SEN Information

SEN Information Report for Buxton Infant School – in accordance with section 65(3) of

the Children and Families Act 2014

1. What kind of special educational needs provision is accessible for children at Buxton Infant School?

Buxton Infant School is a fully inclusive mainstream school which ensures that all pupils achieve their
potential; personally, socially, emotionally and academically in all areas of the curriculum,
regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational need. Meeting the needs of all pupils including those with Special Educational Needs (SEN) is central to the work of our school. All staff, parents/carers, children, Governors and outside agencies work together to ensure that all children have access to the highest quality teaching and learning.

2. How do we identify children who may have an SEN need?

A close relationship with local preschool providers helps us in the early identification of any child who is transferring to our setting that has additional needs of any kind. The SENCO will liaise with both the parents and the previous providers and attend any relevant meetings prior to that child starting school to ensure that the school has a clear understanding of the child’s needs and to ensure a smooth transition is made.
All children entering the school in the reception classes are assessed to form a baseline of attainment. If necessary a further assessment of their communication needs will be made using the Every Child a Talker monitoring kit or their physical needs using the Every Child a Mover monitoring tool kit.
If a parent has a concern about their child either when they start school or as they are progressing through the school then we listen carefully to their views
Teachers make careful observations of all the children in their class and can raise any concerns
Pupil progress meetings/discussions are held every six to eight weeks ( the length of a Derbyshire Education Authority term) from which we track all children and identify children who are not making expected progress. Interventions/support programmes are then implemented and monitored to ensure that the child makes accelerated progress.

3. What provision is made for children with SEN Whether or not pupils have an Education Health care plan (ECH)

How is the intervention/support monitored as to its effectiveness?
Those children identified as benefiting from intervention/support are monitored against the progress they are making; this is normally at the termly pupil progress meetings (every six to eight weeks) attended by the SENCO, head teacher and the teachers with responsibility for maths and literacy. A meeting with parents is also held at this time to discuss the assessments that have been carried out and to work out a plan including what we want to achieve before the next assessment point, how we will achieve this, when will this work take place and who will support the child. The SENCO reports to each of the governing body meetings about the children who require SEN support.

What are the school’s arrangements for assessing and reviewing progress of children with SEN?

Where a child is deemed to need additional support in order to close the attainment gap a suitable intervention is chosen. A judgement is made as to the effectiveness of the intervention at the pupil progress meeting with the staff, the assessment co-ordinator and the SENCO. A decision will be made together with the parents as to whether to try an alternative approach, continue with the current programme or if the child has made sufficient progress, that a support plan is no longer necessary.

What is the schools approach to teaching children with SEN?

We are a fully inclusive school and strive to ensure that all pupils achieve to their full potential. All lessons are differentiated to meet the needs of all the children in the class. Lesson plans are monitored weekly by the head teacher and subject co-ordinators. Children may work in small ability groups or when necessary in 1:1 situation. Interventions are carefully chosen and matched to the children’s needs and the effectiveness of these is monitored.

How does the school adapt the curriculum and learning environment for children with SEN?

The curriculum and teaching sequences are adapted to meet the needs of the individual. The school takes all reasonable steps to modify/adapt the learning environment to meet the individual needs of children.

What additional support for learning is available to pupils with SEN?

The school provides various interventions/support that meet the individual needs of the children (see provision map). Children who may require higher levels of support have access to appropriately trained support staff. The school has worked closely with the autism outreach teachers from Peak School as well as the support service for children with hearing impairment and the support service for physical impairment. We also employ our own family support worker who supports parents and children who have a variety of additional needs.

How will my child be included in activities outside the school classroom including school trips?

All children regardless of additional needs are included in all school trips. Parents are informed about the nature of the trip and invited to participate in them with their child. All trips are assessed for accessibility and to ensure that all children can participate in them as fully as possible. There are several out of school activities and they are open to all children in Year One and Two regardless of any additional need.

What support is there for my child’s overall well-being?

The emotional and social development of all children is very important to us at Buxton Infant School. The children regularly take part in mixed age group activities (animal teams) to ensure that the children are fully integrated across the school. There are opportunities for all the children in Year One and Two regardless of additional needs to be a playtime buddy and are trained to help include all children in enjoying playtime. They can also take part in the School Council and the ECO committee.

When it is felt that a child needs additional support with their social and/or emotional development then we are able to offer nurture groups, positive play on a 1:1 basis or structured play in small groups.
The school train all staff in administering specialist medication such as EpiPens or epilepsy medication when necessary. If a child requires short term medication from a prescription then arrangements can be made through the school office for the medicines to be administered in school to ensure that children are able to attend school. The school also employs its own family resource worker who will meet with parents who have concerns about their child’s emotional, social or behavioural needs either in school or at home and will work with the families directly or with the school to try and resolve these issues.

4. Who can I contact about Special Educational Needs at Buxton Infant School?

The Special Educational Needs Co-ordinator is:

Aggie small

Sarah Cafferky
Buxton Infant School
Hardwick Square
Buxton
SK17 6QB

Tel: 01298 22499

5. What specialist services and expertise are available at or accessed by the school?

When a child with additional needs starts at our school we endeavour to ensure that all staff have up to date training for the specific needs of that child for example dealing with epilepsy, specific communication needs eg Makaton, picture exchange systems, Deaf awareness or physical handling skills. All staff have up to date Safeguarding training and know what to do if they have any concerns about the welfare of a child.
The school has also worked closely with the school nurse Anna Watson, Sure Start Centre based at Harpur Hill, The Specialist Support Service for Special Educational Needs (SSSEN), the Support Service for Physical Impairment, CAMH’s, The Hearing Impairment Service, Autism Outreach and Speech and Language Therapists.

6. How Accessible is the school both inside and outdoors?

The school is fully accessible and has a range of specialist facilities to allow for full inclusion.
Please see the schools accessibility plan.

7. How are parents involved in the school?

Parents are actively encouraged to be partners in their child’s education through; informal discussions with their child’s teacher, telephone contact, home school diaries, SEN support meetings, progress reviews, termly targets, twice yearly parent consultations and yearly written reports. Parents are also encouraged to come to the weekly reading together sessions and termly maths together sessions as well as other one off events such as Male Carers day, grandparents afternoons and Active sessions. Parents of children receiving specialist support will be given opportunities to meet with the support staff at the review meetings for the SEN plan review which will be held every six weeks.

8. What are the arrangements for consulting children with SEN about, and involving them in their education?

All children, regardless of SEN, are aware of their next steps. Children have targets that are shared, discussed and worked through with the members of staff providing the additional support.

9. What are the arrangements for parents of children with SEN who may wish to complain about the provision?

Parents who wish to complain are strongly encouraged to initially speak to the Head Teacher regarding their complaint. If the issue can’t be resolved at this level or the complaint is regarding the Head Teacher the parent would be directed to the schools complaints procedure and the governing body. Link to policy here

10. How does the school/governing body involve health, social services, LA Support Services, and others in meeting the needs of children with SEN and supporting their families?

In order to meet the individual needs of a child the school will work with and seek advice from an educational psychologist, advisory teacher, speech and language therapist or health colleague to support the child’s academic and social progress. The school and governing body will uses its knowledge of The Local Offer in order to find the best possible support for a child http://www.derbyshire.gov.uk/education/schools/special_educational_needs/default.asp

11. What are the contact details of support services for the parents of children with SEN, including those for arrangements made in clause 32.

Speech and Language service – Buxton Medical Centre 01298 79251
Hearing Impairment service – Buxton Medical Centre 01298 79251
SSSEN – Area Education Office – 01629 533500
School Nurse – Buxton Medical Centre 01298 79251
Family resource worker – Buxton Infant School 01298 22499
Support Service for Physical Impairment- County Support Service 01332 834782
CAMH’s – Buxton Medical Centre 01298 79251

12. What are the school’s arrangements for supporting children with SEN in transferring between phases of education?

Consultation with parents/carers discussing how we can best meet the emotional needs of the child
Consultation with teaching staff, support staff and other lead professionals as to how we can best support the academic, medical and social needs of the child
A transition to timetable to be drawn up and shared with parents/carers and child to include: Opportunities for the parents/carers to meet with the staff at the school that the child is moving to and Opportunities for the child and parents/carers to have several supported visit’s to the new situation.

13. Where is the Local Authorities Local Offer published?

http://www.derbyshire.gov.uk/education/schools/special_educational_needs/default.asp