Crab Lane Community Primary School

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23rd March 17
Trail : home : SEND INFORMATION

SEND SUMMARY FOR ACADEMIC YEAR 2015-16
SEND register: There are currently 50 pupils on the SEND register.
This is reviewed every term.

Total number of boys on the register: 42/ 50  84%
Total number of girls on the register:  8 /50  16%
% of pupils on roll who do have SEND status: 50/410  12%

On the SEND register the predominant need is
Cognition and Learning x 24 children (48%),
followed by Social, Emotional and Mental Health x 15 children ( 30%),
Communication and Interaction x10 children ( 20%)
We have 1 pupil whose primary need is Physical (2%).


SENCo role
The SENCo role is carried out across school by Mrs. D. Buckley.

Multi-agency working:
This academic year we have held two multi-agency progress and planning meetings. These have been attended by representatives of the Speech and Language Service (Janet Kay) and the Educational Psychology Service.(John Woods and student EP Rai Fayette) The School Health Team have also been consulted regarding the individuals discussed although they are not required to attend the meetings. Any health issues regarding referrals to Paediatrician, Occupational Therapy etc are done via DB to the School Nurse Lisa Briggs following parental consent.

Multi-agency meetings have also been attended by class teachers who have shared their concerns with the professionals present and have been given advice as to what the next steps for intervention should be. This has often resulted in individuals being referred for further assessment by the agencies present. Individuals have had to be prioritised according to the levels of need.

Detailed notes are kept on each child discussed at the meetings highlighting the actions to be taken. Copies kept in individual yellow files as well as a copy kept in SENCO file. A parent friendly version is shared with parents via a meeting with SENCO and class teacher so parents are kept informed at all stages of help and permission for future actions can be gained.

The next Academic Year will see again 2 Multi Agency meetings when the priority will be on new arrivals to school and pupils who have struggled to make progress during 2015/16


Education, Health and Care Plans
and requests for Statutory Assessment:

During this academic year applications for Statutory Assessment leading to EHC Plans  have been made for 4 pupils.

To date, 2 Pupils now have EHC Plans and additional funding for their needs.

2 pupils are underway with bids for Statutory Assessment with the hope of additional funding being secured .1 of these children has been allocated Emergency Funding at present.

We also have 2 Pupils who have a place secured at Camberwell Park Special School for Sept 2016. 1 child has taken up their place successfully, the other child is currently at tribunal stage pending a decision being made by the Local Authority about where he would best be placed.

The Educational Psychologist is also currently working with 2 EYFS children who will be put forward for Statutory Assessment as soon as possible.


Provision for SEND pupils
The needs of our SEND pupils are met through our provision mapping.
Differing needs are met in the following ways:


Assessment data for SEND pupils 2015-2016
Pupil progress data (September - July) shows:

NOTE: This data has been calculated based on the number of SEND children who have been in school since September..
It can be seen that of the 40 SEND pupils (Year 1 to Year 6) who have been at Crab Lane since September:
75% of pupils have made some progress with Reading.
80% of pupils have made some progress with Writing.
55% of pupils have made some progress with Maths.
Their progress continues to be monitored via the Interventions Plan where targeted work is delivered and levels are calculated at the start and end of the programme.

Next steps for Autumn Term 2016:
•  To offer training opportunities for Teaching Assistants taking on new interventions.
•  To continue to use our more child-friendly ways of SEND pupils understanding their targets and their progress towards them.
•  To continue to run 2x per year multi-agency progress and planning meetings.  
•  To ensure the SEND provision strand runs through all aspects of the School Improvement Plan .
To continue with the Statutory Assessment process leading to EHC Plans for identified children.


Equality objective for 2015/16

To identify the individual needs of our learners and work to provide the best possible environment in which they may achieve their personal best. This will include adapting resources within all areas of the curriculum, providing training for staff working with the learners and possible adaptations to the physical environment, where this is possible and practical.

Teaching and Learning
What additional support can be provided in the classroom?
What provision do you offer to facilitate access to the curriculum and to develop independent learning? (This may include support from external agencies and equipment/facilities)
Staff specialisms/expertise around SEN or disability
What ongoing support and development is in place for staff regards supporting children and young people with SEN?
What arrangements are made for reasonable adjustments and support to the child during tests and SATs?

Notes
We have a varied programme of interventions to support pupils with SEN.
Additional resources are available for interventions to be individualised for specific children.
Our school has a good working relationship with external agencies where advice can easily be gained.
We encourage independence for SEN children through class teacher/TA support and working alongside peers.
The SENCO has attended the most recent training on SEND and continues to do so.
Information is fed back to staff on current SEN reforms so our policies and practises are up to date.
Support for SEN children during Yr2 tests and Yr6 SATs is available through additional teaching staff and TAs.

                                             

Annual Reviews
What arrangements are in place for review meetings for children with Statements or Education, Health and Care (EHC) Plans?
What arrangements are in place for children with other SEN support needs?

Notes
Children with Statements or Education Health Care Plans are reviewed in school 3 times a year.
Children with other SEN support needs are reviewed at least 2 times each year.
‘Steps to Success’ are written alongside the child and parent to ensure everyone is working together .
Parents and carers are kept fully involved in this process and have a positive contribution to make towards helping their child achieve the Steps to Success.

 

                                              

Keeping Children Safe
How and when will a risk assessment be done? Who will carry out the risk assessment?
What handover arrangements will be made at the start and end of the school day?  Do you have parking areas for pick up and drop offs?
What arrangements will be made to supervise a child during breaks and lunchtimes?
How do you ensure my child stays safe outside the classroom? (e.g. during PE lessons and school trips)
Where can parents find details of policies on bullying?

Notes
Risk Assessments are carried out by class teachers for school trips.
Risk Assessments are undertaken regularly by the Site Manager, Business Manager and the Head teacher around shared areas in the school and classrooms to ensure that Health and Safety is of a high standard. Records are kept in the Health and Safety file.
Parents and carers collect their children from the class teacher and TA  at the end of the school day. Parents must inform staff if they are allowing their child to walk home alone.
Breaks and lunchtimes are supervised by staff in the correct ratios.
Physical restraint training (Team Teach) has been attended by all staff members.
All the relevant school policies are available to view on the school website.
DBS checks are undertaken for all members of staff and regular volunteers.

                                                  

Health (including Emotional Health and Wellbeing)
What is the school’s policy on administering medication?
How do you work with the family to draw up a care plan and ensure that all relevant staff are aware of the plan?
What would the school do in the case of a medical emergency
How do you ensure that staff are trained/qualified to deal with a child’s particular needs?
Which health or therapy services can children access on school premises?

Notes
We have a Medical Conditions Policy in place which outlines our policy on administering medication.
Parents/ carers are invited into school to meet with the SENCO and class teacher and Health workers to draw up care plans which will then be shared with relevant members of staff.
As of Sept 2014 we currently have 11 trained First Aiders in school. Known procedures would be adhered to in the case of a medical emergency. Each class has a Medical Conditions File, updated as necessary with Medical Care Plans. Photos of children with Medical Conditions are displayed discretely in classrooms, the staffroom and school kitchen to ensure that relevant staff are aware of individual needs for medical reasons.
The school nurse undertakes height and weight screening for all children in Reception, and Year 6.
The school employs a Play Therapist and a Massage Therapist for interventions with identified children.

                                              

Communication with Parents
How do you ensure that parents know “who’s who” and who they can contact if they have concerns about their child?
Do parents have to make an appointment to meet with staff or do you have an Open Door policy?
How do you keep parents updated with their child’s progress?
Do you offer Open Days?
How can parents give feedback to the school?
 
Notes
Our school website identifies all members of staff.
Parents can ask their child’s teacher for an appointment to talk either at the end of that school day or at a more mutually convenient time.
The Head teacher operates an Open Door policy for parents to discuss matters relevant to their families.
Parents are updated on their child’s progress through Parents’ Evenings twice a year and through annual school reports.
Weekly newsletters are sent out keeping parents and carers up to date with school news.
Questionnaires are used to get feedback from parents
A parents notice board and information sheets are available in the entrance area and some parent workshops are held in school.

                                                  

Working Together
Do you have home/school contracts?
What opportunities do you offer for children to have their say? e.g. school council
What opportunities are there for parents to have their say about their child’s education?
What opportunities are there for parents to get involved in the life of the school or become school governors?
How does the Governing Body involve other agencies in meeting the needs of pupils with SEN and supporting their families? (e.g. health, social care, voluntary groups)

Notes
Home/school contracts are completed at the start of each academic year.
A school council meets in school every 3 weeks where children are encouraged to ‘have their say’ via members of the council.
Parent questionnaires are sent out during the school year ensure parents can have their say.
Meetings around pupils with SEN are attended by all relevant bodies, and always invite involvement of the parents.

                                                

What Help and Support is available for the Family?
Do you offer help with completing forms and paperwork? If yes, who normally provides this help and how would parents access this?
What information, advice and guidance can parents access through the school? Who normally provides this help and how would parents access this?
How does the school help parents with travel plans to get their child to and from school?

Notes
An active MCAF system is in place in the school.
The SENCO/CAF co-ordinator has continuous liaison with Surestart where many parents have been signposted to for help with finance/benefits advice /safety in the home / cost of transport issues etc.
The SENCO/CAF co-ordinator can help parents/carers to complete forms or can signpost people to outside agencies who can help with their particular needs.

                                               

Transition to High School
What support does the school offer around transition? (e.g. visits to the high school, buddying)
  
Notes
Our Year 6 children all have transition visit days to their new High School.
If requested, help can be given to complete transition forms.
Children with SEN are offered additional transitional visits to meet their pastoral needs.

 

                                               

Extra Curricular Activities
Do you offer school holiday and/or before and after school childcare? If yes, please give details.
What lunchtime or after school activities do you offer? Do parents have to pay for these and if so, how much?
How do you make sure clubs and activities are inclusive?
How do you help children to make friends?

Notes
Our school has a Breakfast club running daily from 8.00am.
All clubs and after school activities are fully inclusive .
A trip for Year 6 is held annually to Robinwood Activity Centre. Class and school trips are arranged regularly.
The trips are free of compulsory charge to all children and no child, parent or carer need feel obliged to contribute to the cost.
After school clubs are varied at different times of the year but can include cheerleading, football, cookery etc.
We have  a ‘Buddy System’ in place during lunchtimes supporting KS1 and 2 friendships and emotional well being.