SEN Information Report
The SEN Information Report will be updated annually to reflect changes and plans within the school. The report states the current provision within Fallings Park Primary School.
What are the kinds of special educational needs for which provision is made at Fallings Park Primary School?
At Fallings Park Primary School, we cater for a wide range of needs, including all the four broad areas as described in the SEN Code of Practice.
• Communication and Interaction
This includes children who have speech, language and communication needs which result in them having difficulty communicating with others, as well as children who have an Autistic Spectrum Condition and are likely to have difficulties with social interaction.
• Cognition and Learning
This includes children whose learning difficulty could result in them learning at a slower pace than their peers. For example, children who have moderate learning difficulties (MLD) and children who have a specific learning difficultly (SpLD) such as Dyslexia or Dyspraxia. These children may need support in some areas of the curriculum.
• Social, emotional and mental health difficulties
This includes challenging behaviours, becoming withdrawn, issues with eating, anxiety and low self-esteem along with children who have attachment disorder or ADHD and we work with appropriate agencies to support them.
• Sensory and/or physical needs
This includes pupils who require special educational provision because they have a disability that prevents or hinders them from making use of the educational facilities provided, such as a Hearing Impairment (HI) or a Physical Disability (PD) requiring ongoing support.
What are the school's policies for the identification and assessment of pupils attending the school?
We are committed to the early identification of children who have SEN. Detailed observations are made in a variety of contexts as well as careful monitoring of the curriculum. Pupil concern forms are completed by class teachers and the pupils are monitored by the SENCO. We obtain information from parents/carers and any other records from the previous schools the children may have attended.
Termly SEND Meetings take place with the Head Teacher, SENCO and Educational Psychologist. At these meetings, we discuss any concerns we have with a pupil on the SEND register. The SENCO also looks at pupil data and discusses with teachers any pupils causing concern. Strategies to support the pupil are then agreed and actioned.
The graduated response adopted in the school recognises that there is a continuum of needs. This is recommended in the SEN Code of Practice and is in line with the LA policy.
What is the provision for pupils at Fallings Park Primary School and how is it evaluated?
At Fallings Park Primary School, children are at the heart of everything we do and we want them to be happy, confident and successful learners. To achieve this every child is entitled to Quality First Teaching.
• that the teacher has high expectations
• that all teaching is based on building on what the child already knows, can do and understands
• different ways of teaching are in place so that the child is fully involved in learning in class
• that the teacher plans and delivers stimulating lessons that capture imagination and creativity building various skills which develop the whole child
• that the teacher carefully checks on each child's progress and may have decided that the child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress
If a specific intervention is needed, this will mean:
• small group or individual work which will focus on the areas where the child has gaps in learning
• this is led and monitored by a Teacher and may be carried out by that Teacher, or more commonly a Level 3 Teaching Assistant.
• the interventions have been identified by the Assessment Co-ordinator, SENCO or outside agencies such as the Occupational Therapists or a SALT (Speech and Language Therapist)
• the intervention may be a quick fix which only requires a small number of extra sessions or it may be a longer programme which is more in depth or builds on skills each session.
Interventions usually run for half a term or a term. A list of interventions we use can be found in the on the website. Interventions are continually evaluated as they are being run, but are more formally evaluated or assessed half termly.
What are the arrangements for consulting parents of children at Fallings Park Primary School and involving them in the education of their child?
All parents of pupils in our school are invited to attend a Parents' Evening each term. These are designed to discuss the progress a child is making, the targets they are working on and how parents may be able to help at home. If a child is having an intervention, this will also be discussed. Parents can also meet with Class Teachers at other times throughout the term and this can be arranged through the school office.
For parents of SEND Support pupils, Individual Support Plans will also be sent home termly so parents are aware of the support the child is having. Parents can arrange an appointment with the class teacher or SENCO to discuss these in more depth.
If a child is on the SEND Support register, the parents will be invited to a meeting. This will be a chance for parents and the SENCO to discuss the child in more depth and build a better picture of them so support can be tailored to their needs.
Parents of pupils with a Statement or Education, Health and Care Plan are also invited to attend an annual review meeting of the statement, at least once a year.
What are the arrangements for consulting with pupils and involving them in their education?
Teachers give feedback to pupils about their work and the progress they are making and pupils also use 'Success Steps' to reflect on what they have done. This is outlined in more depth in the Teaching and Learning Policy and the Marking Policy.
The School Council enables pupils to contribute and decide on aspects of school life relating to their needs.
Pupils with a statement or EHC Plan will also be required to give their views during the annual review or assessment process.
How does the governing body involve others, such as Local Authority and Health and Social Care professionals, in meeting the needs of pupils and in supporting their families?
Our school has a wide range of staff working together within the school to support the children and their families. Some of these are directly employed by the school, some are traded services which the school buy into and others work for the Local Authority.
We value the support and advice of all professionals and endeavour to follow their advice. These are some of the agencies we work closely with:
• Speech and Language Therapist (SALT)
• Base 25
• Occupational Therapists (OT)
• Sensory Inclusion Service, working with children with visual impairment and hearing loss
• School Nurse
• Education Welfare Officer
• The Local Authority SEND Team
• Educational Psychologist
What training do staff have in relation to the needs of pupils at Fallings Park Primary School?
Staff meetings are sometimes used to train staff on SEND issues. This may be SENCO led or an outside agency coming into school to lead the meeting. We also send staff on LA courses regularly and they feedback to staff. Newly Qualified Teachers have particular support from their mentor and the SENCO supports them relating to SEND issues.
The Governor with responsibility for SEN has visited the school to discuss SEND provision and pupil progress.
How will equipment and facilities be provided to support pupils at Fallings Park Primary School?
Fallings Park Primary School comprises of mainly a single storey block with part of it being on two storeys. Accessibility to the sight is good, ramps have been built to improve assess for all. Please read The Accessibility Policy for more information.
We are committed to providing all children every opportunity to achieve their potential in every aspect of school life. We therefore provide any specialist equipment needed when it is recommended by professionals such as writing slopes, sit 'n' move cushions, bathroom steps, iPads and writing aids. Parents and families are welcome to visit the school prior to their child attending school.
What are the arrangements made by the governing body for dealing with complaints from parents/carers in relation to the provision made at Fallings Park Primary School?
The process for all complaints is available for parents to see on the school website and is updated regularly. Alternatively parents can request a written copy.
What are the school's arrangements for supporting pupils in transferring between phases of education?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.
• When a child moves from nursery:
The EYFS Coordinator and SENCO usually visit the nursery setting and a meeting takes place with the parents and nursery staff to discuss the special educational needs of the child and support needed. A transition plan is discussed prior to starting, however we often encourage additional visits if needed.
• When a child moves class:
All information will be passed on to the new class teacher in advance and a meeting will take place to discuss the child's needs. Additional visits to meet the new teacher may take place if necessary, or visual aids may also be used.
• If a child moves to another school:
All information we hold on a child will be sent to the new school promptly. The SENCO may also telephone to discuss any special arrangements or resources that may be needed.
• When a child transfers to secondary school:
- Currently the Assistant Head Teacher for Year 6 meet with staff from the feeder secondary schools to discuss the pupils and share information. The SENCO communicates with the secondary schools' SENCOs to discuss particular needs of individuals with SEND and any resources that they may need to get in advance. Parents may also attend this meeting.
- Pupils with SEND are usually invited to attend an additional transition afternoon, although each secondary school operates slightly differently.
- For pupils with SEND who we feel may need extra visits, we use our Learning Mentor team to support these. These pupils often make passports about themselves, or visual prompts to help them remember key places or people in the new school.
Where is information about the City of Wolverhampton Council local offer published?
There are further details on our website regarding our own school offer for SEND. This links to City of Wolverhampton Council website:
If you have any queries or requests for policies or information relating to this report, please contact the SENCO, Mrs S Pedley or Head Teacher, Mr J Hopkins.