At Moorlands we provide support for children with a variety of different needs. We achieve this through a number of methods depending on the child's needs. A child is classed as having special educational need if they have a l difficulties that call for special educational provision to be made. We have experience of supporting children with a wide range of SEND needs including;

They are having significant difficulty with their learning and making far less progress than would be expected.
They have a specific learning difficulty, for example dyslexia.
They have difficulties with social communication and interaction.
They have emotional or mental health difficulties.
They have sensory and/or physical needs, for example visual impairment.

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Here are a number of reasons why a child may be identified as having SEND:

Social communication, language and interaction needs.

Children and young people with speech, language, and communication needs (SLCN) who have difficulty understanding and communicating with others. This may include those with ASD, including Asperger Syndrome and Autism.

Cognitive and Learning needs - SPLD/ Global development

Children and young people who learn at a slower pace than their peers, as well as those with Specific Learning Difficulties (SpLD). For example dyslexia, dyscalculia, and dyspraxia.

Social, emotional and mental health needs

Children who may be withdrawn or isolated, as well as those displaying challenging, disruptive or disturbing behaviours. Behaviours may reflect underlying mental health difficulties. For example, anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained.

Physical and sensory needs

This includes children with a disability that prevents or hinders them from making full use of general educational facilities. For example, those with visual or hearing impairments, multi-sensory impairments, and/or physical disabilities.

At Moorlands Primary School, we value the importance of early identification of SEN (Special Educational Needs). We advocate the early identification of any Special Educational Need wherever possible, to ensure that children receive appropriate support promptly. For children not making at least expected progress through quality first teaching (QFT) and/or are working significantly below age related expectations, the school provides targeted support for groups and individuals in order to secure progress for children, thus enabling them to benefit from whole class teaching and promote social development. These interventions are measurable, time limited and regularly evaluated. For those children still not making expected progress, personalised longer term interventions will be put in place, often involving external agencies.

Children are identified as having SEND through a number of different ways, such as:

Information passed on by previous settings. This is because some children start school with Special Educational Needs that have already been identified at their previous setting. Therefore, the SENDCo will liaise with the previous setting and/or parents so that any of the relevant information and records are passed on and acted upon.

- Children performing below ‘age expected’ outcomes and/or slow progress are identified.

- Monitoring of short term interventions which do not have the desired impact, indicating that perhaps a SEND is preventing progress. 

- Concerns raised by a parent.

- Concerns raised by a teacher. For example, if behaviour or self-esteem is affecting performance.

- Liaison with external agencies e.g. for a physical/sensory issue, speech and language, Educational Psychologist etc.

- Use of tools for standardised assessment.

In accordance with the 2015 SEND Code of Practice, our school uses a graduated approach to identify any children who may have a special educational need. This approach incorporates the Assess, Plan,

Do, Review (APDR) cycle:

Assess – assess the child’s needs.

Plan – plan for relevant provision and set the outcome/s to be achieved.

Do - put the provision in place for a set period of time.

Review – review how and if the provision is making a difference.

Your child’s Class Teacher will be the first to inform you of how your child is being supported at school; this may happen during planned, individual meetings or at scheduled Parents’ Evenings. Following this, the Class Teacher and SENDCo will invite parents to discuss and review their child’s support to look at specific provisions and targets. Parents will also be informed of any planned observations, referrals or assessments of their child and their permission will be sought to do these, where appropriate. Any recommendations or reports will always be shared with parents. Should you require any additional information, you are welcome to contact the school office at any time to arrange a meeting with the Class Teacher or SENDCo.

Moorlands follow inclusive practices to ensure all those with SEND can access the curriculum and all school activities. SEND Policy and Local Offer are both available to view on the school website.

https://www.moorlandsps.org.uk/Our-School/SEN/

Provision for SEND pupils is reviewed in a range of ways for groups and individuals.

Adaptations to the curriculum and teaching.

- Scaffolding approach to learning.

- Individual Targets that are reviewed termly.

- Adaptions to the environment.

- Triangulation of evidence by SENDCo

Communication and working in partnership with parents to ensure child's needs are met.

At Moorlands we recognise the impact that a child’s social and emotional needs have upon their learning and general development. The aim of our school is to ensure that every child feels safe,

secure, happy and ready to learn and achieve their full potential. Children may need additional support for a range of reasons, for example because of family circumstances, with friendships, developing confidence or their behaviour. A range of strategies and interventions are available to ensure that children and their families are supported, such as:

ELSA interventions on a 1:1 basis/groups

Social skills groups

Behaviour support plans developed with children and families (the Behaviour Support Team may be involved, depending on need) 

Lego Therapy

Play Therapy

Therapeutic approach 

Nurturing provision - dependent on individual need.

Wellbeing, independence and progress are reviewed and monitored by;

Termly reviews of SEND targets which are shared with parents. 

Monitoring and analysis of intervention provision.

Termly pupil progress meetings between teachers, support staff and SLT.

Inclusion meetings with class teachers termly to update information

Parents’ evenings.

Data monitoring termly and action plans.

For all children at Moorlands, the following assessment and review processes are used:

● Pupil’s progress is assessed and reviewed by class teachers every 6 weeks.

● Teachers record pupil’s outcomes and equivalent age related measures using a whole school assessment system on a termly basis.

● Pupil progress meetings are held between teachers and the Senior Leadership Team to identify all pupils, including those with SEN, not making good progress.

● Support/interventions are put in place accordingly. Standardised tests are used on a termly basis in Reading and Maths to measure progress and ability. For pupils with SEND, additional measures are used, as listed in the next column.

Intervention outcomes are set and reviewed by class teachers on a termly basis. These are overseen by the SENCO and provision adapted according to outcome.

• Individual SEND Target outcomes are reviewed at least termly and new outcomes set according to need.

• Parents are informed of progress and outcomes at twice yearly parents’ evenings, through annual written reports and conversations with staff as needed.

• Professionals working with SEN pupils carry out assessments and review progress using a range of assessments. External professionals such as Speech and Language, Educational Psychologist, Occupational Therapy, Mental Health Services will also carry out review assessments.

If your child has an EHCP, you will attend an annual review meet, this may include professionals involved with your child.

Children who have an Individual Learning Plan or Behaviour Plan, we will meet with parents and teachers to discuss outcomes and progress three times a year.

In addition to some of the specific interventions, resources and support listed in previous sections, pupils with SEND needs are met, wherever possible, by quality first teaching within the classroom by the class teacher with adaptations made as required.

Pre-teaching vocabulary.

- Use of visual prompts.

- Access to a Speech and Language Therapist for assessments, advice and support.

- Social skills interventions and speech and language programmes.

- Additional adult support when required.

- Use of different teaching aids such as; mind maps, Numicon, writing frames etc.

-Interventions to target specific areas of need such as; Catch Up Numeracy and Literacy.

-Access to an Educational Psychologist for assessments, advice and support.-Additional adult support when required. IT based interventions such as Nessy and Clicker.

- Whole school teaching of PHSE and R-Time (a programme to encourage skills in creating effective, respectful relationships with others). - Personalised behaviour plans/risk assessments and handling plans when required.

-Use of time out and safe places. -Full time Emotional Literacy Support Trained Teaching Assistant (1:1 support for the emotional development of children).

- Interventions such as play therapy. -Pastoral Support Plans.

- Access to an Educational Psychologist and Behaviour Support for assessments, advice and support. Access to Mental Health professionals and services. The school follow the ‘Therapeutic Approach’ to support children with their well being.

- Range of resources such as: pencil grips, writing slopes, move ‘n’ sit cushions, foot rests etc.

-Use of alternative recording such as laptops.

-Touch Typing programmes.

-Additional adult support when required.

-Adaptions to buildings such as handrails.

-Disabled Toilets

- Sensory Circuits.

The class teacher, alongside the SENCO (Special Educational Needs Coordinator), will discuss a child’s needs and what support will be appropriate. Adaptations to meet individuals needs are agreed with pupils (age appropriate) and parents.

The curriculum, planning and the environment are adapted for pupils with SEND to ensure their needs are met. 

- Adaptations to the building such as handrails for pupils with a physical disability of visual impairment.

- Sensory breaks for those with sensory and concentration difficulties.

The curriculum is matched to the child's individual needs. Adaptations include;

-Scaffolded curriculum planning leading to  teaching and questioning to meet the needs of pupils with SEND.

- The use of Key Performance Indicator targets for pupils working out of Year groups for planning and measuring progress.

-Regular reviews to ascertain the curriculum is pitched to meet the needs of child.

Children with SEND will have access to the appropriate resources and support in order to make progress. Where applicable we will reach out to external agencies to support a child with SEND needs. 

Educational Psychologist Services

Speech and Language 

Occupational Therapy

Play Therapist

Children and Adolescent Mental Health Services

Mental Health Schools Team

SEND at Brighter Futures for Children

In some instances, pupils with SEN will be supported by an adult, or regularly work in an adult supported group.

- Use of technology and alternative ways of recording such as laptops and kindles. Resources and access to a range of interventions are allocated dependent on individual need.

We will communicate your child's needs through parent meets and regular feedback.

At Moorlands we will monitor progress, through pupil progress meets teachers and SENDCo will discuss the best interventions to meet the child's need.

Our Inclusion Policy promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Where there are concerns of safety and access. Further thought and consideration is put in place to ensure needs are met; where applicable parents/carers are consulted and involved in planning.

All children are able to access all areas of the curriculum and we aim for all pupils to be included in school trips. To enable inclusion, parents are involved in school trips where appropriate.

- A risk assessment is carried out prior to any off site activity to ensure the safety of all pupils and adults.

- A variety of school clubs are provided before and after school. We aim for these to be as inclusive as possible and may provide additional staff in order to achieve this.

- A Lunch Club is available for children who find the lunchtime period challenging.

All children are able to access all areas of the curriculum and we aim for all pupils to be included in school trips. To enable inclusion, parents are involved in school trips where appropriate.

- A risk assessment is carried out prior to any off site activity to ensure the safety of all pupils and adults.

- A variety of school clubs are provided before and after school. We aim for these to be as inclusive as possible and may provide additional staff in order to achieve this.

Our staff are highly trained to provide a high standard of pastoral support. Our behaviour policy, which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff. Learner voice is central to our ethos and this is encouraged in a variety of ways. Support to develop SEND pupils’ emotional and social development is available through a whole school approach as well as group and individual support.
Behaviour policy to ensure consistency.

- Growth Mindset training

- PHSE lessons

- One Decision

- Assemblies

- School council

- All staff have received mental health and attachment training.

- Anti-bullying policy

- Child protection trained staff available to talk to

- Full time ELSA for 1:1 and group interventions

- Educational Psychologist advice and support as required.

- Lunch club for those who struggle with unstructured times.

We also have access to the Mental Health Team via Brighter Futures for Children. We can draw on their expertise and make referrals where relevant.

At Moorlands we also have trained Emotional Literacy Support Assistants that can support children during the school day.

SENDCO: Mrs Meena Davies Email: sendco@moorlands.reading.sch.uk

If your have any queries please do contact our SENDCo - Mrs Meena Davies, who will be happy to discuss your concerns.

sendco@moorlands.reading.sch.uk

All staff are offered regular training opportunities.

- We hold specific SEND training for staff e.g. precision teaching, sensory circuits, dyslexia.

- School accesses external training and provides training in house according to need.

- All staff share good practise.

- SENCo with the National award for SENCo accreditation

- Fully trained ELSAs

- Catch Up Literacy trained staff

- Catch Up Numeracy trained staff

- All staff mental health and attachment training

- All staff have received Safeguarding training.

Budgets are closely monitored and aligned to the school improvement plan. Equipment and facilities to support children with SEND are secured through the school’s SLA, SEN budget and EHC plan funding.

-          Provision is costed and regularly evaluated for effectiveness.

-          SEN budget for equipment and resources to meet pupils’ needs.

-          EHC plan provision maps may secure funding for additional support.

-          SLA used for securing services such as Behaviour Support and Educational Psychology.

-          Mental Health Support Team; leading to support from Educational Mental Health Practitioner.

We encourage parents to liaise with the class teacher or SENCO throughout the year.

- Parents contribute to Learning/Behavioural and One page profiles and targets.

- Parents’ evenings twice a year.

- Annual reviews for pupils with EHC plans.

We will support parents by;

- liaising with the class teacher or SENCO throughout the year.

- parents contribute to Learning/Behavioural and One page profiles and targets.

- parents’ evenings twice a year.

- Annual reviews for pupils with EHC plans.

- Visiting professionals will regularly offer meetings with parents following an assessment and provide a written report.

- School based Family Worker in collaboration with Brighter Futures for Children.

Parents are invited to attend Coffee mornings, where a Children's Mental Health Practitioner has/will deliver workshop or areas of support raised by parents e.g. anxiety, autism.

Children with SEND are consulted in their education in an age appropriate way. All Children are routinely asked to reflect on their learning and share how they feel they are progressing during the course of their daily learning journey.

- All children regularly discuss progress and targets with members of staff.

- Children with Education Health Care Plans views are sought before any review meetings (as is age appropriate). Most children also attend the meeting.

Moorlands Primary School follows Reading’s model policy for complaints. The policy is published on the school blog. Paper copies are available from the school office.

Please contact the SENDCo - Mrs. Davies - sendco@moorlands.reading.sch.uk
Head of School - Mrs. Bennett
Executive Head - Mrs. Browne

Referrals are made as/when required to health, social care, LA support services and local charities to meet the needs of pupils with SEND and to support their families.

- Referrals are made to speech and language, the Educational Psychologist, behaviour support and occupational therapy to support children’s needs.

- School consultation meetings are held with professionals termly to discuss pupil’s needs and to access appropriate support.

- The school refers to voluntary organisations such as Berkshire Women’s Aid and Daisy’s Dreams to support pupils with SEND and their families.

- CSPOA and Early Help Referrals are made as and when required.

Reading Borough Council’s Local Offer, outlining services available for children and young people who have SEND. Reading Information, Advice and Support Service for SEND.

https://servicesguide.reading.gov.uk/kb5/reading/directory/localoffer.page?familychannel=3 

https://www.readingiass.org/

Transition for SEND pupils is managed through information sharing between classes and settings, additional visits and transition work.

- Pupils joining the school in Foundation Stage are all visited at home by the Reception teachers to discuss any additional support they may need with parents/carers.

- Additional visits are made to the setting by pupils, as required, and information is shared between current and future schools/staff.

- The SENCO liaises with Nursery and other school SENCOs (including Secondaries) prior to a pupil with SEN joining or leaving the school.

- Meetings with outside professionals to discuss support, resources and adaptions are also made prior to a pupil joining or leaving the school.

- For pupils with an EHC Plan, future school SENCOs are invited to annual reviews in the year prior to a pupil leaving.

- For parents, additional visits and meetings can be arranged via the school SENCO.

- Within school, class teachers meet to share information about pupils including teaching styles required, adaptations, interventions and support.

- Visits to new classes are made in the Summer term so pupils are familiar with new teachers and routines in September. Additional visits are made by SEN pupils and social stories are provided if required.

- Transition booklets / social stories are sent home before the summer holiday.

- All paperwork is transferred within 5 days of a child starting a new setting.

https://servicesguide.reading.gov.uk/kb5/reading/directory/localoffer.page?familychannel=3

Moorlands follows the SEND Code or Practice’s model of access, plan, do and review and the graduated approach. Parents are invited to contribute to the outcomes. At Moorlands we will meet 3 x times a year to discuss progress and review outcomes.

- Targets set and reviewed according to teacher and professional assessments with pupil and parent involvement 3 times a year.

- For those with EHC plans, annual review target setting and reviews take place annually and involve parents, pupils and professionals.

- Termly progress meetings between teachers and SLT.

- Advice from professionals in setting and reviewing targets.

- Pastoral support plans

– 6 weekly meetings with school, professionals and parents to set and review targets.