Some children may need some extra support during their life in school.
This may be related to their academic work, for example, an exceptionally gifted child or one who needs specific help with reading, writing or number work. Other children may need some physical or emotional support.
Teachers and parents work together to identify and support the needs of these children. Staff also work in conjunction with outside agencies when necessary.
Mrs C Neighbour is our Special Educational Needs Coordinator and she helps to organise suitable help and support when it is needed.
If you feel your child has additional need which the school should be aware of or require additional help please do not hesitate to contact Mrs Neighbour via the main school office.
Please click HERE to download our SEND Strategy Document – September 2017.
SEND Information Report
Special Educational Needs and Disabilities (SEND) Offer
Revised October 2018
- SEND Contact details:
Special Educational Needs Coordinator (SENDCO):
Cottingham Croxby Primary,
In the event of any parents/carers having a compliment, concern or complaint about SEND provision that they wish to make, please contact: Mr D Waterson (Head) or Mr D Shaw (Chair of Governors) at the contact details above.
- Our academy ethos for children with SEND (special educational needs and disabilities):
At Cottingham Croxby Primary we believe that all children should receive an inclusive, high quality education which is accessible for all. Our aim, therefore, is to try to ensure that we provide effective and appropriate interventions which will remove or reduce any barriers to learning which children may have and enable them to become independent.
To find out more about the school’s policies which may affect children with SEND click on the links at the bottom of the page.
4. Admission Numbers:
The school currently has approximately 308 children on roll. At the current time we have approximately 35 children on the SEND register.
- Identification and Assessment:
The identification of children with SEND at Cottingham Croxby Primaryl is usually done in the following ways:
If, following classroom observations and assessments, a member of staff has any concerns about a children having SEND, then they would usually approach the SENDCO to discuss their concerns, alternatively the SENDCO attends regular pupil progress meetings with staff, during which she will ask staff about any children in their classes who may not be making progress or whom they may have concerns about.
During these discussions the SENDCO will try to find out whether a child may have a specific barrier to learning.
(SEND) or may just be working a little way below their peers and just need some help to ‘catch-up’. Each year the school also carries out testing for Reading, Spelling and Maths skills with all children which aims to help identify any children who may need support.
When it is identified that a child may have a barrier to learning, then either the child will be placed on the SEND register, following a discussion with parents during which permission to place them on the SEND register will be sought or in some cases some testing or a period of monitoring may take place to try to gain further information about the child’s barriers to learning. Following this, a decision will be made as to whether the child needs to be placed on the SEND register.
Once a child is placed on the SEND register a Student Passport detailing the child’s strengths, areas of concern and suggested resources and techniques will be produced and a copy will be provided for parents. Parents are asked for their input into the Passports as they will know and understand the child best. The children will then access appropriate resources and interventions, such as adult support or small group work to enable them to make progress.
The children on the SEND register will be closely monitored to ensure they are making progress at the same rate as the non-SEND children. Any resources/interventions used will be regularly evaluated and assessed to ensure they are enabling a child to make progress and support them with their learning. If a child is struggling to make progress despite the interventions put in place then the SENDCO will seek support from outside agencies such as an Educational Psychologist or Speech and Language Therapist etc.
The school also employs a SEND Consultant who is able to carry out more detailed testing with some pupils in order to try to gain further information about their barriers to learning.
6.Who to talk to about a child with SEND.
If a parent is concerned that their child may have Special Educational Needs we would ask that they speak to their child’s class teacher first about their concerns and then if required the teacher will refer them to the school’s SENDCO, Mrs Neighbour.
- Types of support available for children with SEND.
At Croxby Primary our children with SEND are supported in the following ways, depending on what is most suitable for the child and their needs;
- Extra adult support in the classroom where required to work on specific learning/social development interventions
- Small groups for specific interventions such as Lexia (reading and spelling), RM Maths, Happy to be Me (self-esteem and confidence), Typing group, Friends group (Autism and communication difficulties) etc.
- Adapted resources e.g. practical resources, displays, table top, reminders, visual timetables.
- Home- School books.
- Peer support e.g. Playtime Buddies.
- Personalised support, based on an individual Student Passport.
- Support from Outside Agencies when required (direct working and advice for staff)
- Awareness and understanding by all staff of children with SEND.
At Croxby Primary we ensure that all members of staff are aware of children with SEND in the following ways:
- All children on the SEND register have a Student Passport which clearly displays their strengths and areas of difficulty as well as resources and techniques which work for a particular child. These are distributed to staff and a copy is kept in the classrooms for all staff working with a child to see and be aware of.
- At the start of a year the SENDCO holds meetings with all adults working within a class to discuss any SEND children that are in the class and ensure that staff are aware of any important issues related to that child.
- Staff are regularly consulted about their SEND training needs and training sessions are provided using expertise both from within school and from other professionals. This training is usually provided for teachers, TAs and Midday Supervisors where suitable.
- The SENDCO regularly speaks to the Senior Mid-day Supervisors about any children who may need support at lunchtimes.
9. Letting parents/carers know about any SEND concerns regarding their child.
If the school has any concerns about a child then in the first instance the class teacher would request a meeting with the child’s parent/carer or speak to them about the concerns at parent’s evening. If required parents/carers may then meet with the SENDCO in order to discuss their child’s needs further.
- Allocation of support.
Support for children with SEND is allocated according to an individual’s needs and requirements, as discussed and agreed with some or all of the following; parents, teachers, the SENDCO, the Senior leadership team and outside agencies, where suitable. We also aim to regularly review and assess the impact of support and change it as and when required. This model is also adopted for children moving between key stages.
- Other services which provide support.
The academy has a wide range of people and organisations which can provide support where required, including the following;
- CAMHS (Child and adult mental health service)
- Education Psychologist
- Speech and Language therapist
- SEND Consultant
- SaPTS (Sensory and physical support services)
- Northcott Outreach Service (Autistic Spectrum disorders)
- Occupational Therapy
- Staff training.
Staff are regularly consulted about their SEND training needs and training sessions are provided using expertise both from within school and from other professionals. This training is usually provided for teachers, TAs and Midday Supervisors where suitable.
The SENDCO also attends regular training sessions and courses in order to develop her understanding and knowledge. She also develops her skills and shares good practise by attending the local authority SENDCO forums and by attending termly SENDCO cluster meetings. The SENDCO has achieved the National Award for SENDCOs which is a master’s level qualification for SENDCOs.
- Adapting teaching for children with SEND.
If required the teaching for children with SEND may be adapted in the following ways, according to the needs of the child:
- Class work is differentiated in small groups and individually when required.
- Class-based TAs work alongside the class teacher to support children with SEND individually/in small groups and to facilitate the class teacher working with children with SEND.
- Suitable resources to help children access learning such as practical equipment or visual resources are provided.
- Techniques such as over-learning and pre-teaching may be used to embed learning.
These techniques will be regularly reviewed and up-dated to ensure suitability and effectiveness.
- Support available for parents of children with SEND.
At Croxby Primary we can offer the following support for parents of children with SEND:
- Two Parent’s Evening meetings with the class teacher.
- Termly SEND Parent’s Evenings in school or by phone or email.
- SEND Student Passports which have suggestions for working with individual children at home and provide the opportunity for parents to make suggestions to be included on their child’s Passport.
- ‘Open-door’ policy to speak to class teachers, SENDCO etc. when needed.
- Annual reports to parents.
- Accessibility of Academy’s physical environment for children with SEND.
Croxby Primary is fully accessible for wheelchair users and has ramps where required, it also has an alarmed disabled toilet. The academy is fitted with an Induction Loop System in all classrooms, for those who are hearing impaired and use a hearing-aid.
- Facilities for children with SEND.
Some of the facilities we offer children with SEND are;
- Differentiated teaching according to a child’s needs, delivered in ways suited to individual children.
- Appropriate resources to enable children with SEND to access the curriculum.
- Support from outside agencies where appropriate such as Educational Psychologist, CAMHS, SaPTS etc.
- Intervention groups to support children with their learning, physical and emotional needs.
- Transition for children with SEND.
Where required, children with SEND can access the following support when moving into a new class, phase or up to High School:
- For SEND children coming into Foundation Stage, the SENDCO or class teacher may attend meetings, where required, to get to know the child and evaluate their needs in the academy. The academy will liaise with the nursery, where applicable, and the SENDCO or class teacher may visit a child in this setting. The child may be then receive extra transition visits into the academy and will meet any support workers who are to work with them. We have also formed close links with Cottingham Children’s Centre over the past few years and now offer a ‘Ready for School’ transition group for new starters, in conjunction with the centre.
- Towards the end of the school year some children with SEND may carry out transition activities such as; meeting their new teacher or TA, spending time in their new classroom/phase, creating a transition book with this information to look at over the summer holidays. The type and amount of transition activities will depend upon the individual needs of a child.
- For children moving up to High School, the SENDCO will liaise with the school that children are moving to and will evaluate their transition needs. Extra transition visits with our Transition TA will be arranged on an individual or group basis as required and our SENDCO will meet with the High School SENDCO to ensure all relevant information about a child is passed on.
Clicks on the links below for our most recent policies: