SEN and Inclusion

 

Inclusion, defined clearly, is simply “including all”.

At Heron Park Primary Academy we have an inclusive approach to teaching and learning for all children.

We have an inclusion team led by our Inclusion Manager. The team consists of a Special Education Needs (SEN) Teaching Assistant, Wellbeing Teaching Assistant and Individual Need Assistants (INAs). This team supports inclusive practice across the school, provides support and intervention for individuals and groups and works with parents and families.

We see the provision of SEN as a partnership between home and school and meetings will be arranged with parents to discuss any concerns or the transition process. By working closely together we can help to ensure that a child’s individual needs are catered for.

In accordance with the SEN Code of Practice guidelines we have a number of stages of recognition of a child’s need for additional support. The first of these is an awareness that a child may need some support. The child’s class teacher will monitor progress and discuss the child with the Inclusion Manager.

The first formal stage is known as School Action. This is triggered if, despite the use of a number of learning strategies, the child appears to be making little or no progress. After consultation a  Personalised Student Achievement Plan (PSAP) will be written which sill target the areas of concern. The PSAP will relate to key areas in communication, Literacy, Mathematics and aspects of behaviour or physical skills. The PSAP is monitored and reviewed regularly and a new one written three times a year. Parents and carers are invited to the planning meeting and review of their child’s progress. The parent/carer will be sent a copy of the PSAP and is encouraged to discuss their child’s targets and any support that can be offered. The child’s name is entered on the SEN /Vulnerable Group register.

If a child does not make the hoped for progress then they will progress to the next stage which is called School Action Plus. At this stage the school will seek specialist help from outside agencies such as the Educational Psychologist, Language, Learning Support Service or Speech and Language therapy. These specialists may advise, assess further or directly teach the pupil in order to reduce or support the child’s SEN. A Provision Map (PM) will be written which will target the areas of concern.

The final stage is a Statement of Special Educational Needs. Very few children will reach this stage. Before a Statement can be issued the Local Authority (East Sussex) will decide whether a Statutory Assessment should be undertaken. This will depend on evidence from the school and other professionals. The views of parents and carers are also sought. A panel will then examine all of the facts and evidence and decide whether a Statement should be issued.

If the Statement is issued, details of the child’s needs are listed. It then becomes the duty of the school to respond to what is written and support the child appropriately. The Statement is reviewed annually to check progress. Parents are invited to attend this annual review and to comment, if they wish.

More information will be made available to those parents whose child may need this level of support.

In addition to the statutory SEN provision we also provide a variety of intervention groups including; behaviour support groups, nurture groups and language groups. If we feel that your child would benefit from working in one of these groups you will be contacted to discuss the matter. These groups have proved highly successful and have greatly benefited the children. Parents have been extremely positive about the effect that working in these groups has had on their child.

If you require any additional information concerning Special Educational Needs provision please contact the Inclusion Manager at the school.