Northside Primary School

Northside Primary School - Achieving and celebrating success where every child matters

SEND Information Report (2016/7)

SEN Information Report for Northside Primary School

 Introduction

At Northside, we value the diversity of all children and adults in the school and recognise the individuality of interests, abilities, motivation and learning needs.  The development of inclusion at our school is seen as the responsibility of everyone, not just a few, and is not viewed as being only to do with high educational needs.

All Barnet Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.

All schools are supported to be as inclusive as possible. The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs. Barnet have produced a document advising what is ordinarily available in their maintained schools. This is the Ordinarily Available Document listed below.

We strive to become an educational environment in which all children and adults can thrive regardless of ability, disability, gender, social background or ethnicity.

We adhere closely to the three key principles for inclusion as set out in the national curriculum.  These principles recognise the need for us to:

  • Set suitable learning challenges
  • Respond to pupils’ diverse learning needs
  • Overcome potential barriers to learning and provide accurate assessment for individuals and groups of pupils.

 

What is the Local Offer?

The LA Local Offer

• The Children and Families Bill requires Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs (SEN) aged 0-25. This is the ‘Local Offer’.

• The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.

• Barnet’s Local Offer can be found here.

This SEN report complies with the SEN Code of Practice July 2014 which can be accessed here

1. What kind of special educational needs provision is accessible for children at Northside  Primary School?

Northside  Primary School is a fully inclusive school, which ensures that all pupils achieve their potential. We seek to ensure:

  • That all pupils are valued equally
  • That all pupils make progress
  • That we work closely in partnership with parents/carers and children.
  • Ensure that Special Educational Needs are identified and assessed as early as possible
  • Ensure that children have access to a broad and balanced curriculum
  • That we work together with external agencies and the local authority to get the best support for children with Special Educational Needs
  • That staff expertise and expectations are of the highest standard
  • Review and monitoring of policy and provision on a regular basis. 

 

2. How do we identify children who may have an SEN need?  

We aim to ensure the early identification of children with a Special Educational Need or Disability (SEND.) All children are observed and monitored by the class teacher and teaching assistants, formal and informal assessments are made and pupil progress meetings are held each term.  We track and identify children who are not making expected national progress. Interventions/support programmes are then implemented and monitored to ensure that the child makes progress.  

Some children might need targeted intervention to catch up with their peers but this does not mean that they have a special educational need or disability. A time specific intervention may be put in place to support a child, which will be reviewed and its impact assessed.

Parents can make appointments to discuss concerns with their class teacher and the Inclusions Manager.

 

3. What provision is made for children with SEN; with and without an EHC Plan.

a) How is the intervention/support monitored as to its effectiveness?

All children’s progress is continually monitored by the class-teacher. We assess children each term and a pupil progress meeting will take place involving the class-teacher and the senior leadership team (Assistant, Deputy and Headteacher.) At this meeting we will look if any extra support or intervention is needed. We will also evaluate the impact of interventions currently in place. The progress of children with a statement or EHCP plan is formally reviewed at an Annual Review Meeting with all adults involved in the child’s education and the parents present.

b) What is the schools approach to teaching children with SEN?

 We are a fully inclusive school, which ensures that all pupils achieve their full potential; this will be through quality first teaching, differentiation, small group work or through 1 to1 teaching.  Sometimes children will need targeted support, Northside has many targeted interventions, some of which are short intensive programs.

 

 c) How does the school adapt the curriculum and learning environment for children with SEN?

Class teachers will plan lessons according to specific needs of all the groups of children in their class. Individual needs are catered for through accurate day to day assessment for learning. Marking and feedback support the next steps in learning. The school takes all reasonable steps to modify/adapt the learning environment to meet the individual needs of children.

 

d) What additional support is available for children with SEN?

 The school provides various interventions/support that meet the individual needs of the children. To see the range of interventions click on Northside SEND toolkit. Children who may require higher levels of support have access to appropriately trained support staff.

 

e) What support is available for ensuring the emotional and social development of pupils with SEN?

At Northside we believe every child is unique and special and pride ourselves in the development of fully rounded, confident learners.  Children access the SEAL (Social Emotional Aspects of Literacy) curriculum. In addition nurture groups and buddying activities are also available. We have a learning mentor who will liaise with parents and school to ensure that their children are given as much pastoral care as possible. All classes will have PHSE/circle time sessions, there is a very successful peer mentoring support for the younger children provided  by the KS2 children. We also provide Art therapy from qualified therapists. The children are encouraged to speak to staff about anything that is troubling them, and they can use worry boxes to deal with matters anonymously. 

 

4. Who is the named SEN contact?  

The SENCO & Inclusion Manager is the Assistant Headteacher

Mr Jonathan Harper

Northside  Primary School

2 Albert Street

North Finchley

N12 8JP

0208 4454730

 

5. What specific expertise is available to children with SEN?

• Accredited Reading Recovery Teachers and Teaching Assistants.

  • · Accredited Numbers Count teacher and Teaching Assistants.

• All staff delivering interventions are appropriately trained.

  • · Reading volunteers trained for 1:1 support.

 

  • · 1:1 teaching intervention. 

 To see the range of interventions click on Northside SEND toolkit

 

6. What specialist equipment and facilities are there for children with SEN?

Use of coloured overlays and exercise books,  well-resourced speech and language room, visual timetables, talkboards, I-pads, banded reading books. There are motor skills boxes in each classroom and the provision of the schools learning mentor to help with social and behavioural issues.

 

7. What arrangements are there for consulting and involving parents of children with SEN?

Parents are actively encouraged to be partners in their child’s education through; informal discussions, telephone contact, home school diaries, progress reviews and yearly written reports.  

If outside agencies are working with a child they will be expected to either meet or report to parents with regards to how they are supporting the pupil. Children’s IEPs will be discussed and updated during parent consultation meetings and focus meetings in the Early Years/ Foundation stage.

 

 8. What are the arrangements for consulting children with SEN about, and involving them in, their education?

All children, regardless of SEN, are aware of their next steps they will know individual targets for both literacy and numeracy.  Children who have additional needs will have targets which are shared, discussed and worked upon with those members of staff who are providing their additional support. These are discussed as part of the child’s Individual Education Plan (IEP) and would inform any targets that are made.

 

9. What are the arrangements for parents of children with SEN who may wish to complain about the provision?

Parents who wish to complain are strongly encouraged to initially speak to the Class teacher or the Inclusions Manager regarding their complaint. If the issue can’t be resolved at this level or the complaint is regarding the Head Teacher the parent would be directed to the schools complaints procedure.

 

10. How does the school/governing body involve health, social services, LA Support Services, and others in meeting the needs of children with SEN and supporting their families?

Initial concerns about a child’s progress either academically or emotionally will become apparent in pupil progress meetings, this will be monitored and an initial referral will be made to either the Inclusions Manager or the Learning mentor, then through close monitoring and observation a decision will be made if the child requires extra provision. This may be from within the school or using outside agencies. We will inform parents at each step of this procedure. Sometimes in order to meet the individual needs of a child the school will work with and seek advice from an educational psychologist, advisory teachers, speech and language therapist or health colleagues to support the child’s academic and social progress.

11. What are the school’s arrangements for supporting children with SEN in transferring between phases of education?

First it will begin with consultation with parents/carers in how we can best meet the needs of the child through any change in Educational placement. We will link with teaching staff, support staff and other lead professionals as to how we can best support the academic, medical and social needs of the child. This may be through visits to the new school for both children and parents, with support from the learning mentor/ teaching assistant. We will also create a link between the SENCO at a child’s new school to enable a transfer of background knowledge. Finally we will work on a transition unit of work to make the child comfortable in leaving but happy to move to a new school.

12. What are the contact details of support services for the parents of children with SEN?

Barnet Local Authority   – Local  Offer – www.barnet.gov.uk/SEND

Barnet SEND Information, Advice & Support Service (Formally known as Barnet Parent Partnership) – free, independent, confidential and impartial advice and support to parents/carers  –

Phone:020 8359 7637            email: SendIASS@barnet.gov.uk

Community Parent Support Service– available to all families living Barnet. This service works with parents of children aged 0– 18 dealing with concerns and issues before they escalate and become a problem.                  

Phone: 0800 389 8312 for Barnet residents email: family.focus@barnet.gov.uk

 

Reviewed and updated  30/09/2016 by JH