Welcome to our Special Educational Needs and Disability (SEND) information pages. Here you will find information about how we are able to support your child should he/she be identified as having special educational needs.
Carlton Primary Academy is educationally inclusive. We believe that all children should be valued and treated with respect. The academy staff work together as a team to ensure that provision for all children is of the highest standard and continually strive to develop and improve our practice.
Our Special Educational Needs Co-ordinator (SENCO) is Mr A Steadman
Our Special Educational Needs Governor is Mrs T Hurd
What is a special educational need?
A child or young person has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age has a learning difficulty or disability is he or she has:
significantly greater difficulty in learning than the majority of others of the same age; or
a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools
What is a disability?
The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long term adverse effect on their ability to carry out normal day-to-day activities.
A physical or mental impairment includes: learning difficulties including specific learning difficulties; medical conditions including epilepsy, diabetes and more severe forms of asthma and eczema; autism; speech, language and communication impairments.
If the impairment has a substantial and long-term effect on a person's ability to carry out normal day-to-day activities it may amount to disability.
What should I do if I think my child has a disability, special educational or medical needs?
If you feel that your child may have special educational needs then you should ask to speak to your child’s class teacher, in the first instance. If they are unable to see you straight away, they will be happy to make an appointment, when you can discuss your concerns in more detail. Your child’s class teacher may also feel that it would be helpful to have the SENCO attend the meeting too.
What will the academy do if they think my child has a disability, special educational or medical needs?
If the class teacher and SENCO feel that your child may have a disability or special educational needs, they will arrange a meeting with you to discuss their observations and thoughts. Where necessary the Academy will put in place support to ensure that your child achieves their potential.
Up to 20% of children and young people have special educational needs at some stage in their time in education; only around 2% have special educational needs which are of a severe and complex nature. For many children, simple changes to the way that the curriculum is delivered can make a significant impact on removing the barriers to their learning and with these changes in place they are able to make progress. In the Academy we call this ‘differentiating the curriculum’. Your child’s class teacher will be doing this on a daily basis in order to ensure that all the children in the class can make the most of the learning experiences presented.
For some children this may not be enough to help them make adequate progress and they may need support which is ‘additional to and different from’ which is normally provided for all children. If a child requires this type of support the Academy will monitor them according to the SEN Code of Practice. This could mean that the class teacher may be using different strategies to help your child to learn, or perhaps your child will be receiving some additional support in a small group alongside other children with similar needs. The small group work will be carefully targeted to address your child’s needs and his/her progress will be closely monitored and evaluated. Parents will be kept informed of the additional support that their child is receiving and they may be asked by the Academy to support their child’s learning by carrying out some simple tasks at home such as extra reading practice, or providing opportunities to practice new skills that have been taught in class. The important thing is to try and make learning fun and to give lots of praise and encouragement.
What can I expect Carlton Primary Academy to do, in order to meet my child’s special educational needs?
The school implements a graduated response to special educational needs provision. These are:
Wave 1: Quality First Teaching- Inclusive high quality teaching for all.
The vast majority of children's needs will be met through high quality, personalised teaching. Quality First Teaching recognises that all teachers are teachers of Special Educational Needs, as stated in the SEND Code of Practice (2015). This includes differentiated planning and delivery, inclusive and inspiring classrooms with visual aids, first day intervention and time limited catch up programmes, learning walls and a variety of learning resources and a personalised learning approaches and strategies. All teachers are responsible for the progress of their children and they work closely with parents, staff and pupils to monitor and assess progress.
In addition, Carlton Primary Academy staff can gain knowledge and skills from the Inclusion Development Programmes for Dyslexia, Speech, Language and Communication needs, Behaviour and Autism which enhance their daily teaching practice in order to make the classroom environment and the delivery of the curriculum more accessible for children with needs.
Where appropriate, children may have access to additional small group activities for short periods of time alongside other children with similar needs. This may be to undertake work on particular intervention programmes or simply as a means of facilitating opportunities to re-visit skills, or knowledge where they may need addition practice or over-learning. The work carried out in small groups is carefully overseen by the class teacher, who is responsible for monitoring the child’s progress and targeting the support carefully.
Wave 2: Adapted Modified Teaching.
Some children do require additional provision through small group or individual interventions. This is outlined on the year group provision map which records any support in addition to quality first teaching. The class teacher and the teaching assistant review pupils’ progress at the end of the intervention, against the learning intervention target.
Wave 3: Highly Personalised Tailored Teaching
A very small number of children have difficulties that require highly personalised intervention and monitoring to support specific learning needs and / or disabilities. All pupils receiving wave 3 intervention are recorded on the SEND register. Children all have School Focused Plans which outline their needs and personalised provision. Planning for their provision is undertaken in collaboration with pupils and parents and is overseen by the SENCO.
How will my child’s learning be assessed and their progress monitored?
Class teachers meet with a member of the Senior Leadership Team and the SENCO to discuss children’s progress and needs on a regular basis. This can highlight any areas in the curriculum where children may require additional support or strategies to ensure they reach their potential.
We constantly monitor and evaluate the progress that children make to ensure that all children achieve their best and become confident individuals. Through regular monitoring and assessment we aim to anticipate the needs of those with special educational needs or a disability and make reasonable adjustments, to ensure that their needs are met to give them access to all aspects of academy life.
What is a School Focused Plan?
Most children with a special educational need are given a School Focused Plan (SFP). This is a document, which enables staff, parents and the child (where appropriate), to record the provision and strategies that will be put in place in order to support the child to achieve identified outcomes. The class teacher involves parents in regularly reviewing and updating the provision that is in place. Often this is on an informal basis involving a short ‘catch up’ meeting with parents. These informal reviews happen as often as is necessary to ensure that provision and strategies remain relevant and purposeful. Some outcomes may be based around home learning and/or behaviours, to encourage positive relationships between home and school.
How effective is Carlton Primary Academy’s provision for children with special educational needs?
Carlton Primary Academy has a robust policy for special educational needs. The policy is implemented by all members of staff and its effectiveness is monitored and evaluated by the Governing Body on an annual basis. The SENCO meets with the SEN Governor on a regular basis, enabling up to date general information on the progress of children with SEN and the provision made for them to be shared with the whole governing body. Information from parental questionnaires and children’s comments are reported to the Governing Body in relation to the support provided or feedback on the effectiveness of new resources. This will also help us to ensure that we make the necessary developments, to ensure we have used our best endeavours to minimalise the gaps in our provision for children with SEND.
What types of needs are provided for?
Carlton is a mainstram school. We cater for children with a wide range of special educational needs including Communication and Interaction, Cognition and Learning, Sensory and Physical and Behaviour, Emotional and Social difficulties.
Who are the other people who provide services to children with SEND at Carlton?
Carlton staff work closely with a number of other agencies who provide support and advice for children with SEND. These include:
Child and Adolescent Mental Health Service
Speech and Language Therapy
Parents are always consulted before any referrals are made to other agencies and they are kept fully informed of the advice and support received. Parents are given copies of reports received and have opportunities to discuss them with the relevant professionals.
School tries to facilitate opportunties for parents to meet the agencies supporting their child and discuss their concerns with them.
Many children with SEND have an Early Help Assessment (EHA) and regular Team around the Family (TAF) meetings are organised to allow staff from all agaencies to get together with parents / carers to discuss concerns and plan support for the child. These meetings usually take place in school or in the family home.
How is extra support allocated?
The majority of children with SEND are supported from the school's annual revenue budget. The Head Teacher in consultation with the Senco, class teachers and other relevant professionals allocates resources according to the needs of individual children. Funding is also used to pay for additional staffing, staff training, resources, and support from external agencies.
In a few cases the special education provision required by a child may exceed that which can reasonably be provided by resources available to a mainstream school. In these cases the local Authority is approached to carry out an assessment of the child's education, health and care needs.
How are teachers supported and trained to work with SEND children?
Our school recognises the needs of our children and training is provided as whole school. Individual teachers and support staff attend training run by a range of agencies that are relevant to the needs of the children they are supporting. Staff work together to share their expertise and ensure that all children's needs are met.
We also have individual and group meetings with our Educational Psychologist.
Our Senco provides regular planning, assessment and review support for class teachers.
Our Senco regularly attends Local Authority update meetings in addition to being an active member of our local Senco network group.
What support is there for parents of SEND children?
We recognise that the best outcomes for children happen when school and parents work together and because of that we welcome and encourage parental involvement. Parents are encouraged to contact school at any time to seek advice or share concerns. It may not always be possible to speak to a class teacher or the Senco at the beginning of the school day because of class teaching commitments, but arrangements can be made to meet as soon as possible. We strive to build close working relationships with parents.
As a parent you will be invited to meet regularly with the staff who work with your child, to review your child's progress and plan future support. the Senco is often present at these meetings.
A home school contact book may be used to support communication between home and school.
In addition to the teaching staff, MrsLiptrot is our Parent Support Advisor and is available to offer practical support on a wide range of issues.
Mrs Liptrot can be contacted through the school office.
How are children with SEND supported when they move on to another class or school?
We recognise that transitions can be difficult for children with special educational needs and so we make additional arrangements to support the transition process.
Most children are admitted to Carlton in the Reception year (F2). All our youngest children are offered home visits and a series of school visits with their parents prior to admission. Children with additional needs are offered extra visits to meet their teachers and support staff to support a successful start to their education.
Moving from a different primary school
If your child is transferring to Carlton from a different primary school, you and your child will be invited to visit their new class and meet staff. Parents are invited to discuss their child's individual needs and raise any concerns and / or pass on any concerns. Information from your child's previous school will be used to ensure provision is planned for and in place ready for your chil's start date.
Moving to a new class
If your child is moving to a new class within our school class teachers will meet with their new class teacher and discuss strategies and support that is already in place. This will inform planning for the next school year.
Moving to a new school
If your child is moving to a new school, the new school will be contacted to invite staff from your child's new school to attend any meetings organised for your child prior to the transition. All information and records are passed to the new school as soon as possible. We try to make sure this happens before your child starts at his or her new school, but where this is not possible, records are passed on within two weeks of leaving Summerfields. In many cases staff from your child's new school will visit them while they are still at Carlton.
Moving on to secondary education
Transition to secondary education is very important. We put in place individual transition arrangements and hold a transition meeting with the Senco from your child's secondary school. At this meeting your child's needs will be discussed in detail to allow the secondary school to put in place the support your child needs ready for their first day. All records are passed on before the summer break in order for the new school to plan effectvely for the Autumn term.