- About Us
The Local Offer
In the SEND Provision section we have added information about SEND provision at Crook Primary School including how we support, identify and assess children with SEND at Crook Primary Primary School.
Our aims for children with SEND are the same as for all the other children in our care, but we recognise that we may have to adapt the methods of teaching and the pace of learning for these children to take account of their needs.
To do this we must:-
– operate within the statutory and Local Education Authority procedures for identifying and assessing those children who may have special educational needs
– formulate consistent and objective strategies for identifying all children who have special in the identified areas of:
-provide curricular programmes and evaluate their effectiveness in meeting children’s special educational needs.
-review learning outcomes to monitor individual progress on a regular basis.
-identify staff training needs in the allocation of the in-service training budget.
-offer training to meet the broad range of special educational needs.
-target training for individuals and staff groups and participate in area in-service activities designed to meet children’s special educational needs.
-allocate an appropriate proportion of resources in order to meet identified special needs.
-develop strategies for implementing the principle of ‘parents as partners’.
-develop our sensitivity towards the beliefs, hopes and fears of parents and the fostering of a relationship where school and home work in partnership ensuring equality of opportunity.
-work collaboratively with other agencies and professionals.
-develop systems to ensure progression and continuity both within and between establishments.
On entry to Nursery, children are assessed using The Foundation Stage Profile as a Baseline Scheme. Records from previous schools will be used when children transfer from another primary school and maths and literacy will be assessed within a half-term. On entry to the school each child’s attainment will be assessed. This will help to inform the teacher of child’s aptitudes, abilities, and attainments, and will be used to improve continuity in learning. The records provided help the school to design differentiated learning programmes. For pupils with identified SEND the SENCO / class teacher need records to:
HOW DO WE IDENTIFY AND ASSESS PUPILS WITH SEND?
A special educational need can be a number of different things. For example, a child may be having problems with aspects of English, Maths or perhaps social or emotional issues, which can be helped by putting extra support in at school. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.
At Crook Primary we believe that working in close partnership with parents is essential to provide a supportive approach to helping children and that communication is a key part of that.
Early identification of pupils with SEND is a priority. The school will use appropriate screen assessment tools, and ascertain pupil progress through:
The Role of the Class Teacher:
The code of practice clearly acknowledges the importance allocated to the teacher whose responsibilities include:
HOW DO WE SUPPORT PUPILS WITH SEND?
We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn. However, many children, at some time in their school life, need extra help. For pupils identified with additional needs we look closely at what additional support will help them achieve their full potential as part of a fully inclusive learning environment. Here are some of the ways we can do this:
Our aim is to work with parents/carers and pupils to listen to what is needed so we can offer a fully inclusive learning environment. We welcome ideas and input from home as a close working partnership helps us provide the best support for our SEND pupils.
THE RANGE OF PROVISION PROVIDED FOR PUPILS WITH SEND
The main methods of provision made by the school are
MONITORING PUPIL PROGRESS
Teaching SEN pupils is a whole-school responsibility. The core of the teachers’ work involves a cycle of planning, teaching and assessing, taking into account the differences in pupil’s abilities and interests. Some pupils may need increased levels of provision and support. Progress is the crucial factor in determining the need for additional support.
Adequate provision is needed which:
Where teachers decide that a pupil’s learning is not progressing as expected, the SENCO is the first to be informed. SENCO and teacher will review the approaches adopted. Where support additional to that provision is required, it will be provided through an SEN Support Plan. If, after further assessment, the school will consider requesting Statutory Assessment. Parents will be fully consulted at each stage. Each of these intervention programmes is described in appropriate sections of this policy. The school also recognises that parents have a right to request a Statutory Assessment.