1. Special Educational Needs and Disabilities Information Report Clause 65

2. SEND Information Report (Clause 65) This document provides information about how we, at Nightingale Primary School, support children with additional needs. Naturally changes and developments occur over the school year, therefore the details contained in this document are correct as of date and will be reviewed and updated annually. A Glossary may be found at the end of this document for all words which are highlighted in bold in the text. July 2014

3. Definition of Special Educational Needs Definitions: A child has special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. A child has a learning difficulty if they: (a) Have a significantly greater difficulty in learning than the majority of children of the same age; or (b) Have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority. A child must not be regarded as having a learning difficulty solely because the language or medium of communication of the home is different from the language in which he or she is or will be taught.

4. Special Educational Needs Provision Special educational provision means: for a child of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of the child’s age in maintained schools, other than special schools, in the area (Education Act 1996, Section 312)

5. Nightingale Primary: An Inclusive Mainstream School Nightingale Primary is an Inclusive school in which all children are fully integrated regardless of special educational need (SEN) or disability. We strongly believe: Children with SEND should be offered full access to a broad, balanced and relevant education, appropriate curriculum, school trips and extra curricular activities. All children should have access to Higher Quality Inclusive Teaching. All children should have their needs met. Views of pupils and parents should be sought and taken into account when planning and evaluating provision. Parents have a vital role to play in supporting their child’s education.

6. Nightingale Primary School: Provision Although Nightingale Primary School has no specialist units or specific teachers for SEND, Teachers and Teaching Assistants are provided with appropriate training to enable them to meet the individual needs of SEND pupils with whom they are working. Within our staff team, we benefit from a range of experience, knowledge and understanding of how to meet the needs of pupils with SEND. Regular training is provided by the Special Educational Needs Co- ordinator. In addition, outside agencies and specialists are often invited to provide appropriate training.

7. Staff Training Amongst our staff team, we have experience of, and have received training on, how to meet the needs of pupils with Attention and Learning difficulties Autism Cerebral Palsy Dyslexia Dyspraxia Emotional and Social Difficulties Occupational Therapy Needs Speech Language and Communication Difficulties

8. How does the school know if children have SEN? At Nightingale Primary School, children are identified as having special educational needs through a variety of ways including the following: Liaison with previous Nursery or School Concerns are raised by the Teacher and, or Parent The Special Educational Needs Co-ordinator or Welfare Officer identify additional need Outside agencies; such as Paediatricians, Speech and Language Therapists, or Educational Psychologists identify additional needs.

9. What should I do if I think my child has Special Educational Needs? CONTACT US! Request a meeting with our Special Educational Needs Co-ordinator and, or Welfare Manager. Share your concerns with your child’s Class Teacher or Mrs Wallis-Maclean, the Headteacher. Seek GP advice.

10. What are the roles of the Inclusion Manager and SENCo at Nightingale Primary School? Our Welfare Manager: Monitors children’s attendance Provides support and advice regarding the use of positive behaviour strategies to staff and parents Oversees positive behaviour provision Oversees our welfare provision Manages break and lunchtime staff Provides support to parents regarding welfare Liaises with outside agencies Is one of our Child Protection Officers. Our Welfare Manager and SEN Co-ordinator work closely, as a team, to ensure the educational and social and emotional needs of children are met!

11. What is the Special Educational Needs Co-ordinator’s role? Our Special Educational Needs Co-ordinator; Oversees all support and monitors progress for any child requiring additional support. Provides strategic development of SEN policy/provision with our Head teacher and Governing Body. Has day to day responsibility for policy/provision Provides professional guidance to teachers and teaching assistants Is responsible for developing effective ways of overcoming Barriers to Learning. Promotes effective teaching through analysis/assessment of needs/monitoring quality of teaching and standards and by evaluating target setting. Manages SEN Teaching Assistants. Oversees records for pupils with SEN. Liaises with parents and outside agencies. Contributes to continuing professional development (CPD) for staff.

12. What role do the Governors play in SEND? The Headteacher and SENCo are responsible for reporting to the governors of Nightingale Primary School. This report does not refer to individual children and confidentiality is maintained at all times. One of the governors is responsible for SEN and will meet with the SENCo to discuss the SEND Action plan. The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress.

13. How will the school support my child? We support children with Special Educational Needs and or a disability in a range of ways. Dependent upon your child’s needs, this may include; A termly Individual Education plan which identifies and monitors progress towards individualised targets relevant for your child’s special educational need. Use of different learning materials or specialist equipment. Regular interventions which provide additional support and teaching in identified focus areas. Liaison with appropriate outside agencies for specialist advice and support. Adaptations to the curriculum and/or environment to reduce barriers to learning. Emotional support. Annual Reviews of progress for children with Statements/EHCP.

14. How will you help me to support my child’s learning? Parents evenings take place on a termly basis Class Teachers will, if requested, be happy to provide additional support with understanding homework etc. Additional meetings can be arranged to share concerns or discuss your child’s progress with the Head teacher, Assistant headteacher, Welfare Officer, SENCo or Class teacher.

15. How will the school staff support my child? All Teachers are responsible for providing a broad, balanced and relevant curriculum which meets individual needs. Therefore, teaching will be appropriately differentiated for all children and any additional needs will be identified and catered for in lesson planning. Teaching assistants can be allocated to work in a 1:1, group or class setting and are able to deliver a range of interventions to assess and meet individual needs. The Special Educational Needs Co-ordinator will assess and evaluate provision for your child on a termly basis by monitoring and updating the school provision map and SEN register.

16. How will the curriculum be differentiated to match the needs of my child? Differentiation of the curriculum may involve; ensuring the child's strengths are used to build confidence, self esteem and maintain motivation using a multi sensory approach to give pupils the opportunity to learn effectively in a way suited to their ability helping pupils overcome learning difficulties by, for instance, supplying frequent spoken instructions for children with reading difficulties including work recorded in alternative formats employing active learning strategies giving pupils first hand experience matching demands to levels of attainment

17. How will the curriculum be differentiated to match the needs of my child? Differentiation of the curriculum may involve; providing a range of activities to ensure participation providing similar work for a group but allowing different outcomes using a clearly defined step by step approach promoting gradual development of concepts and skills using jargon free, unambiguous language starting from the child's own language, introducing words as needed explaining new words regularly to ensure understanding and use allowing sufficient repetition to consolidate skills allowing time for reflection ensuring that the pace of the lesson takes account of the differences between individuals.

18. What support is available for my child’s overall well being? At Nightingale Primary School, we offer Interventions to support children’s social and emotional needs A Welfare Manager who provides support and monitors the progress of children with social and emotional difficulties. Staff who adopt and use positive behaviour strategies which acknowledge individual needs and are based on detailed observation and joint understanding of behaviours in the aim that we may provide a consistent approach for pupils. A Staff team who are dedicated to improving the lives of children with social and emotional difficulties in our school.

19. Which specialist services are accessed by the school? Children’s Mental Health Service Ethnic Minority and Travellers Advice Service Local Authority Educational Psychology Local Authority Special Educational Needs Advisors Occupational Therapy Physiotherapy Behaviour Support Team Speech and Language Therapy Shepherds Down School Outreach Service

20. How accessible is the school? Nightingale Primary School is designed on two floors. Access is ramped where necessary into the entrances and the school has two toilets suitable for the disabled. The school has a separate Equalities policy which includes information regarding accessibility.

21. How are parents involved in the school? Nightingale Primary School believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has special educational needs. We have a thriving PTA who organise a range of events throughout the year to raise money for the school and provide opportunities for the school community to enjoy.

22. How will the school support my child to join the school or transfer to another setting? In order to provide a smooth transition relevant SEN records of a child will be sent on transfer to a child’s new school. Liaison will be arranged with any special school to ensure a smooth transfer. All children in Year 6 have the opportunity to visit their chosen secondary school and class teachers often accompany them on visits to our local authority secondary schools. Examples of transition Early Years Transition Year Group Transition Moving to or from another school Year 6 Transition

23. Where is the Local Authority’s offer published? http://www3.hants.gov.uk/parents-sen/send-localoffer.htm

24. Who should I contact for further information? Welfare Manager Mrs Sharp 02380 613588 Special Educational Needs Co-ordinator Mrs Gordon 02380 613588

25. Contact details for Hampshire Services Hampshire SEN Service – Call o845 603 5620 Email : childrens.services @hants.gov.uk School admissions – Call 0845 603 5623 Email: admissions.team@hants.gov.ukadmissions.team@hants.gov.uk Parents Support Team – Call 0845 6035620 Email: parent.support@hants.gov.ukparent.support@hants.gov.uk Parent Partnership – Call 01962 845870 Email: enquiries.pp@hants.gov.uk

26. Glossary of terms Barriers to learning These are things which may prevent a child from learning. For example: Difficulty concentrating or remembering things. Curriculum This term describes what the school is teaching and what children should learn. Differentiated When a task is differentiated it is set at an appropriate level in order to meet a child’s needs. This may be different to another child’s in the class. Educational provision This is a term used to describe what is in place to meet a child’s educational needs. Extra curricular activities These are additional activities in place. For example: Clubs

27. Glossary of terms (continued) Inclusive Teaching Inclusive teaching involves all children. It takes account of individual needs and provides what is needed to meet them. Provision map This is a document, written by the school, which describes and monitors provision for children with Special Educational Needs SEN Register All schools have a register (list) of children with Special Educational Needs. SEND Special Educational Needs and Disabilities Transition Moving from one place to another For example: Schools, Year Groups, Classes