SEND Information Report
The School’s SEND information Report is part of the Worcestershire Local Offer for learners with Special
Educational Needs and Disability (SEND). You can find Worcestershire’s Local Offer by following the link here.
All governing bodies have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEND. This information is updated annually.
At Carnforth School we welcome your comments on our offer, so please do contact us. The best people to contact are:
Head of School – Mrs Sara Wood
Inclusion Lead/Special Educational Needs Coordinator (SENCO) – Gill Ellis
The SEN Governor
The Inclusion Lead who is responsible for Special Educational Needs is Mrs Gill Ellis and can be contacted by email through the office.
Our Approach to Teaching Learners with SEND
At Carnforth School we ensure that all pupils in our school are equally valued by having equal access to a broad and balanced curriculum which is differentiated to meet individual needs and abilities.
- We have effective management systems and procedures for SEND, taking into account the current Code of Practice (2014).
- We have successful communication between teachers, teaching assistants, children with SEND, parents, specialist support and outside agencies.
- We acknowledge and draw on parents’ knowledge and expertise in relation to their own child.
- Children are encouraged to take an increasingly active role in their review cycle, in line with their readiness to do so.
- We are committed to developing the knowledge and skills of all staff to manage the range of needs in the school, and to ensure that all support is of high quality.
- We have an effective review cycle that allows us to monitor, review and plan for next steps of development.
Identifying the Special Educational Needs of pupils
At different times in their school life, a child or young person may have a special educational need. The Code of Practice 2014 defines SEN as follows:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others the same age, or
- has a disability which prevents or hinders him or 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.” Where pupils’ progress is significantly slower than that of their peers, or fails to match their previous rate of progress, despite high quality teaching targeted at specific areas of difficulty, it may be that the child has SEND. Information will be gathered, including seeking the views of parents and the pupil, as well as from teachers and assessments.
Carnforth School SEND Profile
Our SEND profile for 2017-18 shows that we have 23.2% of children identified as having SEN. Percentages of this group are identified as follows:
- 6% 15 children are identified as having SEN linked to Cognition and Learning.
- 39% 16 children are identified as having SEN linked to Communication and Interaction.
- 4% 1 child as having SEN are linked to Physical and Sensory
- 5% 8 children are identified as having SEN linked to Social, Emotional and Mental Health
- 4% 1 child as having SEND linked with a Medical condition.
What should I do if I think my child may have Special Educational Needs?
If you have any concerns regarding your child’s progress or well‐being, then please speak firstly to your child’s class teacher. Gill Ellis (SENDCO) is also available to discuss your concerns.
Support for children with Special Educational Needs and Disabilities
If a learner is identified as having SEND, we will provide support that is ‘additional to’ or ‘different from’ the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching intended to overcome the barrier to their learning. This support is set out in the Local Authority document ‘Ordinarily Available’, which can be found here.
When providing support that is ‘additional to’ or ‘different from’ we engage in a four‐stage process: Assess,
Plan, Do and Review.
Assess – this involves taking into consideration all the information from discussions with parents or carers, the child, the class teacher and assessments.
Plan – this stage identifies the barriers to learning, intended outcomes, and details what additional support will be provided to help overcome the barriers. Decisions will be recorded on an Individual Provision Map and will form the basis for termly review meetings, which could involve Parent/Teacher Consultations and Children/Staff conversations.
Do – providing the support for learning or learning aids in order for the child to make progress – as set out in the Individual Provision Map.
Review – involves measuring the impact of support provided, and considering whether changes to that support need to be made. All of those involved – learner, their parents or carer, teacher and SENDCO – contribute to this review. This stage then informs the next cycle, if necessary.
This additional support, ‘intervention’ will be tailored to meet the child’s needs, and will target the area of difficulty. This support may be provided in class or in another area of the school, on a 1:1 basis or as part of a small group of learners with similar needs. These ‘interventions’ may be run by a teacher or a trained teaching assistant. The support provided, and its impact in class, will be monitored closely and shared regularly with the child and with their parents or carers.
While the majority of our learners with SEND will have their needs met in this way, some may require an EHC needs assessment to determine whether it is necessary for the Local Authority to make provision in accordance with an EHC plan.
Assessing the Impact of Intervention
The interventions used will be those that are proven to make a difference for most learners. A baseline assessment will take place at the beginning of an intervention – this will provide the point of reference for measuring progress made by a child – and an expected outcome set. Regular reviews will take place to ensure that the intervention is having the intended effect. Should progress be less than anticipated, consideration will be given to adapting the frequency and/or intensity.
Where difficulties persist despite high quality interventions and appropriate adjustments, advice and support may be requested from other professionals, with the parent’s consent. This might involve: Speech and
Language Therapy services, Occupational Therapist, Learning Support Team, Behaviour Support Team, Complex Communication Needs Team, Educational Psychologist or health services such as a Paediatrician.
Where a child has an Education, Health and Care plan (EHCP), there will be an annual review held in addition to the termly review meetings, taking into account the views of the child, their parent or carer, and all other professionals involved with the child.
Preparing for Transition for SEND Learners
Transition is a part of life for all learners, whether that involves moving to a new class or moving to a new school. We recognise that transition is an important time for all children, but especially so for a child with SEND. Consequently, we work closely with parents, children and staff to ensure these transitions run as smoothly as possible.
Planning for transitions within the schools will take place in the Summer Term; arrangements for transition to High School for pupils with SEN will be planned according to individual need. During Year 6, information – previously agreed with parents – will be shared with the SENCO at their next school. This information will outline needs and support that has proven effective. Where possible, children will visit their new school on several occasions beforehand.