SEN Information Report

Acronyms: Senco (Special Needs co-ordinator) SEN (Special Educational Needs)
CAMHS (Child and Adolescent Mental Health Service) LA (Local Authority)

IEP (Individual Education Plan) IBP (Individual Behaviour Plan) PECS (Picture Exchange
Communication System)

Parklands Community Primary School SEN Information Report September
2014
All Cheshire West and Chester Local Authority (LA) maintained schools have a similar
approach to meeting the needs of pupils with Special Educational Needs and are supported
by the LA 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 Special
Educational Needs and Disabilities being met in a mainstream setting wherever possible.
The four broad areas of need are Communication and Interaction, Cognition and Learning,
Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.

What is the Local Offer?

The LA Local Offer
The Children and Families Bill will become enacted in 2014. From this date, Local
Authorities and schools are required to publish and keep under review information about
services they expect to be available for the children and young people with Special
Educational Needs (SEN) aged 0-25. This is the Local Offer.
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.
The School SEN Information Report
This utilizes the LA Local Offer to meet the needs of SEN pupils as determined by school
policy, and the provision that the school is able to meet.
The following questions have been devised to allow Parents to gather as much information
about the opportunities for children with SEN within each School in the Local Authority. The
following report outlines what we offer at Parklands Community Primary School.


1. How does the school know if children/young people need extra help
and what should I do if I think my child/young person may have special
educational needs?
Firstly, it is important to note that all staff at Parklands Community Primary School have
the responsibility of meeting the needs of each individual in their class to the best of
their ability with or without a formal assessment. If there is a concern, a referral to the
SENCo (Special Needs Co-ordinator), Miss L Sprowson, should accompany a structured
and well differentiated teaching programme.
We aim to identify children with special educational needs as early as possible in their
school career. When a class teacher identifies a child with SEN s/he should inform the
SENCo through discussion in the Pupil Progress meeting or as soon as the concern arises.
The SENCO will also liaise closely with the Assessment Co-ordinator, Mr Roberts, using
whole school tracking data to identify children who would benefit from additional
support or alternative learning strategies.
If as a parent you feel your child has special educational needs the first point of contact
is your childs class teacher to discuss concerns.
The school will use a number of additional indicators of special educational needs.
the analysis of data including entry profiles, Foundation Stage Profile, reading ages and
periodic assessments
tracking the progress of individual children over time
liaison with previous providers
information from parents
information from other services including previous schools
The SENCO will maintain a list of children identified through the procedures listed. The list
will be reviewed termly, or as necessary. A detailed analysis of children on the SEND
register will take place termly.
2. How will school staff support my child/young person?
In order to meet the needs of all children, teachers will differentiate teaching and
learning through planning. Where children are identified as having SEND, the school will
provide for these additional needs in a range of ways as appropriate.


The range of provision will include:
support for small groups within class by an additional teacher or teaching assistant
small group withdrawal by an appropriately qualified adult
individual class support
individual withdrawal
differentiation of resources
the use of established interventions
provision of alternative learning materials/ special equipment
group support
provision of additional adult time in devising interventions and monitoring their
effectiveness
staff development/training to identify additional strategies that could be employed
access to Specialist Teaching, an Educational Psychologist or other support services for
advice on strategies, equipment or staff training

3. How will the curriculum be matched to my childs/young persons
needs?
All children have an entitlement to a broad and balanced curriculum, differentiated to
enable them to both understand the relevance and purpose of learning activities, as well
as experience levels of understanding and rates of progress that develop feelings of
success and achievement.
Teachers will use a range of strategies to meet each childs educational needs. Lessons
will have clear learning objectives; learning will be differentiated appropriately and
assessment will be used to inform the next stage of learning.
IEP/IBPs, employing a small-steps approach, will feature significantly in the provision
made in the school. This involves breaking learning down into finely graded steps and
targets to ensure that children experience success.
Children will be supported in such a way that acknowledges their entitlement to share
the same learning experiences that their peers enjoy. Wherever possible children will

not be withdrawn from the classroom although there may be occasions when, to
maximise learning, children will work in small groups or one-to-one situations away from
the classroom.

4. a) How will both you and I know how my child/young person is doing
and how will you help me to support my childs/young persons
learning?
We use appropriate, intervention-specific assessment tools when children have take
part in an evidence-based intervention
NC assessment levels are tracked each term
We hold termly Pupil Progress Meetings, involving the Class Teacher, Teaching
Assistants, Assessment co-ordinator and SENCo, during which we review the progress of
children with SEN
Parents Evenings are held termly and we work closely with parents to obtain their
views and help shape provision for children

4b) What support will there be for my childs/young persons overall well
being?
Specific interventions, such as Lego Therapy, heart math and mentoring
SENCo facilitates communication to ensure all those working with the child, including the
child themselves and the family, are aware of the support being implemented
Children are educated for the vast majority of the day in their class with
peers, including opportunities for mixed-ability collaboration
Learning mentors work collaboratively with teachers to are identify children who need
access to 1-1 emotional support throughout the day
SENCo/Learning mentors are available at the start and end of a day for parents/carers to
respond to queries, concerns and crises
Lunchtime and playtime support through planned activities and groups


5.What specialism services, experience, training and support are available at
or accessed by the School?
Within School there are a range of staff with a number of different expertise which include;
National SENCO Award qualification
Autism Awareness
Sleep counselling
Lego therapy
Attachement and trauma
Elklan (speech and language)
Makaton and PECS trained staff

We also access a range of different expertise such as:
Speech and Language therapists
School Doctor/Nurse
Educational Psychologist
Play Therapist
Occupational Therapy
Physiotherapy
Special Needs Inclusion Consultants
Early Years Access Team
Autism Team
Behaviour Support Team
CAMHS (Child and Adolescent Mental Health Service)


6. What training are the staff supporting children and young people with
SEND had or are having?
Staff have received training via the SENCO on the changes to the new code of practice. Staff
have also had training as listed in section 5.
In line with the new code of practice it is the responsibility of the SENCO to conduct an audit
of the range of skills staff have and devise a training schedule based on the outcome of the
audit.

7. How will my child/young person be included in activities outside the
classroom including school trips?
All children will be included and specific arrangements made for School trips. A thorough
risk assessment will be carried out by the trip leader with a visit to the location prior to the
visit. Access will be considered and any specialist equipment that may be needed will be
sought.
One recent example is when a class which has a number of children on the inclusion
register, including a child with a complex statement, accessed a one night residential trip.

8. How accessible is the school?
Parklands Community Primary School is fully wheel chair accessible and there is disabled
toileting and changing facilities.
The School has a loop system for additional auditory needs.
The School has a Smile studio which is where our two learning mentors are based. Within
this room there is a quiet space that children can access when they need to.

9. How will the School prepare and support my child/ young person to join
the school, transfer to a new setting / school?
If your child is joining us from another school:
The SENCo will visit pre-schools with the Foundation Stage Leader when appropriate.

If your child would be helped by a book/passport to support them in understand moving
on, then one will be made for them.
Your child will be able to visit our school and stay for a taster session, if this is appropriate.

If your child is moving to another school:
We will contact the school SENCo and ensure he/she knows about any special
arrangements or support that need to be made for your child. Where possible, a planning
meeting will take place with the SENCo from the new school.
We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:
Information will be passed on to the new class teacher in advance and in most cases a
planning meeting will take place with the new teacher. IEP s will be shared with the new
teacher.
In the Summer term children get to spend an extended transition period with their
new teacher.

In Year 6:
The SENCo will discuss the specific needs of your child with the SENCo of the childs
secondary school. In most cases, a transition review meeting to which you will be invited will
take place with the SENCo from the new school.
Your child will participate in focused learning relating to aspects of transition, to support
their understanding of the changes ahead.
Where possible, your child will visit their new school on several occasions, and in some
cases staff from the new school will visit your child in this school.


10. Provide examples of interventions, equipment, resources that schools
may allocate to match childrens/young peoples special educational needs?
ICT is a prominent feature within Parklands. We have laptops and ipads that are
available for children to use if and when relevant.
Staff are trained and deliver numerous interventions including:
Fresh Start (Phonics based to assist with reading and writing)
Every Child counts (Early Mathmatics intervention)
Elklan (Speech and Language intervention)
Wave 3 maths (Mathematics intervention)
Fischer Family Trust Wave 3 Literacy intervention
5 minute box (Mathematics)
Lego Therapy (Behavioural/Communication)
Heart Math (Behavioural)
Lola (Language and Communication)
Narrative Therapy (Language and Communication)
Nurture support (Emotion and behaviour)
Mentoring (Emotion and behaviour)
Beat Dyslexia (Literacy)
Dough Gym (Fine motor control)

Any specific equipment that is recommended to support a child may be purchased and the
impact of such equipment monitored.


11. How is the decision made about what type and how much support my
child/young person will receive?
SEN support is characterised by intervention that is different from, or additional to, the
normal differentiated curriculum. SEN support intervention can be triggered in a number of
ways, for example, where a child:
makes little or no progress over time
demonstrates difficulty in developing basic literacy or numeracy skills
shows persistent emotional/behavioural difficulties which are not affected by behaviour
management strategies
has sensory/physical problems, and makes little progress despite the provision of specialist
equipment
experiences communication and/or interaction difficulties and makes little or no progress
despite experiencing a differentiated curriculum.
If the school decides, after consultation with parents, that a child requires additional
support to make progress, the SENCO, in collaboration with teachers, will support the
assessment of the child and have an input in planning future support. The class teacher will
remain responsible for planning and delivering individualised programmes. Parents will be
closely informed of the action and results.
The school will seek Parental consent before any external agencies are involved. The
resulting IEP/IBP will incorporate specialist strategies. These may be implemented by the
class teacher but may involve other adults.
The school will request a Statutory Assessment from the Local Authority when, despite an
individualised programme of sustained intervention within SEN support, the child remains a
significant cause for concern. A Statutory Assessment may also be requested by a parent or
outside agency. The school would then supply the following information:
interventions made at Early Years Action Plus /School Action Plus
current and past IEP/IBPs
records and outcomes of reviews
information on the childs health and relevant medical history
school assessment outcomes

other relevant assessments from specialists, such as support teachers and educational
psychologists
the views of parents
where possible, the views of the child
any other involvement by professionals

12. How are parents involved in the school?
At Parklands we pride ourselves on the close involvement we have with our parents. This is
acknowledged by Parent Partnership Award we received. The class teacher is regularly
available to discuss your childs progress or any concerns you may have and to share
information about what is working well at home and school, so that similar strategies can be
used.
The SENCo is available to meet with you to discuss your childs progress or any
concerns/worries you may have.
All information from outside professionals will be discussed with you with the person
involved directly, or where this is not possible, in a report.
Personal progress targets /IEPs/ IBPs will be reviewed with your involvement every term.
Homework will be adjusted as needed to your childs individual requirements.
A home-school contact book may be used to support communication with you when this
has been agreed to be useful for you and your child.
We also have a parent forum and are currently recruiting an SEN parent forum to discuss
ideas or common concerns that parents may have and how we can address these concerns.
Please contact the SENCO if you would like to be involved in the parent forum.


13. Who can I contact for further information?
For further information you can contact the School SENCO, Miss Sprowson, on 0151 338
2220.
You can also contact your childs class teacher or Mrs Flanders, the Head Teacher, on the
same number or by requesting an appointment at the School office.
The Local Authority offer advice for parents at the Parent Partnership Office and they can be
found at:
Floor 2
The Forum
Northgate Street
Chester
CH1 2HS
Email: parentpartnership@cheshirewestandchester.gov.uk
Should there be any complaints relating to provision for children with SEND these will be
dealt with in the first instance by the Head Teacher in line with the schools complaints
procedure. Unresolved complaints would then be referred to Governors.

SEN Information Report

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Acronyms: Senco (Special Needs co-ordinator) SEN (Special Educational Needs)

CAMHS (Child and Adolescent Mental Health Service) LA (Local Authority)

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