Morley Memorial Primary School Information Report (The school’s ‘local offer’)
Welcome to our SEN information report which is part of the Cambridgeshire Local Offer for learners with Special Educational Needs and Disabilities (SEND).
All governing bodies of maintained schools have a legal duty to publish information on their website about the implementation or policy for pupils with SEND. This information is updated annually. Morley Memorial Primary School is an inclusive school and we value all members of our community. Our local offer is closely related to our SEND policy which was produced with pupils, parents and carers, governors and members of staff. We welcome your comments to continue to improve this document so please do contact us.
The Local Offer
As part of the Children and Families Act 2014, Local Authorities are required to publish a ‘local Offer’. The purpose of the local offer is to enable parents and young people to see more clearly what services are available in their area and how to access them. It includes provision from birth to 25, across education, health and social care. The Cambridge Local Offer is available from the website:
Alongside this, schools are required to publish information about their arrangements for identifying, assessing and making provision for pupils with SEND.
How do we define SEN (Special Educational Needs)?
The 2014 Code of Practice says that:
A person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. At compulsory school age this means he or she has a significantly greater difficulty in learning than the majority of others the same age, or, has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools. (Taken from 2014 SEN Code of Practice: 0 to 25 Years)
Our objectives are:
- To identify, at the earliest possible opportunity, barriers to learning and participation for pupils with SEND; (see also curriculum and assessment policies)
- To ensure that every child experiences success in their learning and achieves to the highest possible standard ;
- To enable all children to participate in lessons fully and effectively
- To value and encourage the contribution of all children to the life of the school
- To work in partnership with parents
- To work with the Governing Body to enable them to fulfil their statutory monitoring role with regard to the Policy Statement for SEND
- To work closely with external support agencies, where appropriate, to support the need of individual pupils
- To ensure that all staff have access to training and advice to support quality teaching and learning for all pupils
What is Our ‘SEND Support’ Profile?
Approximately 9% of our children are either at SENS (SEN support) or have EHC Plans (Education, Health and Care Plans).
The children’s needs in the SENS group are categorised in the following ways:
(some children may appear in more than one category)
65% Cognition and Learning (including Maths, Reading, Writing and Spelling)
33% Communication and Interaction (including Speech and Language difficulties and problems with social interaction such as Aspergers Syndrome or Autism)
12% Physical and Sensory (including disabilities such as those affecting health, mobility, sight and hearing)
12% Social, Emotional and Behavioural needs (including ADHD and anxiety)
How do we identifying children at SENS (SEN Support)?
Children with SEN are identified by one of three assessment routes all of which are part of the overall approach to monitoring progress of all pupils:
- The progress of every child is monitored at termly pupil progress meetings. Where children are identified as not making progress in spite of Quality First Teaching they are discussed with the Inclusion Manager and a plan of action is agreed.
- Class teachers are continually aware of children’s learning. If they observe that a child, as recommended by the 2014 Code of Practice, is making significantly less than expected progress, given their age and individual circumstances, they will seek to identify a cause. This can be characterised by progress which:
- 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 expected age related levels of achievement.
Although the school can identify special educational needs, and make provision to meet those needs, we do not offer diagnosis. Parents are advised to contact their GP if they think their child may have ASD or ADHD or some other disability.
Working with Parents and Children
We aim to have good and informative relationships with all of our parents. If a child is experiencing difficulties, parents will be informed either at parents’ meetings (autumn and spring terms) or during informal meetings to discuss the child’s progress.
All children have individual learning targets which are agreed between the pupil and teacher in one to one, target setting meetings. These targets are SMART and are reviewed every 6-8 weeks. The teacher also meets with the inclusion coordinator at termly SEND meetings to discuss these targets and the relevant provision. Parents are provided with copies of the targets.
The children on the Achievement For All programme (including children with SEND) are also included in the target setting process. In addition, parents are offered one hour structured conversations with the teacher plus termly review meetings.
This is part of the graduated approach cycle of ‘Assess, Plan, Do, Review ‘ required in the Code of Practice.
When are children assessed for an EHCP (Education, Health and Care Plan)?
If children fail to make progress, in spite of high quality, targeted support at SENS, we may apply for the child to be assessed for an EHC Plan. Generally, we apply for an EHC Plan if:
- The child is Looked After and therefore additionally vulnerable
- The child has a disability which is lifelong and which means that they will always need support to learn effectively
- The child’s achievements are so far below their peers that we think it likely that the child may at some point benefit from special school provision.
If the application for an EHC Plan is successful, a member of the Local Authority will call a meeting for parents, the child and the school together with any health or social care professionals who are involved with the family. The meeting will record the child’s strengths, their dreams and aspirations as well as the barriers they face. Following the meeting, the LA will produce the EHC Plan which will record the decisions made at the meeting.
How do we support children with SEN?
We believe that all children learn best with the rest of their class. Our aim is for all children to be working independently, in class, achieving their full potential. Children with SEN and disabilities are entitled to be taught by their teacher, not always by a TA. Teachers aim to spend time each day working with all children with SEN, individually or as part of a group.
When allocating additional TA support to children, our focus is on outcomes, not hours: we aim to put in sufficient support to enable the child to reach their challenging targets, but without developing a learned dependence on an adult.
The school has a range of interventions available which are designed to meet specific learning needs .
Targets for children at SENS are deliberately challenging in the attempt to close the attainment gap between the children and their peers. Interventions are often crucial in closing these gaps, so are monitored closely by both the class teacher who monitors progress towards the targets during the intervention and by the Inclusion Coordinator who monitors the Intervention Records.
- Interventions are planned in six to eight week blocks
- At the end of each block, children’s progress towards their targets is assessed and recorded.
- A decision is them made as to whether to continue the intervention, to swap to a new intervention, or to allow a period of consolidation in class.
How do we adapt teaching, the curriculum and learning environment to support children?
Morley Memorial is disability friendly (within the restrictions of an old building) school. The school is on one level, some corridors are wide and we have an easy access toilet.
Other adaptations to the physical environment will be made, as appropriate, to accommodate children with other sensory disabilities.
All of our classrooms are inclusion-friendly: we aim to teach in a way that will support children with tendencies towards dyslexia, dyspraxia, ASD etc. This is good practice to support all children but is vital for those who particularly need it. All of our children access the full National Curriculum, and we recognise achievement and expertise in all curricular areas. As part of normal class differentiation curriculum content and ideas can be simplified and made more accessible by using visual, tactile and concrete resources.
Access to extra-curricular activities
All of our children have equal access to before and after school clubs which develop engagement with the wider curriculum. Where necessary, we make accommodation and adaptation to meet the physical and learning needs of our children. Class trips are part of our curriculum and we aim for all children to benefit from them. No child is excluded from a trip because of SEN, disability or medical needs.
Our Inclusion Coordinator/SENCO is Beth McGreer and she can be contacted via the school office on 01223 508786. Ruth Kershner is the school governor with responsibility for SEN.
All of our teachers are trained to work with children with SEN. Some are very experienced, and others less so, but all have access to advice, information, resources and training to enable them to teach all children effectively. We offer training and self-help opportunities through access to in- house or external courses, provision of resources or guidance towards useful websites.
Some of our TAs have ELKLAN training which helps them to support children with communication difficulties. Other TAs have expertise and training on other areas or specific interventions. All TAs work with children with SEN and disabilities.
We request support from external advisors where required (including Educational Psychologists and Specialist Support Teachers).
How do we prepare children for next steps?
We understand how difficult it is for children and parents as they move into a new class or a new school and will do what we can, according to the individual needs of the child, to make transitions between classes, including from the Early Years, as smooth as possible. This may include, for example:
- Additional meetings for the parents and child with the new teacher
- Additional visits to the classroom environment in order to identify where the toilets are, where the pegs are etc.
- Opportunities to take photographs of key people and places in order to make a transition booklet.
Enhanced transition arrangements are tailored to meet individual needs.
Transition reviews for Year 6 pupils are held, where possible, in the Summer Term of Year 5 or the Autumn term of Year 6. The secondary school SENCO is invited to Annual Reviews and other review meetings. Additional transition arrangements may be made at these reviews e.g. extra visits, travel training etc.
For further information on any aspect of our local offer, please contact (via the school office):
Beth McGreer Inclusion Coordinator