SEND in Action at Roseberry Primary School

How do we identify need at Roseberry? On entry to nursery children are given a baseline assessment. Children who have not yet reached age related expectations will be identified. A parental meeting is held and the child’s progress is monitored. After a period of good first quality teaching and provision nursery children who remain below age related expectations (30-50months) in the core or specific areas as defined on the Early Years Profile will be placed on a register. Children within the 22-36 month band will be monitored closely Children within the 16 – 26, 8 – 20 or the 0 – 11 months bands will be placed on the SEND register. Children in other year groups who are having difficulty will be brought to the attention of the Senior Leadership Team or SENCo by class teachers or teaching assistants at any point in the academic year or during a pupil progress meeting.

How do we identify need at Roseberry? Parental Concerns Parents/carers are welcomed into school throughout the year. If parents/carers have a concern about their child then the first step it to make an appointment to discuss this with the class teacher. If necessary the class teacher will then meet with the SENCo and a plan for the child will be drawn up. Parents will be asked to come into school to discuss the plan. If appropriate the plan will then be shared with the child. Pupil Progress Meetings The Senior Leadership Team and class teachers discuss the progress of all children termly at pupil progress meetings. Those children not making expected progress are identified and discussions to decide how school can meet their needs so that they can make the progress they are capable of take place. Parents are invited in to school to discuss the plan. Plans are then put in place to ensure that children receive the support they need.

How do we identify need at Roseberry? Individual Pupil Progress Meetings Class teachers in Y4, Y5 and Y6 meet with their pupils individually once a term to share where they are and their next steps targets. At these meetings pupils are encouraged to say how they feel school can best support them to progress. Educational Psychologist ‘drop in’ sessions Advice – Our Educational Psychologist (Sandra Meehan) runs regular drop in session for teachers who require support or advice about a child (the child’s identity is not given) Recommendations – If Sandra feels that further support is required then she may recommend that school make an application for her to become involved with the child and their family. Only at this stage will the child be identified and parental consent sought.

Intervention and support at Roseberry Early intervention: Nursery: children identified on the SEND register will receive additional support via specific interventions immediately following the completion of the baseline assessment and a period of first quality teaching. Reactive in class support At Roseberry first quality teaching and all levels of additional support are reactive to the needs of the children. First quality teaching identifies that a child/children have not made the expected progress in gaining a concept or a skill. Children are then identified for support to help them progress towards success. The support is planned by the class teacher and may be delivered by the teacher or teaching assistant. If the teaching assistant has delivered the session they then feed back to the teacher on the child’s progress. The teacher identifies the child’s next steps which will be either: To re-join the main teaching group as they have now made the expected progress To receive further support in order to make the expected progress To receive pre-teaching in order to support access to future lessons

Intervention and support at Roseberry Pupil progress meetings held each half term with the Senior Leadership Team identify children who are not making expected progress. Targeted interventions and pre-teaching are discussed to enable them to make accelerated progress The following interventions take place in Roseberry Primary school:

Intervention and support at Roseberry Base line assessments – follow up work that reacts to the needs of the children. Observational Assessment – follow up work that reacts to the needs of the children. Speech Link Wellcomm Language Link Talk Boost Target Readers Access to Early Learning Goal activities to meet children’s needs Fine motor skills group Phonics intervention  

Intervention and support at Roseberry Additional letter and number formation work Social interaction skills group Specific activities for mute children to develop their social interaction and understanding Focused activities from Emma S’ari, speech and language therapist In class support tailored to meet the needs of the children Handwriting skills Focus groups to support children’s progress in English, maths, writing and phonics Reading groups that are tailored to meet the needs of children having difficulties More able and talented focus group for comprehension, problem solving and writing

Intervention and support at Roseberry Mental maths intervention Spelling intervention Mental maths support group Times table intervention group Numicon maths group tailored to meet the needs of children with specific difficulties Additional support in science and topic work There is an additional teachers in EY, Y2 and Y6 which allows the children to be fluidly grouped to meet their needs in Mathematics, mental maths, guided reading and reading comprehension Movement group – children work in this group

Additionally Resourced Support SEN teacher Mrs Parlin woks with children to give them specialist support in English and maths Whilst working with Mrs Parlin the children: Follow individualised curriculums in maths and English to meet their specific needs Use a range of technology to enhance their learning Receive daily support with peer interaction and friendship skills Are encouraged to work collaboratively Children are supported to develop independent learning skills

Parent Support Advisor Gemma Grieveson-Jones is the Parent Support Advisor based at Roseberry Primary School. She is there to offer help and support to parents/carers and children on a range of different issues. Having a positive partnership between home and school helps to improve child's behaviour and improve their achievement. Ways she can help: Confidential and impartial advice Providing impartial information about the school and local services available to parents Giving support through transition stages e.g. Moving schools An open door policy Behaviour strategies (123 Magic and Triple P) Home visits Support with illnesses in the family Helping where attendance and exclusions are a concern Parenting courses If she is not able to help she is able refer to specialist agencies or different support services

Parent Support Advisor Family Forum Gemma runs the Family Forum for Roseberry Primary School. The Family Forum aims to represent the views of all parents/Carers and to be a voice to inform our school of the needs of children and their families. It facilitates two–way communication between parent/carers, staff and governors. The forum works to provide feedback on provision, offer a parents’ perspective on current policy and practice and input into decision making and planning for future provision. This will take place by: Regular meetings with parent/carers Ensuring a diverse forum membership and representation of diverse views from parent/carers from all backgrounds and sectors of the community The forum is not in place to address concerns about an individual child. Parents who need to discuss these issues should approach their class teacher or the Head Teacher, as appropriate Leading Parent Partnership (LPPA) The Leading Parent Partnership Award (LPPA) is a national award that provides a coherent framework through which schools can work effectively in partnership with parents. Roseberry received the Parent Partnership Award in 2016. We continue to offer our parents support tailored to their family’s needs and get parents feedback on policies and procedures. We constantly aim to support parents/carers to improve attendance, punctuality and behaviour of children so that they are given the best opportunity to make the progress they are capable of.

Roseberry and Other Agencies Educational Psychology Service Roseberry purchases additional time from the Educational Psychology Service to support our children and their families. Educational Psychologist, Sandra Meehan, works with children, their families and a range of other services to identify difficulties and provide strategies to best support the children to progress. Speech and Language Service Roseberry purchases additional time from the Speech and Language Service to support our children and their families. Speech and Language therapist, Emma S’ari, works with children in school to identify specific problems and how they can best be addressed. School supports the work of the Speech and Language Service by carrying out programmes of work designed by Emma for the children. Counselling KD Counselling Roseberry purchases time from this counselling Service to help and support our children and their families.

Roseberry and Other Agencies Nursing Service The aim of the school nursing service is to endeavour to ensure that all children attain good physical, sexual and mental health and reduce health inequalities. In Roseberry the nursing service can be seen providing support for our children and families, who are having difficulties with toilet training, sleep patterns, head lice or issues with eating. There are a range of other areas that they may become involved with when a need arises.   Dental Health Marie Burgum from the Dental Health team comes into school regularly to talk to classes about the importance of oral hygiene. In the Early Years and KS1 the service provides children with toothbrushes and toothpaste so that they can clean their teeth daily. Along with the above, interactive teaching resources are loaned to school by the team which are used throughout school. Occupational Health The Occupational health service works with children in school when a need has been identified. School supports this work by carrying out any programmes of work the Occupational therapist sets up for the children.

Roseberry and Other Agencies Physiotherapy The Physiotherapy service works with children in school when a need has been identified. School supports this work by carrying out any programmes of work the Physiotherapist sets up for the children. Educational Welfare Roseberry purchases additional time from the Educational Welfare Service to support our children and their families. The educational welfare service supports families who have difficulties with attendance and punctuality.