Special Educational Needs/Disability Provision at Layton School is provision that is additional to, or different from, that generally made for children of the same age.
All children attending Layton School have a right to experience the whole of the Early Years Foundation Stage / National Curriculum and R.E. All pupils will be offered full access to as broad and balanced an education as possible whilst being differentiated, where appropriate, to meet their needs.
A child with SEN/D will have his/her needs met in a fully inclusive environment. Pupil and parent views will be sought as part of the vital role in supporting their own/child’s learning and development. The school employs a Speech and Language Therapist for 2 days per week and an Occupational Therapist for 0.5 days per week.
We also have a Learning Mentor and 2 Family Engagement Workers who work with children and their families to ensure children are able to make the most of the educational opportunities available to them.
Layton School liaises with the Local Authority SEN/D department for advice and support from a range of services. This is done via the SENCO.
We are proud to work with a range of external agencies as continued support for children and families ensuring their educational, health and social needs are met. There are options in the side menu to direct you to information about Layton’s Offer for SEND.
Mrs Julie Barr – BEd (Hons) NPQH
She is responsible for overseeing the management of educational provision and progress of those children across the school identified as having a Special Educational Need or Disability.
It is our aim at Layton School to be as fully inclusive as possible for children with a variety of learning and developmental needs as well as physical disabilities.
How We Make Our Services Available To All
Layton Primary School is a fully inclusive school where we endeavour to meet the needs of all children regardless of SEN/D.
Where reasonably possible adaptations will be made to buildings and resources to accommodate all learners.
- Access to all levels via ramps and lifts
- Disable toilet areas and shower facilities
- Where appropriate, classroom and outdoor area adaptations include: hi-vis strips, visualiser, advisory teachers carry out an environment check and recommendations, iPads, FM system, sensory braille signage, ICT to support all learners
- Specialist equipment ordered as and when appropriate
- E-Vac chair
- Risk assessments for individuals and all spaces in the school
- Adaptations to resources
- Corridors and spaces in school conform to Health and Safety policy
Every child is judged on an independent basis and the services available to us in school are distributed where needed, as a result of discussions with parents/carers and class teachers.
Access to other professional services are also available to all who need them and again this will be done in conjunction with parents/carers and class teachers. Usually, referral to external services requires written (or at least verbal) consent from the parent/carer. This will be done in a meeting with the school SENCO.
How Will We Know If Your Child Has SEN/D?
We will identify pupils as soon as possible to ensure timely intervention to support their needs.
This information can come from a variety of sources including:
- Parents/Carers – via home visits, induction visits, meetings with a school representative.
- Previous provision – nursery, primary school.
- Other professional services currently working with the child e.g. NHS, Local Education Authority Advisory Services.
- Class Teacher or other adults working in school.
Identification of SEN/D within school is usually the result of close teacher observation coupled with monitoring of the child’s achievement and progress over time. All children’s progress is monitored at least half termly.
Following early identification, the teacher will register an Initial Concern with the SENCO. The SENCO will review the evidence and decide whether to place the child on the school SEN register. The triggers for placing a child on the SEN register is that, despite receiving differentiated learning opportunities in regard to the area of concern, the pupil:
- Makes little or no progress even when teaching approaches are targeted particularly in the areas of weakness.
- Shows signs of difficulty in developing literacy or mathematical skills that result in low attainment in some curriculum areas.
- Presents with persistent emotional or social difficulties. (These may be displayed as challenging behaviours that are not ameliorated by the behaviour management techniques employed by the school or specialist support).
- Has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment.
- Has communication or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum.
Children on the SEN register
A Provision Map will be created identifying extra provision within the class and both school and home targets for the child. This will be done in consultation with the child and parent/carer. These are reviewed at least termly by the class teacher, SENCO, parent/carer and pupil.
Where interventions have not produced the expected level of progress the SENCO, in consultation with parents/carers will consider a referral to other professional agencies. If the child is assessed by, and working with, other agencies these targets and strategies will be recorded on an Assess – Plan – Do – Review Cycle. This will be shared with parent/carer and the pupil and monitored closely within school. The Assess – Plan – Do – Review Cycle will be reviewed at least termly by the class teacher, SENCO, parent/carer and pupil.
Education, Health and Care Plans (formally Statement of SEN)
For a child who is not making progress following 2 or more Assess – Plan – Do –Review Cycles, a Person Centred Planning meeting may be held which will include parent/carer, pupil (where appropriate) the school SENCO, the school Educational Psychologist and other professional agencies working with a child. This meeting will discuss the possibility of a referral for a Statutory Assessment for an Education, Health and Care Plan (previously a Statement of SEN/D).
Children who have an Education, Health and Care Plan will have a clear set of targets and support that the school must adhere to. These are reviewed at least annually with parents, external agencies and the Local Education Authority. An Education, Health and Care Plan follows a child from school to school to ensure the agreed support continues in the areas of specific need.
Adaptations To The Curriculum
Layton School makes various provision for pupils with SEN/D:
- All children receive High-Quality Teaching and Learning Provision throughout the school.
- All classes have a Learning Support Assistant (LSA).
- Some children have a dedicated 1:1 Specialist Support Assistant (SSA).
- Pupils learn in mixed ability classes.
- Small group intervention work with LSA or class teacher.
- Use of Assessment for Learning allows adults to target specific learning skills relevant to individual/groups of children.
- Evolving curriculum which reflects the interests and needs of the children.
- Differentiation of resources, including teacher-designed writing and maths worksheets with a scaffold system to learning.
- Modelled, guided, shared, paired and collaborative learning strategies within classes.
- Precision teaching of specific skills, knowledge.
- Working walls to support independent learning in the classroom.
- Individual resources e.g. phonic mats, coloured overlays, pencil grips.
- Daily/visual timetables
- Specialist equipment e.g. writing slopes, braille note-taker, hearing loop systems.
- ICT – specific equipment e.g. APPS to support learning, voice recording devices.
- Outdoor learning opportunities
- Advice and resources provided by other professionals within the local authority and from private companies.
How We Know Our Provision is Effective
The school closely monitors the progress and achievements of all children and particularly those of children as having SEN/D.
Targets on Assess, Plan, Do Review Cycles and Provision Maps are reviewed termly. Parents are invited into school to speak with Class Teacher, and if necessary the SENCO, to discuss the progress towards the targets and new targets that are set, including strategies that will be used in school and at home.
Data from the end of KS1 and KS2 is measured against national data. The data is categorised into different groups so the school can analyse how well SEN/D children are achieving and progressing compared to previous years and other schools nationally.
2016 data for the school shows that:
- In Foundation Stage 69.3% of children achieved a Good Level of Development. This is in line with National Averages and shows great progress from our very low Baseline levels of less than 10% in September 2015.
- 87% of children in Year 1 attained a pass in the Phonics Screening Test compared with a National average of 81%.
- 99% of children in Year 2 were working at the expected standard in phonics, compared to a National average of 91%.
- In KS1 the number of children reaching expected standards in Reading, Writing and Maths is 15%, 14% and 15% higher than the National average respectively.
- In KS2 the number of children reaching expected standards in Reading, Writing, Maths and SPAG is 23%, 10%, 27% and 12% higher than National averages respectively.
In terms of provision for SEND children in 2016:
- 53% of Y1 SEN children passed the Phonics Screening Test
- 100% of Y2 SEN children passed the Phonics Screening Test
- 43% of Y2 SEN children reached the National Expected Standard in Reading
- 43% of Y2 SEN children reached the National Expected Standard in Writing
- 29% of Y2 SEN children reached the National Expected Standard in Maths
- 50% of Y6 SEN children reached the National Expected Standard in Reading
- 25% of Y6 SEN children reached the National Expected Standard in Writing
- 25% of Y6 SEN children reached the National Expected Standard in SPAG
- 83% of Y6 SEN children reached the National Expected Standard in Maths
The latest data (2017)
- 60% of Y1 SEN children passed the Phonics Screening Test
- 70% of Y2 SEN children passed the Phonics Screening Test
- 16% of Y2 SEN children reached the National Expected Standard in Reading
- 5% of Y2 SEN children reached the National Expected Standard in Writing
- 16% of Y2 SEN children reached the National Expected Standard in Maths
- 50 % of Y6 SEN children reached the National Expected Standard in Reading
- 42 % of Y6 SEN children reached the National Expected Standard in Writing
- 83 % of Y6 SEN children reached the National Expected Standard in SPAG
- 59% of Y6 SEN children reached the National Expected Standard in Maths
SEN/D across the school has a clear focus in our OFSTED inspections.
Ensuring Successful Transition From One Provision to Another
From Pre-School to Reception:
- The school usually receives information about the new starters from the Local Education Authority at the end of April prior to the children starting school. Where Nurseries have indicated that children have SEN the school will make contact with the nursery to discuss the needs of the child and arrange a transition meeting with the nursery, parent/carer and any other relevant agencies. This will be attended either by the school SENCO or the Foundation Stage Team Leader.
- Any relevant Assess – Plan – Do – Review Cycle’s or Education, Health & Care Plans will be acted on by the SENCO and Class Teacher.
- During the Summer Term a phone call is made to all nurseries that have children allocated to start Layton School prior to their induction.
- Parents/carers are invited to an Induction Meeting in April where they are introduced to staff including Class Teachers, Learning Support Assistants, SENCO, Learning Mentor and Family Engagement Worker.
- Any necessary arrangements for support, health plans or a graduated induction will be discussed and agreed with parents prior to the child starting school.
- During the first week of September Class Teachers and Learning Support Assistants carry out home visits where parents/carers, again, have the opportunity to discuss any specific needs their child may have.
- The children have a phased induction into school during the month of September. Where a child has difficulty settling or following rules and routines this induction period may be extended in consultation with parents/carers.
- Parents/carers have the opportunity to meet with Class Teachers on a daily basis to discuss progress or concerns.
- Assess – Plan – Do – Review Cycles will be reviewed after the first half term in school.
- Baseline assessments will be made of all children during the first six weeks of school. This will be done via everyday activities, observations and interactions with the children in school.
From Year 6 (Primary School ) to Year 7 (Secondary School)
- Year 6 Team Leader liaises with Year 7 leaders of the Secondary Schools receiving the Year 6 pupils during the Summer Term.
- Year 7 staff visit children within Layton School.
- Year 6 children have induction visits to the secondary schools during the Summer term prior to starting secondary school. Where necessary additional visits may be requested in consultation with the secondary school and parents.
- Informal discussions between SENCO’s at both school may take place.
- Where necessary transition meetings will be held with the SENCO of both schools, parents/carers, pupils and the relevant supporting agencies to discuss the needs of the child and provision that is to be made.
- Children with Education, Health and Care plans will have a transition review scheduled where a member of the Local Authority SEN team will be present.
- All SEN records for Year 6 children are copied and sent to the relevant secondary school during the final weeks of the Summer Term.
Within Year Transition
Wherever possible the school likes to determine as much information as possible about any pupils joining the school who have SEN/D. This is to ensure that the correct support and provision can be put in place from the beginning to ensure a successful start to schooling at Layton. Therefore the school may delay a starting date until the required information has been gathered from any of the following sources:
- Information request from the previous school.
- Meeting with parents to discuss needs and support.
- Meeting with school nurse to complete a Health Care Plan.
- Meeting with other supporting professional agencies.
Once the school is satisfied that, wherever possible, all relevant information has been obtained, a starting date will be given provided that a valid birth certificate has been produced. Targets set at the previous school will be monitored and may be subject to amendment in accordance with Layton School’s own assessment procedure.
Local Authority Offer
The Local Offer is to show all the services available to support disabled and special educational needs children and their families in each particular school. The information provided will enable parents and carers to make decisions about how best to support their child’s needs.
Layton Primary School is an inclusive school, where we ensure that pupils are included in all aspects of learning and school life. At Layton Primary School we strive to support all children to enable them to achieve their full potential. Quality teaching is vital; however, for some children there are occasions where further additional support may be needed to help them achieve their targets.
For information on Blackpool Education Authority’s local offer for Special Educational Needs and Disability Provision please click here.
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