Kineton Learning Community Special Educational Needs Information Report
Our cluster of local mainstream schools (Ettington CofE Primary School, Kineton CofE Primary School, Moreton Morrell Primary School, Temple Herdewyke Primary School, The Dassett CofE Primary School, Tysoe CofE Primary School, and Wellesbourne Cof E Primary School) recognise that all children and young people are individuals and not all pupils are able to access learning in the same way.
As a result of this we are committed to providing high quality education for all pupils including those pupils with Special Educational Needs (SEN) and those with disabilities. We have strong systems for the early identification of pupils with SEND and always welcome and work in partnership with parents and carers.
In our schools we have a wide range of skills to ensure all pupils have access to quality first teaching which enables us to endeavour to meet the needs of every identified child.
We are committed to working with parents and young people with SEN, following the SEND Code of Practice relating to Part 3 of the Children and Families Act 2014 and associated regulations, so we can work together to support your child’s learning journey regardless of need from birth to 25 years old.
Moreton Morrell C of E Primary School SEN Information Report
At Moreton Morrell School we are committed to meeting the academic, social, and emotional needs of all our pupils. We ensure all pupils have the opportunity to reach their full potential and make progress within a positive, stimulating & nurturing environment. We believe children thrive when all key people in their lives work as a team to secure the very best outcomes.
While we endeavour to provide quality first teaching which meets the needs of all pupils in the classroom, some children and young people may find it more difficult to access the curriculum and may need a different approach or level of support.
A child or young person has special educational needs if they have a significantly greater difficulty in learning than the majority of children of the same age, or if they have a disability, which prevents or hinders them from accessing the educational facilities provided.
Here you will find information about our provision and approaches for any pupil identified with a special need or disability.
These are some questions you may wish to have answered:
Who can I talk to?
- Your child’s class teacher will be your first point of contact if you have any concerns.
- The SENCo (special educational needs co coordinator) may become involved to support and advise you and the class teacher in the best provision for your child.
- If required our SEN governor can be contacted.
How are children with special educational needs identified?
- All children’s progress is tracked and monitored against national or school expectations.
- If concerns are raised about the rate of progress, or the health & well-being, safety or social and emotional health of a pupil then the class teacher will initially have an informal discussion with the parents and carers.
- The class teacher will inform the special educational needs co-ordinator (SENCo).
- The SENCo will then meet with parents and child and discuss next steps.
- There are instances when parents see concerns at home, which are not always evident at school. We value your contribution to the ‘big picture’ of your child and if you have a concern about your child that you come and talk to us immediately so we can work together as a team.
How are my child’s views taken into consideration?
- Your child will be involved in meetings about them at an appropriate level agreed with yourselves.
- Pupil profiles and intervention plans will be discussed with your child. Pupil views are very important to us, as a child is much more likely to achieve a personal target they have set for themselves than one that has been generated for them.
How are the individual needs of children met when identified?
- In most cases children’s needs will be met through the class teacher’s differentiated and personalised planning and teaching.
- A Pupil Profile may be developed with the child, teacher and parents/carers in order to share classroom based strategies, along with a personalised intervention plan which will give clear targets and interventions which will be shared with you.
- Interventions will be reviewed with success celebrated and further plans developed if required.
- Your child may be chosen to join a small group with a qualified teaching assistant for support in core work in one or more areas such as reading, writing and Maths.
What if my child fails to make progress?
- The class teacher and the SENCO will meet with you to discuss, if further advice and support is required, and depending on the area of concern we may decide to refer to the Cluster Advisory Teacher. This qualified teacher has specific skills in identifying and recommending strategies to support schools in progressing academic achievement and supporting pupils with a wide range of special educational needs in the classroom and through intervention in small groups.
- We may agree to refer to the NHS Speech and Language Therapy team, Occupational Therapy or Physiotherapy.
- If you need help at home supporting your child, then the Cluster has access to a Family Support Worker who can work with you at home on strategies.
- The educational psychologist may be asked to support your child.
- We may need very specialist support for some complex emotional needs, if so we may refer to the Child and Adolescent Mental Health Services – CAMHS with your consent.
- Your doctor may also offer advice depending on the difficulty.
How will I know if my child is progressing?
- Regular review meetings will be put in place for you to ask questions and discuss progress.
- Meetings may be at Parent-Teacher Consultations, after school or during the school day depending on level of need.
How will you support transitions between Key Stages and into secondary education?
- We understand some pupils may find moving to the next class or school difficult so we plan transition carefully putting in additional arrangements if needed. We also work with secondary schools to ensure our older children have positive experiences when they leave us.
- We have a structured transition programme into Reception classes with strong links with our partner nurseries and staggered intake and shorter days initially in Reception. We can adapt our induction programme to meet the needs of children with SEN who may need longer to settle or extra visits.
- Pupils will be considered on an individual basis when transitioning from Key Stage 1 to Key Stage 2 and also between each year groups, as to whether they need additional time with new teachers and in the new surroundings.
- We work very closely with our local secondary school, Kineton High School, and transition can be adapted to meet the needs of the individual child as deemed necessary. (Link to high school website and SEN page/ local offer)
How are children and young people with SEN enabled to engage in activities available with children and young people in the school who do not have SEN?
- Link to school Access policy
- Working together with parents in order to provide appropriate support where necessary in order for the child/ young person to engage with every aspect of school life.
How can you support my child with their emotional and social development?
- School PSHE programme
- Bullying policy and approach
- Circle Time
- Friendship benches/buddying/peer mentors
- Programmes for Emotional Literacy and Anger Management where deemed necessary.
What do I do if I am not happy about the SEN provision made at the school for my child?
- Whenever you have a concern about your child and/or their progress, you must contact their class teacher immediately.
- If you are not happy with the outcome then contact the SENCo/ head teacher. The SEN Governor will always be willing to listen to your concerns as well.
- Complaints procedure
Moreton Morrell School is not a specialist school but the staff have a wide range of skills in teaching children with additional needs and disabilities. We also have regular training and advice from professionals to enable best provision for your children. This may be as a whole staff or tailored specifically for us to address individual needs.
Training received by staff on a rolling programme:
- The dyslexia friendly classroom
- Working with children with Autistic Spectrum Disorders
- Working with pupils with ADHD or Tourette’s Syndrome
- How to support pupils with sensory difficulties
- Attachment Disorders
Other types of physical support for pupils available from the cluster:
- Use of a notebook or laptop computer
- Voice recognition using Dragon software
- Clicker 6 to support writing and spelling
- Nessy Phonics spelling and reading programme
- Coloured page exercise books and coloured overlays
- Adapted pens and pencils
- Voice recorders
- Small group learning with qualified staff
Structured programmes to support learning:
- Rapid Phonics
- Rapid Readers
- Rapid Maths
- Read Write Inc
- Word Shark
- Number Shark
- Write from the Start handwriting programme
- Visual Discrimination
- First Class Number
- Fisher Family Trust
- Precision teaching of reading and spelling
- Launch the Lifeboat
- SMART Moves motor programme
Who can be contacted and how?
Your child’s class teacher
The first point of contact at the end of the school day, pre-arranged appointment or via phone call or email to school office – 01926651355 email – email@example.com
Mrs Sarah Eadon – via school office
Mrs Chris Thornton – via school office
Our school Special Educational Needs and Disabilities Recommendation is currently in draft format and awaiting consultation with parents, staff, governors and the local authority.
Warwickshire’s Local Offer for Special Educational Needs and Disabilities can be found at www.warwickshire.gov.uk/sendlocaloffer
Here you will find additional information about services, policies and ways in which children and young adults within South Warwickshire can be supported to ensure their needs are successfully met.
Please do not hesitate to contact our school if you would like any more information.
GLOSSARY OF ABBREVIATIONS
ASD Autistic Spectrum Disorders
ADHD Attention Deficit Hyperactivity Disorder
CAMHs Child and Adolescent Mental Health Service
EIS Early Intervention Service
EP Educational Psychology
EPS Educational Psychology Service
IDS Integrated Disability Service
OT Occupational Therapy
SALT Speech and Language Therapy
SEND Special Educational Needs and Disabilities
SENCo Special Educational Needs Co-ordinator
SEND Special Educational Needs and Disabilities