SEND Code of Practice – 0 ~ 25 years April 2014
Here at Myrtle Park Primary School we pride ourselves on being a fully inclusive school that strives to enable all pupils to achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs).
Children may have special educational needs that require additional support when progress in limited or not evident. At Myrtle Park we implement a graduated approach based on the guidance from Bradford Metropolitan District Council’s Children’s Services for SEN. This approach is based on an Assess-Plan-Do-Review 3 range structure. The 3 Range Structure for each area of SEN.
Myrtle Park’s local offer is intended to provide you with the information regarding the approaches we use in school to ensure all of our pupils are supported, including those with SEND, in order that they can achieve their full potential. It does not list every skill, resource and technique we employ in order to achieve this as these are being continually developed and used to modify our provision to meet the changing requirements for individual pupils.
Pupils are identified as having SEND when they have a greater difficulty in learning than the majority of children of the same age and/or a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age within the areas of the Local Education Authority. Once it has been identified that a pupil has a SEND we will work collaboratively with the family and appropriate agencies, implementing specific needs-based plans and pupil profiles, which will then support the pupil’s development and in turn accelerate progress.
SENCO / Deputy Headteacher
All Bradford schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s and or disabilities being met in a mainstream setting wherever possible, where families want this to happen.
Please see our Local Offer document for further information.
Who is responsible for SEND provision?
All our staff are have a duty to providing eduaction and support for SEND pupils here at Myrtle Park.
In the classroom class teachers and support staff work towards provided a well balanced and tailored cuuriculum that is accessible by all the children. First Quality teaching is a high priority and encompasses the need to tailor provision to meet the needs of all our learners.
Our Learning Centre supports teachers and support staff in identifying more specific needs and programmes of learning for SEN individuals. They liaise closely with staff sharing knowledge and resources appropriate to the needs of the children.
Pupils that have an Education Health Care Plan are supported by the class teacher and / or a designated member of support where appropriate.
If you have any concerns in relation to your child and possible SEN, relevant contacts are listed below;
- Upper & Lower KS2 Manager – Mrs Sally Knowles
- Early Years & KS1 Manager – Mrs Anne Hargreaves
- SEND provision & Inclusion – Mrs Anna Riley
- Named SEND Governor – Mrs Sabreena Awan
Special Education Provision
All SEN children’s needs are tailored for through a carefully planned and designed education programme. This programme is brought together through liaising with specialist support where necessary, parents and school staff. This programme is carefully monitored, evaluate and adpated to respond to the child’s needs, development and progress.
Our Single Equlaity Policy states that the achievement of pupils will be monitored by race, gender and disability and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will use this contextual data to improve the ways in which we provide support to individuals and groups of pupils. Please refer to the complete poilcy located in the ‘About Us’ area of the website under ‘Useful policies’.
Myrtle Park Primay School has two lift access points in the Key Stage Two playground. Ramps are located in the Early Years, Key Stage One playground and at the main reception. We welcome suggestions for further improvements regarding access. Please contact Mrs Julie Morton (School Business Manager), to discuss this if necessary.
Additional Educational Needs
The provision and progess of children in our identified significant groups, which include children with a SEN, is regulary reported to our Governing Body. They are aware of changes to policy and practice within school and challenge Senior Leaders in ensuring high quality of provision for all group sof children.
Our named SEND Governor is Mrs Sabreena Awan.
Our Learning Support Staff Team
We have a highly dedicated and skilled team of Learning Support Staff commited to supporting children with their learning.
Working closely with class teachers and Learning Centre, they provide high quality group work as part of First Quality Teaching, tailored intervention programmes designed by teaching staff, small group extraction work using high quality resources and in some cases 1:1 support in and out of the classroom. These short term interventions are all ‘additional to’ and not ‘instead of’ national curriculum lessons.
All our Learning Support staff are trained in using a variety of specific resources such as PM Benchmarking, Violet Brand, Toe by Toe, GInger Bear etc.
We use the principles of ELKAN throughout school to ensure we are communication friendly to all learners. This includes the whole school use of visual timetables in every classroom, processing time allowance and restorative practice using the BLANK level questioning resources to support children. All school staff are regularly trained and attend annual refresher INSET to ensure consistency throughout school.
- Anti Bullying Policy
- Child Protection Policy
- Single Equality Policy
- Inclusion Policy
- Behaviour Policy
- Use of Reasonable Force to Control or Restrain Policy
- Safeguarding Policy
- Personal Hygiene Care Policy
- Medication Policy
- Teaching & Learning Policy
- Health & Safety Policy
External Agency Links
Working collaboratively with external agencies enables us to support the children in the most effective way posible.
We host mutli disciplinary meetings where appropariate and work closely with the Educational Psychology Team, SEMH Team and other relevant agencies.
Agencies we currently work with;
- Bradford Children’s Services SEN Team
- Bradford Children’s Services Early Years Team
- Bradford Children’s Services ASD Team
- Bradford Children’s Services Learning Difficulties Team
- Bradford Children’s Services Physical Difficulties Team
- Bradford Children’s Services BESD Team
- Bradford Children’s Services Educational Psychology Team
- Speech & Language Therapy Service
- Child & Adolescent Mental Health Service (CAMHS)
- Common Assessment Framework (CAF) Team
- School Nursing Team
- YMCA Stepping Stones Team
SEND CPD for Staff
- Two staff members have been fully trained in ELKLAN.
- Two staff memebers have completed the Active Literacy course.
- Key staff have been trained in use of Team Teach.
- All our Early Year practitioners have had Makaton training.
- All teaching staff have had training in the use PECS (Picture Exchange Communication System).
- School Priorities and INSET for all teaching staff this year include;
- Clarity in the identification of children who have barriers to learning.
- Effective baseline assessment to support the tracking of progress for all children.
- Introduction of Learning Passports for children at Range 2.
- The Learning Centre
- The Nurture Breakfast Group
Does my child have a disability?
The Equlity Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has substantial and long term adverse effect on their ability to carry out normal day-to-day activities.
A Physical or Mental impairment includes;
- Learning difficulties
- Medical conditions – epilepsy, diabetes, severe asthma and eczema.
- Specific learning difficulties, including dyslexia, autism, language and communication impairments.
If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities it may amount to a disability.
A young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him / her.
A young person has a learning difficulty or disability if he / she:
1) Has significantly greater difficulty in learning than the majority of others of the same age, or
2) Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school.
If you would like to discuss your son or daughter please contact Mrs Anna Riley or Mrs Sharron O’Grady.
Teaching, Learning & Assessment
As a school we reflect on previous years’ achievements and identify ways of further developing practice and improving outcomes for all our children.
Our school development plan acknowledges our significant groups in school of which our SEND children are one. This information informs our in house appraisal process for all staff.
In the classroom this shared accountability presents itself through a heightened awareness of a shared vision between staff, challenging the children, tailoring provision to meet needs and keeping up to date with new initiatives and teaching styles and techniques.
Every child does matter and we strive to stand by our school aims as a school community.
- High Standards in everything we do
- Learning skills for life together
- Making happy memories, realising dreams
Provision for Designated SEND Pupil Groups
Our main aim for children with a SEND, is to support the learning and progress through tailored provision. We will;
- Ensure that all pupils with SEND are provided with the opportunity to achieve personal, emotional and academic success.
- Advise teaching and non-teaching staff about individual needs of children with SEND.
- Assess pupils to ensure that the most appropriate access arrangements are put in place during statutory assessments
- Provide additional out of lesson activities to enable all groups of learners to make progress.
- Manage and deploy non-teaching staff effectively to support SEND children across school appropriately.
Pupils who are in the care of Bradford or Neighbouring Local Authorities.
- Monitoring and reporting to the relevant authority, where requested, academic progress every half term.
- Attending and contributing relevant information at review meetings.
- Maintaining strong working relationships with carers, Children’s Services and parents.
Pupils who have been placed on the Child Protection Register
- Ensuring that confidentiality is maintained and the pupil is provided with discreet and confidential individual support within the school setting.
- Attending core group meetings to ensure protection plan is adhered to.
- Liaise with relevant professionals involved.
- When it is required, key worker designated in school to provide additional support.
Pupils with Temporary / Long Term medical needs.
- In line with the school medication policy manage and monitor the administration of prescribed medicines effectively.
- Ensure an appropriate Health Care Plan is in place and is ahered to.
- Ensure that medication is admisitered effectively and in accordance with guidance given on school trips / visits.
- Ensure all staff are equipped with the skills and knowledge necessary to administer medication such as an EPIPEN and Insulin
Pupils who are experiencing difficulties maintaining progress.
- Provide appropriate support to identified pupils in order that they are able to access mainstream curriculum lessons.
- Provide behaviour support plans, passports to learning or IEPs to enable them to work towards academic success.
- Consider social and emotional support necessary within the passport or IEP.
Pupil support & Guidance
At Myrtle Park Primary School we endeavour to have the children’s best interests and well-being at the heart of all the decisions that are made. We aim to provide high quality provision for all children that responds to, is tailored and adapted to meet children’s individual needs.
Children identified as having some barriers to learning or gaps in learning at Range 2, will collaboratively create a passport to learning. This will highlight preferred learning styles and areas to develop. A short term intervention may be put in place via the Learning Centre, to support the child and accelarate progress.
Children identified as having a SEN at Range 3, have a carefully designed individual education plan and provision map. These plans incorporate a wide range of areas of development to build those essential skills for life in the future.
Working alongside parents is crucial in the success of the children’s development, thus we strive to build strong relationships with parents to support this process.
Our staff are dedicated to ensuring excellent outcomes for all. They work as part of a team towards this shared goal. Our staff team comprises of class teachers, classroom support, HLTAs and Inclusion team members.
- An audio clip from Woman’s Hour;
‘How can you help your child develop their speech and language skills?’
Education Secretary Damian Hinds says it is a “scandal” that some children still start school unable to speak in full sentences. Mary Hartshorne from the children’s communication charity I CAN joins us to share the simple things you can do to help your child speak more fluently.
2. A blog with advice from Mable Speech & Language Therapy Services;
Readiness for Speech & Language.
3. A link to information about 5 apps which offer fun, interactive learning and cover everything from Autism Spectrum Disorder to Mental Health Awareness