The Palmer Academy Primary School ~ Nursery Class
The Palmer Primary School and Nursery Class has published their Local Offer providing information on Special Educational Needs and Disabilities.
From September 2022 there will be 16 places available for 30 hours in the Nursery. www.thepalmeracademy.com/parents/30-hour-funding
Who to contact
- Contact Name
- Miss A Higginbotham
- Contact Position
- Headteacher
- Telephone
- (0118) 937 5481 (0118) 937 5481
- admin@thepalmeracademy.com
- Website
- The Palmer Academy
- Scan to visit this website
Where to go
- Address
-
The Palmer Academy
70 Northumberland Avenue
Reading
Berkshire - Postcode
- RG2 7PP
Directions to RG2 7PP
Childcare Information
Funded Places
- Has 3 & 4 year old funding
- Yes
- Has 2 year old funding
- No
30 Hours Extended Entitlements
- Additional 15 hours of *Free* childcare offered
- Yes
- When are the additional 15 hours available? (e.g. Monday to Friday, 8am to 1pm)
- From September 2022 there will be 16 places for 30 hours in the Nursery.
- How many places are available for the additional 15 hours to meet the 30 hours childcare
- 16
- Intending to provide 30 Hours?
- Yes
- Registered to provide 30 Hours?
- Yes
Ofsted Information
- Ofsted Report:
- See the Latest Ofsted Inspection Report
Local Offer
- Contact Name
- Miss J Room
- Contact Telephone
- 0118 9375481
- Contact Email
- senco@thepalmeracademy.com
- Links
- The Palmer Academy SEND Policies Accessibility Plan
- Local Offer Age Bands
- Early Years (0-4 years)
- SEN Provision Type
- Universal
- Local Offer Updated
- 02/11/2023
Schools Extended Local Offer Response
Description
School Name: The Palmer Academy
Address: 70, Northumberland Avenue, Reading.
Telephone: 0118 937 5481
Email: admin@thepalmeracademy.com
Website: https://www.thepalmeracademy.com/
Ofsted link: https://reports.ofsted.gov.uk/provider/21/139653
Head teacher: Miss Anne Higginbotham
Assistant Headteacher for SEN [&D]:
Name: Jo Room, Assistant Headteacher for SEN [&D]
Contact: senco@thepalmeracademy.com
Date of latest Accessibility Plan: 26.4.21
Link to Accessibility Plan: https://www.thepalmeracademy.com/essentialinformation/policies-and-reports
Date completed: July 2021
By whom: Mr D Prendergast
General Statement:
The Palmer Academy is an inclusive mainstream primary school, where every child is valued and respected. We have high expectations for all our learners, including those with special educational needs and disabilities, and we are committed to supporting them in making both strong progress and becoming independent learners. We support the child holistically, conscious of the fact that special educational needs and disabilities (SEN/D) can impact on many areas aside from learning. We are also aware of other difficulties children with SEN/D might be facing, outside of their additional needs, which might be contributing to their barriers to learning.
Our definition of special educational needs
We recognise the definition of special educational needs provided in the Code of Practice (DfE/DfH, 2015):
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age* or a young person has a learning difficulty or disability if he or she: -has a significantly greater difficulty in learning than the majority of others of the same age, or
-has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools…’
* ‘For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers’ (DfE/DfH, 2015).
A child under compulsory school age has special educational needs if he or she is likely to fall within the definition above, when they reach compulsory school age or would do so if special educational provision was not made for them [Section 20 Children and Families Act 2014] (DfE/DfH, 2015: 15-16).
The relationship between disability and special educational needs
As a school, we also recognise that children with a disability do not necessarily have SEN, but also recognise that there is a significant overlap between disabled children and those with SEN (DfE/DfH, 2015).
We acknowledge that where a disabled child or young person requires special educational provision, they will also be covered by the SEN definition (DfE/DfH, 2015: 15-16).
If a disabled child is not covered by the SEN definition, they will still be provided with ‘reasonable adjustments’ under the Equality Act 2010.
Therefore, we have an SEN [&D] Register, which identifies all children who have special educational needs, which often also includes a disability (under the definition provided in the Equality Act 2010). If children only have a disability, they are identified on our Health/Disability Register.
1: The kinds of special educational needs for which provision is made at the school
- 1.1: Do you have children with SEND in your school?
At the Palmer Academy, we support children with SEN under the four broad areas of the current Code of Practice (DfE/DfH, 2014), including:
-Communication and Interaction
-Cognition and Learning
-Social, Emotional and Mental Heath
-Sensory and/or Physical Needs.
- 1.2: What kinds of SEND do those children have?
For example: autism; ADHD; physical difficulties; specific learning difficulties relating to reading, spelling, handwriting, arithmetic, motor skills and coordination; speech and language difficulties; and hearing impairment.
2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
- 2.1: How do you know if a pupil has SEN?
We place a strong emphasis on early identification of SEN/D. The Senior Leadership Team, Class teachers, Higher Level Teaching Assistants (HLTAs), Learning Support Assistants (LSAs), parents/carers and the Assistant Headteacher for SEN [&D] work closely together, to identify children who are struggling in any of the four broad areas listed above.
This includes the use of:
-standardised tests;
-screening tools;
-Pupil Progress meetings;
-teacher assessments;
-teacher observations;
-use of a ‘monitoring stage’ register;
-the observations and perspectives of parents/carers, and other adults who know the child well;
- the child’s own perspective;
- observing a child’s response to intervention;
- implementing the ‘assess, plan, do, review’ cycle discussed in the Code of Practice (DfE/DfH, 2015).
In making decisions about which children have SEN/D, we are also mindful of the advice in the Code of Practice (DfE/DfH, 2015, para. 6.23):
-that slow progress and low attainment does not necessarily mean that a child has, and should be recorded as having SEN;
-that attainment in line with chronological age does not necessarily mean that there is no learning difficulty or disability.
Sometimes, we might seek specialist advice at this early stage, acknowledging that: ‘Schools may involve specialists at any point to advise them on early identification of SEN and effective support and interventions’ (DfE/DfH, 2015, p.102).
This will have been discussed with parents/carers in advance, and informed consent gained. After the involvement of an outside agency, parents/carers will be invited to discuss the report and recommendations, either with the person who completed the assessment, or the Assistant Headteacher for SEN [&D]. The recommendations will then be implemented, both at home and at school.
- 2.2: How will I know if my child is receiving SEN support?
As discussed above, parents/carers are regularly informed if their children are facing any challenges in their learning, as well as the provision which is being made for them.
All parents/carers of children on the SEN [&D] Register will an email or telephone call to confirm that their child is receiving special educational provision. This is to formalise the process, but will have already been discussed with them.
Parents/carers of children with special educational needs/disabilities will also have a termly meeting with their child’s class teacher. In this meeting, they will be provided with their child’s Individual Education Plan, which will detail the special educational provision which their child is receiving.
In the meeting, parents/carers will have an opportunity to discuss their child’s progress and contribute to the reviewing/writing of their child’s targets. They will also be encouraged to identify how they can support the targets at home.
3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
- 3.1: Where can I find information about the school SEN Policy?
The school’s SEN [&D] Policy can be found on the school website.
3a: How the school evaluates the effectiveness of its provision for such schools
- 3a.1: How do you make sure that the SEN provision is helping pupils make better progress?
We use an informed, evidenced-based approach to SEN [&D] provision, which is further informed by advice from outside agencies, where applicable.
We regularly review outside agency support, and make changes to our providers, where required.
The Code of Practice’s (DfE/DfH, 2015) graduated approach to support underpins our provision: assess the child; plan for the child; do/undertake the plan; review the plan.
This approach enables us to set targets and observe/monitor progress across six weeks. In doing so, we are looking for evidence that a child has met the targets set, as well as: make bi-annual progress in standardised tests, where applicable; and be ‘closing the gap’ between their attainment and national expectations.
Special educational provision is detailed on a half-termly Individual Education Plan (IEP), which includes targets; type of intervention; frequency; and person delivering it.
The IEP is informed by pre- and postinformation/data for every target - to measure progress for each area. We also consider the measurement of progress against national expectations, as well as any standardised tests used.
LSAs delivering interventions are observed, with feedback given.
When reviewing progress, we also seek the perspectives of parents/carers and the children themselves.
The Assistant Headteacher for SEN [&D] also engages in ‘learning walks’ to see special educational provision in progress, as part of quality assurance.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
We are conscious of the fact that special educational needs/disabilities can impact on other areas, apart from the areas identified. We are also aware of other difficulties children with SEN [&D] might be facing, outside of their additional needs, which might be contributing to their barriers to learning.
We seek to identify the strengths of the child, and use these strengths to plan interventions (for example, if a child enjoys drawing, this can be utilised, when completing a spelling intervention).
Children also have access to the following in school:
-opportunities to share their perspectives on their interventions and areas of need; social and emotional skills interventions;
We aim for all children to be independent learners and encourage strategies in the classroom to support this. For example, we regularly use pre-tutoring; picture cue/mnemonic spelling banks; ‘now and next’ boards; and personalised visual timetable.
3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
- 3b.1: How do you check and review the progress made by pupils with SEN?
As part of the established ‘Assess, Plan, Do, Review’ model, progress is continually reviewed throughout the interventions, which run for about 12 weeks. Mini-versions of the ‘Assess, Plan, Do, Review’ model can also be used within the 6 weeks, where it is felt that the intervention is not working, or the child is not responding to the strategies, as hoped.
In addition, children continue to be discussed at internal half-termly Pupil progress meetings.
- 3b.2: How will I find out about the progress my child is making?
Parents/carers of children with SEN [&D] have the opportunity to meet with the class teacher every half-term.
You will also be invited to the standard parent-teacher meetings, and receive an annual report on your child’s progress.
- 3b.3: How will I be involved in those reviews? Who else will be there?
We believe in a person/child-centred approach, where the views of the parent/carer, and the child are central to the review process.
In the termly review meetings, you will be supported by the class teacher in sharing your views regarding how your child is progressing, and how you can support
your child at home.
When required, the Assistant Headteacher for SEN [&D] will also join the termly meetings.
3c: The school's approach to teaching pupils with SEND
- 3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?
We believe that all classrooms should be inclusive and that all children should have regular access to qualified teacher time. We do not believe that children should be reliant on any adult, but, instead, should have adjustments made so that they can access the mainstream classroom.
For example:
-opportunities to be exposed to key vocabulary in advance, so that they can contribute in whole
-class sessions;
-having a check-list on their desk, to support them in following the class instructions;
-having a personalised visual timetable, to enable them to follow a routine and know what is coming next;
-having words with accompanying picture cues/mnemonics on their table, to support them as they write;
-having a fiddle toy and movement break, if they find it difficult to sit still; having access to theraputty and other resources, to strengthen finger and hand muscles;
- numbers lines and concrete resources on the desk to support with number work;
-access to Makaton and PECs, where required.
- 3c.2: How can I find out more about what my child is learning at the moment?
This information will be shared with you at the regular termly IEP meetings. The curriculum maps, can also be found on the school website.
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
The school buildings and site have been adapted to support children with special educational needs and/or disabilities. There are different zones on the playground, so that children can spend time in quieter places, if required. Some children have individualised timetables for playtime, which support them in selfregulating their emotions and behaviour.
Within the classroom, children with special educational needs and disabilities have access to a range of resources and strategies to support them, as outlined above.
- 3d.2: How will the curriculum be matched to my child's needs?
All teachers provide a scaffolded curriculum, which is carefully matched to each child’s needs. Both whole-class and group work is scaffolded – through the learning objective, questioning and activities.
Your child might also receive additional support to enable them to access wholeclass sessions, including, for example, pretutoring of vocabulary, or the rehearsing of answers to questions.
3e: Additional support for learning that is available to pupils with SEND
- 3e.1: Is there additional support available to help pupils with SEND with their learning?
In addition to the above, your child might receive 1:1/small group targeted intervention, to support their individual needs, which will be recorded on their IEP. This will be imbedded into whole class teaching.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
Children with EHCP's have allocated reources and the distrubtion of LSA's is considered to meet children's needs. They will have access to quality first teaching.
- 3e.3: How will I know if my child is getting extra support?
As discussed earlier, we ensure parents/carers are involved in all stages. You will also receive a phone call or email from the Assistant Headteacher for SEN [&D] when your child is placed on the Register, and receive regular termly meetings with the class teacher.
- 3e.4: How is the decision made about how much/what support my child will receive?
We will observe your child closely, and monitor their progress – against their IEP targets, as well as national expectations. We then discuss our data with parents/carers at the termly IEP meetings. An informed decision can then be made about what support will be required in the half-term ahead.
3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
- 3f.1: What social and extra-curricular activities are available for students with SEND?
All children in the school are encouraged to access and participate in social and extra-curricular activities. We appreciate that sometimes this can be difficult for some children with SEN [&D] and, therefore, we would tailor our support to children’s individual needs.
- 3f.2: How can my child and I find out about these activities?
A list is provided to all parents/carers at the start of term.
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
All children participate in activities outside of the classroom, including school trips. Again, some children with SEN [&D] might find this more difficult and we would provide support so that they can participate. For example, providing an individualised visual timetable and a social story, prior to the event. If a child’s safety is a concern, we would complete an individual risk assessment, where actions would be agreed with parents/carers.
3g: Support that is available for improving the emotional and social development of pupils with SEND
- 3g.1: What support will there be for my child's overall well-being?
As discussed previously, the children’s well-being is monitored closely at The Palmer Academy. We are a theraputic school. The Assistant Headteacher for SEN [&D] liaises with these staff, as appropriate, as well as with other support staff, including lunchtime supervisors, to ensure that a child is supported holistically.
4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
- 4.1: Who should I contact if I want to find out more about how the school supports students with SEND?
If you would like further information about how The Palmer Academy support children with SEN [&D], you should contact the Assistant Headteacher for SEN [&D], Miss Room, who would be happy to discuss this with you.
- 4.2: What should I do if I think my child may have a special educational need or disability?
You should contact your child’s Class teacher first, and he/she will discuss your child’s progress and any worries you have with you. He/she will then discuss your concerns with Miss Room.
5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
- 5.1: What training have the teachers and other staff who support children and young people with SEND had?
Miss Room has post-graduate qualifications and was awarded the SENCO award in 2017.
A programme of SEN [&D] training is being implemented for the academic year 2023 - 2024. This will be led by Miss Room. This includes staff meetings and an INSET day focusing on SEN [&D], and weekly training sessions for support staff.
6: Information about how equipment and facilities to support children with SEND will be secured
- 6.1: What happens if my child needs specialist equipment or other facilities?
If a child requires specialist equipment, we will aim to provide it within our school budget. If it is particularly expensive, we will seek financial support from BFFC through their ‘High Needs’ budget. If a child requires other facilities, which cannot be provided at The Palmer Academy, such as an autism or speech and language unit, or special school provision, this will be discussed at Annual Review meetings for children with EHCPs). We will support the child and their parents/carers through the process and ensure that the child has a smooth transition to their next provision.
7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
- 7.1: How will I be involved in discussions about and planning for my child's education?
As discussed previously, we will involve parents/carers at all stages through our termly IEP meetings, using a person- /child-centred approach. If challenges arise mid-meetings, we will arrange an additional meeting with the class teachers.
- 7.2: How will you help me to support my child's learning?
If your child has an Education, Health and Care Plan, you will also be invited to an Annual Review, where all aspects of your child’s provision will be discussed.
Again, as discussed previously, we will support you in identifying how you can help your child at home.
8: The arrangements for consulting young people with SEN about, and involving them in their education
- 8.1: How will my child be involved in his/her own learning and decisions made about his/her education?
We are increasingly encouraging children to contribute to the reviewing of their progress and the writing of new targets. This takes time to develop.
9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
- 9.1: Who can I contact for further information?
If you are concerned about your child’s provision, you should first contact your child’s class teacher to discuss it.
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
If you still have concerns, you should contact Miss Room, Assistant Headteacher for Special Educational Needs and Disabilities.
10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
- 10.1: Who else provides services in school for children with SEN or disabilities?
We utilise a range of outside agencies to support the children at The Palmer Academy, including:
Educational Psychologist,
Physiotherapist,
Occupational Therapist,
Speech and Language Therapist,
Sensory Consortium Service,
School Nursing Team,
Mental Health Team
Reading Directory | Early Years Team Supporting SEND ,
Home Page - PSC (parentingspecialchildren.co.uk)
Reading Directory | Early Help & Support
Home - Reading Information, Advice and Support for SEND (readingiass.org)
Links to some external services are above.
- 10.2: How can my family get support from these services?
The school manages the caseload for the Educational Psychologist, the Speech and Language Therapist and the Mental Health team. Please liaise with Miss Room to access these services.
11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
- 11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?
You should contact the Assistant Headteacher for Special Educational Needs and Disabilities. senco@thepalmeracademy.com
12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
- 12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?
We focus on the early identification of children who might struggle with transition. We ensure that all they have access to a transition social story. This social story, which is personalised to each child, explores their forthcoming transition in more detail. It includes pictures/photographs and discusses the emotions the child might have and potential ways of dealing with them.
In addition, the following provision is implemented.
Class-to-class transition In addition, to ‘Transition Day’, where all children visit their new classroom and teacher, children who are identified as vulnerable, have additional opportunities to visit their new classroom and/or spend additional time with their new teacher. They will also be provided with a transition social story.
Year 6-7 transition.
This is acknowledged as a potentially challenging time for children with SEN/D. Therefore, the class teachers will liaise with the secondary schools of Year 6 children with SEN/D, so that they are aware of particular children’s needs and any additional difficulties they might present with. These children are often invited to attend additional transition days at their new school.
Children who have an EHC Plan will receive additional support from the Assistant Headteacher for SEN [&D] in selecting a secondary school. This will also be discussed at the Year 5 Annual Review.
Class teachers will also discuss individual children with SEN [&D] with primary/secondary SENCOs/the next class teacher, to discuss potential challenges and to encourage a smooth continuation of provision, where possible.
13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
- 13.1: Where can I find out about other services that might be available for our family and my child?
You can find out about other services that might be available here: https://brighterfuturesforchildren.org/sen d/
14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
- 14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?
As discussed above, both you and your child will be invited to attend termly meetings, to discuss and review your child’s progress. You will also be asked to consider how you can contribute to your child’s new targets at home.
15: Who can I contact for further information?
If you require further information, please contact the Assistant Headteacher for SEN/D – Miss Room - Assistant Headteacher for SEN [&D] senco@thepalmeracademy.com
16: What is the complaints procedure?
17: Our external partners are
Educational Psychologist
Speech & Language Therapist
Occupational Therapist Physiotherapist
EY SEN Team
Sensory Consortium
School Nursing Team
Mental Health Team
18: Is there any additional provision you have developed during the year?
-Specialist training to support our provision for non-/pre-verbal children.
19: Link to the schools websites SEND information or policy page.
https://thepalmeracademy.com/essential-information/policies-and-reports
Description
School Name: The Palmer Academy
Address: 70, Northumberland Avenue, Reading.
Telephone: 0118 937 5481
Email: admin@thepalmeracademy.com
Website: https://www.thepalmeracademy.com/
Ofsted link: https://reports.ofsted.gov.uk/provider/21/139653
Head teacher: Miss Anne Higginbotham
Assistant Headteacher for SEN [&D]:
Name: Jo Room, Assistant Headteacher for SEN [&D]
Contact: senco@thepalmeracademy.com
Date of latest Accessibility Plan: 26.4.21
Link to Accessibility Plan: https://www.thepalmeracademy.com/essentialinformation/policies-and-reports
Date completed: July 2021
By whom: Mr D Prendergast
General Statement:
The Palmer Academy is an inclusive mainstream primary school, where every child is valued and respected. We have high expectations for all our learners, including those with special educational needs and disabilities, and we are committed to supporting them in making both strong progress and becoming independent learners. We support the child holistically, conscious of the fact that special educational needs and disabilities (SEN/D) can impact on many areas aside from learning. We are also aware of other difficulties children with SEN/D might be facing, outside of their additional needs, which might be contributing to their barriers to learning.
Our definition of special educational needs
We recognise the definition of special educational needs provided in the Code of Practice (DfE/DfH, 2015):
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age* or a young person has a learning difficulty or disability if he or she: -has a significantly greater difficulty in learning than the majority of others of the same age, or
-has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools…’
* ‘For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers’ (DfE/DfH, 2015).
A child under compulsory school age has special educational needs if he or she is likely to fall within the definition above, when they reach compulsory school age or would do so if special educational provision was not made for them [Section 20 Children and Families Act 2014] (DfE/DfH, 2015: 15-16).
The relationship between disability and special educational needs
As a school, we also recognise that children with a disability do not necessarily have SEN, but also recognise that there is a significant overlap between disabled children and those with SEN (DfE/DfH, 2015).
We acknowledge that where a disabled child or young person requires special educational provision, they will also be covered by the SEN definition (DfE/DfH, 2015: 15-16).
If a disabled child is not covered by the SEN definition, they will still be provided with ‘reasonable adjustments’ under the Equality Act 2010.
Therefore, we have an SEN [&D] Register, which identifies all children who have special educational needs, which often also includes a disability (under the definition provided in the Equality Act 2010). If children only have a disability, they are identified on our Health/Disability Register.
1: The kinds of special educational needs for which provision is made at the school
- 1.1: Do you have children with SEND in your school?
At the Palmer Academy, we support children with SEN under the four broad areas of the current Code of Practice (DfE/DfH, 2014), including:
-Communication and Interaction
-Cognition and Learning
-Social, Emotional and Mental Heath
-Sensory and/or Physical Needs.
- 1.2: What kinds of SEND do those children have?
For example: autism; ADHD; physical difficulties; specific learning difficulties relating to reading, spelling, handwriting, arithmetic, motor skills and coordination; speech and language difficulties; and hearing impairment.
2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
- 2.1: How do you know if a pupil has SEN?
We place a strong emphasis on early identification of SEN/D. The Senior Leadership Team, Class teachers, Higher Level Teaching Assistants (HLTAs), Learning Support Assistants (LSAs), parents/carers and the Assistant Headteacher for SEN [&D] work closely together, to identify children who are struggling in any of the four broad areas listed above.
This includes the use of:
-standardised tests;
-screening tools;
-Pupil Progress meetings;
-teacher assessments;
-teacher observations;
-use of a ‘monitoring stage’ register;
-the observations and perspectives of parents/carers, and other adults who know the child well;
- the child’s own perspective;
- observing a child’s response to intervention;
- implementing the ‘assess, plan, do, review’ cycle discussed in the Code of Practice (DfE/DfH, 2015).
In making decisions about which children have SEN/D, we are also mindful of the advice in the Code of Practice (DfE/DfH, 2015, para. 6.23):
-that slow progress and low attainment does not necessarily mean that a child has, and should be recorded as having SEN;
-that attainment in line with chronological age does not necessarily mean that there is no learning difficulty or disability.
Sometimes, we might seek specialist advice at this early stage, acknowledging that: ‘Schools may involve specialists at any point to advise them on early identification of SEN and effective support and interventions’ (DfE/DfH, 2015, p.102).
This will have been discussed with parents/carers in advance, and informed consent gained. After the involvement of an outside agency, parents/carers will be invited to discuss the report and recommendations, either with the person who completed the assessment, or the Assistant Headteacher for SEN [&D]. The recommendations will then be implemented, both at home and at school.
- 2.2: How will I know if my child is receiving SEN support?
As discussed above, parents/carers are regularly informed if their children are facing any challenges in their learning, as well as the provision which is being made for them.
All parents/carers of children on the SEN [&D] Register will an email or telephone call to confirm that their child is receiving special educational provision. This is to formalise the process, but will have already been discussed with them.
Parents/carers of children with special educational needs/disabilities will also have a termly meeting with their child’s class teacher. In this meeting, they will be provided with their child’s Individual Education Plan, which will detail the special educational provision which their child is receiving.
In the meeting, parents/carers will have an opportunity to discuss their child’s progress and contribute to the reviewing/writing of their child’s targets. They will also be encouraged to identify how they can support the targets at home.
3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
- 3.1: Where can I find information about the school SEN Policy?
The school’s SEN [&D] Policy can be found on the school website.
3a: How the school evaluates the effectiveness of its provision for such schools
- 3a.1: How do you make sure that the SEN provision is helping pupils make better progress?
We use an informed, evidenced-based approach to SEN [&D] provision, which is further informed by advice from outside agencies, where applicable.
We regularly review outside agency support, and make changes to our providers, where required.
The Code of Practice’s (DfE/DfH, 2015) graduated approach to support underpins our provision: assess the child; plan for the child; do/undertake the plan; review the plan.
This approach enables us to set targets and observe/monitor progress across six weeks. In doing so, we are looking for evidence that a child has met the targets set, as well as: make bi-annual progress in standardised tests, where applicable; and be ‘closing the gap’ between their attainment and national expectations.
Special educational provision is detailed on a half-termly Individual Education Plan (IEP), which includes targets; type of intervention; frequency; and person delivering it.
The IEP is informed by pre- and postinformation/data for every target - to measure progress for each area. We also consider the measurement of progress against national expectations, as well as any standardised tests used.
LSAs delivering interventions are observed, with feedback given.
When reviewing progress, we also seek the perspectives of parents/carers and the children themselves.
The Assistant Headteacher for SEN [&D] also engages in ‘learning walks’ to see special educational provision in progress, as part of quality assurance.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
We are conscious of the fact that special educational needs/disabilities can impact on other areas, apart from the areas identified. We are also aware of other difficulties children with SEN [&D] might be facing, outside of their additional needs, which might be contributing to their barriers to learning.
We seek to identify the strengths of the child, and use these strengths to plan interventions (for example, if a child enjoys drawing, this can be utilised, when completing a spelling intervention).
Children also have access to the following in school:
-opportunities to share their perspectives on their interventions and areas of need; social and emotional skills interventions;
We aim for all children to be independent learners and encourage strategies in the classroom to support this. For example, we regularly use pre-tutoring; picture cue/mnemonic spelling banks; ‘now and next’ boards; and personalised visual timetable.
3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
- 3b.1: How do you check and review the progress made by pupils with SEN?
As part of the established ‘Assess, Plan, Do, Review’ model, progress is continually reviewed throughout the interventions, which run for about 12 weeks. Mini-versions of the ‘Assess, Plan, Do, Review’ model can also be used within the 6 weeks, where it is felt that the intervention is not working, or the child is not responding to the strategies, as hoped.
In addition, children continue to be discussed at internal half-termly Pupil progress meetings.
- 3b.2: How will I find out about the progress my child is making?
Parents/carers of children with SEN [&D] have the opportunity to meet with the class teacher every half-term.
You will also be invited to the standard parent-teacher meetings, and receive an annual report on your child’s progress.
- 3b.3: How will I be involved in those reviews? Who else will be there?
We believe in a person/child-centred approach, where the views of the parent/carer, and the child are central to the review process.
In the termly review meetings, you will be supported by the class teacher in sharing your views regarding how your child is progressing, and how you can support
your child at home.
When required, the Assistant Headteacher for SEN [&D] will also join the termly meetings.
3c: The school's approach to teaching pupils with SEND
- 3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?
We believe that all classrooms should be inclusive and that all children should have regular access to qualified teacher time. We do not believe that children should be reliant on any adult, but, instead, should have adjustments made so that they can access the mainstream classroom.
For example:
-opportunities to be exposed to key vocabulary in advance, so that they can contribute in whole
-class sessions;
-having a check-list on their desk, to support them in following the class instructions;
-having a personalised visual timetable, to enable them to follow a routine and know what is coming next;
-having words with accompanying picture cues/mnemonics on their table, to support them as they write;
-having a fiddle toy and movement break, if they find it difficult to sit still; having access to theraputty and other resources, to strengthen finger and hand muscles;
- numbers lines and concrete resources on the desk to support with number work;
-access to Makaton and PECs, where required.
- 3c.2: How can I find out more about what my child is learning at the moment?
This information will be shared with you at the regular termly IEP meetings. The curriculum maps, can also be found on the school website.
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
The school buildings and site have been adapted to support children with special educational needs and/or disabilities. There are different zones on the playground, so that children can spend time in quieter places, if required. Some children have individualised timetables for playtime, which support them in selfregulating their emotions and behaviour.
Within the classroom, children with special educational needs and disabilities have access to a range of resources and strategies to support them, as outlined above.
- 3d.2: How will the curriculum be matched to my child's needs?
All teachers provide a scaffolded curriculum, which is carefully matched to each child’s needs. Both whole-class and group work is scaffolded – through the learning objective, questioning and activities.
Your child might also receive additional support to enable them to access wholeclass sessions, including, for example, pretutoring of vocabulary, or the rehearsing of answers to questions.
3e: Additional support for learning that is available to pupils with SEND
- 3e.1: Is there additional support available to help pupils with SEND with their learning?
In addition to the above, your child might receive 1:1/small group targeted intervention, to support their individual needs, which will be recorded on their IEP. This will be imbedded into whole class teaching.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
Children with EHCP's have allocated reources and the distrubtion of LSA's is considered to meet children's needs. They will have access to quality first teaching.
- 3e.3: How will I know if my child is getting extra support?
As discussed earlier, we ensure parents/carers are involved in all stages. You will also receive a phone call or email from the Assistant Headteacher for SEN [&D] when your child is placed on the Register, and receive regular termly meetings with the class teacher.
- 3e.4: How is the decision made about how much/what support my child will receive?
We will observe your child closely, and monitor their progress – against their IEP targets, as well as national expectations. We then discuss our data with parents/carers at the termly IEP meetings. An informed decision can then be made about what support will be required in the half-term ahead.
3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
- 3f.1: What social and extra-curricular activities are available for students with SEND?
All children in the school are encouraged to access and participate in social and extra-curricular activities. We appreciate that sometimes this can be difficult for some children with SEN [&D] and, therefore, we would tailor our support to children’s individual needs.
- 3f.2: How can my child and I find out about these activities?
A list is provided to all parents/carers at the start of term.
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
All children participate in activities outside of the classroom, including school trips. Again, some children with SEN [&D] might find this more difficult and we would provide support so that they can participate. For example, providing an individualised visual timetable and a social story, prior to the event. If a child’s safety is a concern, we would complete an individual risk assessment, where actions would be agreed with parents/carers.
3g: Support that is available for improving the emotional and social development of pupils with SEND
- 3g.1: What support will there be for my child's overall well-being?
As discussed previously, the children’s well-being is monitored closely at The Palmer Academy. We are a theraputic school. The Assistant Headteacher for SEN [&D] liaises with these staff, as appropriate, as well as with other support staff, including lunchtime supervisors, to ensure that a child is supported holistically.
4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
- 4.1: Who should I contact if I want to find out more about how the school supports students with SEND?
If you would like further information about how The Palmer Academy support children with SEN [&D], you should contact the Assistant Headteacher for SEN [&D], Miss Room, who would be happy to discuss this with you.
- 4.2: What should I do if I think my child may have a special educational need or disability?
You should contact your child’s Class teacher first, and he/she will discuss your child’s progress and any worries you have with you. He/she will then discuss your concerns with Miss Room.
5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
- 5.1: What training have the teachers and other staff who support children and young people with SEND had?
Miss Room has post-graduate qualifications and was awarded the SENCO award in 2017.
A programme of SEN [&D] training is being implemented for the academic year 2023 - 2024. This will be led by Miss Room. This includes staff meetings and an INSET day focusing on SEN [&D], and weekly training sessions for support staff.
6: Information about how equipment and facilities to support children with SEND will be secured
- 6.1: What happens if my child needs specialist equipment or other facilities?
If a child requires specialist equipment, we will aim to provide it within our school budget. If it is particularly expensive, we will seek financial support from BFFC through their ‘High Needs’ budget. If a child requires other facilities, which cannot be provided at The Palmer Academy, such as an autism or speech and language unit, or special school provision, this will be discussed at Annual Review meetings for children with EHCPs). We will support the child and their parents/carers through the process and ensure that the child has a smooth transition to their next provision.
7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
- 7.1: How will I be involved in discussions about and planning for my child's education?
As discussed previously, we will involve parents/carers at all stages through our termly IEP meetings, using a person- /child-centred approach. If challenges arise mid-meetings, we will arrange an additional meeting with the class teachers.
- 7.2: How will you help me to support my child's learning?
If your child has an Education, Health and Care Plan, you will also be invited to an Annual Review, where all aspects of your child’s provision will be discussed.
Again, as discussed previously, we will support you in identifying how you can help your child at home.
8: The arrangements for consulting young people with SEN about, and involving them in their education
- 8.1: How will my child be involved in his/her own learning and decisions made about his/her education?
We are increasingly encouraging children to contribute to the reviewing of their progress and the writing of new targets. This takes time to develop.
9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
- 9.1: Who can I contact for further information?
If you are concerned about your child’s provision, you should first contact your child’s class teacher to discuss it.
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
If you still have concerns, you should contact Miss Room, Assistant Headteacher for Special Educational Needs and Disabilities.
10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
- 10.1: Who else provides services in school for children with SEN or disabilities?
We utilise a range of outside agencies to support the children at The Palmer Academy, including:
Educational Psychologist,
Physiotherapist,
Occupational Therapist,
Speech and Language Therapist,
Sensory Consortium Service,
School Nursing Team,
Mental Health Team
Reading Directory | Early Years Team Supporting SEND ,
Home Page - PSC (parentingspecialchildren.co.uk)
Reading Directory | Early Help & Support
Home - Reading Information, Advice and Support for SEND (readingiass.org)
Links to some external services are above.
- 10.2: How can my family get support from these services?
The school manages the caseload for the Educational Psychologist, the Speech and Language Therapist and the Mental Health team. Please liaise with Miss Room to access these services.
11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
- 11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?
You should contact the Assistant Headteacher for Special Educational Needs and Disabilities. senco@thepalmeracademy.com
12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
- 12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?
We focus on the early identification of children who might struggle with transition. We ensure that all they have access to a transition social story. This social story, which is personalised to each child, explores their forthcoming transition in more detail. It includes pictures/photographs and discusses the emotions the child might have and potential ways of dealing with them.
In addition, the following provision is implemented.
Class-to-class transition In addition, to ‘Transition Day’, where all children visit their new classroom and teacher, children who are identified as vulnerable, have additional opportunities to visit their new classroom and/or spend additional time with their new teacher. They will also be provided with a transition social story.
Year 6-7 transition.
This is acknowledged as a potentially challenging time for children with SEN/D. Therefore, the class teachers will liaise with the secondary schools of Year 6 children with SEN/D, so that they are aware of particular children’s needs and any additional difficulties they might present with. These children are often invited to attend additional transition days at their new school.
Children who have an EHC Plan will receive additional support from the Assistant Headteacher for SEN [&D] in selecting a secondary school. This will also be discussed at the Year 5 Annual Review.
Class teachers will also discuss individual children with SEN [&D] with primary/secondary SENCOs/the next class teacher, to discuss potential challenges and to encourage a smooth continuation of provision, where possible.
13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
- 13.1: Where can I find out about other services that might be available for our family and my child?
You can find out about other services that might be available here: https://brighterfuturesforchildren.org/sen d/
14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
- 14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?
As discussed above, both you and your child will be invited to attend termly meetings, to discuss and review your child’s progress. You will also be asked to consider how you can contribute to your child’s new targets at home.
15: Who can I contact for further information?
If you require further information, please contact the Assistant Headteacher for SEN/D – Miss Room - Assistant Headteacher for SEN [&D] senco@thepalmeracademy.com
16: What is the complaints procedure?
17: Our external partners are
Educational Psychologist
Speech & Language Therapist
Occupational Therapist Physiotherapist
EY SEN Team
Sensory Consortium
School Nursing Team
Mental Health Team
18: Is there any additional provision you have developed during the year?
-Specialist training to support our provision for non-/pre-verbal children.
19: Link to the schools websites SEND information or policy page.
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This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.
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