Special Education Needs
Special Educational Needs and Disability (SEND) – Local Offer
Wylam First School is a purpose built First School comprising five classrooms, a resource room, a hall, kitchen, administrative area and a 26 place nursery. The school has an excellent playing field, which is used extensively throughout the year as well as a separate nursery playground and sensory garden.
Our school delivers an innovative and creative curriculum from nursery to year 4 whereby there are opportunities for thematic, cross-curricular learning which is progressive across the Key Stages. We also set out to develop a matrix of skills which we believe are essential to the development of all learners and are transferable.
We are an inclusive school and our aim is to ensure that we successfully and happily integrate pupils with SEND. We strongly believe that both early identification and intervention is vital. The school currently offers the following range of provision to support children with SEND through our timetabled provision management.
|RANGE OF PROVISION:||Strategies/programmes to support speech and language|
Children with language difficulties are referred to the Speech & Language Therapist and a specific, prescriptive Speech and Language treatment plan for each individual is followed for regular 1:1 timetabled sessions for each individual identified. These treatment plans are regularly reviewed by SEND team and the Speech and Language Therapist is contacted for further assessment and review, where necessary.
Additional, Talk Boost program is used to support language development.
:Strategies/programmes to support Reading, Writing and phonics
The school use Read/write inc resources to support reading, writing and phonics. A multi- sensory approach is used to address all learners with specific disabilities such as dyspraxia and dyslexia.
Strategies/programmes to support Numeracy
Practical, differentiated activities within the classroom. Children at key stage 2 who did not reach National expectation in Numeracy at the end of year 2 are identified and placed on our numeracy intervention – ‘ 1st Class @ Number 2’. This is delivered by a trained support assistant.Strategies/programmes to support Handwriting
To address children who are struggling with fine motor skills we incorporate a multi-sensory approach which includes manipulation of physical objects such as therapy putty, P.E. equipment etc. We followTeodorescu ‘Write from the Start’ intervention.Strategies/programmes to support Behavioural, Social and Emotional
We have support assistants who are trained in the delivery of play therapy, Level 3 – Autism in Education, training in the ‘Happy secrets,’ self Esteem programme for young children. School have a nurture group, where groups of children meet in a structured session.Specialist Facilities/Equipment to support SENDAccess to IWB in each classroom, Surface tablets and Laptops. Labels in the classroom to support children with colour vision deficiency. There is access to some sensory resources and quiet areas within school.Breakfast and After School supportThe school host a range of after school clubs , such as Zumba, Karate, Multi Skills, and Netball.Access to medical interventions Staff are first aid trained some with specialist paediatric first aid.Some staff have also received training in the management of diabetes and use of epi pens with parents’/carers’ permission.Areas of strengthWe pride ourselves in the Early intervention of pupils with SEND. We have a varied and trained team of experienced support staff who are able to deliver specific interventions (as detailed above) on either an individual or small group basis, depending on level of need. Our pupils who are on interventions are regularly assessed at the end of each term. Progress is shared with the SENCo and class teacher as to whether the intervention needs to be discontinued/continued or modified in any way. A regular dialogue takes place with parents between the SENCo and/or class teacher on each child’s progress. Whole school training sessions have taken place from our Local Inclusion Support Team (LIST) on ADHD and a multi-sensory approach to spelling and literacy development. INSET training from Colour Blind Awareness, further strengthening the knowledge and expertise of teaching staff.InclusionProvision to facilitate/support inclusion within the school, day and residential visits Resources appropriate to age and specific needs of children, additional adults as necessary.Our school always ensures that there is adequate provision made so that pupils with SEND can actively take part on residential and school visits safely. Each visit is risk assessed and additional trained teaching staff may be required to attend to meet the medical/physical and/or cognitive needs of individuals and specific education plans.Input from Therapists/Advisory Teachers/other specialist support servicesSchool have actively sought the advice and expertise of support services; Speech and language Therapy, Jigsaw Therapy and Occupational therapy, Physiotherapy, ICT Consultant, Educational Psychologists and Communication Services. Our school have also taken part in the colour vision deficiency awareness training to support children in school.Parent Support
Involvement/LiaisonDaily communication with parents/carers. Log books, homework diaries, emails to encourage link between home and school. Attendance of parents, Head Teacher, Class Teacher, SENCo and support staff at key meetings to enable effective dialogue and plan next steps.Planning and assessmentAll activities and lessons are planned and differentiated to consider the needs of all children in school.
Pupils who receive interventions are regularly assessed at the end of each term. Progress is shared with the SENCo and class teacher as to whether the intervention needs to be discontinued/continued or modified in any way. Records are kept up to date and regular dialogue takes place with parents, between the SENCo and/or class teacher on child’s progress.Proportion of children currently at the school have an SEND
1 Child with a statement of Special educational Need 2 Children with top-up funding 6 children are at School Action + 19 children have been placed on the SEND register at School Action level
(Name and position)
Mrs Linda Cooper-Davies SENCo Wylam First SchoolDATE COMPLETED:September 2014REVIEW DUE:September 2015
For children with complex SEND, the frequency of such provision may result in the school applying for additional funding to support a child, known as Exceptional Needs funding.