SEND Information Report

SEND Information Report

Welcome to our SEND Information Report which is part of Durham County Council’s Local Offer for children and young people with Special Educational Needs.

Crook Primary School, is committed to the equal inclusion of all pupils in all areas of school life. We recognise the diverse and individual needs of all of our pupils and take into account the additional support required by those children with Special Educational Needs and Disabilities (SEND).

To support pupils with SEND to achieve their full potential, and thrive in our school, we aim to follow the 10 characteristics for effective provision:

  1. Prioritise the leadership of SEND to have high expectations and ambitions for all our pupils.
  2. Ensure strong teaching and learning and provide a relevant and flexible curriculum. Invest in teacher development to allow this to continue.
  3. Work with pupils and parents/carers by ensuring frequent open and honest communications with them and give opportunities for pupil voice.
  4. Evaluate the impact of interventions and make adjustments to the provision accordingly.
  5. Track and monitor progress of pupils with SEND across different subjects. Use this to identify patterns of achievement across different SEND groups.
  6. Use rigorous assessment and identification.
  7. Use resources effectively i.e. develop highly trained teaching assistants and employ high quality administrative support. Use a graduated approach to interventions.
  8. Develop on-site expertise to ensure that the SEND team with a range of expertise and share knowledge through external partnerships, ensuring that families know to contact Miss Cleminson (Special Needs Co-ordinator) for information and advice.
  9. Ensure precise identification of SEND pupils and match them with an appropriate intervention. Assess effectiveness of classroom teaching before deciding if a child has SEND.
  10. Co-ordinate provision and use a clear system of referral. Channel referrals through a single route.

Partnership with Parents

We believe that parents whose children have special educational needs also have entitlements which include access to relevant information, professional guidance on pupil needs and an expectation that those needs will be met. We regard parents as partners. Their knowledge, views and experience are vital and they must be involved actively in any decisions affecting their children’s development. Effective assessments and provision will be secured where there is the greatest possible degree of partnership between parents, their children and other supporting agencies. We will have due regard for the Special Needs Code of Practice, 2014, our duties towards all pupils with special educational needs, and ensure that parents are made aware that provision is being made for their child.

Arrangements for consulting and involving parents in the consultation process.

At Crook Primary we strongly believe that the only way for children to achieve is by involving parents from the outset of any identification of SEN. The SENCO and/or the class teacher will hold a meeting with parents to identify and discuss any areas of concern. It is important to establish a close working relationship with families and to keep in regular contact both formal and informal at every stage of the SEN process. Parents will be invited to all meetings with external partners and we will signpost to parents any external help and support for their child’s needs. Parent’s views are paramount.

What expertise and training do staff have for SEN?

The SENCO has undertaken her professional SEN qualification. Staff attend regular network meetings in the county and undertake training as children’s needs are identified. In the last academic year, staff have received training on Speech and Language, Social and Emotional and nurture training. Within school we seek new interventions such as Word Wasp and LEGO therapy and cascade training to all support staff. In addition each member of the support staff has a particular area of expertise.

How do we use and involve specialist training?

When a child has a particular need we actively seek specialist support e.g from nursing services or occupational therapy to train and guide staff in supporting a child with needs within school. In addition we refer children to services within the LA such as the Cognition and Learning Team, the ASD team, CAMHS and the Educational Psychology services in order to draw upon their expertise.

How do we evaluate SEN

As part of our self -evaluation process, the SENCO monitors provision within school and in turn, her work is monitored by the HT and SEN Governor. SEN progress using assessment systems is monitored through pupil progress meeting in which teachers are held to account for the children in their class as well as through lesson observations. Support and interventions are monitored for their effectiveness.

How do children with SEN engage with children with non SEN?

Crook Primary is an inclusive school where equal opportunities for all are embedded in the life of the school. We value every child and recognise that every child is unique and special. We ensure that any child with SEN is able to access all provision with their classmates even if changes have to be made to the curriculum or provision in order for this to happen outlined in our accessibility plan.

How do we support Looked After Children with SEN?

We recognise that being a Looked After Child can have many challenges. However all children are unique and special.  We would actively work with all multi agencies and carers in order to support a LAC child with SEN ensuring appropriate information is shared with all parties in a confidential manner. They would receive the same support as any other SEN child but we recognise the importance of working with all parties to ensure that any barriers to support and identified SEN are overcome.

As of October 2018 we have identified the following number of children with the following areas of need:

Special Need Type Number of Children
Speech, Language, Communication Need 29
Moderate Learning Difficulty 42
Social, Emotional, Mental Health 14
Specific Learning Difficulty 1
Physical Disability 1
Severe Learning Difficulty 2
Hearing Impairment 1
Multi Sensory Impairment 1

The information that must be included in our SEND Information Report can be found in the menu below or from the SEND menu. 

Please view our school’s SEN policy in the school policies section of our website.