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SEND Information Report 2024

SEND Information Report October 2024

Support for your child at Compton CE Primary School

We can support your child to achieve the very best they can at Compton CE Primary School.

We value the input that parents make to their child’s education and aim to work together to provide the best possible support for your child. 

From time to time, children may need extra support with their learning and this document will inform you of the types of support available for your child. It will help you understand who can help and how this support can be accessed.

 

Questions that I might want to ask?

  1. What is SEND?
  2. What do I do if I think that my child has a Special Educationa Need or Disability?
  3. Who is the person responsible for SEND and how do I contact them?
  4. Who can I contact for advice and support for my family and how?
  5. How will the school measure the progress of my child?
  6. How will the school let me know if they have any concerns about my child’s learning?
  7. Where can I find information about how the school supports  children with SEND? (Accessibility)
  8. What are the different types of support available for the children with SEND at the school?
  9. What training or specialist expertise do staff at school have to support children with SEND?
  10. How does the school involve parents, carers and pupils in their SEND support?
  11. If I have a query about the provision available for my child how can I share it and with whom?
  12. What happens when my child moves from class to class or to another school?
  13. If I have a query about the support my child receives, or I am not happy about the support that my child receives, what do I do?

 

1.  What is SEND? 

A child or young person has SEND (Special Educational Needs and Disability) if they have a learning difficulty or disability which calls for special educational provision to be made for them.  A child of compulsory school age or a young person has a learning difficulty or disability if they:

  1. have a significantly greater difficulty in learning than the majority of others of the same age; or
  2. have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.(DfE SEND Code of Practice 2015 pages 15-16)

This is a broad definition covering all children and young people from 0-25 years of age. 

The Code of Practice identifies 4 broad areas of need:

    1. Communication and interaction – this includes speech and language and social communication difficulties which includes Autism.
    2. Cognition and learning – this is where a pupil is learning at a slower pace than others in their year group, even with appropriate differentiation.
    3. Social, emotional and mental health difficulties – this includes pupils with challenging behaviour, anxiety, ADD (Attention Deficit Disorder), ADHD (attention deficit hyperactivity disorder) or attachment disorder.
    4. Sensory and/ or physical needs – this includes hearing impairment, visual impairment, multi-sensory impairment, mobility difficulties and sensory processing difficulties.

A pupil may have difficulty in one area or, more than one area of need.

 

 2. What do I do if I think that my child has a Special Educational   Need or Disability?

We encourage you to share any concerns that you may have about your child as soon as possible.  Contact these members of school staff:

    • Class teacher – The majority of children with SEND can have their needs managed by the class teacher.  If necessary they will talk to the SENDCO about your concerns.  The teacher will let you know what will happen next.
    • If you are still concerned, you can discuss your child’s needs further with the SENDCO.  
    • PSA- The school Parent Support Advisor Lee Woodman can support you in attending any meeting or having discussions with school staff if necessary. 

 

  1. Who is the person responsible for SEND and how do I contact them?
    • Class teacher – The majority of children with SEND can have their needs managed by the class teacher. You can contact them:
    • Via the school email:  office@compton.plymouth.sch.uk  
    • Or by phone 01752 771539.
    • PSA- Lee Woodman- The School Parent Support Advisor can support you to help your children, she can attend meetings with you, can work directly with your children or you can chat with her about any concerns you may have. Lee is very knowledgeable and if she is unable to help will sign post you to services that can help. Lee can be contacted by email lwoodman@compton.plymouth.sch.uk or you can phone direct on 07825234552 or via the main school number.  

 

  1. Who can I contact for advice and support for my family and how?

 

In school:

        • Parent Support Advisor (Lee Woodman)
        • SENDCO Annabel Connatty

 

Out of school:

 Plymouth Parent Carer Voice

 

 

PIASS (Plymouth Information Advice and Support for SEND) can provide impartial and confidential information and support for parents and carers which can include:

    • Helping with reports, letters and any paperwork
    • Attending meetings
    • Signposting to other groups or organisations
    • Visiting schools to help with making informed choices.

 Plymouth Online Directory (POD) 

The Plymouth Local Offer provides children and young people with special educational needs or disabilities, families and professionals information in one place, helping them to understand what services they can expect from a range of local agencies (including their entitlements).  The Local offer covers provision for children and young people from birth to 25 and includes information on education, health and social care services.

More information about the Local Authority’s Local Offer for children and young people with SEN and their families, as well as a variety of other services available can be found on the Plymouth Online Directory  and click Special Educational Needs and Disability (Local Offer). 

 

  1. How will the school monitor the progress of my child? At Compton CE Primary the progress and attainment of all pupils is reviewed termly (3 times a year) by the Teachers and Team Leaders at which time support may be changed to meet identified needs. 

As per the SEND Code of Conduct (2015 pages 15-16) we will take a ‘Graduated Approach’ to identifying and supporting pupils with SEN.

Where a child is identified as having Special Educational Needs, we will take action to remove barriers to the child’s learning and put effective special educational provision in place.  This is called SEN support and takes the form of a four-part cycle (assess, plan, do, review).  Through this cycle, actions are reviewed and refined as understanding of a child’s needs and the support required to help them secure good outcomes increase.  This is known as the graduated approach.

Teachers may raise a concern about a child as they:

      • Continually assess the children as part of their daily teaching.  If needed some children will receive additional support as part of a group or on their own with an adult.
      • Meet termly to look at the progress that all pupils are making and identify any who are not making progress or who have made slow progress, so that they can support them.
      • Will review support and interventions regularly to ensure progress is being made.
      • Some children will have a Graduated Approach Plan which will be shared with parents and children. These will be reviewed termly and can be changed throughout the year, as the need arises.

 

  1. How will the school let me know if they have any concerns about my child’s learning?
      • Informal contact from your child’s class teacher at school or by telephone. 
      • You will be informed about your child’s general progress and targets through the twice yearly Parent’s evenings and an annual report.
      • At times it may be useful to hold multi-agency meetings with a range of professionals in order to ensure we can access the best possible support for your child.

 

  1. Where can I find information about how the school supports children with SEND? (Accessibility)

All pupils in school receive quality first teaching. This means that a range of teaching and learning styles are used and that appropriate learning objectives are set for all children with a curriculum matched to their needs.

 

  1. What are the different types of support available for the children with SEND at the school?

 

We have a committed team of staff who may be involved in supporting your child at Compton CE Primary School.    

These include:

    • Your child’s teacher, who will always make sure that learning is appropriate and accessible for your child.
    • Teaching Assistants, who support all pupils in class and can provide additional support to individual children or small groups under the direction of the class teacher. Teaching Assistants are trained to deliver a range of interventions for SEND pupils who are significantly below their peers.
    • Sarah Howells heads up our Social, Emotional and Mental Health (SEMH) team and offers support to children who are having a range of difficulties e.g. those who may be having difficulty managing and understanding their feelings, getting on with their friends, have self-esteem issues, may be experiencing parental separation, bereavement or a chance for a child to off-load their emotions about something that is important to them.  This is delivered in a wonderful room called The Nest which is a feelings and sensory room where children have the chance to play and build relationships, focusing on their social and emotional development.  Some children are also given regular pastoral support in this room for a range of reasons (and this is reviewed on a termly basis to ensure as many children as possible with a need receive support).
    • SENDCO – Annabell Connatty is very experienced in this role. She attends all local training and updates and works closely with other SENDCOs in the local area. She also coordinates the provision of SEN in school and liaises with a wide range of professionals and school staff to support your child in school.
    • Deborah Black is the School Governor who works with the SENDCO in leading SEN in school.
    • As a school, we also buy in to the services of Plymouth Learning Partnership (PLP) and via their Multi-agency Support Team (MAST) we are able to access a range of support services.  They use a balance of psychology and therapeutic methodologies to provide tailored interventions that address school and family needs.  who have worked with parents, children and families to offer counselling, therapy (e.g. art or drama therapy) and support.  The MAST team is made up of Educational Psychologists, Counsellors, Therapists, Systemic Family Therapists and Family Learning Mentors.  In addition to this support they also offer a wide range of training programmes for our staff.
    • Sometimes school may commission Specialist Support to work with identified children with a particular focus. These might include:
      • NHS Speech and Language Team
      • Occupational Therapists
      • Multi-agency support team (MAST)
      • Communication Interaction Team (CIT)
      • Plymouth Advisory Team for Sensory Support (PATSS)
      • Outreach from a specialist school
      • Local Authority Educational Psychologist
      • School Nurse
      • Child and Adolescent Mental Health Service (CAMHS)
      • Other specialist provision

 

Accessibility

Link to access policy here.

   

  1. What training or specialist expertise do staff at school have to support children with SEND?
    • Annabel Connatty is a qualified teacher who has the skills and experience to work with and support staff and children with SEN. Annabel Connatty has the National SENCO Award and over 15 years of SEND experience.
    • Regular CPD (Continuing Professional Development) takes place for all staff who have access to a range of training programmes via our subscription to MAST PLP.

  

  1. How does the school involve parents, carers and pupils in their SEND support?
    • Compton CE Primary takes a child-centred approach to supporting all pupils.  The child’s voice is key to all meetings. We listen to the child’s view point and ensure that this is conveyed at meetings and where possible the child may be invited to the meeting.
    • Your child may have a Graduated Response Plan (Assess, Plan, Do and Review cycle).   Every child with a Graduated Response Plan is told the reason why they are having their support in a language that they will understand.  Parents are given the opportunity to respond to the plan and are invited in to school to discuss the child’s needs further, if issues are raised.  The Graduated Response Plan is reviewed on a termly basis, or more frequently if needed.
    • Surveys and Questionnaires
    • Parent Meetings
    • Regular meetings including EHAT (Early Help Assessment Tool) and TAM (Team Around Me) meetings.
    • Annual Reviews for pupils with EHCP (Education, Health and Care Plan).

 

  1. If I have a query about the provision available for my child how can I share it and with whom?

If concerns are raised about your child’s achievement or well-being, the first point of contact is your child’s class teacher, if you need further support and advice you can speak to Annabel Connatty (SENDCO), Lee Woodman (PSA and ELSA) or Mark Oakshott (Head Teacher).  

Additional support may be offered either in school or, from outside agencies.

Local Authority funded services

    • Strategic Advice and Support (SEND SAS)
    • Communication Interaction Team (CIT/CITEY)
    • Community Educational Psychology Service
    • Plymouth Advisory Team for Sensory Support (PATSS)
    • Outreach for Physical Difficulties and ICT
    • Plymouth Information and Support for SEND (PIAS)

 

Health Service funded

    • Community Nursing Service
    • Occupational Therapy
    • Physiotherapy
    • Child and Adolescent Mental Health Service (CAMHs)
    • Children’s Speech and Language Service

 

  1. What happens when my child moves from class to class or to another school?

Every effort is taken to ensure that transition times are successfully managed.  

    • Some children complete transition passports about themselves to inform their class teacher/school about them. Other children may need photographs to get them familiar with the changes ahead, some children may require an enhanced transition programme which might include regular visits, treasure hunts etc. 
    • Additional visits may also be arranged to re-assure pupils. 
    • There will be a transition day for all pupils in the Summer Term. 
    • The SENDCO and Foundation Team Leader visit as many Nursery placements as possible. They attend meetings prior to the child starting, when a child is identified with SEND. School work with the Nursery and parents to provide an appropriate Transition Package if required.
    • Teaching Assistants are trained to manage the Transition to Secondary School. This may include sessions on how to read the timetable, time management, getting to school, how to tie a tie, packing your rucksack and addressing any worries about the move. This is overseen by The Year 5/6 Team Lead, Andrew Scott and the SENDCO.

 

  1. If I have a query about the support my child receives, or I am not happy with the support my child receives, what can I do?

With thanks to Mr Clapp (parent) for reviewing our SEND Information Report.

Useful Links and Information


 

SEND Local Offer (Plymouth Online Directory)

 


Ordinarily Available Provision 2024

 



Livewell Southwest Autism Specturm Condition padlet

 

Livewell Southwest ADHD resources padlet

 

CAMHS Speech and Language padlet

 

This link includes information about Parent/Carer training offering information and strategies on a wide range of topics e.g. Signing/Speech and Cued Articulation/Stammering/Blank Levels/Information carrying words/Augmentative and Alternative Communication (AAC)

 

Mental Health Schools Support Team (MHST) padlet

 

Plymouth Occupational Therapy padlet (Sensory Resources):

 

Livewell - Anxiety Self-help and resources

 


 

Plymouth Parent Carer Voice (PPCV)

 


 

PIAS


Friends and Families (support for those children with a disability nor impairment)

 

Other useful websites:

Neurodiversity Celebration week - RESOURCES (a huge bank of information!)

 

Literacy Gold (used in school)

 

British Dyslexia Association

 

Made by Dyslexia

 

Nessy