How We Support SEND
Beamish Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn. However, many children, at some time in their school life, need extra help and support in a variety of different ways.
Because of this we offer the following support for SEND children:
We talk to parents/carers if they think their child has a special educational need and let them know what special help the school is giving. Mrs Telfer (Pelton) & Mrs Russell (Beamish) are appointed as the Special Educational Needs Co-ordinators (SENCO).
We have a Special Educational Needs Policy – a copy is available for parents on request and is included on this website.
Each child’s teacher finds ways to support pupils individual needs by:
- Changing the way activities are planned and delivered
- Matching activities to the ability / need of each child (differentiation)
- Adapting learning materials such as equipment and activities to suit each child’s needs
- Offer small group and/or individual support to promote skills identified in the child’s Individual support plan.
With the permission of parents we may seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:
- Carry out further assessment of the child’s needs
- Provide advice to schools on how to best support the child
- Suggest resources that would help the child make progress
Our staff work in partnership with parents and the SENCO to find ways to support each child with their needs, including giving parents ideas on how to help their child at home.
Our school staff will set targets for SEND children which will be shared with parents, either during Parents’ Evening or a Review Meeting.
If your child has Special Educational Needs the SENCO will:
- Ensure the right support is put in place for each child
- Advise other staff on how to help each child and ensure they have an up to date Individual support plan detailing how their needs will be met in school.
- Arrange training for staff so they understand each child’s needs
- Work closely with parents on a regular basis to talk with them about their child’s needs and listen to any ideas or concerns they might have
- Work with other professionals (if necessary) who may be able to help individual children, e.g. speech and language therapist /medical professional/educational psychologist.
Any child with SEND will have an Individual support plan / Provision Map which details what the school, the class teacher and the SENCO plan to do to help the child learn and progress. All teachers are aware that children learn in different ways. Some need to work at a slower pace to ensure they fully understand one thing before they move onto something new.
An Individual Support Plan will be written especially for any child with SEND. It includes:
- Short term targets for the child which are linked to their needs
- Details of any extra support the child will get
- Who will give the child help
- How often the child will get help
- How and when the school will monitor the child’s progress ( every half term)
If a child’s needs are very complex and/or severe we may ask the Local Authority to carry out an Education, Health and Care Assessment:
- This is a very detailed assessment of each child’s needs. Parents or carers, the school and a range of professionals will all be asked to provide written reports.
- At the end of the assessment phase the Local Authority will consider these reports to help decide whether or not to issue an Education, Health and Care Plan for the child.
- Parents/carers also have the right to ask the Local Authority to carry out this assessment although it is usually best if you can do this with the support of the school.
- Education, Health and Care Assessment is only appropriate for a small number of children. Your school SENCO or the Durham IASS (Parent Partnership Service) will be able to advise you about this.
Types of SEND
At Beamish Primary School, we have experience of supporting children and young people with a wide range of need including:
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
Teaching, Learning and the Curriculum
At Beamish Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupils needs. At times and when it is felt appropriate, modifications to the curriculum may be implemented. To successfully match pupil ability to the curriculum Beamish and Pelton Federation remain committed to:
- A range of teaching and learning styles
- Differentiated learning materials
- Access to ICT and Technology
- Additional in class support
- Additional out of class support
- Up to date staff training on Special Educational Needs & Disabilities developments
- Many Enrichment and Enjoyment opportunities to stimulate and motivate learning
- Flexible groupings – including small group support work
- A creative topic based curriculum
- The Restorative Approach to behaviour management
- A Nurture group facility
- Mentoring and counseling
- A broad range of inclusive extra-curricular activities
- Assessment procedures that emphasise pupils’ strengths and achievements
- Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.
The progress of all children is monitored closely through a range of assessment procedures and internal tracking. Detailed assessments and target tracking ensure that all learners achieve and make progress at the Beamish &Pelton Federation. Pupil assessment are carried out each half term and those children needing extra support and/or are underachieving are identified. Individualised interventions and support plans are put into place to accelerate progress.
Children with Special Educational Needs are often assessed used PIVATs. PIVATs break down levels into small steps and are used as a tool to support academic and social assessment.Progress of the child is closely monitored by the SENCO and class teacher in order to evaluate the effectiveness of the support and interventions being delivered. This information is shared with the parents and the child, where appropriate. Teachers, children and parents meet termly to discuss the child’s progress and targets are set for the forthcoming term.
For further information you can view the Teaching & Learning Policy in the School Policies section of our website.
How we identify and assess children with special educational needs
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Beamish Primary School, we follow a graduated support approach which is called “Assess, Plan,Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.
Full details can be found on the Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
A special educational need can be a number of different things. For example, a child may be having problems with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents and other agencies if necessary.
It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for additional help.
Staffing and any Specialist Qualifications/Expertise
Staff have had experience of teaching children with:
- General Learning Difficulties – children whose learning progresses at a slower pace
- Speech and Language Difficulties
- Behavioural Difficulties
- Dyslexia (difficulties with reading, writing and spelling)
- Dyspraxia (problems with motor skills, organisation)
- Attachment Disorder and other Emotional Difficulties.
- ADD (Attention Deficit Disorder – ADHD (Attention Deficit Hyperactivity Disorder)
- Downs Syndrome
- Other Physical including coordination difficulties, visual impairment & hearing impairment
- Other Medical Needs including epilepsy, allergies & diabetes.
Staff have received training in the following aspects of SEND:
- ASD and strategies to support children in school
- Speech and Language support
- Intervention strategies
- SEND reforms and new Code of Practice
- Movement difficulties
- ADHD, ODD & Attachment Disorder and strategies to support children
- Supporting and assessing children with additional needs
- Administering EpiPen medication, Peg feeding and training linked
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.