Special Educational Needs And Disability

SENCo: Mrs. Angela Knight

Early Years SENCo: Mrs. Hilary Williams

 

Since September  2014 Schools have been required to publish an SEN Information Report.  This outlines how SEND in the school is delivered and what you can expect from the school.  This can be found on the link below:

SEN Information Report and Policy.pdf

Access Plan 2016-2019 Draft.pdf

The following link  is to the Shropshire Council website:

Shropshire Council Special Education Needs and Disability

Market Drayton Infant School service card

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Market Drayton Infant School and Nursery Special Educational Needs (SEN) Report 2015-2016

 

​At Market Drayton Infant School and Early Years Settings we continue to value the contributions made by all children, professionals and parents to help develop our inclusive school community.

 

In assessing the success of our SEND policy, we are required to comment on the effectiveness of the school's systems for identification, assessment, provision, monitoring and record keeping and the use of outside agencies and other services to support children.

 

Miss Sarah Kynaston has been appointed, this year, as SENCo Governor. The SENCo (Special Educational Needs Co-ordinator) is Mrs Angela Knight and Mrs Hilary Williams is the Early Years SENCo. The SENCos meet on a regular basis to share information.

 

The school SEN policy has been replaced by the SEN Information Report which is now available on the website.  This ensures the school is in line with the Special Educational Needs and Disability Code of Practice 0-25 Year 2015.

 

Identification and Provision

The method of identification and provision for children with special needs follows a graduated approach. This approach is as follows:

 

Class Teacher—Quality First Teaching:

This means that the teacher has the highest possible expectations all pupils in their class. That all teaching is based on what your child already knows, can do and can understand.  Your child's teacher will have carefully checked on your child's progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress. All children in school should be getting this as a part of excellent classroom practice when needed.

 

Specific group work with a smaller group of children:

This group, often called 'Intervention' groups by schools, may be run in the classroom or in an area outside of the class and it may be run by a teacher or a teaching assistant who has had training to run these groups. These groups will be offered to children that the teacher feels need targeted support and may be making less than expected progress. You will be informed of this in a letter or by the class teacher.


 

Work With Other Agencies

Stage of SEN Code of Practice: SEN Support

This means that they have been identified by the Class Teacher or SENCO as needing some extra support which may include specialist support in school from a professional outside the school.  Parents' permission is always sought and parents are kept informed of any outcome and suggestions to support their child in school.  This type of support is for children who have specific barriers to their learning which cannot be overcome by quality first teaching or intervention groups.

Stage of SEN Code of Practice: Education, Health and Care Plan—EHCP (formerly a Statement of Special educational Needs):

A child will have already had support/advice from outside agencies and they are still not making progress. They will need a high level of individual or small group teaching, which cannot be provided from the budget available to the school.  This type of support is for children whose needs are complex, severe and lifelong.

Number of Children with SEN

In 2915/16, 33 children have been identified as having special educational needs (Summer 2016 census) which is 8% of children on roll.

This breaks down as:

32 receiving SEN support provision

1 receiving provision through a Statement of SEN

The children who are in receipt of a Statement of SEN will convert to EHCP in line with the Local Authority timeline.

 

Deployment of Staff and Resources

Teaching Assistants support alongside the class teachers implementing identified targets for each child on their provision map and offering general classroom support. The majority of support is given in the core subjects namely numeracy and literacy.

 

A significant focus of SENCo work has been ensuring that the school is fully compliant with the revised code of practice (2015) 

Progress of Pupils with SEN

All the children who are currently receiving support are making progress and meeting their individual targets set out in their Individual Education Plans. Each term the progress of children with SEN is reviewed, with targets set in October, February and May, taking into account the results of teacher assessment.

External Personnel and Other Agencies

Over the past year we have liaised with the Educational Psychologist, Learning Support Advisory Teachers, SEN specialist from Woodlands Outreach, Autism specialist from Spectra, Hearing Impairment team, Behaviour Support as well as Speech and Language therapists.

Inclusion

All pupils with SEN and /or disability take part in all aspects of school life including out of school activities. All children have participated in the full range of opportunities and events arranged by the school, including trips.

Equality

We are committed to inclusion and equal access for all regardless of SEN or disability.

THE SEN INFORMATION REPORT is available through a link at the top of the page.  This gives an outline about how SEN operates within the school, relating to The Special Educational Needs and Disabilities Code of Practice. ​

 

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