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Bernard Gilpin Primary School

Hall Lane

Houghton-le-Spring

Tyne & Wear

DH5 8DA

Tel: 0191 5536523

 

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Policy for Special Educational Needs and Disabilities

Inclusion Statement

 

We endeavour to achieve maximum inclusion of all children (including vulnerable learners) whilst meeting their individual needs.

 

Teachers provide differentiated learning opportunities for all the children within the school, and provide materials appropriate to children’s interests and abilities.  This ensures that all children have a full access to the school curriculum.

 

Special Educational Needs might be an explanation for delayed or slower progress but is not an excuse, and we make every effort to narrow the gap in attainment between vulnerable groups of learners and others.

 

English as an Additional Language (EAL) is not considered a Special Educational Need. Differentiated work and individual learning opportunities are provided for children who are learning EAL as part of our provision for vulnerable learners.  

 

We focus on individual progress as the main indicator of success.

 

We strive to make a clear distinction between “underachievement" and special educational needs.

  • Some pupils in our school may be underachieving but will not necessarily have a special educational need. It is our responsibility to spot this quickly and ensure that appropriate interventions are put in place to help these pupils catch up.  

  • Other pupils will genuinely have special educational needs and this may lead to lower-attainment (though not necessarily to under-achievement).  It is our responsibility to ensure that pupils with special educational needs have the maximum opportunity to attain and achieve in line with their peers. Accurate assessment of need and carefully planned programmes, which address the root causes of any learning difficulty, are essential ingredients of success for these pupils.

  • These will be provided, initially, through additional support funded from the devolved schools budget.

 

Aims and Objectives of this Policy

 

The aims of our Special Educational Needs and Disabilities policy  are:

  • To provide curriculum access for all.

  • To secure high levels of achievement for all.

  • To meet individual needs through a wide range of provision.

  • To attain high levels of satisfaction and participation from pupils, parent and carers.

  • To carefully map provision for all vulnerable learners to ensure that staffing deployment, resource allocation and choice of intervention is leading to good learning outcomes.

  • To ensure a high level of staff expertise to meet pupil need, through well targeted continuing professional development.

  • To work in cooperative and productive partnership with the Local Authority and other outside agencies, to ensure there is a multi-professional approach to meeting the needs of all vulnerable learners.

  • To “promote children’s self-esteem and emotional well-being and help them to form and maintain worthwhile relationships based on respect for themselves and others”. (National Curriculum, 2000).

 

 

At Bernard Gilpin Primary School our Special Educational Needs provision has taken into account the following statements and definitions :

 

“Defining achievement in terms of the number of targets on an individual education plan achieved across a given time rarely ensured rigorous evaluation of provision or pupils’ progress. What made the difference to higher outcomes was effective target-setting within the curriculum or personalised programme as part of a whole-school policy on assessment.”

‘Inclusion: does it matter where pupils are taught?’ (Ofsted, 2006a)

 

“Special educational provision is educational or training provision that is additional to or different from” that made generally for others of the same age.  This means provision that goes beyond the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching”  

SEN Code Of Practice (2014)

 

"This is not necessarily “more literacy” or “more maths” but would be interventions which address the underlying learning needs of the pupil in order to improve his or her access to the curriculum.”

“Achievement for All” (National Strategies : 2009)

 

"Across all the education providers visited, the keys to good outcomes were good teaching and learning, close tracking, rigorous monitoring of progress with intervention quickly put in place, and a thorough evaluation of the impact of additional provision."

Ofsted SEN Review 2010

 

“Ensuring that schools are clear about their provision that is normally available for all children, including targeted help routinely provided for those falling behind and the additional provision they make for those with SEN, should simplify the process of planning the right help at school level” (p68)

SEN Code of Practice 2014

 

 

 

Roles and Responsibilities:

 

Governing Body:

 

In conjunction with the Headteacher:

  • They will determine the school’s general policy with approach to provision for children with special educational needs, establish the staffing and funding arrangements and maintain a general oversight of the school’s work.

  • Appoint an SEND link governor to take a particular interest in and closely monitor the school’s work on behalf of children with special educational needs.

 

The Headteacher – Mr A Bainbridge

  • The Headteacher is responsible for the day to day management of all aspects of the school, this includes the support for children with SEND.

  • The Headteacher will give responsibility to the SENDCo and class teachers, but is still responsible for ensuring that your child’s needs are met.

  • The Headteacher ensures that the Governing Body is kept up to date about issues relating to SEND.

 

 

The SENDCo - Mrs S Reeves

 

Responsible for:

 

Developing and reviewing the school’s SEND policy and coordinating all the support for children with special educational needs or disabilities (SEND).

 

Ensuring that parents are:

  • involved in supporting their child’s learning

  • kept informed about the support their child is getting

  • involved in reviewing progress

 

Liaising with all the other people who may be coming into to school to help support children’s learning e.g. Speech and Language Therapy, Educational Psychology etc.

 

Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of children’s progress and needs are kept.

 

Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.

 

 

The Class teacher

 

Responsible for:

  • Checking on the progress of SEND children and identifying, planning and delivering any additional help needed (this could be targeted work or additional support) and letting the Special Education Needs/Disabilities Coordinator (SENDCo) know as necessary.

  • Writing Pupil Progress targets /Individual Education Plans (IEPs), based on the smaller steps outlined in PIVATs (Performance Indicators for Value Added Target Setting), and sharing and reviewing these with parents at least once each term and planning for the next term.

  • Personalised teaching and learning for children as identified on the school’s provision map.

  • Ensuring that the school’s SEND Policy is followed in their classroom, and for all the pupils they teach with any SEND.

 

Support available for children with SEND in our school

 

a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).

 

This means:

  • That the teacher has the highest possible expectations all pupils in their class.

  • That all teaching is built on what children already knows can do and can understand.

  • Different ways of teaching are in place so all children are fully involved in learning in class -this may involve using more practical learning.

  • Specific strategies (which may be suggested by the SENDCo) are in place to support learning.

  • Teachers carefully check on progress in order to decided where gaps in learning are put in strategies to address such issues.

 

Specific group work

 

Intervention which may be:

  • Run in the classroom or the Booster Room.

  • Run by a teacher or a Teaching Assistant (TA).

 

b) Specialist groups run by outside agencies e.g .Speech and Language therapy

 

SEN Code of Practice 2014: School Support (SS)

 

Children who have been identified by the SENDCo / class teacher as needing some extra specialist support in school, from a professional outside the school, will receive the support they need - this may be from:

  • Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)

  • Outside agencies such as the Education Psychology Service (EPS).

The specialist professional will work with children to understand their needs and make recommendations as to the ways your child is given support.

 

c)  Specified Individual support

 

This type of support is available for children whose learning needs are, severe, complex and lifelong.

 

This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means children will have been identified by professionals as needing a particularly high level of individual or small group teaching.

 

The Statement or EHC Plan will outline the number of hours of individual/small group support the child will receive from the LA and how the support should be used, and what strategies must be put in place. It will also have long and short term goals.

 

How Extra Support is Allocated

 

The school budget, received from Sunderland LA, includes money for supporting children with SEND, as identified in the census.

  • The Headteacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors, on the basis of needs in the school

 

The school identifies the needs of SEND pupils on a provision map. This identifies all support given within school, and is reviewed regularly and changes made as needed, so that needs of children are met, and resources are deployed as effectively as possible.

 

School provision/Interventions

  • Specified teachers are responsible for teaching SEND groups/individuals on a part-time basis.

  • Teaching Assistants mainly working in the Booster Room with either individual children or small groups.

  • ICT support in the form of writing and maths programmes and Lexia, a phonic reading programme, is delivered by a specialist ICT teacher and teaching assistants,  during specified ICT lessons and small group or individual sessions, according to need.

 

Local Authority Provision delivered in school

  • Autism Outreach Service

  • Educational Psychology Service

  • Sensory Service for children with visual or hearing needs

  • Parent Partnership Service

  • SALT (Speech and Language Therapy)

  • B.I.T (Behaviour Intervention Team)

  • Language and Learning Support Team

 

Health Provision delivered in school

  • Additional Speech and Language Therapy input to provide a higher level of service to the school.

  • School Nurse

  • Occupational Therapy

  • Physiotherapy

  • CAMHs

 

 

Partnership with Parents/Carers 

 

The school aims to work in partnership with parents and carers.  We do so by:

working effectively with all other agencies supporting children and their parents

  • giving parents and carers opportunities to play an active and valued role in their child’s education

  • making parents and carers feel welcome

  • encouraging parents and carers to inform school of any difficulties they perceive their child may be having or other needs the child may have which need addressing

  • instilling confidence that the school will listen and act appropriately

  • focusing on the child’s strengths as well as areas of additional need

  • allowing parents and carers opportunities to discuss ways in which they and the school can help their child

  • agreeing targets for all pupils, in particular, those not making expected progress and, for some pupils identified as having special educational needs, involving parents in the drawing-up and monitoring progress against these targets

  • keeping parents and carers informed and giving support during assessment and any related decision-making process

  • making parents and carers aware of the Parent Partnership services.

  • providing all information in an accessible way, including, where necessary, translated information for parents with English as an Additional Language.

 

Involvement of Pupils

 

We recognise that all pupils have the right to be involved in making decisions and exercising choice. In most lessons, all pupils are involved in monitoring and reviewing their progress through the use of targets.  

  • We endeavour to fully involve all pupils by encouraging them to:

  • state their views about their education and learning

  • identify their own needs and learn about learning

  • share in individual target setting across the curriculum so that they know what their targets are and why they have them,

  • self-review their progress and set new targets

  • (for some pupils with special educational needs) monitor their success at achieving the targets on their Individual Education Plan.

 

 

Measuring Progress

 

Children's progress will be continually monitored by his/her class teacher.

  • Progress will be reviewed formally every term in reading, writing and numeracy.

  • For children in Year 1 or above, a more sensitive assessment tool can be used, which shows their attainment in more detail - breaking learning down into smaller steps (PIVATS - Performance Indicators for Value Added Target Setting).

  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.

  • Where necessary children will have an IEP based on PIVATS (Performance Indicators for Value Added Target Setting). Targets will be set, using these PIVAT levels, designed to accelerate learning and close the gap. Progress against these targets will be reviewed regularly, evidence for judgements assessed, and a future plan made.

  • The progress of children with a statement of SEND/ EHC Plan will be formally reviewed at an Annual Review, with all adults involved with the child’s education.

  • Regular book scrutinies and lesson observations will be carried out by the SENDCo, and other members of the Senior Management Team, to ensure that the needs of all children are met, and that the quality of teaching and learning is high.

 

 

Bernard Gilpin Primary School is accessible to children with SEND

 

The school is fully compliant with DDA requirements.

 

The school is on one level with easy access and double doors and ramps.

 

The front desk has a wheel chair height section.

 

There is a disabled toilet, shower area and changing facilities.

 

We ensure, where ever possible, that equipment used is accessible to all children regardless of their needs.

 

After school provision is accessible to all children including those with SEND.

 

All extra-curricular activities are accessible to children with SEND (see website for details).

 

Evacuation plans are in place for specified SEND children.

 

Specific risk assessments are done for children when considered necessary.

 

 

Transition

 

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

 

If a child is moving child to another school:

  • We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that need to be made for your child.

  • We will make sure that all records about your child are passed on as soon as possible.

 

When moving classes in school:

 

Information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher. IEP s will be shared with the new teacher.

 

In Year 6:

  • The SENDCo will discuss the specific needs of your child with the SENDCo of their secondary school.

  • Where possible children will visit their new school on several occasions, and in some cases staff from the new school will visit children in this school.

 

 

Safeguarding and Emotional and Social Development support for  children with SEND

 

We recognise that pupils with SEND may well have Emotional and Social Development needs that will require support in school.

  • The Emotional Health and Wellbeing of all our pupils is very important to us.

  • We have a robust Safeguarding Policy in place, following National and LA Guidelines and we recognise that some groups of children are more at risk i.e. children with Special Educational needs or disabilities.

  • The Head Teacher, Deputy Head Teachers and all staff continually monitor the Emotional Health and Wellbeing of all our pupils.

  • Provision is made, within our Booster Room, for any child who may need additional emotional support.

  • We recognise that children with SEND are vulnerable so have a robust Behaviour Policy and Anti-bullying Policy in place, and copies of which can be obtained from the school office along with the Complaints Policy and Procedures.

 

 

Storing and Managing information

 

All documents referring to children with SEND are kept by the SENDCo, and are stored in a locked filing cabinet. When documents are transferred they have to be signed for.

 

 

Training and Expertise in School

 

In accordance with Section 6 of the SEN Code of Practice 2014, our Special Educational Needs Coordinator is a qualified teacher working at our school and has statutory accreditation.  If a new SENCO is appointed, he/she will gain statutory accreditation within three years of appointment.

  • The SENCO will regularly attend local network meetings

  • All staff will be trained in how to best support all vulnerable learners in order to maximise their achievement as part of the school development plan and annual schedule of continuous professional development.

  • Specialist advice and expertise in relation to assessment and support of individual pupils will be commissioned by the school from the open market.  Service level agreements and quality assurance criteria will be put in place at the point of commissioning and the Headteacher and senior leaders will be responsible for reporting to governors on the efficacy of these arrangements (including value for money).  Our school will, wherever possible, join with other schools in joint commissioning and quality assurance arrangements.

 

 

Inclusion of pupils who are gifted and/or talented

 

In this section the term ‘gifted’ refers to pupils who have a broad range of achievement at a very high level. Those children who are very able, have very well-developed learning skills across the curriculum. All lessons are differentiated to meet the needs of these children, and opportunities are planned and provided to stretch their learning further.

 

The term ‘talented’ refers to pupils who excel in one or more specific fields, such as sport, the arts or music, but who may or may not perform at a high level across all areas of learning. Identified pupils receive extra peripatetic music tuition. Those identified as succeeding in sport receive extra small group coaching.

 

The aims of our school make specific reference to teaching and learning that takes into account the needs of all children.

 

Based on DFES guidelines, we monitor the children closely in the FS and at KS1, but we only identify very able and talented children once they are in KS2.  

 

 

Provision

 

Teachers have high expectations and plan carefully to meet the learning needs of all our children. We give all children the opportunity to show what they know, understand and can do.

 

From Year 1 to Year 6 we set targets for English and mathematics at the appropriate level. We teach the children in our classes with appropriate differentiation.

 

We offer a range of extra-curricular activities for our children. These activities offer very able and/or talented children the opportunity to further extend their learning in a range of activities. Opportunities include a range of sporting and musical clubs. School based provision includes opportunities for performance, artists in residence, specialist teaching and partnership with primary and secondary schools.

 

 

MEDICAL REGISTER

 

Children in Bernard Gilpin Primary School, who have medical problems, will not be placed on the School’s Special Needs Register unless they have a Statement for their medical needs or their condition is significant enough to affect learning achievement.

 

Children in school who have medical problems will be placed on the School’s Medical Register.

 

A form is given to parents to complete, before their child enters Bernard Gilpin Primary school giving significant medical details. This will be regularly updated.

 

There is a medical file in the office, which holds emergency references for every child, in case they may require hospital treatment.

 

There is a medical file in the office, containing the emergency procedures which have been agreed by the Governors, the Headteacher, the parents and medical advisors, in case emergency medical treatment should become necessary for a particular child.

 

Any child in this register has an individual medical plan, which is kept in the Medical Register file, a copy of which is in the class SEN file.

 

It is the responsibility of each member of staff to familiarise themselves with such information.