How do we support children with different kinds of special education needs and disabilities?
Aveton Gifford CE Primary is a mainstream setting with 100 pupils from Reception to Year 6. We provide the structure
for a pupil-centred process that engages pupil, family, school and other professionals in planning for and
implementing high quality, needs led provision that is consistent across the school. This is to ensure all of our pupils
are able to access the same opportunities for learning and social development achieving maximum progress,
fulfilling their potential and promoting their well-being.
We currently have 11% of pupils on the SEND register and are supporting the following types of needs:
55% Communication and Interaction
27% Cognition and Learning
9% Social, Emotional and Mental Health
9% Physical, Medical, Sensory
If you want to know more about SEND at Aveton Gifford CE Primary School, please contact the SENDCo, Heather Slater.
How does our school identify and assess children with special educational needs and disabilities?
Pupils have special educational needs if they have a learning difficulty or disability which calls for special education
provision to be made which is additional to or different from that normally available in a differentiated curriculum. We
regard pupils as having a Special Educational Need if they:
* Have a significantly greater difficulty in learning than the majority of pupils of the same age, or;
* Have a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for
others of the same age in mainstream schools or mainstream post-16 institutions
* A child under compulsory age has special educational needs if they fall within the definition at (a) or (b) above or
would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014)
Children with SEND are identified by one of the following assessment routes all of which are part of the overall approach
to monitoring progress of all pupils:
The progress of every child is monitored at weekly Standards and Progress meetings. Initially, concerns registered by
teachers, parents/carers or other agencies are addressed by appropriate differentiation within the classroom and a
record is kept of strategies used. This can be then used in later discussions if concerns persist. Where children are
identified as not making progress in spite of consistent Quality First Teaching, they are discussed with the SENDCo and a
plan of action is agreed, in accordance with our Inclusion Support Triangle.
How we identify and support pupils with SEN:
Class teachers are continually aware of children’s learning. If they observe that a child is making less than expected
progress, given their age and individual circumstances, they will seek to identify a need using Devon’s graduated response
to SEND tool. This can be characterised by progress which:
* 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
* fails to ensure that the attainment gap widens Parents sometimes ask us to look more closely at their child’s learning. We take all parental requests seriously and investigate them all. Frequently, the concern can be addressed by Quality First Teaching or some parental support. Otherwise, through discussions with the child, parent and the SENDCo, the child is placed at SEN Support on our SEND register. Although the school can identify special educational needs, and make provision to meet those needs, it is not appropriate for us to diagnose. Parents are advised to contact their GP if they think their child may have a medical condition/disability. We aim to have good and informative relationships with all of our parents and carers. We will engage with parents/carers at the earliest opportunity if a child is experiencing difficulties, and will be invited to discuss this at their earliest convenience or at a parents’ meetings, whichever is earliest. As part of these meetings, we will discuss with parents/carers their views and experience of their child and their needs. In order to identify a child as needing SEN support, the class teacher, working with the parent and SENDCo, will establish a clear analysis of the child’s needs. In some cases, it may be necessary to seek assessment from an external professional such as a specialist teacher or educational psychologist. This will always involve discussion and agreement with the child’s parents/carers. Once a child has been identified as having SEND, we will take action to support effective learning by removing barriers and put effective special educational provision in place. This SEN support will take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and the provision which has supported the pupil in making good progress and securing good outcomes. This is known as The Graduated Approach – Assess, Plan, Do, Review. For pupils with low level special educational needs the cycle of Assess, Plan, Do and Review will fit into the regular termly assessment and planning cycle for all pupils. These are known as Pupil Progress Meetings. For those pupils with more complex needs or for who a more frequent cycle needs to be employed additional meeting dates will be set and will include the termly Pupil Progress Meetings and EHCP Annual Reviews.
How does our school provide for children with special educational needs and disabilities?
How does the school ensure its support for children with SEND is working well?
* All teachers are leaders of SEND. The attainment and progress of children with SEND is monitored and reviewed
daily by the class teacher in liaison with additional adults who may be working with individual or groups of
children, weekly by leaders in standards and progress meetings and at least half termly by SENDCo’s and other
* Heads of Teaching and Learning include information about the progress and attainment of SEND children in the
half termly report to Directors.
How does the school assess and review the progress for children with SEND?
Regular monitoring of the quality of provision for all pupils including those with SEND follows the schools’ assessment
and monitoring calendar. In addition, the cycle of Assess, Plan, Do and Review ensures that pupils with SEND have their
individual provision reviewed regularly, and at least termly. This is using our Personal Learning Plans (PLPs) which are
shared with parents/carers termly. Pupils who have an EHCP will also have an annual review to record progress against
both short and long term outcomes as identified on their plan.
Pupil progress is tracked in Progress and Standards meetings weekly and where pupils are not making sufficient progress
additional information is sought and appropriate action taken. Actions taken could include small group regular
interventions such as additional phonics, Pre teaching opportunities, boosting sessions and social skills.
Schools in the First Federation Trust uses Target Tracker to monitor the progress of individual pupils and measure attainment against age related expectations. Sometimes it may be necessary to use alternative progress measures such as P Levels, B Squared and the Autism Education Trust Progression Framework; this will be clearly identified in an individual pupil’s Personal Learning Plan. It may also be appropriate to work with outside specialists to support the Graduated Approach cycle such as an Educational Psychologist or an Occupational Therapist. As part of their support, they may complete specific assessments and observations of an individual to support identification of need and/or assess progress against specific outcomes set. The SENDCo may also carry out specific tasks and assessments as required such as; Single Word Reading Tests, Working Memory screening and Fun Fit. How does the school teach children with SEND? The school recognises that all teachers are teachers of SEND. It places a high value on quality first teaching and learning through our universal provision which includes quality planning, differentiation, clear lesson objectives, adapted resources and teaching styles. Children can also be taught through targeted and specialist interventions such as Nurture Based Programmes, Precision Teaching, Speech and Language Therapy and FunFit. This may also include the use of additional adults to provide support where appropriate and as detailed in Personal Learning Plans, Provision Mapping and EHCPs. How does the school adapt the curriculum and learning environment for children with SEND? At Aveton Gifford CE Primary, we seek to make as many reasonable adaptations as we can to ensure that learning is maximised and needs are met. For example, we have developed the consistent use of personalised learning plans across the school, further increased access to nurture and emotional based interventions and resources, purchased sensory equipment, and provided FunFit training. We have developed our outdoor space to offer Forest School based activities. We also provide lunchtime support through structured games, quiet spaces and peer buddy systems for those children who may find unstructured times more difficult to manage. To support children who may have sensory issues we will provide children with sensory diets based on their needs following advice from the professionals who are involved. We act swiftly on the advice of external agencies, for example the Communication and Interaction Team, to ensure the learning environment is safe and conducive to learning. What additional learning support is available for children with SEND? All EYFS classes have at least one Teaching Assistant (TA) to supervise and support all learners. Where additional TAs are deployed to support pupils with SEND, this is in proportion to the child’s need and focused on building their independence and resilience to manage their learning at other times. A number of pupils in the school are withdrawn from class each week for short times for enhanced/targeted provision (e.g. Speech Therapy, Nurture Based programmes, Phonics Intervention/Catch Up, Maths Intervention activities), and in rare circumstances, pupils may conduct a larger proportion of their learning in a different environment to the classroom, but always with the best endeavours made to maintain a high level of inclusion with their peers. The deployment of TAs is at the discretion of the Head of Teaching and Learning, SENDCo, and the class teacher, who will sometimes direct TAs to support the majority of pupils while he/she works with a group of children. This TA deployment is monitored and supervised by the SENDCo and Head of Teaching and Learning, in partnership with unit leaders, teachers and parents. How does the school help children with SEND to be involved with all school activities together with their peers? All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and may discuss this in advance with parents or carers. It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs. A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities that will cover the same curriculum areas will be provided wherever possible.
We offer clubs after school and aim for these to be as inclusive as possible and may provide additional staff or sessions in order to achieve this. How does the school support the SEMH needs of children with SEND? Within Aveton Gifford CE Primary School, a strong emphasis is placed on pastoral and moral development throughout the school. Pastoral care is provided by the teachers in the first instance, but where needs are more acute (e.g. bereavement) this can be offered by providing additional support and intervention with adults who have completed Attachment Based Mentoring training. Other opportunities such as Lego Therapy and Forest School based activities also run across the school targeting those children who need to build their emotional well-being and self-esteem. Where underlying emotional and social developmental needs have been identified, a Boxall Assessment can be carried out, which typically results in a targeted programme of support within the class, and sometimes a weekly (or twice weekly according to need) 1:1 session with an identified member of the school team. To support complex family relationships/difficulties joint sessions (involving parents or siblings) can be offered. Within the Team Around Family framework, we have worked closely with outside agencies, including Social Care, Behaviour Support, Housing, Police Support Officer and the Devon Inclusion Officer (where needed), often exploring creative ways (e.g. holiday activities, part time alternative education provision) to ensure a continuity of provision for the pupils’ wellbeing. As well as using programmes such as Nurture Based Programmes and Emotional Literacy, the school engages with the Early Help 4 Mental Health programme and has accessed support through face to face supervision session, whole school training and attendance at training events. We have a member of staff who has attended Attachment Based Mentoring training. If you have any questions about your child’s support, or suggestions about meeting their needs, please speak to your child’s teacher in the first instance, or contact the school SENDCo, Heather Slater.
Who is the named SENCo for this school?
Heather Slater is the named SENDCo at Aveton Gifford CE Primary School. In collaboration with the Head of Teaching and
Learning and directors, the SENDCo determines the strategic development of the SEND policy and provision with the
ultimate aim of raising the achievement of pupils with SEND in their school.
How does the school make sure staff have the knowledge and skills to support children with SEND?
• All staff engage in sessions when Quality First Teaching is addressed.
• The SENDCo, school leadership team and Hub Inclusion and Safeguarding Lead provide regular training to all staff in
school in specific aspects of meeting the needs of pupils with SEND.
• All staff have regular Continuing Professional Development meetings. The progress of all pupils including those with
SEND is a core aspect of the appraisal process and appraisal targets will look at how to develop staff skills in meeting
individual pupil needs as necessary.
• Support staff are engaged in an ongoing training whereby their role is developed to enable them to meet the needs of
the children they are working with.
• External trainers are brought in, when appropriate, to address more specialist training needs such as dealing with
specific medical conditions (e.g. epilepsy, Autism Spectrum Disorder) or to train staff in the use of specific interventions.
• Peer support and guidance is available daily for all staff and some of the best training development occurs through
professional dialogue with colleagues looking at meeting the specific needs of a pupil.
• Our SENDCo regularly attend the Local Authority and First Federation Trust SEND network meetings in order to keep
up to date with local and national updates in SEND.
How does the school provide appropriate resources and facilities for children with SEND
The Accessibility Plans for the school can be found on the school website.
How do parents/carers and school work together to support children with SEND?
We value and accept the positive role and contribution parents/carers can make. We make every effort to work in full
co-operation with parents/carers, recognising and respecting their roles and responsibilities. Parents/carers are
encouraged to work with the school and other professionals to ensure that their child’s needs are identified properly and
met as early as possible. In order that they play an active part in their child’s development, the First Federation schools
endeavour to provide parents/carers with the relevant information so they can reinforce learning in the home.
We endeavour to support parents/carers so that they are able to:
* Feel fully supported and taken seriously should they raise a concern about their child
* Recognise and fulfil their responsibilities and play an active and valued role in their child’s education
* Understand procedures and documentation
* Make their views known about how their child is educated
* Have access to information, advice and support during assessment and any related decision-making process
about special educational provision.
At Aveton Gifford CE Primary School we communicate with parents in the following ways;
* Open door policy
* Face to face conversations
* Parents evenings
* Home school books
* Learning reviews
* Additional parent meetings as required
How are children with SEND involved in their learning?
We hold the views of pupils highly and recognise the importance of gaining genuine pupil views in promoting the best
pupil outcomes. Pupils are able to share their views in a number of different ways (appropriate to age and ability). These
views are welcome at any time but are specifically sought as part of their annual review, as part of their Pupil Progress
Meetings and at the end of a targeted intervention. We ask all pupils to contribute to the setting of their own outcomes.
How does the school manage complaints from parents of children with SEND?
If you have concerns about your child’s SEND provision, you should initially raise these with the class teacher and/or the
SENDCo. If this is not resolved, you can arrange to meet with the Head of Teaching and Learning. In addition to this the
First Federation has a complaints procedure, which can be found on the website.
If there continues to be a disagreement with regards to SEND provision, parents and carers can access support through
the Devon Information Advisory Service and the Local Authority, who should make arrangements with a view to
avoiding or resolving disagreements between the parents/carers and the school. This includes access to mediation
before tribunal. Parents/carers have a right to appeal to a SEND tribunal at any stage.
How does the school work with outside agencies and specialists to meet the needs of children and families with SEND?
Aveton Gifford CE Primary is supported by a wide range of different agencies and teams. In the last year we have
worked with the following agencies
* Educational Psychology
* Behaviour Support
* Speech and Language Team
* Communication and Interaction Team
* Bidwell Brook Outreach Service
* School Nurse
* Early Help
* Social Care
What support services are available for parents/carers of children with SEND?
Parents/carers are encouraged to seek help and advice from Independent Information Advice and Support services.
Impartial and independent advice, support and information on special educational needs and disabilities are available
via the Devon Information Advice & Support (DIAS) on their website at: http://www.devonias.org.uk/
Parents/carers are also encouraged to visit the Devon County Council Local Offer website: www.devon.gov.uk/send. This
website provides valuable information about different agencies, services and resources for children, young people with
SEND and their families in addition to school resources and information.
How does the school support children with SEND with Transition?
Change can be an exciting, yet anxious time for all pupils. We endeavour to make sure these periods of change are
carefully managed in a sensitive way to provide continuity of high quality provision and reassurance to pupils and families.
Transition into and within school
We understand how difficult it is for children and parents as they move into a new class or a new school and will do what
we can, according to the individual needs of the child, to make transitions between classes- including from preschool
provision- as smooth as possible. This may include, for example:
* Additional meetings for the parents and child with the new teacher
* Additional visits to the classroom environment in order to identify where the toilets are, where the pegs
* Opportunities to take photographs of key people and places in order to make a transition booklet.
Enhanced transition arrangements are tailored to meet individual needs.
Transition to Secondary School
Transition reviews for Year 6 pupils on a statutory plan (EHCP) are held, where possible in Year 5. The secondary school
SENCO is invited to Annual Reviews and other review meetings. Additional transition arrangements may be made at these reviews e.g. extra visits, travel training etc.
Where can I find the Devon Local Offer page?
The Devon local offer can be found using the following link www.devon.gov.uk/send