Special Educational Needs

Our Offer of support for children and young people with Special Educational Needs and Disabilities (SEND)

The Park and Parkwall Schools Federation

At Parkwall Primary School, we strive to support all our children and enable them to reach their full potential at school. In order to do this, many steps are taken to support them through their learning journey. Quality teaching is vital, however, for some children, there are occasions when further additional support may be needed to help them achieve their target.

Special Educational Needs Co-ordinator: Libby Lines

Identifying and responding to children with Special Educational Needs and Disabilities
  • When children have identified SEND (Special Educational Needs and Disabilities) we ensure that all members of staff working with your child, in school, are aware of your child’s individual needs and/ or conditions, and what specific adjustments need to be made to enable them to be included and make progress.
  • We work closely with other professionals involved with your child and use this information to help us to best support and manage their SEND in our school setting.
  • We ensure that the staff working with your child in school are supported in delivering the planned work/programme for your child, so they can achieve the best possible progress.
  • If you tell us that you think your child has SEND we will discuss this with you and look into it. We will then meet with you to discuss our observations and then plan a programme of support for your child.
  •  If our staff think that your child has SEND this may be because they are not making the same progress as their peers. We will observe them, assess their understanding and their ability to access lessons and use tests and observations to find out what is causing the difficulty.
  • Children with an Education Health Care Plan or a statement and those identified and assessed as SEND support will be placed on the SEND register.
  • Children identified as causing a concern are noted on the Cause for Concern register and monitored closely.
Involvement and communication with parents and children in the identification process
  • If your child is not making expected progress or if there is another indicator of concern the school will discuss any concerns that you may have, any interventions or referrals to outside professionals to support your child’s learning and how we can work together to support your child at home and at school
  • Children who are SEND support or have a statement/Education Health Care Plan will have a target book.
  • We write and review targets and action plans for children on the SEND register and share this with parents and children termly.
  • As a school, we welcome regular communication between parents and school on how a child’s day has been. A Home/School communication book may be used to record what is happening daily to monitor behaviour at home and at school
  • Sometimes a child may need some short term help if there is a change in circumstance e.g. a bereavement or family break down. Please talk to your class teacher, the SENCO, or the Headteacher.
How we adapt the curriculum and the school environment so that we meet the varying needs of children within the class
  • All staff plan their lessons to ensure that work is easier or more challenging; adapting the curriculum as appropriate to meet your child’s individual needs and their style of learning.
  • Staff have been trained to adapt to a range of SEND – Autistic Spectrum Disorder (ASD), Speech, Language and Communication Needs (SLCN) and Dyslexia.
  • ll Teachers have received level 1 training in Autism. Teachers receive further training according to the children in their care. Additional training includes speech and language support, Makaton, level 2 ASD, Speech and Language programmes, Sensory processing difficulties, Clicker 6, Better Reading Partners, Reading Recovery, Attachment training, Sand Therapy training (SENCO) and 10 members of staff have had positive handling training.  
  • The classroom environment and resources may be adapted to suit individual needs e.g. providing a work station or a visual timetable.
  • Extensive use of visual support.
  • Small group / 1:1 support from a teaching assistant.
  • 1:1/ small group from an EAL Teaching Assistant.
  • Implementation of specifically tailored support programmes and strategies, eg. devised by the Educational Psychologist, Occupational Therapist, Physiotherapist or Speech and Language Therapist.
  • We use ipads for children with communication difficulties as well as other ICT equipment and programs to support specific needs (e.g. Clicker6).
  • Individual timetables and behavioural cue cards.
  • Pre-teaching of new concepts and vocabulary.
  • Implementation of specifically tailored support strategies and programmes.
  • Provision of resources to enhance independent learning, including; sand timers, easy grip scissors, check lists and word mats.
  • Dyslexic friendly resources such as coloured overlays, reading windows and dyslexic friendly text.
  • Provision of specialist equipment or modified resources.
How we assess pupil progress towards the outcomes we target for children. How we review this progress so that children stay on track to make at least good progress
  • We use P levels to assess progress in smaller steps and at a slower pace than the national curriculum levels.
  • We use regular meetings each term and further one to one meetings with the Assessment Coordinator to moderate the writing throughout the school to check that our judgements are correct for children at all levels.
  • We use Target Tracker to identify and target children not making the expected progress and adjust the level of support and type of provision each term using the Assess, Plan, Do, Review approach.
  • We check how well a child understands and makes progress in each lesson through marking feedback, conferencing, assessments and evaluations.
  • The Senior Leadership Team monitor the progress of all children in every class, every term, at pupil progress meetings and reviews. We discuss what we are doing to make sure they make good progress and that individual needs are being met and how support may need to be adapted.
  • SLT and the SENCo annually monitor SEND provision through class observations, provision maps, monitoring of intervention groups, data analysis, target book scrutinys, book and planning scrutinys with a focus on SEND
  • When we run interventions we assess how successful they have been and use the information to inform future provision
  • For children on the SEND register, teachers discuss their progress with parents every term at the SEND review. Children with a Statement or an Educational Health Care Plan will also have an annual review each year which is reported to the annual authority.
  • SEND parent meetings three times a year for all children on the SEND register. Extending meeting time to allow for discussion of needs and provision.
What specialist services can the school access
  • We have access to a very wide range of specialist services, as follows; CAMHS, Educational Psychologists, Occupational Therapists, School Nursing Team, Paediatricians and GPs, Child Protection Officers, Speech and Language Therapist, parent partnership, Sensory support, child protection officers, Inclusion Support and the Autism Outreach Service.
  • We have a Speech and Language Therapist who works one full day a week.
  • We have a school counsellor who works one day a week.
  • We have a Safeguarding Lead / Parent link who works two days a week supporting families, children and staff.
How we best support/modify behaviour
  • Consistent school wide implementation of the school’s behaviour policy.
  • Individual behaviour plans to address and support children’s behavioural needs and requirements.
  •  Home/School books to monitor behaviour at school and at home.
  •  Individual reward systems that can be implemented both at school and at home.
  • Mentoring one to one support where children have dedicated time to work with a specific adult.
  • Access to ‘The Den’ a structured play club during lunchtimes.
How children with medical needs are supported
  • Initial meetings are set up with the school nurse and parents of the child with medical issues to establish the child’s needs in school and, where appropriate, draw up a health care plan.
  • Staff training in the administration of support and/or medication for conditions including epilepsy, diabetes and epipen use.
  • Liaison with medical professionals, (eg. GPs, hospital consultants and mental health practitioners) providing ongoing treatment to children in the school.
  • Health care plans will include a photograph of the child and detail the child’s condition and, where relevant the required medication. This will be shared with the staff involved with the child. All medical needs and actions will be uploaded on to Target Tracker for all staff to access with a password.
  • Individual protocols for children with significant medical needs.
  • Staff trained in First Aid.
How we support children during unstructured times of the day including personal care
  • Individual lunchtime supervision if required.
  • Buddy system.
  • Provision of specialist equipment.
  • Support by individual members of staff for children with special toileting requirements.
  • Targeted support and supervision in the outdoor area for children with disabilities.
  • Access to ‘The Den’ a structured play club during lunchtimes.
How we support children in their transition into our school and when they leave us
  • Information will be gathered regarding any SEND and any necessary support will be put in place on their entry into our school. Additional visits are encouraged for those children who may find this transition difficult.
  •  Meetings are arranged for those children already known to Early Years SEND services to make school aware of individual children’s needs and how best to support them within the school environment.
  • During year 5 the SENCO is happy to support parents with their secondary school decision and can be available to visit schools with them.
  • During year 6, meetings are arranged with the secondary school so that they can come in and meet the children. SENCO’s from each school also meet to discuss individual children with SEND. 
  • The school have a Mobility Champion Lead member of staff who works closely to ensure a smooth transition for children coming to and leaving the school. She will meet and regularly check in with the child as well as providing support and advice to parents regarding school and local services. Links will be made with previous or future schools and information shared.
How additional funding works
  • Schools receive funding for all children including those with Special Educational Needs and Disabilities and these needs are met from this. The Local Authority may contribute more funding if the cost of meeting an individual child’s needs is more than £10,000 per year.
  • If the assessment of a child’s needs identifies something that is significantly different to what is usually available, there will be additional funding allocated. Parents will have a say in how this is used. You will be told if this means you are eligible for a personal budget. This must be used to fund the agreed plan.
How to find out how well your child is doing
  • Class teachers are happy to discuss how well your child is doing.
  • Individual targets will be shared with parents each term of those children who are on the SEND register.
  • Some children may have a home/school communication book so that parents/carers and teachers can monitor progress/ behaviour, record concerns or share achievements.
  •  All reports from outside agencies are passed to you with their ideas for support or resources that may be used at home.
Where can parents/ carers get extra support or further information
  • If you wish to discuss any aspect of your child’s education, please contact:
    • Your child’s class teacher
    • The SENCO / Inclusion Manager
    • The Associate or the Executive Headteacher
  • There are a number of parent support groups, please do not hesitate to come into school to be given details of these.
Helpful web links