SEN Report


Local Offer

School Name: Orchard Primary School

School Type:  Mainstream

1. How accessible is the school environment?
  • Fully wheelchair Accessible Auditory (Mic system in most classrooms) / Visual enhancements
  • The Orchard Primary School building has one level; this makes it easily accessible for disabled children and adults.
  • There is a disabled parking bay
  • There are double doors strategically placed around the building to allow wheel chair access
  • There is a disabled toilet and a changing room
  • As a school we are happy to discuss individual access requirements.

2. How are children identified as having Special Educational Needs?
At Orchard Primary School, children are identified as having SEN in a variety of ways e.g.
  • Concerns raised by parents / carers
  • Concerns raised by teachers
  • Concerns raised by the child
  • Changes in a child’s behaviour or self- esteem which is affecting progress
  • A child finds learning difficult
  • Child performing well below age related expectations
  • Information received from pre- schools and outside agencies e.g. speech and language therapist, Paediatrician, Occupational Therapists, Autism Advisory Service etc.
  • Concerns are also raised at the termly Pupil Progress Meetings

3. How are parents and carers supported if they think that their child has SEN?
We have an open door policy. Parents have a good relationship with staff and they are encouraged to speak to their child’s class teacher if there are any concerns.
At Orchard Primary we invite parents in to speak to the class teacher in the first instance and if there are further concerns parents and carers are referred to the SENCO, Mrs Gwillam
The process…
1)    Speak to class teacher
2)    Make an appointment to meet SENCO, or the SEND T.A.  Your child’s needs will be discussed and recorded
3)    SENCO will work with your child and their class teacher to identify the areas of need and set individual targets
4)    Additional support will be given to your child if necessary. This may be additional support from the Class Teacher, Teaching Assistant, Speech and language Assistant, SENCO or SEND TA.  If the need is social or emotional, they may be referred for mentoring, play therapy or counselling.
5)    Review of targets and progress that has been made towards targets
6)    If targets are not met they will be broken down into smaller steps
7)    SENCO will make an appointment with parents to discuss the involvement of outside agencies if there are concerns about progress
8)    Outside agency involvement –advice and support
9)    If there are still concerns about progress and the needs are complex, a meeting may be set up to discuss an assessment for an Education Health Care Plan.

4. How are parents/carers kept informed about the support the school have put in place?
Each child’s learning will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional support by the teacher or teaching assistant in class.
If a pupil has needs related to more specific areas of their education, such as reading, spelling, handwriting, numeracy etc. then the pupil will be placed in a small focus group.  The child may receive extra literacy/numeracy support from the SENCO or specialist TA. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.
These interventions will be recorded on the provision map (this is a record of the interventions, timings, and impact of the intervention) Parents are notified about interventions by the class teacher, SENCO or SEND TA.

If you have any queries related to the interventions, please do not hesitate to contact the class teacher or SENCO.

Pupil Progress Meetings are held each half term. This is a meeting where the class teacher meets with the Senior Leadership Team and the SEND Team, to discuss the progress of the pupils in their class. This shared discussion highlights any potential problems .and monitors existing interventions and support.

Occasionally, a child may need more expert support from an outside agency such as the Educational Psychologist, Paediatrician, Hearing Impaired Team, ASD Team, OT/Physio Therapists etc. Referral forms are then completed, in conjunction with parents/carers and forwarded to the appropriate agency. Parents are kept informed of the outcomes of these referrals.
The SEND Team has a termly meeting with Mrs Twynam, the SEND governor, who monitors SEND provision and progress. She reports this information to the full governing body.

5. How is the curriculum differentiated and matched to a children’s needs?
When a child has been identified as having special educational needs, their work will be differentiated by the class teacher.  This will enable them to access the curriculum more easily. The class teacher works with all children in their class. The class teacher will plan the work for the TA.   TA’s may be allocated to work with children 1-1 or in a small group. All support staff receive internal and external training for the areas of SEND support that is relevant to them.
If appropriate, specialist equipment may be given to support individual pupils
eg. Writing slopes, pen/pencil grips, adapted scissors, coloured overlays, visual aids.

6. How is progress measured?
We communicate regularly with parents. You are welcome   to make an appointment to meet with either the class teacher or SENCO and discuss your child‘s progress. We can offer practical advice and resources so that you can help your child at home.
If your child is on the SEN register they may have an Individual Education Plan (IEP)/Care Plan, which will have individual or group targets. This is discussed on a termly basis and when appropriate, parents are given a copy of the document. The targets are set by the class teacher and the SENCo and parents are encouraged to contribute to targets. When appropriate, Structured Conversations will be held, involving the parent/child and relevant staff.
If your child has complex SEND they may have a Statement of SEN/EHC Plan. This means that a formal Review meeting will take place with you and all agencies involved, to discuss your child’s progress. All reports are co-lated and all relevant parties are given copies.

7. How are parents/carers kept informed about their child’s progress?
As a school we measure children’s progress in learning against National expectations and age related expectations.
The class teacher continually assesses each child and notes areas of improvement and where further support is needed. As a school, we track children’s progress from entry at Nursery through to Year 6, using a variety of different methods including Development Matters and National Curriculum levels.
Children who are not making expected progress are picked up through Pupil Progress meetings with the class teacher, Senior Leadership Team and the SEND Team.
In this meeting a discussion takes place around individual children who are experiencing difficulty.  Further support is planned to aid their progression. If your child is discussed at one of these meetings and additional support is recommended, you will be informed.

8. How are parents/carers helped to support their child’s learning?
At Orchard Primary school we maintain regular contact with parents.   We do this in a variety of ways, including;
  • School weekly Newsletter
  • Reading Journals are sent home daily
  • Contact books are sent home daily
  • Parent workshops on how to support your child in  reading, writing and maths
  • Target Meetings, Parent Evenings / Structured Conversations
  • School Website
  • Assemblies-Class / Gold Book

9. How are wellbeing, personal and medical needs supported in school?
We offer a wide variety of pastoral support for children who are encountering emotional or social difficulties. We have a caring, understanding team who look after our children and parents.
Your child’s class teacher is the first person to contact with concerns about your child’s overall wellbeing.
If further support is needed, the class teacher will liaise with the SENCO, who will give advice and support and put a plan of action into place. This may involve a Mentor, Play Therapist or Counsellor to support your child.

Children with medical needs
If a child has a medical need, then a detailed Care Plan is compiled by the Lead First Aider, in consultation with parents/carers and the school nurse. This is discussed with all staff who are involved with the child.
We have fully trained first aiders in all Key stages. Staff are also trained to deal with relevant medical situations eg epilepsy, use of the Jext pen.
If your child has a medical condition that requires medication, a meeting will be held with parents/carers, SENCo, designated staff members and first aider to explain our Health and Safety Policy and procedures. Parents and all staff members who agree to administer medicines will sign a medication agreement form to ensure the safety of both child and staff member.

Behaviour
At Orchard Primary we have a very positive approach to all types of behaviour, with a clear rewards and sanctions that is followed by all staff and pupils. Positive reward systems are used eg Do-jos, house points, class credits, certificates.
If a child has behavioural difficulties, an Individual Behaviour Plan, is written alongside the child, teacher and parents to identify the specific issues.  Appropriate support is put in place and closely monitored. It may be necessary to implement a Pastoral Support Plan (PSP) which involves staff/parents and the child. At this meeting targets are set and reviewed after 6 weeks.
As a result of the support we give, we rarely exclude children, however we have zero tolerance for physical violence towards other children or staff.
After any behaviour incident we expect children to reflect on their behaviour with a member of staff.  The Senior Leadership Team is informed and involved when appropriate.  .
This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
In the weekly Gold Book assembly, children are awarded certificates for: Good work/Spirit Award/Lunch time Awards.

Attendance
Attendance of every child is monitored on a daily basis by the Admin Officer. Lateness and absence are recorded and reported to the Head teacher.
Good attendance is rewarded in a Celebration Assembly, with certificates and special badges. Golden Time is given to the class with the best attendance each week.
Where families are struggling with attendance and punctuality we may refer parents to the Family Liaison Advisor who will offer advice and strategies to support parents with this issue.

10. How do children contribute to the everyday life of the school? How are their views gathered?
We encourage every child to contribute and to express their thoughts and ideas which we value, respect and celebrate. We do this in different ways throughout the school year:
  • In the classroom all  children are encouraged to contribute to lessons
  • There is a School Council meeting every half term where issues or viewpoints are discussed.
  • We have pupil questionnaires to gather their ideas and opinions.
  • Children with social, emotional and behavioural needs set their behaviour targets with their Class Teacher and Mentor.
  • Children who have IEPs / Care Plans / Behaviour Plans, are given the opportunity to express their views.
  • When appropriate, children are involved in Structured Conversations
  • Children with a Statement of SEN/EHC Plan will contribute their opinions prior to the Review.

11. What expertise and specialist services are available through the school?
As a school, we work closely with many external agencies who offer advice and support for individual children within our school. These include:
  • Educational Psychologist
  • Speech & Language Therapists
  • School Nurse
  • Social Care
  • Occupational Therapists
  • Paediatricians
  • AEN Moderation Partner
  • Behaviour Support Service
  • Play Therapists
  • CAMHS(Child and Adolescent Mental Health Service)
  • Autism Advisory Service
  • Hearing Impaired Team
An Educational Psychologist is allocated to each school. If a child’s needs are considerable, there may be the need to carry out an Educational Psychologist assessment.  The Psychologist will also meet with the parents/carers to gain a deeper insight into the child’s needs.
A termly EIT (Early Intervention Team) meeting is held to discuss the children on the SEND Register.  This is attended by the Educational Psychologist, the Team Leader, AEN/BSS and the SEND Team.

12. What training do staff receive?
All staff receive training related to SEND issues.
Our SENCo has been trained in a wide range of SEN including Dyslexia, Autistic Spectrum Disorder, Attention Deficit Hyperactivity Disorder, (ADHD), Speech, Language and Communication and Social and Emotional Aspects of Learning
We also have 2 Speech and Language Teaching Assistants who have specific training and expertise in this area.

13. How are school trips and activities outside the classroom organised? How does the school ensure that pupils with SEND are included?
Activities and school trips are a very important part of every child’s learning experience at Orchard Primary.
Risk assessments are carried out and procedures are put in place to enable all children to participate.
If a child has a Teaching Assistant he/she will accompany them on the trip..

14. How are children supported when changing schools or transferring to other education, employment or training?
A home visit is carried out for our new nursery and reception children. The SENCO attends an information sharing day with the Pre- school and Secondary School SENCO,’s.  When appropriate, the SEND Team will visit pre- school settings where SEND has been identified. .
All new children are invited to visit the school prior to starting.  They will meet the Head teacher or Deputy Head teacher to have a welcome meeting and be shown around the school.
For children with SEND we would encourage further visits to assist with transition.
  • We write social stories with children if transition is potentially going to be difficult.
  • When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits.
  • Our ‘feeder’ secondary schools, run a programme specifically tailored to aid transition for the more vulnerable pupils.
  • We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.

15. How are resources matched to a children’s needs?
  • We ensure that the needs of all children who have Special Educational needs are met, to the best of the school’s ability, with the funds available.
  • Resources/equipment caters for the needs of individual children to aid their learning
  • The budget is allocated on a needs basis.

16. How do the school decide how much support is provided?
The class teacher, alongside the SENCO, will discuss the child’s needs and the appropriate support.
Every child will require different levels of support, in order to bridge the gap to achieve age expected levels. This will be through on-going discussions with parents and the appropriate specialists.

IMPACT
  • The child is making progress academically against national/age expected levels and the gap is narrowing – they are catching up to their peers or expected age levels.
  • Verbal feedback from the teacher, parent and pupil.
  • Children on the SEND Register are monitored closely to determine progress and next steps.

17. How are parents and carers involved in discussions and planning?
  • Parents are invited to Parent Meetings and Structured Conversations.
  • The SEND  Team value parental engagement
  • Parent questionnaires are sent out termly to give parents the opportunity to express their views
  • For children with SEND, parents are encouraged to contribute to their targets
  • Where a child has a Statement of SEN/EHC Plan regular meetings are held with parents and other professionals to discuss progress and next steps.

18. How can parents and carers get involved in the school more generally?
We encourage parents to support their child by taking part in the life of Orchard:
  • Coffee mornings / Stay and Learn sessions
  • Attend class assemblies/Celebration Assemblies
  • Workshops are available for parents: Reading, Writing, Numeracy, SEND issues
  • The PTA encourage parents to participate in fundraising activities.
  • To attend Parent Meetings, Structured Conversations and informal meetings about their child
  • The Governing Body have representatives of parent governors.
  • Parents are kept up to date via the School Website and weekly newsletter.

19. Who can parents/carers contact for further information?
First point of contact would be your child’s class teacher, to share your concerns.
You could also arrange to meet Mrs Gwillam, our SENCO
Call the School Office on 0208 3004878 to make an appointment, should you need to see the Head teacher, Mrs Rowntree

20. How are parents and carers supported to decide whether this is the right school for their child?
Please contact Mrs Rowntree (Head teacher), Mr Cowley (Deputy Head teacher) or Mrs Gwillam (SENCO).
If you wish to discuss your child’s educational needs, or are unhappy about something regarding your child’s schooling, please follow the school’s Complaints policy.  A copy is available at the school office.
 
Bexley Local Offer
Special Educational Needs and Disability Support for 0-25 year olds

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Aspire to achieve            Believe in yourself            Care for each other

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Orchard Primary School, Oxford Road, Sidcup, Kent, DA14 6LW
Tel: 0208 300 4878         E-mail: admin@orchard.bexley.sch.uk