Lydbury North CofE (A) Primary School

Our SEND students' communication and interaction services: 1. Communication and Speech Needs.
How we define needs, rate them, and evaluate our progress How we might change instruction to make the curriculum more accessible How we assist and intervene for folks whose needs have been identified.
The class teacher, teaching assistants, and SENCO will implement the speech and language therapist's recommended personalised support programme once the child has undergone an evaluation at school or at a clinic. The IEP's speech and language goals are reviewed every term.
Sometimes the SLICC team will provide more specialised help or a speech and language assistant will provide further assistance.
liaison with Severndale Outreach for kids who must use signs and symbols to communicate.
EYFS outcomes would be mentioned. The SENCO would watch the youngster and take note of any behavioural patterns if the child continued to be a worry.
The SENCO would then collaborate with teachers, parents, and/or carers to establish an individual education plan and propose some supportive techniques.
Every half term, this plan would be evaluated, and if necessary, the child would be directed to specialised support organisations.
Make sure the learning environment is well-organized, consistent, and clearly labelled.
Create an EHAF with parents or other carers and contact CAHMNS for a potential diagnosis. Feedback to parents/carers on how to support their child at home is provided on a regular basis. Consistent home and school strategies are also developed. recommend local support groups like Autism West Midlands to parents and carers To assist the child's long-term needs, a statement of educational need may be requested for them.
(School Action) If the kid's behaviour becomes a problem, the SENCO will keep an eye on things and either propose additional intervention techniques or send the child to an outside organisation for guidance and assistance. Children are given the chance to work in small groups supported by an additional adult (School Action Plus). Work is carefully differentiated and children work in ability groupings within mixed aged classes Multi sensory learning that is active and motivating Range of structured support materials such as: bead strings, number lines and 3D letters.
Assessment by SENCO and interventions and support strategies put in place.
The class teacher and the teaching assistant keep a careful track of the child and record any observations.
The SENCO will observe and suggest intervention strategies or referral will be made through an Early Help Assessment Form.
This form is filled out with parents with the purpose of identifying the needs of the child and his or her family.
Ethos of care, concern and nurture SEAL curriculum Whole school behaviour policy Consistent routines and boundaries of expectations of behaviour Circle times Time to talk Time out spaces Circle of friends Anger management One to one or small group nurture Additional support at playtime and on off site visits Parent support advisor providing support and counsel for families.
The class teachers and teaching assistants in Nursery and Reception observe and monitor the children closely through quality learning stories.
Reference would be made to EYFS outcomes.
If concern is raised about a hearing difficulty referral can be made by the SENCO to an external agency such as the sensory inclusion team.
Wear mike if required Always face child when speaking Speak clearly and repeat instructions to child after class introduction Be aware that child will miss comments made by others in class discussions Offer home visit to the young child at home and work with parents to understand the level of hearing impairment and the difficulties they are encountering Liaise with the Sensory Inclusion Team and link up with assigned teacher of the deaf who will visit school on a regular basis to monitor progress and check on hearing aids.
Train an allocated teaching assistant to maintain hearing aids and mikes and ensure that they are working effectively each day.
Do sound check of classrooms to try to minimise background noise curtains and carpets One to one support on visit out of school Awareness of additional vigilance with health and safety issues such as noise level of fire alarm.
Parents/carers can also request an assessment by visiting their optician Reception age children will have a sight test in school and if concern is raised will be referred to an optician Ensure that children who wear glasses are clear about when they are to be used and learn to take care of them.
Pupils will sit near the front of class.
Offer home visit to the child at home and work with parents to understand the level of visual impairment and the difficulties they are encountering Liaise with the Sensory Inclusion Team Train an allocated teaching assistant for children with significant visual impairment to support them and adapt resources accordingly Do a specialist health and safety check of the school grounds such as painting white edges on all steps.
Particular note will be taken of the physical development focussing on mark making and gross and fine motor control.
Additional experiences will be planned to encourage development, but if there is concern the SENCO will suggest additional intervention strategies or refer to an Occupational Therapist for additional advice.
A referral will be made with the parent/carer consent and an assessment will take place.
A support programme will then be put in place with exercises to do at home and at school.
On occasions a block of physical therapy will be offered to a child for 6 weeks.
Offer home visit to the child at home and work with parents to understand the level of physical impairment and the difficulties they are encountering Liaise with the Sensory Inclusion Team Teaching assistant to work with small groups on programmes such as Cool Kids Use specialist equipment in classrooms Teoderescu programme.
Parents/carers are fully involved with the assessment and review process and good communication with home and school is vital to the quality of the support given to a child.
When a need has been identified the school will meet with parents/carers to discuss an Individual Education Plan for their child; which describes the support that is being put in place to help the child to progress.
If the child has a Statement of Educational Need then each year there will be an "Annual Review" when all professionals working with the child and the child's parent/carer will meet to review the progress that the child has made.
The SENCO is always willing to meet with parents/carers to offer further guidance and support.
How we involve our pupils with Special Educational Needs in the assessment and review process.
The SENCO monitors and reviews the Individual Education Plans to ensure that targets are realistic, achievable and relevant.
Children are involved in the review of these plans and this information is reported back to parents/carers.
Lessons are monitored by the Head teachers.
SENCO monitors the effectiveness of intervention programmes.
The SENCO meets with the SEN Governors each term and feeds back to the Governing body.
What activities are available to our pupils with Special Educational Needs, in addition to the curriculum?.
Individual care plans will be written for children needing additional support.
Teachers and support staff are well trained and have a range of valuable experiences in teaching children with Special Educational Needs.
Child protection training.
First aid (key members of staff additional medical training e.g. asthma, epilepsy).
Key members of staff work closely with multi agencies on specialised programmes for individual children and receive training.
How we obtain the services, provision and equipment required by our pupils with Special Educational Needs.
We refer the children to the following agencies that work with our Federation Speech and Language Therapy Services Occupational Therapy Services Educational Psychologist Education Welfare Officer Sensory Inclusion Severndale Outreach Woodlands Outreach CAMHS We work closely with these agencies and are able to act on their advice and source specialist equipment from them if necessary.
How we support the emotional and social development of our pupils with Special Educational Needs.
Ethos of Christian care and concern for all our children Personal, Social, Health Education programme The federation has its own Parent Support Advisor who provides additional pastoral support for children and their families and runs the Solihull Parent Support training in school.
Each school has a fully trained Learning Mentor Key members of staff have attended specialist courses run by mental health team (TAMH's) Each school had a grant to carry out a project aimed at the children's emotional well being Liaison with school nurse for support and advice Liaison with Community Support Officer for support, advice and training Nurture groups and one to one nurture times set up across the schools.
If you have any questions, concerns or complaints or compliments about our provision for pupils with Special Educational Needs.