Special Educational Needs and Disability Information
The SEND Code of Practice (2015) identifies four areas of need:
- Cognition and Learning (C&L)
- Communication and Interaction
- Social, Emotional and Mental Health (SEMH)
- Sensory and/or Physical (SP)
Here at Writtle Infant School we have well-informed, trained staff who are able to implement evidence-based interventions, as well as interventions planned by the Class Teacher and SENCo, to support children with SEND who may have barriers to learning.
Cognition and Learning Provision
- Phonics groups
- Ultimate Guide for Phonological Awareness programme
- Targeted individual reading sessions
- Action Words
- Precision Teaching
- Whole word approach to reading
- Mind mapping
- Pre-teaching of vocabulary
- Power maths
- EPS Maths intervention
Communication and Interaction Provision
- We have a full-time ELKLAN trained Speech and Language (S&L) LSA who regularly works with any children across the school with a S&L need. She administers and monitors S&L plans set out by Provide. All staff have had S&L training delivered by the SENCo who is also ELKLAN trained. S&L support is always ongoing.
- Pre-teaching of Vocabulary
- Mind Mapping
- 1:1 support for specific S&L needs
- Narrative Thinking intervention
- Colourful Semantics
- Helicopter Stories
- All staff have received the Autism Education Trust Level 2 training
- Musical Communication
- Social Stories
- Social Skills group
- Can I play
- Comic strip conversations
- Visual timetables – class and individual
- Lego Therapy
- Zones of Regulation – this is a whole school approach
Social, Emotional and Mental Health Provision
- All staff have received STEPs training and the school operates therapeutic approaches to all behaviour
- All staff have been trained in Attachment Theory and we are an Attachment Aware School
- Mindfulness activities
- Emotional literacy group
- Friendship and Wellbeing group delivered by trained LSA
- 1:1 on site counselling sessions delivered by Sycamore
- Zones of Regulation
Sensory or Physical Provision
- Our school building is all on one level and accessible to all. We have disabled access and disabled toilet facilities including a shower. (Please refer to our Equality/Accessibility Policy on our website)
- Fully inclusive PE equipment
- Support can be arranged to enable extra-curricular activities to be inclusive
- Physical/sensory breaks during the day
- Gym Trail – gross and fine motor skills
- Dough gym – fine motor skills
- Sensory boxes for individuals
- Sensory equipment for sensory breaks
Graduated Approach to SEND Identification at Writtle Infant School
Step 1: High Quality Teaching (HQT)
- Consistent HQT with a differentiated curriculum, delivery and outcome to meet individual needs
- An enriching topic based curriculum and learning environment with child led and multi-sensory learning opportunities
- Active feedback to support and progress learning
- Reflective planning, and tailored intervention to meet individual requirements and extended learning challenges
Step 2: Concerns Raised
Step 3: SEN Support
- Child’s view and the parent/carer’s views as well as their future hopes and aspirations
- Outcomes will be set by the class teacher which take into account the views of all those involved
- Review meetings will take place at the beginning of each new term. Previous outcomes are assessed and new outcomes are set.
- The SENCo monitors outcomes and progress of all children who have a PCP and offers guidance and support if progress towards outcomes is a concern. If there are any further concerns the SENCo will carry out further assessments such as Speech and Language (Communication Trust); Maths – Sandwell; English – YARC or Salford reading assessment, UGPA (phonological awareness); social emotional and behavioural difficulties (inc self-esteem) – Boxall Profile
Step 4: Consultation with Outside Agencies
Step 5: Educational Health Care Plan (EHCP) Application
What can our Team offer?
- All staff have been trained on the ‘Step On’ program which is a therapeutic approach to behaviour which focuses on the promotion of prosocial behaviour
- We are an Attachment Aware School. All staff have received training in Attachment Theory.
- We have two certified Level 3 ELKLAN Speech and Language trained staff
- All staff have had Speech and Language training
- All staff have been trained to Level 2, Autism Education Trust (AET)
- We have two LSA’s with SEMH training
- SENCo delivers regular training for teachers and LSA’s
- SENCo and relevant LSA’s join local school cluster groups to share good practice
- SENCo actively seeks new training opportunities for herself and members of the staff
School Ethos for SEND
Our vision is for this school to be a very special place where learning has no limits. Every child matters, and as every child is valued as an individual, so are their needs. We aim to meet these needs, together with you as parents, and, through specific support and provision, ensure your child enjoys an active, inclusive school experience.
Where children transition from another setting, a Class Teacher and/or the SENCo, will visit the nursery or pre-school beforehand. New intake children also have opportunities to visit the school prior to the September start. Parents of children with SEND will be invited to meet with the SENCo.
For children with SEND, transitions into new year groups at the beginning of the academic year are well prepared, with additional visits beforehand.
There is a comprehensive transition programme planned for transition to Writtle Junior School during the Summer Term of Year 2 which includes parent induction meetings; lunchtime and playtime visits; partaking in lesson activities at the Junior School, as well as a treasure hunt. Children with SEND have additional visits planned which are designed to address individual needs. Miss Storer, SENCo at Writtle Junior School will be present at our Summer Term PCP Review Meeting for Year 2 pupils to meet parents of our children with SEND.
Pupils with Medical Needs
If a pupil has a medical need then a detailed care plan should be obtained from the health service and shared with the school, preferably via the school nurse. All staff are made aware significant health needs of any pupils and visual reminders are sensitively used throughout the school. All staff have up-to-date First Aid Training, with EYFS staff having an additional Paediatric First Aid Certificate. All staff receive additional medical training where necessary to support children with conditions such as severe allergies or epilepsy.
Please refer to our full policy: ‘Supporting Pupils with Medical Needs’.
Mrs Caroline Standen is the SENCo at Writtle Infant School. She has the National Award for SENCo; ELKLAN Speech and Language Level 3 training; training in Attachment Theory and training in Autism.
Mrs Esther Burton is the governor responsible for SEND. Mrs Burton has regular contact with Mrs Standen and makes regular visits to the school to keep abreast of SEND in relation to our school.
If you have any concerns about your child please do not hesitate to contact either your child’s class teacher or Mrs Standen who will be only to happy to help.
Caroline Standen, SENCo Tel: 01245 420963 firstname.lastname@example.org