Special Educational Needs (SEN)
Stroud Green is proud to be an inclusive school. We are committed to achieving the best for all students. Inclusive education means removing barriers to learning and giving children the best start in their lifelong learning. We believe it is good for all children to be educated together.
If a parent or carer has a concern about their child they should discuss this in the first instance with the class teacher. If concerns persist parents or carers may make an appointment to meet the Special Educational Needs Co-ordinator (SENCO).
The SENCO at Stroud Green Primary School is Rob Thomasson. Rob has overall responsibility for all children who have additional needs.
Rob is available to meet with parents or carers. Click here to email him directly or call the school on 020 7272 4539 if you would like to make an appointment.
Identification of Special Educational Needs
How we know if a child has special educational needs:
- Identification from data
- Teacher observation
- Parental concern
- Student concern
Some areas of SEN (in alphabetical order):
- Attention Deficit Disorder (ADD)
- Attention Deficit Hyperactivity Disorder (ADHD)
- Autistic Spectrum Disorder (ASD)
- Behaviour, Emotional and Social Difficulties (BESD)
- Hearing Impairment (HI)
- Gross/Fine Motor Skills difficulties/impairment (MOT)
- Moderate Learning Difficulties (MLD)
- Multiple Sensory Impairment (MSI)
- Medical Conditions (OTH)
- Physical Difficulties (PD)
- Profound and Multiple Learning Difficulties (PMLD)
- Speech, Language and Communication Needs (SLCN)
- Severe Learning Difficulties (SLD)
- Specific Learning Difficulties (dyslexia) (SpLD)
- Visual Impairment (VI)
Some of these areas of need are only addressed within specialist schools or provisions. An open dialogue between parents or carers and the school is encouraged.
Class teachers ensure that children’s individual needs are catered for appropriately within their classroom, whilst the SENCO provides information regarding which strategies and/or intervention programmes may be appropriate and specialist advice.
The SENCO makes referrals to external agencies if this is agreed to be appropriate because of the complexity of a child’s difficulty. Referrals are only made with parental support. Children with an identified need are placed on the SEN register, a document recording the type of need, support offered, agencies involved and targets to measure progress.
Levels of SEN
- SEN Support (formally known as School Action and School Action Plus): where the needs of children are met through the use of school based resources and external agencies when necessary.
- Education and Health Care Plan (EHCP, previously called a Statement of Special Educational Needs): where the needs are significant enough for a plan and additional funding to be necessary for multiple agencies to work with a child to overcome their barriers to learning.
Supporting children with SEN
Each child is different and individual, but some interventions we use to enable a child to achieve their potential are:
- In-class differentiation by the class teacher - either by level of work or breaking down tasks to make learning easier and aid understanding.
- In-class support by our trained and dedicated team of Special Needs Assistants (SNA), who might work full-time with one student, part-time with one student, with small groups inside and outside the class room.
- Specialist resources to aid learning.
- Support in and out of class by a Learning Mentor.
- Specialist intervention, e.g. from Speech and Language Therapist, from literacy teachers, numeracy teachers, physiotherapists, community language team, specialist nurses from Great Ormond Street Hospital and The Whittington Hospital.
- Referring to other agencies for assessment, advice and intervention, including the Child Development Centre (CDC), school nurse, Educational Psychology Service (EPS), Child and Adolescent Mental Health Service (CAMHS), Speech and Language Therapy (SALT), Speech, Language and Communication Service (SLCS), Visual Impairment Service, Hearing Impairment Service. Some of these agencies work in the school, to access other services children have to go with their parents or carers to see the specialists.
A core principle is to provide support in class, while accepting that some interventions have to happen out of class. We aim to keep withdrawals from lessons to a minimum.
Some children require targeted intervention with a SNA or Learning Mentor in small groups or one-on-one. The progress of children involved in intervention programmes is carefully tracked, so as to ensure that intervention programmes are effective.
Children with an EHCP and some children who utilise School Action Plus require a personalised education programme due to the complexity of their additional needs. This is planned by the SENCO, the class teacher, SNA and external experts as appropriate.
Parents or carers and teachers of children who are on the school’s special educational needs register meet with the SENCO to review progress, provision and to identify next steps. Outside specialists may support the needs of some children if this is deemed appropriate.
How we adapt our teaching
- Where necessary, learning objectives may be simplified in order to accurately match a child’s stage of development, so as to ensure they can make progress within every lesson.
- Children with specific learning difficulties may record their learning using alternative methods. This can include the use of IT.
- Additional resources and/or scaffolds may be provided. For example, a number square may be provided to help with calculation and writing frames with sentence starters to structure extended writing.
- Appropriately pitched questions are directed at children, so that all can be actively involved in whole class teaching sessions.
How we allocate resources
- The school’s Special Education Needs and Disability (SEND) budget is used to fund additional adult support in class and at playtimes, so intervention, enrichment and mentoring programmes can take place; to buy any specialist support, and/or resources which are necessary to ensure access to the curriculum; to cover the cost of training in order to build staff skills.
- Resources are allocated in line with each child’s needs, as identified on the provision map. The provision map is evaluated annually in order to judge the level of impact on pupil learning and progress to ensure value for money.
- The SENCO liaises with the school’s Finance Administrator and Head Teacher in order to ensure that the SEND budget is spent appropriately to support children with additional needs.
- Children who have an Education Health Care Plan will have their own allocated budget. This is spent on meeting the child’s needs directly and indirectly through resources and staffing.
How we check whether a child is making progress
- Teachers mark and assess each child’s learning and achievement towards targets in order to check they are making progress.
- Children are assessed three times a year. The SENCO analyses this data to ensure SEN children are making progress compared with their expected benchmarks.
- Children involved in intervention programmes are assessed at the start and end of the program in order to measure impact. The benchmarks used depend on the objectives of that intervention.
- The SENCO will be available at Parent Evenings to discuss progress of children on the SEN register. The parents or carers of children who are not on the Special Needs register are also welcome to come and discuss any concerns they may have.
- The school arranges practical presentations on such topics as phonics, reading and maths in order to build parent’s skills, so that they are more confident and able to support their children at home.
Children with health needs
The Welfare Assistants work with children with health needs. They also provide day-to-day first aid.
- Parents or carers of children who have a medical condition must notify the school, so our medical register is accurate.
- Children who have serious or chronic medical needs must have a medical plan, identifying what their condition is and what care needs to be provided as a result. If your child has a serious medical condition you must ensure that you make an appointment with the SENCO, so that a plan can be drawn up.
- If your child has an asthma pump or an Epipen you must ensure that these are labelled (child’s name and class) and handed to the school office, so that they can be stored in the medical room.
- If your child needs prescribed medicines these should, where possible, be administered at home. If medicine needs to be administered during the school day you must request a form from the school office and ensure that this is filled in and returned to school. Medicines will not be administered if this procedure has not been followed. A fridge is available in the medical room to store medicines that need to be refrigerated.
Trips and visits
- Our philosophy is to include all children in our enrichment programme including attending school trips. Children with additional needs may need special consideration in order to ensure that they can participate where ever reasonable adjustment can be made.
- Parents or carers are often invited to school trips to provide an appropriate level of supervision and ensure the safety and well-being of all.
Specialist external services we use when we think extra help is needed.
- We have access to an Educational Psychologist who can help with the identification of specific learning difficulties and barriers to learning; provides support and advice to parents or carers and school staff with regard to ensuring provision is appropriate and needs are met for children with additional needs; and may work directly with children as part of their personalised support package.
- An NHS Speech and Language Therapist supports us in school. She helps to identify children who have a specific difficulty with speech, language and communication. She also works directly with children providing blocks of speech and language therapy, as directed by the NHS.
- The Haringey Autism Team works with us in an advisory capacity to ensure provision is appropriate and effective strategies are being used for children on the autistic spectrum. They also run parenting classes externally in order to support parents or carers.
- The SENCO liaises with social care and therapeutic services in order to ensure families can be supported in times of need, or to build parenting skills.
- The School Nurse advises on medical issues and assesses medical needs in school, such as hearing and sight tests.
Other external services are commissioned when needed.
Preparing for children joining and leaving our school
- Parents or carers of children with additional needs will be invited to meet with the SENCO prior to their child starting, in order that the school has a good understanding of the child’s needs and can insure appropriate support and provision is in place.
- The SENCO liaises with colleagues in nurseries, pre-school settings and secondary schools in order to ensure that appropriate transition arrangements are in place.
- Year 6 teachers plan lessons during the summer term in order to prepare children for secondary school.
- Visits to local secondary schools are arranged for children who will be transferring to them. Students with additional needs may visit more often so they can prepare for the transition to secondary.