SEN

At Layton Primary School, we aim to provide the highest standards of education within a caring and stimulating environment.  We believe every child feels valued and we aim to provide high quality teaching and learning to enable everyone to reach their full potential.

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 adapted, 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 and Occupational Therapist.

We also employ two 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.

Our SENCO

Mrs Julie Barr – BEd (Hons) NPQH, Post Graduate Certificate SENCO Award

 

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
  • Disabled 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 sourced when appropriate
  • E-Vac chair
  • Risk assessments for individuals, where appropriate, and all spaces in the school
  • Adaptations to resources
  • Corridors and spaces in school conform to Health and Safety policy

Access to other professional services are available to all pupils who require support.  This will be completed with parents/carers and class teachers. Usually, referrals to external services requires consent from the parent/carer.

How Will We Know If Your Child Has SEN/D?

We will identify pupils through assessment for learning to enable us to support their needs.

This information can be collected as follows:

  • Class Teacher or other adults working in school.
  • Parents/Carers
  • Previous provision – nursery, primary school.
  • Other professional services currently working with the child e.g. NHS, Local Education Authority Advisory Services.

Initial Concern

Identification of SEN/D within school is usually through observation in the classroom, coupled with monitoring of the child’s achievement and progress over time.

Following identification, the class teacher will register an Initial Concern with the SENCO. The SENCO will review the evidence provided and monitor the child’s progress.  Support from outside agencies may be accessed at this point:

A child may be put on the SEN Register if

  • A child may be placed on the SEN register
  • Makes little or no progress even when teaching approaches are targeted particularly in the areas identified.
  • Shows signs of difficulty in developing literacy or mathematical skills that result in low attainment and limited progress 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

The class teacher will identify extra provision within the class.  This will be done in consultation with the child (where appropriate) and parent/carer. These are reviewed at least termly by the class teacher, SENCO, parent/carer and pupil (where appropriate).

Where additional support shows the the expected level of progress, for the child’s ability has not been met, the SENCO, in consultation with parents/carers will consider a referral to other professional agencies. Any further support required, will be recorded on an Assess – Plan – Do – Review Cycle (also known as the graduated approach). This will be shared with parent/carer and the pupil and monitored closely within school. The Assess – Plan – Do – Review Cycle will be reviewed on a regular basis by 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 using the Assess – Plan – Do – Review cycles and support from external agencies (eg Blackpool SEN Inclusion Team, Educational Psychologist, Speech Therapy), a Person Centred Planning (PCP) meeting may be held.  This will include parent/carer, the pupil (where appropriate) the school SENCO, the class teacher 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 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 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.
  • Adaptation of resources.
  • Enable a child to access the curriculum independently.
  • Use of scaffolding.
  • 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. use of iPads assistive features to complement vision, hearing and motor skills.
  • 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.

Progress of all children is reviewed termly. Parents are invited into school to speak with Class Teacher, and if necessary the SENCO, to discuss the progress using the assess, plan, do renew cycle.

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.

2019 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.

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  receives information about the new starters from the Local Education Authority at the end of April prior to the children starting school.
  • During the Summer Term a phone call is made to all nurseries that have children allocated to start Layton School prior to their induction.
  • 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 .
  • Any relevant Assess – Plan – Do – Review Cycles or Education, Health and Care Plans will be acted on by the SENCO and class teacher.
  • Parents/carers are invited to an Induction Meeting in the summer term where they have the opportunity to meet all staff who will be working with their child when he/she starts school.
  • 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, 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 hare able to make appointments, through the school office to meet with their child’s class teacher to discuss progress or concerns.
  • Baseline assessments are completed with all children during their first six weeks of school.

From Year 6 (Primary School ) to Year 7 (Secondary School)

  • Our Year 6 Team Leader liaises with the high schools receiving our Year 6 pupils during the Summer Term and all schools are invited to transition meetings.
  • Year 7 staff visit children at Layton School.
  • Year 6 children have induction visits to their high schools during the Summer term prior to starting. Where necessary, additional visits may be requested.
  • Where necessary additional 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 the high school will be invited to attend and a member of the Local Authority SEN team will be present.
  • All SEN records for Year 6 children are transferred to the new high school during the final week 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 provision can be put in place to ensure a successful start at Layton Primary School. Therefore the school may delay the start 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 their child’s needs and any additional 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 seen. 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.

Layton Primary SEN Policies can be found in the ‘Policy’ section of our website.  Alternatively, you can click SEN Policy 2019 and SEN Information Report 2019[1] for more information.