Special Educational Needs and Disability (SEND) Information Report
Welcome to Baschurch C of E Primary School. The purpose of this report is to fully inform you about the Special Educational Needs and Disabilities (SEND) provision and the impact of the SEND policy at our school. The information in this report feeds into the Shropshire Council’s Local Offer which details support and services available to children and young people in their area who have special educational needs and disabilities. 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. Information on the LA local offer can be accessed at: www.shropshire.gov.uk/the-send-local-offer
This Information report should be read in conjunction with our SEND policy (see policy section of this website).
The SENDCo is Mrs Samantha Foster, who can be contacted on 01939 290834 or via email at foster.s@baschurch.shropshire.sch.uk
Overview
Baschurch C of E Primary School is an inclusive school, and our caring Christian ethos aims to ensure that all children develop confidence, curiosity and a love of learning. We know our children well and provide the personal care that each individual child needs.
All teachers at our school are teachers of SEN and are responsible for overseeing, planning for, and working with their SEN pupils to ensure that they make progress. The SENDCo will be responsible for Coordinating all the support for children with special educational needs or disabilities (SEND) and liaising with all the other professionals who may be coming into school to help support your child’s learning. The SENDCo also supports teachers and support staff in the school so that they can help SEND pupils achieve the best progress possible.
The kinds of SEND that are provided for:
Our school currently provides additional and/or different provision for a range of needs, including:
- Communication and interaction, for example, autistic spectrum disorder, speech and language difficulties.
- Cognition and learning, for example, dyslexia, dyspraxia
- Social, emotional, and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD)
- Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
- Moderate/severe/profound and multiple learning difficulties
How we identify, assess, and review SEND:
At Baschurch C of E Primary School, we feel that it is important to support your child as soon as we identify that they require additional support. We understand the importance of early intervention. Attainment and progress of all the children in our school is carefully tracked and monitored throughout the school year.
If you have concerns about your child’s progress, you should speak to your child’s class teacher.
Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
This may include progress in areas other than attainment, for example, social and/or emotional needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our quality first teaching, or whether something different or additional is needed.
We follow the graduated approach and the four-part cycle of assess, plan, do, review (APDR).
The class teacher will work with the SENDCO to carry out a clear analysis of the pupil’s needs. This will draw on:
- The teacher’s assessment and experience of the pupil
- Their previous progress and attainment or behaviour
- Other teachers’ assessments, where relevant
- The individual’s development in comparison to their peers and national data
- The views and experience of parents
- The pupil’s own views
- Advice from external support services, if relevant
The assessment will be reviewed regularly. All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions, and their impact on the pupil’s progress. We will use this to inform pupils’ next steps.
We evaluate the effectiveness of provision for pupils with SEND by:
- Reviewing pupils’ individual progress towards their goals each term
- Reviewing the impact of interventions after each cycle of APDR
- Monitoring by the SENDCO
- Holding annual reviews for pupils with EHC plans
Consulting and involving parents, carers, and pupils:
We will have an early discussion with the pupil and their parents/carers when identifying whether they need special educational provision. These conversations will make sure that:
- Everyone develops a good understanding of the pupil’s areas of strength and difficulty
- We take into account the parents’/carers’ concerns
- Everyone understands the agreed outcomes sought for the child
- Everyone is clear on what the next steps are
We will notify parents/carers and share APDR documents when it is decided that a pupil will receive SEN support. Parents are encouraged to contribute their views to their child’s APDR and targets will be shared between home and school to enable a joined up approach. Additionally, the pupil’s views are sought to inform the SMART targets and strategies included in their APDR. APDRs are overseen by the SENDCO. Parents/carers and pupils are consulted with throughout any referral processes.
How we support our pupils at times of transition:
When children with SEND transition into our setting, parents/carers are invited to meet with class teachers prior to enrolment to discuss their child’s needs and how we can support them. We discuss the best interests of the child and adjust our transition arrangements according to the individual needs of the child. When children transition between classes, teachers have handover meetings to share relevant information and documentation, such as APDRs. We also have “move up” days and extra sessions for children to experience their new class and get to know their new teacher, when necessary.
When children are preparing to leave us for a new school, i.e., to go to secondary school, we arrange additional visits where appropriate. Our “feeder” secondary school runs programmes specifically tailored to aid transition for any vulnerable pupils. We liaise closely with staff when receiving and transferring children to different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood. The SENDCO will discuss with receiving staff any children identified as needing additional or different provision to enable continuity of support. If your child has an EHCP, then the SENDCo will arrange a transition meeting where you can meet with the new school’s SENDCo.
How we adapt our curriculum and learning environment to include pupils with SEND:
Teachers are responsible and accountable for the progress and development of all the pupils in their class. High-quality teaching is our first step in responding to pupils who have SEN. This will be adapted for individual pupils.
We make the following adaptations to ensure all pupils’ needs are met:
- Adapting our curriculum to ensure all pupils are able to access it, for example, teaching style, content of the lesson, etc.
- Adapting our resources and staffing
- Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
- Adapting our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
In addition, there are TAs allocated to each class where support is provided for groups or individual children who have been identified, this can be time tabled support or support that is needed based on the teacher’s daily assessment of all children. Technology in the form of interactive programmes and apps is also used to support SEND children.
How we ensure access to our facilities for all of our pupils:
Every child is accommodated for in our school. Every time a child with accessibility needs begins our school, we meet with parents/carers and work together to create a plan for support and adaption of our environment. The school site is wheelchair accessible. The entrance is ramped and wheelchair users can access the main classrooms and a toilet for the disabled.
Our school’s accessibility plan can be viewed at
Accessibility_Policy_May-2021.pdf (baschurchprimary.org.uk)
Extra curricular activities that are available to our pupils with SEND:
All children are included in all aspects of the school curriculum, as well as extracurricular activities, and we aim for all children to be included on educational visits. We will provide the necessary support to ensure that this is successful. Provision for children with SEND is a matter for the school as a whole. Within the framework of our admissions policy, we welcome all children to our school and endeavour to ensure that appropriate provision is made to cater for their needs.
All children with SEND play a full part in the daily life of the school and are encouraged to join in all activities. If additional provision is necessary, the parents/carers are always informed.
Pupils with learning difficulties and/or EHCPs are admitted into school and fully integrated unless it would be incompatible with the efficient education of other children, and there are no reasonable steps that can be taken to prevent the incompatibility.
All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.
All pupils are encouraged to go on our residential trips.
No pupil is ever excluded from taking part in these activities because of their SEN or disability.
A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised.
How we support the emotional and social development of pupils with SEND:
All staff believe, as part of our Christian school, that we should welcome, value and nurture each individual as part of our inclusive family. We have a very caring, understanding staff team that prioritise pupil’s social and emotional development.
The Class teacher has responsibility for the pastoral, medical and social care of every child in their class. When it is deemed appropriate, we draw upon the expertise of our Learning Mentor (who is also a qualified ELSA) to provide additional small group or individual support for pupils. Further support may involve working alongside outside agencies, such as BeeU. We provide support for pupils to improve their emotional and social development in the following ways:
- Pupils with SEN are encouraged to join school groups such as school council, eco council
- We have a Learning Mentor in School to provide pastoral support as needed
- We have a zero-tolerance approach to bullying
- Our PSHE scheme is aimed at developing pupil’s resilience and good mental health.
- Children are encouraged to follow The Baschurch Way and demonstrate good behaviour which is rewarded.
Staff training that enables them to support pupils with SEND effectively:
Our SENDCO has many years of experience of working with children who have special educational needs and regularly attends relevant training. The SENDCo is allocated two days a week to manage SEND provision across our federation, spending one day in each school.
Many staff members (Teachers and Teaching Assistants) are trained to deliver intervention programmes, such as Toe by Toe, Precision Teaching, and Talk Boost. The school has experience in supporting children with a variety of needs.
We have regular staff meetings led by the SENDCo, ensuring that staff keep up to date with information and legislation and continually improve practice across our federation
There is an induction procedure for ECT’s and new staff into the school’s policy and procedures for SEND.
How we obtain the services, provision and equipment required by our pupils with SEND:
If pupils with SEND are not making sufficient progress and all means and provision are exhausted at school, additional help may be sought through a referral to local agencies. We work closely with any external agencies that we feel are relevant to individual children’s needs. Advice and support from outside agencies is available if requested by the SENDCo. These agencies include :
- Woodlands Outreach Service
- Spectra Autism Outreach
- Reach for Inclusion
- SALT
- School Nurse
- Educational Psychologists
- Occupational Therapists
- Sensory Inclusion Service
If you have any questions, concerns, complaints or compliments about our provision for pupils with SEND:
We endeavour to do our best for all children but if there are any concerns we encourage those concerned to approach the class teacher in the first instance. They can be contacted directly via class dojo, and they will be happy for you to share any concerns you may have. If you would like to discuss your concerns with the SENDCO, Mrs Samantha Foster, please contact her directly by email or by calling the school office.
School Office – 01939 260443 admin@baschurch.shropshire.sch.uk
SENDCo – foster.s@baschurch.shropshire.sch.uk
The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:
Exclusions
Provision of education and associated services
Making reasonable adjustments, including the provision of auxiliary aids and services.
Contact details of support services for parents of pupils with SEN :
Parents/carers can access support services by accessing https://shropshire.gov.uk/the-send-local-offer/family-support online.
The local authority local offer
Our contribution to the local offer is: SEND – Baschurch CE Primary School (baschurchprimary.org.uk)
Our local authority’s local offer is published here: www.shropshire.gov.uk/the-send-local-offer
Monitoring arrangements
This information report will be reviewed by the SENDCo, Mrs Samantha Foster, every year. It will also be updated if any changes to the information are made during the year.
It will be approved by the governing board.
Links with other policies and documents
This policy links to our policies on
Accessibility plan
Behaviour
Equality information and objectives
Supporting pupils with medical conditions