Head Teacher and Designated Teacher for looked After Children: Mrs H. Shaw
Deputy Head Teacher: Mrs D. Chaytor
SEND Governor: Mrs A McGinlay
SENCO/Special Needs Co-ordinator, Inclusion Manager: Mrs L. Henson
Safeguarding and Attendance Officer: Mrs C Collins
School Counsellors: Helen Cossar and Carole Gash
Parent Support Advisor (PSA): Karen Harrison
As a school we sign up to a Special Needs Local Authority Service Level Agreement which enables us to draw upon support and advice. We also have additional service level agreements from external providers such as Speech and Language Therapy, CAMHS, Educational Psychology Service and Crisis Response. The knowledge and expertise of staff in key positions also enables families to access support.
At Shotton Primary School we see everyone as individuals, valuing their unique qualities. With this comes a vital requirement to meet their often diverse learning needs, ensuring that every child is equipped with the necessary skills, knowledge, understanding and personal qualities to positively follow the life that they choose.
Welcome to our Special Educational Needs and Disabilities Information Report
It is our intention that in this section of the website you will find relevant policies, useful website links and useful and essential information to enable you to be fully informed and equipped to work with us and understand our approach and philosophy to SEND.
Mrs H. Shaw (Head Teacher)
Mrs L. Henson (SEND Co-ordinator and Inclusion Manager)
What is the Local Authority Local Offer?
From September 2014 Local Authorities (LA) and schools have been required to publish and keep under review, information about services they expect to be available for children and young people with special educational needs and/ or a disability (SEND) aged 0-25. This is called the "Local Offer".
The intention of the Local Offer is to improve choice for families and also be an important resource for parents in understanding the range of services and provision in the local area.
The current link to the Local Authority Local Offer website can be found at:
Statement of Intent for Supporting Equality
At Shotton Primary School we are rightly committed to equality.
At Shotton Primary School we see that by working together we can achieve more. We are committed to the highest possible standards of teaching and learning, providing the best possible outcomes and opportunities for all of our pupils, irrespective of their abilities and individual needs.
The contribution of parents/carers and the wider community to our children’s education and progress is vital. At Shotton Primary School we are committed to the equal inclusion of all pupils in all areas of Early Years and primary school life, irrespective of their needs.
We recognise the diverse and individual needs of all of our pupils and take into account the differing additional support required by those children with Special Educational Needs and Disabilities (SEND). We recognise that those needs may change and evolve over the time.
At Shotton Primary School we will endeavour to ensure that all pupils, regardless of their specific needs make the best possible progress and achieve the best possible outcomes, socially and academically no matter what his/her background or personal circumstances.
Pastoral and Social Support
Across the school all staff have a professional responsibility towards every child in school. Yet certain individuals are employed in key roles:
Helen Cossar and Carol Gash our trained school counsellors are in post to help us to meet the emotional needs of our children. Using play therapy in regular, planned one to one sessions they are able to work with some of our most vulnerable children.
Karen Harrison is our Parent Support Advisor who is available as a listening ear for families and an invaluable source of information for parents who are experiencing difficulties including financial.
We fully appreciate that all children at some point need someone to talk to and all children are able to voluntarily access support sessions when they feel that they are in need of some additional emotional support to that provided within the classroom. This service is also available to our parents and is a protected service that is valued by all of our community.
The Role of the SENCO
It is the SENCO's job to:
- Oversee the day to day operation of the school's SEND policy.
- Advise teachers on using a graduated approach to providing SEND support.
- Advise on the deployment of the school's delegated budget and other resources to meet the pupil's needs effectively.
- Liaise with parents/carers of pupils with SEND.
- Liaise with and be a key point of contact for external agencies.
- Ensure that the school keeps the records of all SEND pupils up to date.
- Work with the Head Teacher and school governors to ensure that the school meets its responsibilities with regard to reasonable adjustments and access arrangements.
- Ensure that the school accesses additional funding where appropriate, supported by staff.
- Work with the Head Teacher, School Business Manager, other senior leaders and governors to ensure that there is accountability for funding and the notional SEN budget.
Support in School for Children with SEND
At Shotton Primary School provision for all pupils is delivered according to an identified level of need. All pupils have the right to expect good to outstanding teaching from a range of highly skilled and qualified staff. Learning should be differentiated in class to meet wide ranging needs. This differentiation can involve diverse techniques; different expected outcomes or ways of recording or accessing information; multi-sensory approaches and learning which accounts for different learning styles. This should not be seen as an exhaustive list.
We pride ourselves on being a supportive school which endeavours to meet the diverse needs of all of our children.
Teaching and Learning
Specifically we are able to provide:
- Targeted intervention programmes, such as 'Catch up Literacy, ‘Numbers Count’ , ‘LEXIA’, Toe by Toe and ‘Talk Boost’
- One to one individual support within lessons
- Intervention at the point of need to ensure that misconceptions are addressed at the earliest possible time.
- Regular (sometimes daily) individual one to one intervention
- Small group support within lessons.
We firmly believe that SEND is a partnership with school, parents, children and outside agencies. As such we have shared responsibilities. As a school we reserve the right to refuse admission for any child if it is judged that attendance at school would put children and/or staff at unnecessary risk- for example if necessary medication is not provided by parents/carers. We judge these situations as a clear safeguarding issue.
The Kinds of SEND for which provision is made at the school.
At any one time we have a wide range of children with very diverse needs. As a school we pride ourselves on ensuring that we do all we possibly can within the constraints of a mainstream setting to meet the needs of all children with specific special educational needs and disabilities. There are now four broad areas of SEND, these are:
Communication and Interaction
This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs.
Cognition and Learning
This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties.
Social, Emotional and Mental Health Difficulties
This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn.
Sensory and/or Physical Difficulties
This area includes children with hearing impairment, visual impairment, multi- sensory impairment and physical difficulties.
Access to Teaching, Learning and the Curriculum for Every Child
Our approach as a school is integral to the success of delivering the statutory curriculum for our children. All children including children with special educational needs and/or disabilities should reasonably expect:
- A broad and balanced curriculum.
- An appropriate range of teaching and learning styles.
- Differentiated materials, both for reinforcement and extension.
- Where appropriate a SEN support plan which follows the 'Plan, Do and Review' model of best practice.
- Appropriate access to ICT, equipment and specialist resources and advice for staff and parents/carers.
- Appropriate additional in class support at the point of need.
- Appropriate additional out of class support at the point of need.
- Appropriate flexible groupings (including small group work).
- A supportive curriculum which ensures that children acquire necessary basic skills to enable them to make a positive contribution.
- The appropriate use of rewards and sanctions.
- Mentoring and counselling.
- Access to extra-curricular activities.
- Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.
The school funding formula is generated by the Local Authority, to include financial provision to specifically support pupils’ individual special needs. As a school we receive notional SEN funding within our delegated budget.
This funding is used to support our pupils with SEN to make continuous steps of progress. Additional funding and financial support can be applied for from the Local Authority if priorities and needs emerge.
Funding has been used to:
- Employ additional staff to promote inclusion through specific group/paired/individual provisions.
- Facilitate release time for Mrs Henson our SENCO and Inclusion Manager to work with external professionals to support wider professional development in relation to SEN-e.g. in writing/reviewing quality Educational Health Care Plans.
- Allow teaching and support staff to attend professional training and meetings to ensure that they have the appropriate skills, knowledge and understanding to meet the needs of pupils with specific needs. Supply cover may be required to pay for additional staff.
- Meet costs that are often involved in purchasing appropriate training for staff.
- Ensure opportunities for staff, parents, pupils and other agencies to liaise regularly are facilitated.
- Buy in’ to specialist services to work with children/and or staff to identify/meet needs or support school in meeting needs e.g. Staff training-Speech and Language Department; Educational Psychology Service; Counselling Services.
- Provide specific learning and teaching resources required by individual programmes, or those resources which have the potential to facilitate access for all, ensuring equality of opportunity by removing barriers or compensating for any disabling factor which might prevent a child from having the same access to provision as his/her peers.
If you have any questions about our SEND Local Offer and how our funding is used please contact the school and we will try our best to help you.
Complaints and Compliments
Everyone appreciates being told that they are doing a good job. As a school we are no different. If you feel that as a school or an individual we are meeting the specific needs of your child to positive effect, please let us know and we can then continue to build upon best practice, whilst taking your views into account.
There may occasionally be times, despite everyone’s best efforts, that things are not going as well as they might. We would always encourage you to make an appointment to meet with us and give us an opportunity to listen to your worries and concerns. By working together we can achieve the best possible outcomes for your child.
Please refer to the 'Contact Us' section on the website for details on agreed and correct procedures for making a complaint, if you feel it is necessary.
The Governing Body will ensure that information is updated and new policies and procedural changes implemented and monitored accordingly, in line with local and national guidance.
All of our school policies can be found on the website but the most important ones for parents of children with SEND are listed below: