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Support for children with additional needs. PTA SEN Workshop Wednesday 2 nd July 2014 Gemma Harris ( SENCo ). Additional support. Our job is to help your child achieve the very best they can at school.

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support for children with additional needs

Support for children with additional needs

PTA SEN Workshop

Wednesday 2nd July 2014

Gemma Harris (SENCo)

additional support
Additional support
  • Our job is to help your child achieve the very best they can at school.
  • You know your child best and you may feel that they need some additional help or support for some or all of their time at school so it is great to be able to work in partnerships with parents.
teaching to the child s needs
Teaching to the child’s needs
  • All pupils in school receive quality first teaching.
  • This means that a range of teaching and learning styles are used and that appropriate learning objectives are set for all children with a curriculum matched to their needs.
support within school
Support within school
  • We have teaching assistants, 1-1 assistants, a learning coach, an EAL support, a Dyslexia tutor, an intervention teacher and a Learning Mentor who support children in the school.
  • We can offer pupils additional one to one support, small group work or catch up programmes where needed.
staff that support
Staff that support
  • We have a highly experienced team of staff who may be involved in supporting your child.

These include:

  • Your child’s class teacher, who will always make sure that tasks set are appropriate and accessible for your child. They are available to you at the start and end of each day.
  • Teaching Assistants, who support all pupils in class. We have several additional TAs who help support groups and individual children with their learning.
  • Learning coaches, who support individual children with their learning through targeted coaching sessions.
  • EAL Support, who supports individual children and groups with acquiring English.
  • The Learning Mentor, who works with children who may be experiencing barriers to their learning such as behaviour, emotional difficulties and social issues, including help with friendships, for short periods of time .
  • The SENCo (Gemma Harris) who has the National Award for Special Educational Needs Co-ordination co-ordinates the provision of SEN in school.
slide6
Sometimes school may commission Specialist Support such as our Dyslexia Tutor to work with identified children with a particular focus which also includes Speech and language therapists and Occupational therapists.
  • To ensure our staff have the skills and knowledge to support children with SEN—there is a programme of on going training both in school and elsewhere. Training has included: Numicon (a maths intervention), Alpha to Omega (a literacy intervention) and training on Dyslexia and Specific Learning Difficulties to ensure staff know how to identify and support children with this.
  • We also have a School Governor (Tom Brown) who works with the SENCo in leading SEN in school.
outside services
Outside services
  • As part of our support for all children in school we have regular opportunities to consult with support services and health agencies through a multi-agency approach which sometimes includes support for families as well as pupils.
  • We will discuss the needs of the individual/family in school and plan together the best use of advice and support from other agencies.
slide8
Professionals who might attend this meeting may include:
  • Our School Nurse who works closely with us and can advise and assess any medical needs. If a care plan is required this would be done in conjunction with the parent/nurse and reviewed annually as a minimum.
  • Our Speech and Language therapist and Occupational therapist work regularly in school and can advise upon whether your child would benefit from their support or assessment.
  • Our Educational Psychologist may give advice or complete an assessment for a few children.
  • Behaviour Support Professionals who give advice if required.
  • Our link Secondary Schools SENCowho liaises to support successful transition to Year 7.
lunchtimes break times and after school provision
Lunchtimes, break times and after school provision
  • Some children also need support at break/lunchtime.
  • Structured play is set up for some children who need different provision at break and lunchtimes.
  • Support can also be provided for children who need it to make our extra curricular activities (school trips, Breakfast club, after school clubs and Play centre) open and inclusive to all .
how provision is decided
How provision is decided
  • At St Cuthbert with St Matthias the progress and attainment of all pupils is reviewed every half term by the Senior Leadership Team and class teachers, at which point provision will be adjusted to meet the identified needs.
sharing progress and attainment with parents
Sharing progress and attainment with parents
  • You will normally be informed about your child’s general progress and targets through Parent’s Evenings and annual report. However for SEN children and children with additional needs, additional meetings may also be arranged such as structured conversations.
when children may be considered to have special educational needs
When children may be considered to have Special Educational needs
  • If a child continues to have difficulty after intervention or has a high level of difficulty when they join us, they may be considered to have special educational needs (SEN) and placed on the SEN register.
  • Parents will be informed of this.
indicators of sen
Indicators of SEN
  • Approximately one in five children will have special educational needs (SEN) at some time during their school career.
  • Children with SEN have learning difficulties and/or physical disabilities which make it harder for them to learn than most children of the same age.
  • They will need extra support or different help e.g. modified tasks, extra time or breaks in formal assessments.
  • Schools and other agencies can help most children overcome their difficulties quickly and easily.
slide14
But a few children will need extra help for some or all of their time in school.

This means they may have difficulty with:

  • ƒ some or all of the work in school
  • ‚ reading, writing or mathematics
  • ƒ understanding information
  • ‚ expressing themselves
  • ƒ understanding others
  • ‚ organising themselves
  • ƒ sensory perception or physical mobility
  • ‚ managing their behaviour
  • ƒ making friends or relating to adults

At St Cuthbert with St Matthias every effort is taken to ensure transition times are successfully managed.

Some children complete transition passports about themselves to inform their next teacher/school.

Additional visits are also arranged to reassure pupils and parents.

sen stages and terminology
SEN stages and terminology
  • The Special Educational Needs Code of Practice 2001 gives guidance to schools in meeting the needs of pupils. It sets out how help should be given in a step-by-step approach. You will be consulted at all stages of this graduated approach and staff will inform you of the additional work they do with your child.
  • Class teachers will assess your child to identify their strengths, needs and the extra help they require. If they need extra or different support than most children their age they may be placed at:

School Action (SA)

This may involve

  • extra help from a teaching assistant in class
  • small group or individual support out of class
  • alternative resources such as a sloping board, ICT access, visual prompts.

School Action Plus (SA+)

If your child continues to have difficulty even with this extra support, we will seek professional advice from:

  • Speech and language therapists
  • Visual/hearing impairment teachers
  • Health professionals
  • Educational psychologists
changes from september
Changes from September
  • FROM SEPTEMBER 2014 the government will replace these two categories with a new single category called ‘additional SEN support’, which will be a more simplified, rigorous approach that will focus the system on the impact of the support provided to that individual child, rather than how children access support according to the category they fit into.
  • A new SEN Code of Practice has also just been agreed for September by government which has updated the document that provides school with guidance on all aspects of SEN and meeting pupil needs and which is a legal document.
statement of sen sen agreement stat
Statement of SEN/SEN agreement (STAT):
  • If your child’s needs are complex or severe we may suggest that we ask the Local Authority for a Statutory Assessment or an SEN agreement. This document will describe your child’s SEN and the special help they should receive.
  • Both SEN resource agreements and statements usually involve the Local Authority providing extra resources to help your child. These could include money, staff time, special equipment and attendance at a school with specialist resourced support. This additional provision will be reviewed annually or sooner if required and would include parents/carer, teacher, SENCo, professionals working with the child and sometimes the pupil.
changes from september1
Changes from September
  • From September 2014, all children and young people from age 0-25, who have significant special educational needs will undergo an Education Health and Care (EHC) Assessment (unless their parents, carers or the young person opt out of the new system). This will lead to an EHC Plan instead of a Statement of SEN. Until September 2014 parents/carers and young people will still be assessed for a Statement of SEN. For children and young people who already have a Statement of SEN, the transfer of Statements into EHC Plans will be a gradual process.
where to go for support and advice and who to speak to
Where to go for support and advice and who to speak to
  • If you would like to know what provision is in place for your child or if you have any concerns that your child has some additional needs please speak to your class teacher who can put a plan in place to support your child.
  • You are also very welcome to make an appointment with the SENCo.
  • Further information can be found on the school’s website regarding policies and the changes to SEN from September 2014 will also be uploaded there.
slide20
We are wanting to support parents with children with additional needs more. We are looking to set up a regular meeting where parents have access to different professionals including school staff and can meet and support each other as parents. We are looking to start these from September and would really like parent input into what would be useful.

If you want advice from professionals outside school you may find the following numbers helpful:

  • Children with Disabilities Team (CWDT): 020 7598 4921
  • Behaviour and Family Support Team (BFST): 020 7598 4911
  • SEN families support group: 0161 755 3482
  • Parent Partnership: 0208 962 9994
  • Families Service Directory: 020 7361 3302
  • Early Help: 020 7854 5988/ 020 7598 4405
  • Full of Life: 020 8962 9994
  • St Quintin Centre: 0208 968 2570
  • School admissions: 020 7745 6432
  • School Nurse Service: 020 7641 4653
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