit their new school prior to starting to give them an opportunity to meet class teachers and peers and be shown around their new setting. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.
- If your child is joining Mill Rythe Infant School, we will endeavour to visit them in their current school or pre-school and speak with key adults involved in their care.
- If your child has an EHCP, then a review meeting will be used as a transition meeting involving staff from both schools and parents prior to your child joining Mill Rythe Infant School.
- The SENCo will meet with SENCo’ s from other settings, to discuss the specific needs of individual children. Where possible the staff from Mill Rythe Infant School will also attend any related meetings with outside agencies prior to the child joining the school.
- When children are preparing to leave Mill Rythe Infant School to enter Year 3, our SENCo will arrange a Transition Partnership Agreement meeting involving parents, class teachers and the Junior School SENCo to discuss the specific needs of your child and arrange dates for further visits to the new setting; this is in addition to the transition days that all children attend.
- Any documentation will be transferred to relevant settings and we will discuss specific needs and concerns with the receiving setting. When children are transferred to our school we ensure that all documentation is read and understood and will gain clarification or further understanding if there are any concerns.
- Inclusion Partnership Agreements are completed for every SEND child upon them transferring to a new setting.
How can I find out more?
- If you have any concerns or wish to find out more about your child in the first instance speak with your child’s class teacher.
- It is also possible for you to arrange to meet with our SENCo, Sarah Brownlie who can be contacted on 02392 465 531 or by emailing firstname.lastname@example.org using the email title ‘SENCo’.
- Contact Hampshire SENDIASS https://www.hampshiresendiass.co.uk/
- Contact Core Assets Children’s Services https://www.corechildrensservices.co.uk/
- Contact Independent Parental Special Education Advice (IPSEA) ipsea.org.uk/
The Hampshire Local Offer can be found here: https://fish.hants.gov.uk/kb5/hampshire/directory/localoffer.page.