SEN information report November 2017
Sandringham Primary School
To inspire and empower the next generation.
To be an outstanding, dynamic and vibrant learning community.
Agile to change
At Sandringham Early Years and Primary our inclusion vision is:
To ensure all pupils, regardless of SEND or EMA labels will have access to a diverse and purposeful curriculum that removes barriers and allows children to feel valued members of the school community. Through an individualised child centred approach to planning, teaching and learning, children will make better than expected progress. We will endeavour to provide opportunities that promote academic excellence as well as promote a range of life skills to ensure pupils can become independent and have access to community services.
This is the SEND information report for Sandringham Early Years and Primary. It describes the arrangements we make that are ‘additional’ and ‘different ‘for pupils with SEND. This information has been produced together with parents, carers and our children and young people and will be reviewed annually. The following information outlines the support and provision pupils with SEND can expect at Sandringham Early Years and Primary as well as outlining how parent/ carers are informed, supported and involved.
For more information on SEND please speak to one of the following staff members:
Ms Whitwam- Deputy Headteacher email@example.com
Ms Nisar- SENDCo firstname.lastname@example.org
Date of Review: June 2015
Amended January 2015
Reviewed March 2016
Reviewed: March 2017
Reviewed: November 2017
Special Educational Need Provision at Sandringham Early Years and Primary
ALL pupils will access:
High quality teaching and learning
A differentiated mastery curriculum
Reasonable adjustments to the environment and equipment for pupils with disabilities
Personalised target setting
After school clubs and educational visits
Assessment for learning
Personalised progress tracking and assessment of need
School will have regular communication with parents/ carers in relation to individual child progress and targets
Extra curricular activities
Staff who understand and promote the thrive approach
All children across school will have their progress and attainment discussed on a cycle by the senior leaders in school and this forms an important element of the SEND plan, do, review cycle.
Some pupils with additional SEN needs will access:
Targeted interventions and support matched to need
Access to flexible working groups
Access to additional adult support for specific tasks
Targeted Intervention Programmes which may focus on phonics, speech and language, maths, social skills spelling, reading or writing.
A few pupils with complex or significant
needs will access:
A personalised timetable
Individually designed specialist programmes
Access to specialist services and therapists
High levels of adult support and small group working
Life skills– shopping and cooking
SEN music sessions
Sensory room sessions
Soft play sessions
Quiet lunch time room
Speech and language sessions
P Scale tracking
IEPs (individual Education Plan)
Special Educational Needs at Sandringham
Sandringham is an inclusive school and so we have children with any different needs. Currently we are catering for children with the following needs:
Where it is identified through assessment and reviews that a child has additional needs that require reasonable adjustment to their access to the curriculum they will be added to the SEND register if they meet any of the following criteria:
SEND in the Early Years
At Sandringham we understand that early identification of special education needs and disabilities is essential. If concerns regarding possible SEND arise it is important that school and parents keep in close contact and an initial concerns form should be written and shared with the SENDCo who will take appropriate action. This may involve further investigation or referrals to outside agencies. Keyworkers monitor all children closely and provide both written and verbal feedback on a child’s progress.
School liaise with the Health Visitors who carry out the two year old checks as part of the Universal Healthy Child Programme. This assesses progress against the developmental milestones. School will also work with the Health Visitor if the child requires a care plan due to a medical condition.
If a parent is aware of SEND before the child starts our school provision, they are encouraged to make an appointment with either the EYFS leader or SENDCo.
For children starting Sandringham Daycare, we request that parents inform school at the point of application of any additional needs so that appropriate provisions can be made- this is likely to include an educational psychologist or speech and language assessment prior to admission to ensure that the needs of the child are met.
IEP (Individual Education Plans)
Not all children with SEND have IEPs. This is decided on an individual basis and based on individual children's learning needs.
Interventions at Sandringham
Sandringham’s vision for Intervention is to ensure that every child makes continuous progress throughout their school life, whatever their starting point.
Close liaison with the class teacher should continue for a transitional period to ensure the progress made is generalised to the classroom setting.
We believe parental involvement is the key to the success of our children and school. Parents/ carers are consulted regularly and we have an open door policy for all. The SENCO (Miss Nisar) and SEND support staff are easily available to teachers and are visible at key points of the day. Parents of children with additional needs are communicated with regularly. For those children who receive full-time support, parents have an additional meeting in each term. This is to discuss programs and progress. They also have the addition of a home school book that helps to share day to day information.
Children who are recognised as having mild learning difficulties have open access to the SENDCO and feedback from interventions as and when they occur.
Children who have medical needs will have meetings to create and review care plans and agree arrangements with the school in liaison with the school nurse.
We offer a large range of after school clubs, visits and tuition. All children are welcome to attend these and support staff can be provided when children need extra support.
We encourage our children with SEND to join in with all of the school's activities .We also provide support for our children with SEND to attend residential visits.
We provide support and appropriate transport for all trips and visits.
Social and emotional support
We ensure that all pupils in the school feel valued and have opportunities to express themselves. We believe it is essential to educate the school community about the diversity & equality within the school. We promote these aspects of the school and celebrate the richness that it brings. We also are a SCERTs and Thrive school which ensures that we actively support children’s emotional regulation.
All children have access to the support of the learning mentor team. Along with teachers, this team picks up on some of the pupils emotional needs and then we can direct towards appropriate interven Approach Talk Time Learning Mentors School Home Support Practitioner
Our curriculum is carefully designed and is in constantly reviewed by our school stakeholders, led by our Curriculum Leader. It aims to reflect the needs of our school community as a whole whilst also offering the opportunity to be flexible and meet individual needs. Children with SEND sometimes need an individualised curriculum and this is planned for accordingly, often taking advice from specialist SEND teachers and agencies.
Assessment/ Reporting to parents
All parents/ carers are invited to a termly meeting. The focus of these meetings will change throughout the year but give parents the opportunity to see what the children have been learning and speak to the class teacher. Parents will also receive written information on the progress of individual children termly. Children who have EHC Plans and those children who have High Needs Funding will have annual reviews and parents are invited to these.
All staff are responsible for all children and offered SEND workshops and training. Over the past year staff have been offered training in:
Individual staff have gone on the following:
Speech and language
Selective mute programme
Team Teach (restraint training)
Thrive 10 day course
Delivery of interventions
If one of our children with SEND is moving to another school we work closely with the new school, child and parents and prepare an appropriate programme. This may include extra visits, photo books and or professionals meetings. All cases are dealt with individually.
Accessibility and Transition
Sandringham strives to be as accessible as possible. We have ramp access to our ground floor, handrails on staircases and we have worked with the Newham Sensory Service to ensure that we have a suitable staircase for people with visual impairments to use. Reasonable adjustments to the environments for individual children have been made for specific cases.
Due to not having a lift, we make reasonable adjustments wherever possible to accommodate parents and pupils with physical disabilities. Sandringham can request the support of the local authority, asking them to carry out a Moving and Handling Risk Assessment from the Newham Complex Needs Team. We have found this helpful in accommodating pupils and staff. We are happy to arrange parents meetings on the ground floor where requested for medical reasons.
A copy of our Accessibility Plan/ Policy can be found on our policy page on our web site: http://sandringham.newham.sch.uk/policies/
Multi agency work
We work with many other schools and professional s to ensure that our School continues to provide outstanding opportunities. We actively engage with outside agencies to become involved in our school and have regular meetings with the school nurse and AMO, as well as social services.
We work with a range of external support services including:
Educational psychology Speech and language therapy
Learning support services Occupational therapy
Language, communication and interaction service School nurse
Deaf and visual impairment teams Social services
All of these services work with the school to support children, teachers and families. They come into assess, support, train and report back to us regularly and can be contacted for advice when needed. The SENCO has a close working relationship with these services.
If you would like further information or contact details of the agencies we work with please see the Newham website:
Looked After Children
Regular personal education meetings (PEPs) are held in school to support our looked after children. Their progress is monitored carefully and support is put into place where needed. Good communication exists between carers, social services and the school in order to support and plan for the needs of our looked after children.
All complaints about SEND should follow the school Complaints Policy which is available for all on the school website. Alternatively, please speak to the SENDCo or Mrs Reuben who can be found on the gate in the mornings and after school or parents can approach reception to make an appointment.
We are an inclusive school who will offer school places to all children through London Borough Newham. All admissions have an interview where individual needs are discussed and when children with SEND start at our school we will arrange transition meetings with the child and family and relevant agencies to ensure that we have the appropriate support and facilities in place.
If you require a school place in Newham please visit the Newham website:
More relevant information can be found in the:
· Intimate Policy
· Behaviour Policy
· Accessibility Plan/ Policy
· Equalities Policy
· Inclusion Policy
· Intensive Interaction Guidance
· Positive Handling Policy