Mickley First School SEND Information Report
Special Educational Needs and Disability (SEND) – Information Report
Mickley School is an inclusive school and may offer the following range of provision to support children with SEND. Our SENDCO is Mr Hudson who can be contacted on 01661 842269 or through the school admin email which is firstname.lastname@example.org
"Exciting and innovative teaching which is well planned and organised, always seeking to extend the boundaries, while any potential problems are identified quickly and dealt with positively. Everyone has the opportunity to be engaged and take part in all activities, the building itself is bright, welcoming fit for the 21st Century and celebrating what is good about life. Ultimately school is a happy, vibrant and inclusive place where all needs are accommodated and everyone is able to achieve to their full potential, and where outcomes are consistently above the local and national average.”
We constantly review our provision across school. As part of this process we analyse progress and attainment data, we believe that those children with SEND make the same progress as all other children. Our data shows that the gap narrows between SEND pupils and their peers, our interventions are monitored each half term with feedback in pupil progress meetings. Interventions and support are then adapted to ensure that each child makes the maximum progress.
Our rationale for all interventions is that they are discrete, focused and make a difference. Parents/carers will be aware of each intervention and will be aware of the progress. We will adapt based on data and feedback, any intervention seeks to improve basic skills but may be delivered through a variety of methods such as social groups, emotional support etc. Interventions may take place in the classroom, our library, landing area or Wallington Room. The location will be determined by the needs of the child and the type of intervention. We will seek professional support if we are concerned that our interventions are not having the desired impact or parents request it.
Programmes/support including strategies to enhance self-esteem Small classes, weekly nurture groups are run as appropriate, use of outdoor classroom, peer support and communication support from trained staff. Access to a supportive environment – IT facilities/equipment/resources (inc. preparation).There is also access to IWB in each classroom, I pads, netbooks, camera for children to record their own work. We also make available sensory resources and quiet areas within school.
Strategies/programmes to support speech and language
We have staff trained in the "Talk Boost" program to support language development. We also offer bespoke phonics interventions, as well as individually tailored speaking and listening interventions and nurture groups. Sensory resources, role play and planned drama sessions to promote speech & language across school.
Peer mentoring and buddies are available across school. These allow children to suppport each other around school when tackling challenging situations. Mrs Roxburgh is also trained in "First Aid for Mental Health" as well as ASD training. As a result we can offer targetted support to help children overcome specific difficulties around school.
Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs
We have access to a referral to external support from OT and PT if required, activities, support and resources in school.
Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)
We have an open door policy, excellent on-going communication with parents/ carers throughout the day, as well as before and after school. We have a parent support group that meets twice a term, guest speakers are invited and parents have the opportunity to find solutions to issues that are causing them concern. We use link books, homework diaries, termly parent consultation night and interim reports for additional formal opportunities to talk about the progress of all children, these can be varied to meet different circumstances. W run "2Together" sessions to encourage link between home and school. Children can access nurture group type activities with peers which are offered by all staff. Mrs Roxburgh is also trained in First Aid for Mental Health and several staff including Mrs Roxburgh and Mrs Bowman are trained in supporting children with ASD to Level 3.
Strategies to support/develop literacy inc. reading
We have planned phonics interventions as well as guided reading, individual reading support and the Read Write Inc program to support phonics. Two staff are ReadWrite Inc trained and two staff are Talkboost trained. Whole school letters and sounds program planning to support early reading and delayed reading development at differentiated levels. Extra reading support from additional adults is provided if required, based on assessments including the Salford Reading Test. A teacher is "PHab test" trained to identify areas of literacy difficulty. Staff have worked with LIST workers on delivering Speech and Language Interventions.
Our reading books are organised using the book banding system with Oxford Reading Tree, Big Cat, GINN and real books to suit the needs and interests of both boys and girls.
Strategies to support and modify behaviour
Whole school behaviour policy and strategies are followed by all staff as well as volunteers. These are differentiated to take into account needs of all children. There are opportunities to discuss feelings and behaviour expectations in daily circle time sessions. We have staff trained in ASD up to Level 3. All staff are well versed in supporting children with challenging behaviours.
Strategies to support/develop numeracy
We have regular numeracy interventions, additional numeracy booster sessions, practical numeracy and outdoor numeracy learning. We offer a provision to facilitate/support access to the curriculum with resources appropriate to age and specific needs of children, with additional adults as necessary. All lessons are personalised to meet the needs of the children within the class and appropriate differentiation is available in each lesson.
Strategies/support to develop independent learning
There is a range of activities for all children to access in EYFS, with flexibility for KS1 and 2 children to access a range of additional resources across school if required. Adult support is constantly available but support is decreased as children become more independent.
Support/supervision at unstructured times of the day including personal care
We have a successful, established routine during the day for support and supervision when required. Children who require additional support have access to extra adults as needed but independence is promoted. Clear timetabling ensure children receive maximum adult support.
Planning and assessment
All activities and lessons planned and differentiated to consider the needs of all children in school, additional sessions planned for children who require reinforcement.
Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports
Daily communication with parents/carers, excellent links and regular contact with professionals and external support agencies. Attendance of parents, HT,CT and support staff at key meetings to enable effective dialogue and plan next steps. We have link books where more regular communication is required and this helps establish a pattern which can be used to access further support. We have a successful Parent Support Group which meets twice a half term and allows parents to explore wider issues and share their views.
Access to Medical Interventions
Staff are first aid trained some with additional specialist paediatric first aid trained adults. Staff are also trained for specialist medical intervention with parents’ permission such as Diabetes, allergies etc. Staff are trained in Epi Pen delivery, working with children with diabetes and asthma.
Exceptional Needs Funding
For children with complex SEND, the frequency of such provision may result in the school applying for additional funding to support a child, known as Exceptional Needs Funding. School will work with parents as to when this should be applied for the expected outcomes from the additional funding.
Children with disabilities
The majority of the school is accessible for people with disabilities. Some infrastructure is in place for children and adults with visual impairments and a member of staff is trained to work with children with hearing impairments. Children with long term conditions may be considered disabled and school will ensure equal access to teaching and learning according to individual need.
Involving children in their provision
Where possible children are involved in securing additional support and resources. Their views are sought with all formal applications such as EHCP, EHA and Top Up applications. We have a great relationship with our pupils and we listen to their views, this informs our planning and provision of support, which we find helps provide a reactive and reflective provision.
We work to maintain a great relationship with our school community but we do understand that sometimes this relationship can break down. However if a situation arises where the relationship becomes difficult, any complaints should be raised following the procedures in our complaints policy which can be found ion our policies page.