Tockwith Church of England Primary SEN Information Report
All Ebor Academy schools have a similar approach to meeting the needs of pupils with SEND (Special Educational Needs and Disabilities). They are supported by the Local Authority to ensure that all pupils, whatever their specific needs, make the best possible progress in school. The Local Authority has published its Local Offer for parents/carers of children who have SEND and all those who support children with additional needs.
This can be found at:
What is this school’s Local Offer?
Our Local Offer outlines how this school contributes to the Local Authority Offer by detailing the support and provision you can expect to receive at Tockwith Primary School. Many schools have used the Inclusion Quality Mark (IQM) to evaluate how successfully they include all learners, including those with SEND. The IQM allows schools to show how they are benefiting different groups of learners, and how their outcomes are improving as a result of their work. Tockwith Primary School holds the IQM at level 3 and reviews its practice regularly. Through appropriate curricular provision, we respect the fact that children:
- have different educational and behavioural needs and aspirations;
- require different strategies for learning;
- acquire, assimilate and communicate information at different rates;
- need a range of different teaching approaches and experiences.
The Special Needs Co-ordinators are:
Mr Lee White (SENCO)
Mrs Sue Corbett (SENCO Governor)
If you have any concerns regarding SEND matters do not hesitate to contact us via the school office.
How does Tockwith Primary Academy know if children need extra help?
We know when pupils need extra help if:
- Concerns are raised by parents, teachers or the child.
- Limited progress is being made.
- There is a change in the pupil’s behaviour or progress.
- We have received information from other agencies who may already be working with the child before they join us
What should I do if I think my child might have special educational needs?
- The class teacher is the initial point of contact for responding to parental concerns. A meeting should be made with the class teacher where they will listen to your concerns and draw on your own experience and observations that you will have as parent/carer of how your child is outside of school.
- We can arrange for your child to be assessed either by ourselves, external partners who work with the school, or by referral to external agencies who can provide specialist assessment or guidance. We will support you through this process.
- We will review our strategies to find out what works best for all our children.
- If you have any further concerns, or would like to know about any specific provision that is available for your child, then contact Mr White, who is our school SENCO, or Mr Justin Reeve, the Headteacher. If you are still not happy you can speak to Mrs Sue Corbett the School SEN Governor.
How will I know how Tockwith Primary Academy supports my child?
- The SENCO’s role is to support the class teacher in planning for children with SEND. The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on supporting specific aspects of SEND such as ASD (Autism Spectrum Disorder) or speech and language difficulties. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
- We believe in personalised provision planned by the teacher. When a pupil has been identified with special needs, their work will be differentiated or adapted by the class teacher to enable them to access the curriculum more easily and effectively.
- The child will be given small and measureable targets which will be discussed with the child and parents, and monitored regularly by the class teacher and SENCO. Targets may be discussed at parents evening or through other informal discussions where progress can be reviewed more regularly.
- We may provide additional support in class from the teacher or teaching assistant. Teaching Assistants may be allocated to work with the pupil in a 1:1 or small intervention group to target more specific needs.
- If a pupil requires greater support in a particular area, for example, phonics, numeracy or literacy skills, then she/he will be placed in a small intervention group led by either the teacher or teaching assistant. All interventions are regularly reviewed by those delivering them, and by the SENCO, to ascertain how effective they are being and to inform future planning. These intervention groups may be led by published material, or will be tailor made by the class teacher for the child’s specific needs.
- Pupil progress meetings are held each term between class teachers and members of the Senior Leadership Team to discuss the progress of all children in the class. This shared discussion may highlight certain patterns of progress or ongoing concerns and will then be a platform to plan further support if required.
- Some pupils who require additional support are referred to external agencies and specialists such as Speech and Language Support or the Educational Psychology service. North Yorkshire also have Enhanced Mainstream Schools throughout the county that can offer outreach advice and involvement to support the school, the child and family.
- If appropriate, specialist resources may be given to the pupil e.g. writing slopes, pencil grips or easy to use scissors.
- If possible, classroom environments will be adjusted to meet the needs of individual children with regard to access, quiet areas, visual prompts etc. There are designated areas around the school that support effective delivery of planned interventions.
- We regularly review our provision and, if further expertise is required, we will ensure staff are sent on relevant courses.
How will my child be included in activities outside the classroom including school trips?
- Activities and trips are made as inclusive as possible to all children.
- Where necessary, individual risk assessments are carried out and procedures put in place to enable all children to participate. This may require 1:1 support from a teacher or teaching assistant.
- Tockwith Primary has a variety of extra-curricular clubs that are available for every child to access regardless of need.
What support will there be for my child’s overall well-being?
The school offers a wide variety of pastoral support for all pupils and, more specifically, those who are encountering emotional difficulties. These include:
- All class teachers are readily available for pupils who wish to discuss issues or concerns and we pride ourselves on the development of strong teacher-child relationships.
- A variety of interventions are available for those children who require emotional support.
- The Head Teacher works closely with families who have a CAF or are receiving Social Worker support.
- We can also offer a range of interventions for children who need help to develop their social skills or anger management techniques.
- Midday supervisors are available throughout the lunch hour to support children who require emotional or social support. These supervisors are also teaching assistants who have good relationships with both the children and their teachers.
How does Tockwith Primary Academy support children with medical needs?
- If a child has a medical need, then a detailed care plan is compiled with support from the school nurse in consultation with parents. This is then shared with all staff who are involved with the pupil.
- Staff receive training as necessary from the school nurse or health care professional, for example the use of an Epipen.
- Where necessary, and in agreement with parents, medicines are administered in school, but only where a signed medicine consent form is in place to ensure the safety of both child and staff member.
- Staff receive regular basic first aid training. Some members of staff have trained in paediatric first aid.
- The school has a comprehensive Medicines in School Policy that is available for consultation from the school office.
What specialist services and expertise are available at, or accessed by, the school?
In consultation with parents it may at times be necessary to consult with external specialists or agencies in order to receive their expertise. Individual children may be referred through the school, through their G.P. or local Children’s Centre. The agencies currently used by the school and our families include:
- Educational Psychology Service
- SALT (Speech and Language Therapy)
- Emotional, Social and Mental Health support from an Enhanced Mainstream School
- Communication and Interaction Support from an Enhanced Mainstream School
- Specific Learning Difficulty Support from an Enhanced Mainstream School.
- Severe Learning Difficulty Support from an Enhanced Mainstream School.
- English as an Additional Language Support from an Enhanced Mainstream School.
- Minority Ethnic Achievement Support from an Enhanced Mainstream School.
- Autism Outreach Service
- CAMHS (Child and Adolescent Mental Health Service)
- Social services
- York and Harrogate District Hospital (Paediatricians)
- School Nurse,
- Sensory Service for children with visual or hearing needs.
- Parent Support Partnership
- Local Children’s Centres.
- Structured Conversations.
How accessible is the school environment?
At school we are happy to discuss individual access requirements and adapt our Access Plan as required so that it meets the needs of all of our children.
At present in school we have:
- All classes at ground level.
- Access ramps to doors.
- 1 disabled toilet.
- Single level outdoor areas.
- We can provide a translation service for those parents whose first language is not English.
- Classrooms are mainly carpeted throughout to reduce noise for those with impaired hearing.
- Doors are wheelchair accessible.
- Disabled parking bays are provided and kept clear at all times to facilitate entry into school.
- We can access other specialist equipment if required.
How will you help me to support my child’s learning?
All parents are encouraged to contribute to their child’s education. Children are given daily detailed feedback in their books which we encourage our children to respond to. We also provide our children with target books so they know what the next steps in their learning are and what levels they are working at. Regular opening evenings are scheduled throughout the academic year to allow parents to see current work and topics that are being taught. You may also approach the class teacher informally if you would like to talk to them about your child’s progress in between our more formal parents’ evenings. For more regular support we are able to set up a home-school communication book. This helps you to keep in touch with your child’s class teacher regularly so we know how they are doing at home and we can tell you what they are doing at school. We hope that this will ensure that we are working together to support your child both at home and school. We can suggest activities and games that you can do with your child to support their learning. We also subscribe to Mathletics and Purple Mash programmes that are designed for home learning with parents and children working in partnership.
On a more formal level, parents will be invited to annual review meetings, interim review meetings and informal discussions with the SENCO and professionals from external agencies. At reviews children are supported and encouraged to present a showcase themselves so we can all listen to their input. We place great importance on the child’s views, wishes and aspirations when setting provision and targets.
How will I know how well my child is doing?
Your child’s progress is continually monitored against national standards by his/her class teacher through their class work. A variety of assessment tools are used to keep track of their progress, which is then discussed with senior staff at termly pupil progress meetings to ensure all of our children are making good progress. We also review the provision for each individual child and, if required, this is then adjusted to meet their specific needs. We share their attainment and progress with parents at parent evenings. At the end of Year 2 and Year 6 all children are formally assessed using Standard Assessment Tests (SATS). At the end of Year 1 the children are formally tested using the Phonics Screening Check, but if in Year 1 they are not at National Curriculum expectations, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. These steps of progress are called ‘P levels.’ This is something that the government requires all schools to do and the results are published nationally. At the beginning of July your child will be provided with a written report which details their attainment in line with national age expectations.
How will the school prepare and support my child when joining Tockwith Primary Academy, or transferring to a new setting, class or secondary school?
Many strategies are in place to enable the pupil’s transition to be as smooth as possible.
- Transference of records and other communication between schools prior to the pupils leaving or joining.
- Pupil visits are arranged as required. Some children need more transition visits than others.
- The SENCOs is more than happy to meet with parents before a child starts at Tockwith Primary Academy.
- We liaise with other agencies who may be involved with the family.
- For transition to secondary schools, the SENCO is happy to schedule a transition meeting with the secondary school and any other external agencies involved to ensure smooth transition and sharing of information.
When moving classes in school:
- Information will be passed on to the new class teacher in advance and all Inclusion Passports will be shared with the new teacher.
- All children spend time in their new classroom at the end of the summer term.
What do I do if I have a complaint about my child’s education at Tockwith Primary Academy?
If any parent is unhappy with the education their child is receiving, or has any concern relating to the school, we encourage that person to talk to the child’s class teacher, or a member of the Senior Leadership Team, as soon as possible. Where an issue cannot be resolved informally, parents should refer to the school’s Complaints Policy, available on the website or from the school office.