SEND Local Offer / Information Report

  • We have a full time Learning Mentor at Alderwood.
  • We work with the Early Intervention Team run by CAMHS
  • The school PSHE Policy which can be accessed here.

 

How many students did we have at our school with statements or EHC plans at the end of July 2017?

Number of EHC Plans:  7

Number of Statements: 1

How many students did we have with SEN support?

On SEND register:  33

What were the outcomes for children within our school with SEND for 2016/17?

Pupils, who have special educational needs or disability have made good progress this year as a result of good, carefully targeted teaching to meet their needs.

The outcomes within our school for children with SEND for 2016/17 showed that they had been well supported to progress well.

The expectation is that all children will make three points of progress across a year. In Years One, Two, Four and Six the overall progress for children identified with SEND was plus 2.9 points or three points. The children with SEND for 2016/17 in all other Year groups are also making positive progress.  

What training did staff at our school have in SEND over the year 2016/17?

Training took place this year for teachers and Teaching Assistants about recognising the needs and supporting the learning of children who do not form secure attachments from birth to aged five. Thus developing good practice to ensure that these children are supported to achieve their full potential. 

Attention Autism Phases 1, 2, 3 and 4

All support staff received three training sessions covering phonics, questioning and scaffolding learning to develop pupil independence.

What was in the Heads of School’s report to the Governors about SEND in 2016/17?

Special Educational Needs - July 2017

As a result of the 2014 SEND Code of Practice for 0 to 25: which came into effect from 1st September 2014: the children who currently have Statements of Special Educational Needs will have their statements changed into Education and Health Care Plans (EHCPs) by April 2018. There is currently only one child in the DSP who has a Statement of Special Educational Needs which will need to be transferred to an EHCP by April 2018.

The SEN Support children together with those with EHCPs form the SEND Register.

SEN Categories

July 2017

Main School

July 2017

DSP based

Total

 

% Of the school Population

SEN Support

31

2

33

14.67%

EHCP

2

5

7

3.11%

Statement

0

1

1

0.44%

Total Number with SEN

33

8

41

18.22%

These children’s needs are divided into four categories in the 2014 SEND Code of Practice and we continue to review these on a termly basis.

Category of Need

Number of Children

Communication and Interaction

With ASD Diagnosis

29

13

Cognition and Learning

With Dyslexia Diagnosis

7

3

Social, Emotional and Mental Health difficulties

4

Sensory and Physical Needs

 

1

Communication and Interaction difficulties continue to be the greatest areas of need within the school, with a rise in early diagnosis of Autism.

Boys dominate the SEN Register accounting for 73.4% compared to 26.8% girls.

The DSP is now at its full capacity of eight places: six boys and two girls. Three boys leave in the summer and there will be three new children starting in September.

Compared to other schools nationally Alderwood has a higher proportion of pupils with a Statement or EHC plan. Nationally the percentage of pupils with Statements or EHCPs is 1.3%. If you look at the school without the DSP: the percentage of pupils with statements or EHCPs is 0.89% so below other schools nationally.  As regards SEN Support: compared to other school nationally Alderwood has a higher proportion of pupils with SEN Support. Nationally the percentage of pupils with SEN Support is 12.1%. If you look at the school without the DSP: the percentage of pupils with SEN Support is 13.78%, so slightly above other schools nationally.

Additionally we have a group of children whom we are carefully monitoring through Progress Meetings. There are currently twenty seven children on the Monitoring List.

We continue to refer to a number of outside agencies to help us support pupils with SEN. Through consulting with other professionals, we are able to equip teachers and teaching assistants with proficient skills in addressing the needs of our pupils. 

Staff Development: Janice Lewis continues as Assistant Head teacher for Inclusion and this term organised some staff training from Amy Phipps, our Educational Psychologist. On 21st June Amy delivered a very helpful Professional Development meeting entitled ‘Attachment Behaviour and Nurture’ and how to support children in school who have experienced disrupted early experiences. It was attended by teachers and support staff who found it most informative and supportive.

In Alderwood our highest category of need is Communication and Interaction (CI) so we have completed Level 1: Focusing, of The Communication Commitment.  The aim is to recognise and develop language and communication across the school. All staff continue to use a visual timetable and positive directives in class to support Behaviour for Learning.  Support Staff regularly use these to support group work. The use of the programme Communication in Print to help communication has been introduced.  Further training to support its’ use will be given to LSAs in September. Janice Lewis is discussing with the Speech and Language Therapists:  moving on to working towards the Level 2: Developing, of The Communication Commitment

The DSP successfully achieved the Autism Education Trust (AET) Standard thanks to the hard work of Ildiko Szabad, Pusha Samuels and the team.  Janice Lewis will be working on the AET standard for the mainstream in conjunction with the Educational Psychologist Gonul Hussein.

Several members of staff attended Attention Autism Training earlier in the year and Attention Autism is currently being used supporting some of our most vulnerable children.  Sharon Broadbent has now received additional training from Sinitta Lewis, ASD Outreach, to enable her to successfully deliver the next stage of Attention Autism. Sharon continues to deliver highly effective Speech and Language programmes following advice from the Speech and Language Therapist and Janice Lewis, including Lego Therapy, Attention Autism, Social communications and EAL. Additionally Sharon provides support to teachers with advice and valuable resources. The provision map continues to show good progression in this area.

All support staff are keen to develop their practice. One member of support staff, Sarah Cook, has completed the Learning Mentor programme and she has now been appointed as the school Learning Mentor, with effect from September 2017, to assist many children to overcome their barriers to learning and build their resilience.

SPEECH AND LANGUAGE: Alireza  Alidina is our Speech and Language Therapist. The Greenwich SALT support: is still being provided by Kath Pigott. Both therapists work together to meet the needs of our school.

The SALT system of working with pupils at Universal, Targeted and Specialist level has been working very well. In addition to the caseload, Kath Pigott has been advising on good communication practices that are part of High Quality First Teaching and Alireza  Alidina has been really helpful by informally observing pupils to ascertain if a referral to SALT is appropriate and advising Janice Lewis  accordingly. Ali and Kath observe pupils on the caseload and advise the Class Teachers, Janice Lewis and Sharon Broadbent on the next steps to support the learning of these pupils.

Liz Turner, our family support worker, provides effective focused support to our most vulnerable families. She meets fortnightly with Janice to discuss the caseload ensuring that any changes are quickly implemented or acted upon. Liz continues to complete Early Help referrals, signposting parents to relevant supportive groups. She has also successfully run a Parenting for Parents programme in conjunction with Early Help. On 6th July Liz has organised a coffee morning at school where the Family Information Service will be providing information and support to parents. Janice and Liz will be there to help parents too.

Willow Dene Outreach and ASD Outreach: We continue to foster good links within the Compass Partnership with Willow Dene. Strong links continue with ASD Outreach who provides advice and support for those children with an ASD diagnosis who attend the mainstream.

Janice Lewis has met with Claire Bayfield from Willow Dene, John Hogan and Paula Parr from ASD Outreach to ensure that all children with an ASD diagnosis or who have ASD traits are suitably supported. This includes providing appropriate staff training.

Educational Psychology Service: Amy Phipps our EP has met with Janice Lewis to plan this term’s support and will continue to meet termly to plan the support. Amy observes children, undertakes direct work with the children, and meets parents and teachers to discuss the children and appropriate courses of action.

STEPs: We continue to use the STEPS service to diagnose those considered to have Dyslexia and we have used STEPs service to undertake in depth Literacy and maths assessments.

Waterside Outreach: We continue to receive effective behavioural support for two children from Leanne Bell and Rebecca Asker from Waterside Outreach.

Provision Mapping: The monitoring of interventions through development of the provision map is an effective way to measure intervention success rates and individual pupil progress.

We continue to write Individual Learning Plans for pupils who have an EHCP and pupils where a statutory assessment may be being considered.

Early Intervention Team: This is the second year that work has been successfully undertaken  with the Early Intervention Team run by CAMHS. Philomena Francis has worked with Liz Turner with some of our most challenging and vulnerable families. She provides support and advice to the school with regards to the CAMHS service. Pippa continues to provide support to our Nurture Unit and DSP.

 

 

 

 

All Greenwich maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or disabilities, and are supported by the Local Authority 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, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.

This should be looked at together with:
1) The Royal Borough of Greenwich Local Offer for children and young people with SEND, which can be accessed here.
2) The school Inclusion Policy, which includes pupil premium children, and can be accessed here.
3) The school PSHE Policy which can be accessed here.
4) The school anti bullying policy, which can be accessed here.
5) The school accessibility plan, which can be accessed here.

Executive Head: Joanne Gordon
Heads of School: Katie Cutajar and Natasha Tilley

  • Responsible for the day to day overview of the SEND provision
  • Will delegate responsibility to SENCO
  • Will report to the Governing Body

SENCO: Janice Lewis

  • Coordinating the specialist services and referrals
  • Reporting to the Executive Head and Heads of School on the progress and achievement of SEND children
  • Updating the SEND register
  • Liaising with parents/carers to ensure the best provision for your child

Class Teacher and LSA

  • Will liaise with SENCO and parents to deliver interventions
  • Will deliver interventions and report to Executive Head, Heads of School and the SENCO over progress and impact

SEND Governor

  • Holds the school to account over the SEND provision

 

Children in school will get support that is specific to their individual needs. This may be all provided by the class teacher or may involve:

  • Other staff in the school
  • Staff who will visit the school from the Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Staff who visit from outside agencies such as the Speech and Language therapy (SALT) Service.

At Alderwood, we pride ourselves on delivering quality first teaching to all our pupils and you can be assured that a child with SEND would receive this throughout their time with us.  We also use our highly trained Learning Support Assistants to excellent effect.  They deliver a range of small group and one-to-one interventions, which are planned with individual children in mind and in conjunction with the Class Teacher.  We also offer specialist interventions, where appropriate, from outside agencies, such as SALT and the Educational Psychologist. 

The time allocated to each child depends on the level of need and appropriateness of the intervention

As always, the initial conversations should happen with your child’s Class Teacher.  This could be during our termly Parents’ Evenings; however it is always best to speak about concerns as they arise.  Class Teachers are always willing to discuss individual children, but an appointment may have to be made if a lengthy discussion is required. 
Following this initial conversation, you can also request a meeting with our SENCO and then either the Heads of School or the AHT, to discuss things in more detail.

  • We will first invite you to visit the school with your child to have a look around and speak to staff
  • If other professionals are involved, a team around the Child (TAC) meeting will be held to discuss your child’s needs, share strategies used, and ensure provision is put in place before your child starts
  • Your child’s key person may make a home visit and also visit your child of they are attending another provision
  • We may suggest adaptations to the settling in period to help your child to settle more easily
  • Views of children who have a Personal Educational Plan are sort using guidance from the Royal London Borough of Greenwich. These are carried out using the proforma supplied by the Borough and conducted with the child in consultation with the SENCO, class teacher or LSA who works with the child. Where appropriate the child has the option of attending part of the meeting.
  • The class teacher seeks the views of those children with a Targeted Plan and will review this three times in the academic year.

We have a clear open door policy at Alderwood and we would contact parents/carers promptly if we felt that there were concerns over achievement and/or progress.  This may be through informal discussions with the Class Teacher, or a more formal meeting with the SENCO and/or the Executive Head/Heads of School or AHT.  This information will be recorded in your child’s annual school report.

The school receives money from Greenwich Local Authority to support children with SEND, however it is the Executive Head and Heads of School who decides on the allocation.  This is always done in conjunction with the Governing Body.  Through discussions with the Executive Head, Heads of School and the SENCO, resources are purchased, agencies liaised with and impact is measured.

We are a very unique school, as we have a specialist provision for children with a diagnosis of ASD and we house the Greenwich Nurture Provision for children with EBD concerns.  We utilise the expertise of the staff who support these children both in these specialist classes and across the mainstream school, where appropriate.

In order to support these children and our mainstream children, we have two full time Learning Mentors, who support children throughout the school.  We also have a full time Family Support Worker, who works directly with families to improve outcomes for all.

We also seek advice and support from outside agencies such as STEPS, ASD Outreach, Waterside Outreach, Education Psychologist, CAMHS, Music Therapy, Amber Light Counselling, School Nursing and Occupational Therapy.

Class Teachers are very well supported by members of the Leadership Team and the SENCO to ensure that they deliver individual support to children where necessary.  Training opportunities are offered to both Teachers and our Learning Support Assistants.

Daily teaching will be differentiated for your child in order for them to make progress.  This may include smaller groupings, pre/post teaching of concepts, one-to-one interventions and visual cues.  These are just some of the ways differentiation in teaching may occur.

Your child’s progress will be monitored by their Class Teacher and then reported to the Executive Head, Heads of School, SENCO and the Governing Body. 
For children on an IEP, progress will be monitored more regularly and targets reviewed at least on a termly basis. 
Most children will access the statutory assessment procedures which occur at the end of each Key Stage and in Year One for the Phonic Screening Check

  • We consult with the virtual school – Executive Head, Heads of School and SENCo as appropriate for personalised support as required. We also liaise with the allocated social worker, to ensure all agencies are working collaboratively to develop an appropriate support package (PEP/EHCP/Statement) for each child.
  • We review the child’s needs and progress regularly, for example before entering the school to ensure a smooth transition from their previous setting and then at regular intervals.
  • We ensure Pupil Premium Plus is being used to effectively enable the child to meet their outcomes.
  • The SENCO ensures that training and policies are supportive of  looked after children with SEND
  • The Designated Governor for LAC) works to ensure provision is enabling LAC with SEND to make good progress.

We pride ourselves on having close links with all of our parents/carers, regardless of their personal situation, however we actively support parents/carers by ensuring that they are kept informed and are involved in decision making. 

We also have a very active Family Support Worker, who works closely with a variety of families and is able to signpost them to different support mechanisms. 

Our school site is a bright, spacious space, which covers two floors.  We have a lift to enable access from the admin block to the teaching block and would re-locate classes from the top floor to accommodate a child with specific SEND issues.

Our Senco will support the process fully if your child is moving to a specialist provision, either within or outside the Borough.  Our Senco will also support the move between classes, during the handover period in July.  This ensures that your child settles quickly into their new class on their return to school in September.

If your child is moving into the secondary phase of their education, then a detailed plan will be implemented to ensure that the new provision knows all there is to know about your child.  Our Learning Mentors will support your child by talking them through how to pack their school bag, read a timetable and will even carry out a trial run on the bus, to ensure that your child knows their new journey.

ASD

Autistic Spectrum Disorder

AHT Inclusion

Assistant Head Teacher for Inclusion

EHCP

Education, Health and Care Plan

IEP

Individual Education Plan

PLP

Personal Learning Plan

S

Statement stage of the SEN Code of Practice

SA

School Action stage of the SEN Code of Practice

SA+

School Action Plus stage of the SEN Code of Practice

SEN

Special Educational Needs

SEN Code of Practice

The legal document that sets out the requirements for SEN

SEND

Special Educational Needs and/or disabilities

SALT

Speech and Language Therapist

CAMHS

Child & Adolescent Mental Health Service

EP

Educational Psychologist

SENCO

Special Educational Needs Coordinator