Springhead Primary School Special Educational Needs/Disabilities (SEND)
Springhead Primary School values the abilities and achievements of all its pupils, and is committed to providing for each pupil the best possible environment for learning.
At Springhead Primary School we believe that excellent teaching gives children the life chances they deserve. We work hard to provide a caring, stimulating and inclusive environment to ensure that every child reaches their full potential. We understand the importance of providing a high level of challenge which helps and supports all children to make progress and achieve. Our school Inclusion Policy recognises the entitlement of all pupils to a balanced, broadly based curriculum. Our SEND policy reinforces the need for teaching that is fully inclusive.
Admission of children with special educational needs is considered in line with the Local Authority Admissions Policy, which relates equally to all children. The Governing Body believes that the admissions criteria should not discriminate against pupils with special educational needs/disabilities (SEND) and has due regard for the practise advocated in the Code of Practice, in that “All schools should admit pupils already identified as having special educational needs, as well as identifying and providing for pupils not previously identified as having SEND. Pupils with special educational needs and disabilities and/or Education, Health Care Plans (EHCP) must be treated fairly as all other applicants for admission.” (Springhead School SEND Policy).
We also recognise that some children may have needs beyond those which we cater for. We will work with parents/ carers and specialists to facilitate the appropriate placement of children with special educational needs.
Not all children will need extra support with their learning but the progress of all children at Springhead Primary is monitored closely to ensure support is provided where necessary. Support can be given for a variety of reasons.
Teaching and Learning
Children learn and develop in different ways. Teachers know and understand this and use different teaching styles to plan work at different levels in order to meet the needs of all pupils in their class. Our aim is to provide the highest quality learning environment for your child and for them to achieve their full potential. All our classes, are supported by teaching assistants and pupils are offered additional support or catch up intervention programmes where needed.
At Springhead Primary the progress and attainment of all pupils is reviewed on a termly basis in pupil progress meetings. These termly pupil progress meetings help identify children who may need additional support.
Parents and carers are informed about their child’s academic progress and targets through the twice yearly Parents’ Evenings and the annual end of year school report. In addition, parents and carers of children who have a Statement or an Educational Health Care Plan (EHCP) are invited into school once a year for their child’s annual review meeting.
If a child continues to have difficulty after intervention or has a high level of difficulty when they join our school, they may be considered to have special educational needs/disability (SEND) and are placed on the school, confidential SEND register. This decision is made in partnership with parents and carers.
At Springhead Primary we provide support for pupils across the 4 areas of need as laid out in the SEND Code of Practice 2014:
- communication and interaction
- cognition and Learning
- social, emotional and mental health difficulties
- sensory and or physical needs
Children with SEND have learning difficulties and/or physical disabilities which make it harder for them to learn than most children of the same age. They will need extra support or different help e.g. modified tasks, extra time or breaks in formal assessments.
Our school and other agencies can support children with SEND to make progress and reach their full potential. A few children will need extra help for some or all of their time in school. This means they may have difficulty with:
- some or all of the work in school
- understanding and processing information
- expressing themselves
- understanding others
- organising themselves
- sensory perception or physical mobility
- managing their behaviour or emotions
- making friends or relating to adults
At Springhead Primary School teaching and learning opportunities are adapted and continually evaluated (with support of external agencies when required) to ensure the needs of all our learners are met. Parents and carers should not feel unduly anxious about such additional support as it allows children to receive the specific help they need to make the next steps in their learning journey. To ensure that the staff are aware of children’s needs, children who are on the SEND register have a Support Plan which is drawn up in conjunction with the teacher and parents/carers. We also ask the children for their opinions and views on school life. The Support Plan is designed so that the staff has the correct information at the beginning of the academic year thus ensuring a smooth transition for the children. The Support Plan is also reviewed mid-year to ensure any changes to support are being met. This means that appropriate strategies are used to ensure that teaching has the maximum impact and pupils feel their needs are understood.
The Special Educational Needs Code of Practice gives guidance to schools in meeting the needs of pupils. It sets out how help should be given in a step-by-step approach. Our school SEND Policy reflects the new SEND Code of Practice. Parents and Carers will be consulted at all stages of our graduated approach and the class teacher will inform you of the additional work they, or other adults in school, do with your child.
The process is as follows:
Stage 1 (Quality First Teaching)
All pupils receive quality first teaching. This is the effective inclusion of all pupils in high-quality every day personalised teaching which uses a range of engaging and interactive teaching styles.
Stage 2 If a pupil has needs which are related to more specific areas of their education, such as spelling, handwriting, numeracy and literacy skills, then they may be considered for an intervention programme. Stage 2 intervention is a targeted catch up provision for children to ‘put them back on course.’ This will be led by a teacher or a teaching assistant and is usually done individually or in small groups. Interventions at Stage 2 will be planned and reviewed by the class teacher half-termly to ascertain the effectiveness of the provision and to inform future planning.
A Support Plan will be put in place for those children who have specific educational/ behavioural needs that need additional support.
Parents and carers will always be informed when we think there needs to be a Support Plan put in place for additional SEND provision. The children with Support Plans will be placed on a confidential SEND register which is reviewed on a regular basis to ensure those children are receiving the additional support they need to make progress.
The Support Plans are reviewed twice a year after consultation with the class teacher, parents/carers and pupils. The involvement of children and parents/carers in this process is very important to us.
Stage 3 If a child continues to have difficulty after targeted intervention or has a high level of difficulty when they arrive at school, they may require support from an outside agency such as an Educational Psychologist (EP) or a Speech and Language Therapist. After an assessment is undertaken by the EP or Speech Therapist, a programme of support is sent to the school from the involved agency and is shared with the Parents and Carers. School may seek professional advice from a range of agencies including:
Speech and Language Therapists
Visual/Hearing Impairment Teachers
Behaviour Support Teachers
Stage 3 interventions are a deeper intervention, offering more personalised solutions. They may be on a one to one basis or delivered in a small group.
Education, Health and Care Plan – EHCP
If your child’s needs are complex or severe we may suggest that we make an application for an EHCP to the Local Authority. This document will describe your child’s SEND and the special help they should receive. Education, Health and Care Plans usually involve the Local Authority providing extra resources to help your child. These could include money, staff time, special equipment or attendance at a school with specialist resourced support. This additional provision will be reviewed annually or sooner if required and would include parent, teacher, SENDCo, pupil and any outside agencies when necessary. From September 2014, all children and young people from age 0-25, who have significant special educational needs will undergo an Education, Health and Care Plan (EHCP) assessment (unless the Parents/Carers of the young person decide to opt out of the new system). This will lead to an EHCP instead of a Statement of SEND.
Frequently Asked Questions
Who should I talk to if I am worried about my child?
Your child’s class teacher is always best placed to answer any questions you may have relating to any aspect of school life. They may consult other staff members involved with your child. You can also contact the school SENDCo via the school office.
What types of support will be available to my child? How will teaching be adapted? There are many types of SEND support available at Springhead Primary School. These range from full time 1-1 support to short 20-minute intervention sessions. Support for all children begins in the classroom where the class teacher plans differentiated activities in all lessons. If a teacher feels that a child needs more support, they will share this information with you as a parent/carer. If progress remains a concern, the class teacher and SENDCo will follow the process outlined in the school SEND Policy.
How will I find out about my child’s progress?
You can attend regular Parents’ Evenings throughout the school year. In addition, you can arrange extra appointments with the class teacher and/or SENDCo to discuss any concerns. Please call the School Office to arrange an appointment. You will also be given an annual written report from the class teacher. If your child has a Support Plan these will be reviewed twice a year after consultation with the class teacher and parents/carers but if there are concerns before the review dates, we are always available to listen and discuss.
How can I support my child?
Stay in regular contact with school – we want to work in partnership with Parents and Carers. Support your child in following tasks and homework set by the school and encourage your child at all times. We are always happy to hear of all successes outside of school. Please remember to talk to your child’s class teacher if you have any concerns or worries about your child.
How do we know if the support has had an impact?
The effectiveness of the support and the impact on your child’s progress are reviewed regularly by the Headteacher and class teacher in Pupil Progress Meetings. The class teacher is continually assessing progress and is involved in discussions with the SENDCo. Where the SEND provision does not enable a child to make steady progress, we work with parents/carers to request further assessments from outside agencies with a view to providing an Education, Health and Care Plan.
What training do staff supporting SEND have?
Out teaching assistants receive training in all areas relevant to their role. This includes but is not limited to, autistic spectrum disorders, social and communication difficulties, interventions in phonics, reading, writing and maths.
How accessible is the school both indoors and outdoors?
Much of our school is wheelchair and walking frame accessible. We have one or two doors with small steps which can be accessed through the use of a ramp. All classrooms can be accessed from flat surfaces. We have a disabled toilet and shower facilities which are large enough to accommodate changing. We have a large, flat, smooth playground as well as a large playing field with shady trees for those sunny days outside. Benches are positioned around the school.
How will my child be included in activities outside the school classroom including school trips?
We endeavour to enable all children with SEND to have access to all extra-curricular activities and school trips. This may require additional adult support and enhanced risk assessment, to ensure that everyone’s health and safety is not compromised.
How does the school manage the administration of medicines?
Springhead has a strict policy regarding the administration of medicines on the school site. If your child needs medication during the school day, please take the medication to Reception. You will be required to complete a form, authorising school staff to administer the medication.
Several members of staff are trained as First Aiders.
Our staff receive regular training in managing medical conditions that are relevant to the children on our roll. For further information, see the school Medical Policy.
Who is the SENDCo at Springhead Primary School and how are they contacted?
Our Special Educational Needs Co-ordinator is Mrs S. Roberts
Our Special Educational Needs Governor is Mrs J. Lodge
You can contact either of them in confidence by email, writing or phoning the school.
Phone number: 01482 307870
Address: Forty Steps, Wolfreton Road, Anlaby, East Yorkshire, HU10 6TW
How will the school prepare and support my child to join the school, transfer to a new key stage or setting?
We always strive to support pupils when they join our school and when they move between key stages and on into secondary school. Before your child joins our school they will be invited for some visits into the Foundation class and/or a tour of the school. There is also a meeting for all parents/carers of new starters which is planned to give information about the school and is a chance for you to meet the staff and ask any questions. The Foundation Stage staff will arrange visits to the Pre-School and they are happy to make a home visit if requested. Any information or concerns you may have can be shared confidentially with a member of the Foundation staff who will then liaise with the SENDCo. Extra visits from Pre-School to Foundation can be arranged if appropriate.
Children, who are supported with an EHC Plan, have a 1-1 teaching assistant who will move up to the next class with them providing them with the continuity they need. Any equipment or resources go with the child. Any programmes or interventions continue.
Support Plans are passed up to the next teacher and are reviewed at the end of the Summer Term so they are ready for the new school year.
All children have a “move up” day in July so they will have met their new teacher and are familiar with the new classroom.
Transition to secondary school is supported by close liaison between our Year 6 class teacher, the SENDCo and our secondary colleagues. A “move up” day is arranged for all pupils and there are several organised events to help make transition as smooth as possible. Events include a Languages Day and a Festival of Sport in the local secondary school. Teachers from Science, Maths and Technology come into Springhead to lead activities in the school for a day. The pastoral teacher also comes into Year 6 to lead a discussion.
The SENDCo from Springhead is in contact with the local secondary school SENDCo and passes on all information and Support Plans.
What steps should I take if I have a concern or complaint about the school’s special educational needs provision?
Where will I find key School SEND policies on the school website?
Please look on our website at www.springheadschool.eriding.net and click on the button labelled policies.
Where can I get information on what provision is made through the local authority?
Where can I see the East Riding Local Offer?
For more information from the East Riding Family Information Services Hub (FISH)
More information on what is available to children with SEND and their parents/carers in the East Riding can be found on the East Riding Local Offer website: