Special Education Needs

General School Information

Colebrook Infant Academy promotes an active partnership in the learning process between pupils, parents, staff, governors and groups within the wider community. We believe that every child should be given the opportunity to achieve their full potential: intellectually, emotionally, socially, physically and spiritually, regardless of gender, culture or disability.
Our school has an admission level of 50 pupils for each school year. No child will be refused entry to our school on the grounds of any disability. Our equal opportunities policy is rigorously enforced to ensure that children with disabilities are not treated less favourably than other children.

How does the School know if children need extra help and what should I do if I think my child has special educational needs?

At Colebrook Infant Academy children are identified as having SEN through a variety of ways including the following:-

  • Liaison with the preschools/previous school
  • Child performing below age expected levels
  • Concerns raised by Parents/Carers
  • Concerns raised by teacher, for example behaviour or self-esteem is affecting performance
  • Liaison with external agencies

Parents can approach their child’s class teacher at any time if they are worried about their child. They are kept informed at all stages in the process of identification and assessment of needs. They are invited to participate in discussions  of support planned for their child.

How will school support my child?
Who will oversee, plan, work with my child and how often?

Ongoing support will be offered to all children through ‘quality first teaching’ that ensures that the needs of different children are addressed as far as possible within the classroom environment.

The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.

Our SENCo oversees all support and progress of any child on the SEN register across the school and provides interventions where needed.

There may be a Teaching Assistant working with your child either individually or as part of a group, if this is seen as necessary  by the needs identified as part of the child’s IEP which will be shared regularly with parents.

Who will explain this to me?

  • The class teacher will meet with parents to discuss your child’s needs, support and progress.
  • A meeting can be arranged with the SENCo to discuss support in more detail.

How will the curriculum be matched to my child’s needs?
What are the school’s approaches to differentiation and how will that help my child?

  • All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated.
  • Every class is supported by a TA (teaching assistant) or TAs depending on the needs of the children in the class.

How does the school assess and review pupils’ progress towards outcomes?

  • As a school we measure children’s progress in learning against National expectations and age related expectations.
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. Children’s progress is tracked from entry in Reception through to the end of year 2, using a variety of different methods including teacher assessment, National Curriculum levels and P levels where appropriate.

On entry to our school

  • the class teacher will discuss each child with their parent(s) and note any concerns they or the class teacher has
  • the class teacher will have regard to records and information received from previous settings
  • the class teacher will carry out baseline assessment to identify children whose attainment is less than average, consult with the SENCO and discuss this with the child’s parents.

In Key Stage One

  • Children who are not making expected progress are picked up through Review meetings with the class teacher and SENco or Headteacher.  In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. These children are given an Individual Education Plan (IEP).
  • When the child’s IEP is reviewed comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.

What support will there be for my child’s overall wellbeing?

We are an inclusive school; we welcome and celebrate diversity. All school staff strive to ensure that every child feels safe, happy and valued. All pupils follow the school’s PHSE curriculum. All members of staff follow the school’s behaviour policy, and parents are informed of incidents and support given as necessary. Parents and pupils’ views are valued.
Medical needs are discussed with the School Nurse if appropriate, and an individual health care plan may be drawn up in full consultation with parents.

The school has a number of trained First Aiders who are available to administer medication and First Aid.

What specialist services and expertise are available at or accessed by the school?

The SENCo is a qualified teacher who has years of experience and additional training in many aspects of SEN. Teachers and teaching assistants have, or receive training in, supporting SEN children as appropriate. Training needs for all staff are continually monitored and updated as necessary. The school can access a range of support from external agencies. These include: Speech & Language therapists, Educational Psychologists and the school nurse.
How will my child be included in activities outside the classroom including school trips?
All pupils are included in aspects of school life as appropriate. The school makes reasonable adjustments to ensure that activities are accessible. A risk assessment is carried out prior to any trips/visitors. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities will be provided in school.

How accessible is the school environment?

The school site is wheelchair accessible. The school is on one level with ramps at specified fire exits.
Visual adjustments have been made to the environment and there is a planned programme for future improvements.
Individual care plans are written for each pupil with a medical condition, in partnership with parents and the school nurse.

How will the school prepare and support my child when joining the school and transferring to a new school?

We encourage all new children to visit the school prior to starting. Staff may visit the child at home or in their current school prior to transition. There is close liaison with staff at preschool settings and Colebrook Junior School for all pupils at transition times. All relevant information is shared between schools to ensure the best possible start for the pupil. In addition to the usual induction programme, additional visits for SEN children may be arranged, if appropriate. We may prepare social stories or visual resources if necessary. If your child has a Statement, an annual review meeting may be used as a transition meeting.

How are the school’s resources allocated and matched to children’s SEN needs?

  • We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.
  • We have a group of TAs who are funded from the SEN budget and deliver programmes designed to meet groups of children’s needs.
  • If additional funding is required to meet a higher level of need, school, in consultation with parents, will apply to the SEN assessment panel from the Local Authority, who will then decide if the pupil meets the criteria for the additional funding.

How is the decision made about what type and how much support my child will receive?

  • The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate.
  • Different children will require different levels of support in order to bridge the gap to achieve expected levels.

How do we know if it has had an impact?

  • By reviewing children’s targets on IEPs and ensuring they are being met
  • The child is making progress academically against national/age expected levels and the gap is narrowing.
  • Verbal feedback from the teacher, parent and pupil
  • Children may move off of the SEN register when they have ‘caught up’ or made sufficient progress.

What is the role of the Governing Body?

The Governing Body will ensure that it makes appropriate special educational provision for all pupils identified as in need of it.

The Governing Body has agreed with our admissions criteria which do not discriminate against pupils with special educational needs or disabilities, and its admissions policy has due regard for the guidance in the Code of Practice. The school is fully accessible to non-ambulant pupils and the wider community.

Who can I contact for further information?

  • The first point of contact would be your child’s class teacher to share your concerns.
  • You could also arrange to meet Mrs Cleary, our SENCo
pdf-icon Special Educational Needs and Disability (SEND) Policy
pdf-icon SEND Information Report
pdf-icon Governors Annual Report re Special Educational Needs 2015 – 2016

pdf-icon Governors Annual Report re Special Educational Needs 2014 – 2015