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Special Education Needs and Disability (SEND)
Special Educational Needs and Disability at John Perryn Primary School.
‘Aiming high to achieve success in all that we do’ is our school motto. For children with SEND this involves finding the right key to unlock each individual child’s potential. John Perryn Primary School is an inclusive school which assesses what the child can do and find ways to reduce barriers to learning.
“Tell me and I forget,
Teach me and I may remember,
Involve me and I learn.”
Inclusion at John Perryn is built around the following key principles:
- We believe that all our children with SEND may require support at some time in their school life whatever their background or ability. The support they need may be academic, social or emotional.
- Children are entitled to receive a broad, balanced and relevant curriculum. We recognise that appropriate advice, support and resources are required to achieve this for some pupils in the mainstream curriculum.
- All children are educable and should be equally valued whether or not they have SEND. Inclusion is most likely to be achieved when their diversity is recognised and regarded positively.
- All children and their parents are entitled to be treated with respect and have their views taken into account. All arrangements should protect and enhance the dignity of those involved.
- All teachers are teachers of pupils with SEND. Therefore SEND is a whole school responsibility requiring a whole school response.
At John Perryn School, staff work closely with parents and other professionals from outside the school and involve the child along the journey of life long learning. Mrs. Amaioua, our new Special Educational Needs Co-Coordinator, is visible at the school gates morning and evening and is available to speak to parents if they have any concerns about their children. It is also possible to make an appointment with her in person or through the school office.
She is supported by a dedicated team of teachers who employ appropriate teaching methods and approaches, our teaching assistants support all pupils with identified needs, to increase their participation in lessons.
The school provides a caring; nurturing environment which has high expectations, we are determined to ensure that children’s needs are met and they attain well and make further sustainable progress.
SEND REPORT 2016/17
PART OF THE EALING LOCAL OFFER FOR LEARNERS WITH SPECIAL EDUCATIONAL NEEDS (SEN)
All Governing Bodies of maintained school have a legal duty to publish information on their website about the implementation of their policy for pupils with SEN.
The Children and Families Act came into effect on 1st September 2014. The Act now covers children with disabilities, not just children with Special Educational Needs. For the purpose of this report, we will focus on the part that specifically deals with children and young people in England with Special Educational Needs/Disabilities (SEND).
This information is updated annually. The following information reports on the SEND provision at John Perryn Primary School. For the purpose of this report it has been divided into several sections. Each section has detailed hyperlinked information that can be read by clicking on the coloured sub-headings numbered below:
At John Perryn Primary School we believe that early intervention is the key to enabling children to succeed in all that they do. The staff at John Perryn work together with parents/carers to gather evidence to enable the appropriate support to be funded and used in the graduated approach of the Assess, Plan, Do and Review model.
At John Perryn the staff will work alongside parents/carers to ensure that all our pupils are secure, confident, and content in our school environment and are making good progress. This is particularly important for parents/carers of children with SEND. It is also very important to communicate regularly with parents/carers and this will be done through the use of a home school book, informal chats at the school gate or through scheduled appointments with the class-teacher, SENCO or a senior teacher.
Working with pupils and involving them in their learning is pivotal to the success of the child whilst attending John Perryn School. This child centred approach forms the basis of the ‘John Perryn Way’ which is “Aiming High to Achieve Success in All That We Do”.
Children with statements or Educational, Health and Care plans have an Annual Review meeting, in which their 'desired outcomes' are evaluated by the SENCO, Class teacher, parents/carers and the child themselves.
During this meeting new targets are set based on the child’s learning needs. The targets are focussed on providing support for the child’s learning in the following academic year. If a need for further support is identified an application will then be made to the LA for further funding, which will be supported by evidence.
Part of the role of the Special Educational Needs/Disabilities coordinator (SENCO) is to support the class teachers and teaching assistants in their planning for children with SEND. The SENCO at John Perryn Primary School is Mrs. Catherine Amaioua.
The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. Training undertaken by staff last year comprised training by the National Autistic Society where staff completed the Level 1 certificate.
5) How John Perryn Primary School Works With Different Agencies And Professionals, To Support Our Children's Needs?
John Perryn Primary School works closely and proficiently with a range of agencies and fellow professionals to ensure that children with SEND are identified as soon as possible and the required support is implemented to enable them to achieve success. Such support could EP, SaLT, OT, and Autism Outreach from Springhallows School, Primary Behaviour Service (PBS), SAFE, Social Care and Ealing Counselling Services.
6) How Children With SEND Needs Are Supported During Different Stages Of Their Time At John Perryn Primary School?
School age children pass through different stages during their school life. Examples of this are moving from the reception class to their Year 1 class or moving from Year 6 to secondary school.
What should I do if I think my child may have Special Educational Needs?
If you have any concerns regarding your child’s progress or well-being then please speak to either your child’s class teacher or Mrs. Amaioua to discuss your concerns.
What to do if you are concerned about the quality or effectiveness of support your child is getting at John Perryn School?
All schools check the quality of support for each child and report the effectiveness of the provision to the schools governors. Minutes of these meetings and reports from the SEN Governor can be found in the effectiveness section.
Our local offer has been produced with pupils, parents/carers, governors, and members of staff. We welcome your comments on our offer, so please do contact us. The best people to contact are:
1) Class Teacher - (as appropriate)
2) SENCO - Mrs. Amaioua (by email: firstname.lastname@example.org)
3) Deputy-Head – Mr. Tim Delves
4) Head Teacher – Ms. Branwen Hywel
5) SEN Governor – Mrs. Uvien Williams
6) Assistant Head - Mr. Ricardo Diaz
Special Educational Needs Code of Practise 2015
Guide for Parents
Policies (please press hyperlink below)
Agreed by Governors: