This is what we provide in our school This is North Yorkshire LA’s minimum expectations of good practice
1 What kinds of SEN are provided for in the school?
At Carleton Endowed CE (VA) Primary School we pride ourselves on providing an inclusive environment that welcomes all learners regardless of their needs. We aim to support the development of happy and confident children who achieve their full potential academically, alongside building on skills for life. We have experience of supporting children with a wide range of SEND, including Speech and Language needs, Autistic Spectrum Conditions, Specific Learning Difficulties and others. This support is provided for pupils with and without EHCPs and we continue to develop strategies in response to the individual needs of children.
Children and young people (CYP) with a wide range of SEN are welcomed into the school. If a parent of a pupil with an EHCP requests a place at the school, the CYP is welcomed and strategies sought to meet needs.
2 What policies do you have for identifying children and young people with SEN? How do you assess their needs? What is the SENCo’s name and how can I contact them?
Our SEN Policy is in line with the SEND Code of Practice 2015 and can be viewed on our website (www.carleton-endowed.n-yorks.sch.uk). All children are assessed regularly to ensure that they are making at least expected progress. Some children may be identified as needing additional support and/or adaptations in order to achieve their potential. The class teacher meets regularly with the SENCo to discuss strategies to support these children.
If the gap persists or begins to widen, there may be a discussion with parents/carers about the possibility of putting the child on the SEN register. Children who are identified at SEN support have a provision map which
The name and contact number of the SENCo should be readily available for parents. Where the school feels that something additional or different is needed to support your child because they have SEND they will discuss this carefully with you. This information may well be recorded in a document for you and your child, known as an individual provision map or an individual education plan. This should include:-
Most pupils will benefit from SEN support, but some pupils who need high levels of support, or who have complex needs will need to be referred for an education, health and care plan.
3 What arrangements do you have for consulting with parents of children with SEN and involving them in their child’s education?
We believe that regular contact with parents and carers is crucial to partnership working. School communicates with parents/carers in a number of ways:
- ‘Open door’ policy. Parents and carers are encouraged to talk to the class teacher who is always happy to discuss any difficulties of concerns as they arise. If the class teacher is not immediately available they will arrange
a mutually convenient time to have a discussion, either face to face or by telephone.
- Head Teacher drop-in. Mr Speight runs regular drop-in sessions for parents to be able to come in and discuss their child’s progress or any concerns they may have.
- Parent/Teacher consultation evenings. Consultation evenings take place in Autumn and Spring terms. Longer meetings can be requested for children with SEND.
- Website. Weekly newsletters and also curriculum maps for parents are published. Please sign up as any changes and updates are sent through to your preferred e-mail address.
- The school is an active participant in a range of networks and projects to further support the learning of pupils and the closing of attainment gaps.
- Teachers2Parents home messaging service.
Schools communicate regularly with parents, usually once a term, to discuss how well their child is doing. They listen to what parents have to say and respond to it. For pupils with SEND it is often desirable that there is more frequent communication as it is vital that parents and school work together closely. Your knowledge and understanding of your child’s needs is essential to support the school in making the best provision for them. This should also take account of you and your child’s hopes, personal goals and interests.
This will allow the school to regularly explain to you where your child is in their learning, and to work with you to ensure the most appropriate targets are set to ensure progress.
On-going communication with school may include:
- regular contact through a home-school book or by e-mail to keep you informed of things that are going well or particular successes
- more regular meetings to update you on your child’s progress and whether the support is working
- clear information about the impact of any interventions
- guidance for you to support your child’s learning at home.
4. What arrangements do you have in place in your school to consult with young people with SEN and how do you involve them in their education?
Pupil voice is a vital part of shaping provision at our school and is obtained in a variety of ways:
- All pupils with SEND support are included in discussions about their learning and encouraged to contribute to personalised target setting and provision planning. This involves giving their views on what they are good at, what they find difficult, what they would like to improve on and what helps their learning. For some children talking mats and visuals are used to
School will obtain the views of all children (pupil voice) to shape provision in school. Your child’s school may have a school council. In addition, it is vital that the views and aspirations of children and young people with SEN are listened to and they are supported to achieve their aspirations as far as possible. Your school will be able to describe how this is undertaken and the frequency with which your child is consulted.
support this process. Their views are included on their personalised
provision maps which are updated each term.
- The school council meets regularly throughout the year. Elected
representatives from each class are asked to give their views and the views
of their peers on a variety of activities, resources and school life in general.
- Subject leaders consult pupil focus groups as part of ongoing
evaluation of the curriculum. Focus groups comprise a range of ages and
abilities, including pupils with SEND.
- Pupils with additional needs have the same opportunities as their
peers to participate in school life and join a range of pupil voice groups.
- The governor with responsibility for SEND also meets regularly with
the headteacher and attends meetings and looks through data and
5. What arrangements are in place for assessing and reviewing children and young people’s progress towards outcomes. Please can you explain what opportunities are available to enable you to work with parents and young people as part of this assessment and review
All pupils, including those with SEND, should make at least expected progress each year. Pupil progress against the National Curriculum is monitored closely and discussed every term in pupil progress meetings between the class teacher, headteacher and, where appropriate, the SENCo’s and Intervention Manager.
Individual targets on personal provision maps are evaluated and updated every term and shared with pupils and parents. Progress will be shared at the two parent consultation evenings and in a written report at the end of the academic year, however parents may arrange to come into school at other times to discuss the progress their child is making.
Some children, despite making progress, may require further support in order to make expected progress according to their individual starting points. They may take part in evidence based interventions or require more personalised provision under advice from external services. These children may also have an inclusion passport which describes the child’s individual strengths and needs, documents the impact of the interventions and adjustments that have been put in place and records details of other
All pupils with SEND should make at least expected progress, in line with their peers. Your school will be able to explain how it will be monitoring your child’s progress to ensure that it is at least in line with expectations. This will usually include progress made with personal targets, and overall progress on the National Curriculum. Many schools use inclusion passports. This is a document that summarises the support that has been given to a pupil over a period of time, and the difference that this support has made. You may like to ask your child’s school whether an inclusion passport would be useful for you and your child. Your child may well have their own version which they can share with staff and which can help to explain their interests and things that help them learn and to enjoy school.
agencies that are working with the child. Inclusion passports are updated
on an on-going basis and can be used to communicate detailed information
about provision and progress to external services and when a child
transitions to a new school.
Pupil views are sought as part of the review process of targets.
6. What are the arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood? How do you ensure that as young people prepare for adulthood the desirable outcomes reflect their ambitions, which could include higher education, employment, independent living and participation in society
Our transition policy outlines the support available to children for all transitions including moving schools and moving between classes/phases. This includes pupils with additional needs, those who are Looked After in local authority care and others.
Starting school: Transition reviews take place with pre-school settings and parents in the months before children are due to start school. The EYFS teacher and/or the SENCo will visit the pre-school setting and transition sessions will be arranged for children to visit school.
Transition within school: Class teachers hold transition meetings to discuss the needs of all children and a transition morning will be arranged for children to spend time in their new class. Some children will have an inclusion passport or a transition passport that will outline any specific provision that is required in order to support the child with their learning and aid a smooth transition. A few children will have a transition action plan that outlines additional actions such as extra class visits or transition books. These are shared with parents and children.
Transition to secondary school: The Y6 teacher/SENCo’s work closely with parents, children and staff from secondary schools. Inclusion passports or transition passports are shared with the SENCo from the secondary school.
Transition visits will be arranged for children to visit their new school. Some children with SEND will benefit from additional visits and these will be arranged in conjunction with parents and staff from both schools.
The Local Offer also supports transitions through to adulthood. The North Yorkshire local offer can be found at:
Your SENCo should arrange an appropriate transition review in plenty of time before any move. Staff from the receiving school should be invited to attend. Transition meetings and visits should be arranged for the pupil or student, often accompanied by a well-known member of staff. The pupil should receive as much transition work as they feel necessary.
7. What is you School’s approach to teaching children and young people with SEN?
All staff at Carleton Endowed CE Primary School are committed to providing quality first teaching so that every child can make at least good progress with their learning.
Our teaching and learning is challenging, addresses different abilities and learning styles and is supported by high quality resources. Further information about curriculum provision is available on the school website.
Carleton Endowed CE Primary School has a large number of skilled teaching assistants who support both individual and groups of children throughout school.
In the classroom, they may be placed with individuals or groups with SEND to offer additional support. They may also be placed with other groups of children to allow the class teacher to work closely with children with additional needs on a regular basis.
Although, from time to time, children may need a high level of individual support, our aim is always to help children to be more independent in lessons.
At Carleton Endowed CE Primary School we are able to offer a wide variety of interventions to support the needs of children. These include structured, evidence-based programmes for English, maths and speaking and listening as well as highly personalised 1:1 interventions developed with the support of external services.
Interventions are carefully monitored and reviewed regularly in order to ensure that they have impacted on children’s learning in line with their IEP.
Many interventions are delivered by well-trained teaching assistants, all of whom will have received in-house training as well as training and support provided by a number of different agencies.
All interventions are recorded on a whole school intervention map each term.
The class teacher, or our Intervention Manager, Mr Goodison will be happy
High quality support for learning within mainstream lessons is the most important factor in helping pupils with SEND to make good progress alongside their peers. There may be occasions when the school feels that some additional support within lessons may help your child to make better progress. This is by no means always the case. However, if some additional small group or one to one support within lessons is planned, the school will explain how this will work, what the aims of this support will be and how and when the impact of this support will be reviewed. Most importantly, this support should be aiming to make your child more independent in lessons
Schools use a range of evidence based interventions to support pupils with SEND to make better progress. Interventions are structured learning programmes. Your school will be able to explain to you:
- what interventions your child is receiving and what are the intended learning outcomes;
- when during the week any interventions will be delivered;
- how many weeks the intervention will go on for;
- who will be delivering the interventions (usually a well trained teaching assistant) and where (e.g. in class or outside the classroom)
- how the interventions will relate to and support learning in the classroom;
- how they will be monitored closely to make sure they are helping your child to make accelerated progress.
to discuss in more detail any of the interventions that your child is involved
8. What sort of adaptations are made to the curriculum and the learning environment of children and young people with SEN?
Our curriculum and learning environment are carefully considered to ensure that they are as inclusive as possible, for example, all classrooms have consistent visuals to support learning and behaviour. All children are encouraged to learn in a variety of visual, auditory and kinaesthetic ways throughout the school. Teachers maintain high expectations that all children can do well and put adaptations in place to ensure this potential can be reached.
Some children will require further personalised adaptations and strategies in order to reach their potential. Personalised provision maps outline these adaptations and strategies which may include alternative methods of recording or additional resources. Some children with additional sensory needs may benefit from adaptations such as agreed seating arrangements, ear defenders, overlays, or larger print. Personalised adaptations are specific to individual children and are regularly reviewed with children and parents.
Some children may require further adjustments, depending on their level of need, such as a health care plan, behaviour plan and/or an individual risk assessment.
Your school will be able to describe some of the approaches that classroom teachers and other staff will be using throughout the day to help address your child’s needs within lessons. They may also be able to share with you the school’s overall plan of support (provision map), which outlines many of these strategies.
Some children with a high level of need will also need a care plan or a health care plan which may include a risk assessment.
9. What sort of expertise for supporting children and young people with SEN do you currently have in school? How do you ensure that the expertise and training of staff to support children and young people with SEN is current? How do you access and secure further specialist expertise?
We organise whole-school, generic training for teachers and teaching assistants as part of staff meetings and inset days.
Many of our staff are also trained in evidence based interventions, such as Reading Intervention, Communicate in Print and Numbers Count.
In addition, some staff are trained in ELKLAN, Makaton and Dyslexia.
Staff that run intervention groups have regular opportunities to observe each other when running groups. More experienced staff act as mentors for newly trained staff.
All staff should receive regular training to enable them to meet a range of SEN. Teachers and teaching assistants should have regular generic training and specific training to meet individual needs as necessary. Schools must make good use of their SEN funding to meet a range of needs. However, if a pupil has particular needs and the school has exhausted its repertoire, specialist support should be sought promptly.
The Intervention Manager oversees the range of expertise and intervention
training to ensure we can meet the needs of children with SEN and seek
further training or advice if gaps emerge.
All staff work regularly with support services such as the Educational
Psychologist, Speech and Language Therapist, Occupational Therapists
and EMS staff in order to support individual children more effectively.
10. How do you evaluate the effectiveness of the provision made for children and young people with SEN?
Progress of children with SEND is monitored through termly pupil progress meetings, analysis of the data, teacher reports on progress of SEN pupils and intervention records and progress reports.
Progress of all pupils is shared with parents at consultation evenings and in reports.
All children with SEND have identified targets on their personal provision maps (IEPs) and these are evaluated and shared with children and parents each term.
Interventions are carefully monitored by measuring progress over the course of the intervention. This can be in the form of ratio gains, progress towards objectives and teacher and pupil feedback.
Quality first teaching is paramount and regularly evaluated by the Senior Leadership Team to ensure the provision is suited to meet the needs of all learners, promotes independence and resilience, and is challenging and engaging so that all children can reach their potential, including those with SEND.
The progress and attainment of all children is carefully monitored and reported to parents. Your school will be able to explain how they track pupil progress in their school. If a child is provided with additional and different provision/interventions, the school will carefully monitor the
impact by a variety of methods; such as: measuring how the intervention accelerated progress over a given time – known as a ratio gain or the before and after impact on self-confidence, behaviour etc. During the planning meeting with parents and where possible the child or young person, the teacher will explain what the expected impact will be by the time the intervention is reviewed and how this will be measured. Many schools use Individual Provision Maps (IPMs) to capture this information, which is written during your meeting. This meeting with you and your child is often described as a ‘learning conversation’.
The school will evaluate the impact of all interventions and whether they have a strong evidence base of effectiveness.
Other provision, for example provision regularly used in-class (known as Quality First Teaching), will be evaluated regularly by the Senior Leadership Team. Your school will be able to describe how this is undertaken.
11. How are children and young people with SEN enabled to engage in activities available with children and young people in the school who do not have SEN?
Carleton Endowed CE Primary School has achieved the Inclusion Quality Mark (IQM) Level 4. This achievement demonstrates the importance that the school places on meeting the needs of all learners.
We offer an extensive range of free lunchtime and after-school clubs which are very popular with all children. Over 75% of children on our SEND
The school’s policies should all state how all pupils are actively included in a wide range of curriculum and extra-curricular activities, including school trips. Pupils with SEN should be equally represented in positions of responsibility e.g. the school council.
register sign up to at least one club each term.
Pupils with SEND take part in all school trips, including the Y5/6 residential
trips. Parents are encouraged to discuss any concerns or additional
requirements with school Risk assessments ensure that all reasonable
adjustments have been made to ensure children can access trips safely.
Pupils with SEND are equally represented in the school council and
committees such as the Fairtrade Committee and Collective Worship
12. How do you support children and young people with SEN to improve their emotional and social development? Please explain the extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying.
As a Church School, our core values are at the heart of everything we do and the children are able to talk about these values and put them into practice. This is shown by the care, support and consideration they show each other, despite individual differences.
Our motto, Every Child Matters, is ingrained throughout the curriculum and the 5 key outcomes are identified on SDP and used throughout school.
1. Being Healthy
2. Staying Safe
3. Enjoying and Achieving
4. Making a Positive Contribution
5. Achieving Economic Well-Being
All children participate in PSHCE lessons as well as whole school assemblies which tackle issues such as relationships or bullying. Children learn to identify trusted adults, both in and out of school that they feel comfortable to. We work with organisations such as the NSPCC to deliver these important messages.
In the Early Years and KS1 we run social skills groups such as Time to Talk. In KS2 we run friendship and resilience groups. Some of these groups run at playtime to support the children to put into practice what they have learned.
Children and parents are encouraged to talk to the class teacher, Intervention Manager or Headteacher if they have any concerns and
Some of the interventions implemented should be for emotional support e.g. SEAL nurture groups, the provision of a key worker.
13. How does the School involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?
Sometimes it will be helpful for school to request some additional support from an outside agency. This is requested with the informed consent of parents or carers.
Carleton Endowed CE Primary School has established excellent working relationships with professionals from the following agencies:
- The Educational Psychologist
- School Nurse and Health Visitor
- EMS Provision (Enhanced Mainstream School)
- Educational Social Worker
- Sensory, Physical and Medical Teaching Team
- Speech and Language Therapist
- Occupational Therapists
- EMS schools: Speech, Language and Communication
- EMS schools: Specific learning difficulties
- EMS schools: Behavioural, Social and Emotional Difficulties
Professionals from the above agencies regularly support staff and children and parents in school.
The Local Authority offers a range of specialist support and outreach services, including educational psychologists and local enhanced mainstream schools, to help schools to deliver appropriate support and interventions, Other specialists such as speech and language therapists can also support schools in this. If the school feels that the involvement of another agency will help them to meet your child’s needs you will be informed and asked to give your consent.
14. What are the arrangements for handling complaints from parents of children with SEN about the provision made at the school.
Any concerns about the provision made for your child in school regarding SEND should be brought to the attention of the class teacher or SENCO in the first instance. You may also contact the headteacher to make an appointment or attend the headteacher drop-in.
We encourage parents to make us aware of concerns as soon as they arise so that they can be addressed quickly.
If you do not feel that the issues have been resolved through this process, then you may follow our formal complaints procedure as outlined in the Complaints procedure policy.
The designated governor for SEND is Mrs Sarah Steeples.
There must be a designated governor for SEN in the school and complaints about SEN should follow the general complaints procedure. It is always best to approach the teacher or the Headteacher first, to see if your concerns can be immediately addressed. If you still feel that your view has not been listened to or answered to your satisfaction you can make a formal complaint by writing to the chair of governors at the school.