SEND

What is the Age Range of pupils at Thurnby Mead3 to 11 years
Special Educational Needs Coordinator (SENCo)Fehmida Nurgat
Academy Councillor with responsibility for SENDAnn Bennett
Contact InformationEmail (admin) [email protected]

Email (SENCo) [email protected]

Local Offer Webpage Linkhttps://www.leicester.gov.uk/schools-and-learning/special-educational-needs-sen/

Introduction

At Thurnby Lodge Academy our mission statement is “Believe, Achieve and Celebrate! “. We aim to support all our pupils including those with special educational needs and disabilities so that they can achieve their full potential. We have a designated specialist provision (DSP) for children with a statement or an Education, Health and Care Plan in which speech, language and communication is identified as their main area of need.

What is SEND?

The Code of Practice 2014 states that:

‘A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.’

The Four broad areas of need identified within the SEN Code of Practice 2014 are:

  • Communication and Interaction (e.g. speech articulation, stammering, speech and language delay, autism etc)
  • Cognition and Learning (e.g. global learning difficulties, dyslexia, dyscalculia etc)
  • Social, Emotional and Mental Health Difficulties (e.g. anxiety, depression, eating disorders, obsessive, compulsive disorder (OCD) etc)
  • Sensory and Physical Needs (Visual impairment, hearing impairment, sensory needs (e.g. autism, dyspraxia, toileting issues, physical disability etc)
Type of SENDProvision In Place
Communication and Interaction (e.g. speech articulation, stammering, speech and language delay, autism etc)
  • Fun Time (Early Years small group intervention to develop social, communication and interaction skills)
  • Play Interaction (1:1 / small group intervention for children who struggle with their peers)
  • 1:1 speech and language intervention using child’s SALT plan
  • Communication and Interaction programme specified by ASD team
  • Strategies taught to manage stammer as recommended by external Speech and Language Therapist
  • Individual visual timetable
  • Visual aids to help learning
  • Makaton and Cued Articulation used by staff in the DSP
Cognition and Learning (e.g. global learning difficulties, dyslexia, dyscalculia etc)
  • Reading Recovery
  • Reciprocal reading
  • Accelerated reader
  • 1:1 reading
  • Encouraging reading at home
  • Letters and Sounds – 1:1 and small group
  • Reading Coach
  • Inference groups
  • TA support within year groups or for individuals
  • ICT – Nessy learning, Accelerated Reader, TT Rockstars, Dyslexia Gold
  • Personal resources – writing slopes, pencil grips etc 4
  • LCI (Learning, Communication and Interaction Support Team) involvement
  • Provision map and Pupil Outcomes with personalised targets
Social, Emotional and Mental Health Difficulties (e.g. anxiety, depression, eating disorders, obsessive, compulsive disorder (OCD) etc)
  • Play interaction
  • Fun Time
  • Lunchtime plan for vulnerable pupils
  • Personalised reward charts
  • Individualised curriculum
  • Nurture provision in small groups
  • Positive Behaviour Plan
  • Positive Handling Plan
  • Team Teach trained staff
  • SEMH team involvement
  • Support from the Trust Primary Intervention Lead
  • Support from our Learning Mentor
Sensory and Physical Needs (Visual impairment, hearing impairment, sensory needs (e.g. autism, dyspraxia, toileting issues, physical disability etc)
  • South Warwickshire NHS Fine Motor Skills Intervention
  • Individualised resources – writing
  • slope, pencil grips, large print,
  • coloured paper/books etc
  • Disabled toilet and changing facilities
  • Visual timetables
  • Wheelchair access to all areas of the
  • building via external ramps
  • ICT available – iPads, laptops and IWB
  • Outside agency advice and
  • involvement as required
  • Care plan as required

 

The kinds of special educational needs for which provision is made at the academy:

  • We are a Designated Specialist Provision within Leicester City for pupils with a Education, Health and Care Plan whose primary area of need is speech, language and communication
  • Children and young people with SEN have different needs, but the general presumption is that all children with SEN but without an Education, Health and Care Plan (EHCP) are welcome to apply for a place at our school, in line with the school admissions policy. If a place is available, we will undertake to use our best endeavours, in partnership with parents, to make the provision required to meet the SEN of pupils at this school.
  • For children with an EHCP, parents have the right to request a particular school and the local authority must comply with that preference and name the school or college in the EHC plan unless:
  • it would be unsuitable for the age, ability, aptitude or SEN of the child or young person, or
  • the attendance of the child or young person there would be incompatible with the efficient education of others, or the efficient use of resources.
  • Before making the decision to name our school in a child’s EHCP, the local authority will send the governing body a copy of the EHCP and then consider their comments very carefully before a final decision on placement is made. In addition, the local authority must also seek the agreement of school where the draft EHCP sets out any provision to be delivered on their premises that have been secured through a direct payment (personal budget).
  • Parents of a child with an EHCP also have the right to seek a place at a special school if they consider that their child’s needs can be better met in specialist provision.

Where can I find the schools Accessibility Policy?

You can locate the Accessibility Policy here.

What are the admission arrangements for pupils with SEND at Thurnby Mead?

The school receives funding to respond to the needs of pupils with SEND from a number of sources that includes:

  1. A proportion of the funds allocated per pupil to the school to provide for their education called the Age Weighted Pupil Unit.
  2. The Notional SEN budget. This is a fund devolved to schools to support them to meet the needs of pupils with SEND.
  3. The Pupil Premium funding provides additional funding for pupils who are claiming Free School Meals, or are in the care of the local authority or whose parents are in the Armed Services.
  4. For those pupils with the most complex needs, the school may apply for Element 3 funding; if successful, this will then be allocated from the Local Authorities High Needs SEN Funding allocation. This funding is then used to provide the equipment and facilities to support pupils with special educational needs and disabilities. The range of support offered is identified on the provision maps which are available to view on the school website. These target the broad areas of need:
  5. Cognition and learning
  6. Social, emotional and mental health
  7. Communication and interaction
  8. Sensory and/or physical

 

If parents wish to discuss the options available for their child, they are welcome to make an appointment to see the class/subject teacher, SENCo or a member of the Senior Leadership Team.

 

How is the decision made about how much support each child will receive?

 

  • For pupils with SEN but without an EHCP, the decision regarding the support provided will be taken at joint meetings with the SENCo, School Leadership Team, class teacher and parent.
  • For pupils with an EHCP, this decision will be reached in agreement with parents when the EHCP is being produced or at an annual review.

What are the arrangements for supporting pupils with SEN who are looked after by the local authority?

The arrangements for supporting Child Looked After (CLA) pupils with SEN are the same as non-CLA pupils with the addition of PEP and CLA meetings. The designated LAC teacher is also the SENCo and forms part of the team around the child.

What expertise and training of staff do Thurnby Mead provide to support pupils with SEN?

 

In the last three years school staff has received a range of training in the following:

  • How to support pupils with dyslexia and literacy difficulties.
  • How to support pupils on the autistic spectrum
  • How to support pupils with behavioural difficulties
  • How to support pupils with speech, language and communication difficulties

 

Training has been provided to Higher Level Teaching Assistants (HLTA):

  • Leading a Nurture Group
  • Talking Partners
  • Play Interaction

 

We also have a trained Reading Recovery Teacher who delivers bespoke 1:1 reading sessions for children at the very early stages of reading.

The school has regular visits from SEN specialist teachers who provide advice to staff to support the success and progress of individual pupils.

The Speech Language Therapy Service visits weekly to assess, plan and deliver support for targeted pupils in the DSP.

The Governor with specific responsibility for SEN has completed the SEN Governor training.

 

What facilities are provided to assist access to the academy?

The following adaptations have been made to the school environment:

  • Disabled parking spot marked and located next to the school reception.
  • All steps edged with yellow to ensure they are easier for those with visual impairments to negotiate
  • Ramps provide access into school to ensure the site is accessible to all.
  • One toilet has been adapted to ensure accessibility for visitors with a disability.
  • A medical room has been provided in order to enable a safe place for insulin testing/injections.
  • A Nurture Room has been developed to improve inclusion in the mainstream classrooms for vulnerable pupils.

Our Accessibility Plan (statutory requirement) describes the actions the school has taken to increase access to the environment, the curriculum and to printed information. It is available via the school website.

 

What equipment and facilities do we have to support pupils with SEND?

The school receives funding to respond to the needs of pupils with SEND from a number of sources that includes:

  1. A proportion of the funds allocated per pupil to the school to provide for their education called the Age Weighted Pupil Unit.
  2. The Notional SEN budget. This is a fund devolved to schools to support them to meet the needs of pupils with SEND.
  3. The Pupil Premium funding provides additional funding for pupils who are claiming Free School Meals, or are in the care of the local authority or whose parents are in the Armed Services.
  4. For those pupils with the most complex needs, the school may apply for Element 3 funding; if successful, this will then be allocated from the Local Authorities High Needs SEN Funding allocation. This funding is then used to provide the equipment and facilities to support pupils with special educational needs and disabilities. The range of support offered is identified on the provision maps which are available to view on the school website. These target the broad areas of need:
  5. Cognition and learning
  6. Social, emotional and mental health
  7. Communication and interaction
  8. Sensory and/or physical

 

If parents wish to discuss the options available for their child, they are welcome to make an appointment to see the class/subject teacher, SENCo or a member of the Senior Leadership Team.

What support services are available?

The SEND Information, Advice and Support Service offers independent advice and support to parents and carers of all children and young people with SEND. The nearest service can be located via https://sendiassleicester.org.uk/

The telephone number for the Leicester service is 0116 482 0870

  • Parents and carers can also appeal to the Government’s SEND tribunal if you disagree with the Local Authorities decisions about your child’s special educational needs. You can also appeal to the tribunal if the school or council has discriminated against your disabled child. Information on this process is available here https://www.gov.uk/government/publications/appeal-a-send-tribunal-decision-send20

How does Thurnby Mead adapt the curriculum and the learning environment of pupils with SEND?

Teachers plan using pupils’ achievement levels, differentiating tasks to ensure progress for every pupil in the classroom.

  • When a pupil has been identified as having special educational needs, the curriculum and the learning environment will be further adapted by the class teacher to reduce barriers to learning and enable them to access the curriculum more easily.
  • These adaptations may include strategies suggested by the SENCo and/or external specialists.
  • In addition if it is considered appropriate, pupils may be provided with specialised equipment or resources such as ICT and/or additional adult help. All actions taken by the class teacher will be recorded and shared with parents.

How does Thurnby Mead ensure that pupils with SEN are enabled to engage in activities available with pupils in the academy who do not have SEN?

Risk assessments are carried out and procedures are put in place to enable all children to participate in all school activities.

  • The school ensures it has sufficient staff expertise to ensure that no child with SEND is excluded from any school provided activity.

What steps are taken to prevent pupils with SEND from being treated less favourably than other pupils?

  • All pupils will be provided with high quality teaching that is differentiated to meet the diverse needs of all learners.
  • Pupils with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage experienced in schools and increase their access to the taught curriculum.
  • The quality of classroom teaching provided to pupils with SEND is monitored through a number of processes that includes:
  1. Classroom observation by the senior leadership team, the SENCo, external verifiers.
  2. Ongoing assessment of progress made by pupils with SEND.
  3. Work sampling and scrutiny of planning to ensure effective matching of work to pupil need.
  4. Teacher meetings with the SENCo to provide advice and guidance on meeting the needs of pupils with SEND.
  5. Pupil and parent feedback on the quality and effectiveness of interventions provided.
  6. Attendance and behaviour records.

How will Thurnby Mead evaluate the effectiveness of the provision made for pupils with SEN?

  • All pupils have individual curriculum targets set in line with national outcomes to ensure ambition. Parents are informed of these via the reporting system and also at events such as Parents’ Evenings.
  • Pupils’ attainments are tracked using the whole school tracking system and those failing to make expected levels of progress are identified very quickly. These pupils are then discussed in termly progress meetings that are undertaken between the class/subject teacher and a member of the Senior Leadership team and if appropriate, the pupil themselves.
  • Additional action to increase the rate of progress will be then identified and recorded that will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision of interventions to further support the success of the pupil.
  • Where it is decided during this early discussion that special educational provision is required to support increased rates, parents will be informed that the school considers their child may require SEN support and their partnership sought in order to improve attainments.

 

Action relating to SEN support will follow an assess, plan, do and review model:

  1. Assess: Data on the pupil held by the school will be collated by the class teacher in order to make an accurate assessment of the pupil’s needs. Parents will always be invited to this early discussion to support the identification of action to improve outcomes.

 

  1. Plan: If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the pupil will be obtained and appropriate evidence-based interventions identified, recorded and implemented by the class teacher with advice from the SENCo.
  2. Do: SEN support will be recorded on a plan (Pupil Outcome Plan) that will identify a clear set of expected outcomes, which will include stretching and relevant academic and developmental targets that take into account parents’ aspirations for their child. Parents and the pupil will also be consulted on the action they can take to support attainment of the desired outcomes. This will be recorded and a date made for reviewing attainment. Progress and attainment will be reviewed in consultation with parents/carers three times a year.
  3. Review: Progress towards these outcomes will be tracked and reviewed termly with the parents and the pupil.

If progress rates are still judged to be inadequate despite the delivery of high quality interventions, advice will always be sought from external agencies regarding strategies to best meet the specific needs of a pupil. This will only be undertaken after parent permission has been obtained and may include referral to:

  1. Special Educational Needs Support Service
  2. Learning, Communication and Interaction Support Team
  3. Primary School Social, Emotional and Mental Health Team
  4. Hearing Impairment team
  5. Visual Impairment team
  6. Educational Psychology Service
  7. Educational Welfare Officers
  8. Physical and Disability Support Service
  9. Social Services
  10. School Nurse
  11. Child & Adolescent Mental Health Service

In addition, the school will involve external agencies as appropriate including health and social services, community and voluntary organisations for advice on meeting the needs of pupils with SEND and in further supporting their families.

For a very small percentage of pupils, whose needs are significant and complex and the SEN Support required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care (EHC) Plan being provided.

 

How does Thurnby Mead assess and review pupil’s progress towards outcomes?

  • Attainments towards the identified outcomes will be shared with parents termly through feedback regarding SEN support reviews but also through the school reporting system and Parents’ Evenings.
  • Some parents may also find a home-school diary a useful tool to use to communicate with school staff on a more regular basis. All pupils in the DSP have a home-school diary.
  • Parents are encouraged to arrange an appointment to discuss their child’s progress with the class/subject teacher, the SENCo, a member of the senior leadership team at any time when they feel concerned or have information they feel they would like to share that could impact on their child’s success. Please contact the school office who will arrange this appointment for you. The contact number is 0116 2413086

How does Thurnby Mead consult parents of children with SEND and involve them in their child’s education

  • Attainments towards the identified outcomes will be shared with parents termly through feedback regarding SEN support reviews but also through the school reporting system and Parents’ Evenings.
  • Some parents may also find a home-school diary a useful tool to use to communicate with school staff on a more regular basis. All pupils in the DSP have a home-school diary.
  • Parents are encouraged to arrange an appointment to discuss their child’s progress with the class/subject teacher, the SENCo, a member of the senior leadership team at any time when they feel concerned or have information they feel they would like to share that could impact on their child’s success. Please contact the school office who will arrange this appointment for you. The contact number is 0116 2413086

Please look at the school website. It can be found at https://www.thurnby-tmet.uk/ and includes descriptions of the topics studied in each year group.

  • The class teacher or SENCo may also suggest additional ways of supporting your child’s learning. This advice will often be given during the termly parent’s meetings or at Annual Review meetings.
  • The school organises a number of parent workshops during the year. These are advertised in the school newsletter and on our website and aim to provide useful opportunities for parents to learn more about how to support your child’s learning.
  • If you have ideas on support that you would like to have access to in order to further support your child’s learning, please contact the SENCo who will locate information and guidance for you in this area.

How does Thurnby Mead consult pupils with SEND and involve them in their education

 

We value pupil voice; therefore, all children with SEND have an individual Pupil Outcome Plan which identifies their views.

Children with regular PSP meetings and EHCPs always contribute to their meeting either prior to or during the meeting.

What support for improving emotional and social development does Thurnby Mead offer?

 

The school offers a wide variety of pastoral support for pupils. These include:

  • An evaluated Personal, Social, Health and Economic (PHSE) curriculum that aims to provide pupils with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and well-being. Please visit our website to see the topics that are included within this area of the curriculum.
  • Pupil and Parent voice mechanisms are in place and are monitored for effectiveness by the Governor for responsibility for this area.
  • Small group evidence-led interventions to support pupil’s well-being are delivered to targeted pupils and groups. These are identified on the provision maps and aim to support improved interaction skills, emotional resilience and well-being.
  • Pupils who find outside class times difficult are provided with alternative small group opportunities within the school and action is taken to develop their social interaction skills.
  • The school has gained Healthy School status which evidences the work undertaken within the school to supports pupils’ well-being and mental health.
  • The school has completed the Anti-bullying Pledge and is audited annually for its provision in regard to ensuring pupils safety by external agencies.
  • We follow the ‘Route to Resilience’ programme by Steve Harris which is based on several principles of Guy Claxton. We use ‘character muscles’ to strengthen our muscles of resilience.
  • Our Learning Mentor, Mrs Taylor supports children with SEMH needs develop their emotional resilience and social interaction skills through individualised and small group support.

How does Thurnby Mead involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting pupil’s SEN and supporting their families?

The SENCo has two joint planning meetings (September and February) with all external agencies to discuss support required for children with SEND.  Work for each cycle is planned then external agencies will either carry out 1:1 work with pupils or attend meetings depending on the child’s needs.  Consent will always be sought from parents/carers for work to be implemented via an external agency.

Sometimes, parents will be advised to seek help from other organisations outside of school to support their child further.

The academy aims to work in partnership with other agencies in order to provide an integrated support based on the need of the pupils. The SENCo liaises with SENCos from within the Trust.   We always work collaboratively to ensure that all identified needs are addressed.

 

How does Thurnby Mead support pupils with SEND in the transfer between phases of education/the preparation for adulthood and independent living

 

A number of strategies are in place to enable effective pupils’ transition. These include:

On entry:

  • A planned introduction programme is delivered in the summer term to support transfer for pupils starting school in September.
  • Parent/carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine.
  • The SENCo meets with all new parents of pupils who are known to have SEND to allow concerns to be raised and to discuss solutions to any perceived challenges prior to entry.
  • If pupils are transferring from another setting, the previous school records will be requested immediately and a meeting set up with parents to identify and reduce any concerns.

 Transition to the next school:

  • The transition programme in place for pupils provides a number of opportunities for pupils and parents to meet staff in the new school. These opportunities are further enhanced for pupils with SEND and identified on the website.
  • The annual review in Y5 for pupils with an EHCP begins the process where parents are supported to make decisions regarding secondary school choice.
  • Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information provided is comprehensive but accessible.
  • Accompanied visits to other providers may be arranged as appropriate.
  • For pupils transferring to local schools, the SENCos of both schools will meet to discuss the needs of pupils with SEN in order to ensure a smooth transition.
  • The records of pupils who leave the school mid-phase will be transferred within five working days of the parents notifying their child has been enrolled at another school.

What are the arrangements for handling complaints from parents of children with SEN about the provision made at Thurnby Mead?

 

Please see the schools complaint policy for information.

 

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