As part of the Children and Families Act 2014, all schools in Redbridge are required to make available their Local SEND Offer to families which details how they can support children and young people with a special educational need and/or disability (SEND).
Scroll down or click on the headings below to see details of this school's local SEND offer:
- An overview of the school
- Identifying children’s additional needs
- Dedicated contacts at the school
- Involving pupils and parents/carers in planning support
- Range of support available my child
- Measuring children’s progress
- Support and training for school staff
- Accessibility of the school
- Starting or changing schools (Transitions)
- Support and training for parents/carers
- Further information for families and practitioners
Grove Primary School is an expanding three form entry local authority school, for pupils aged 3-11 years. The school has a 26 full time equivalent nursery unit and currently has 578 (excluding nursery) but at full capacity will provide education for 630 pupils (plus nursery). The school offers a well balanced curriculum with a strong focus on learning through quality texts and offers high quality teaching. The children are organised into mixed ability classes with the teacher meeting the needs of all children including those with Special Needs and/or disabilities. We are an inclusive school and strive to support all children, through removing barriers to learning, to enable them to make the best possible progress and achieve well.
The school focuses on identifying those pupils with additional needs early on so that a range of provision and the most appropriate resources to help meet a child’s needs are put into place as soon as possible. As appropriate the school liaises with a range of other professionals e.g. Speech and Language Therapy service, Health services and peripatetic teachers, to make sure that all children receive the support they need to do well. With this in mind the staff recognise the importance of working alongside the child and their family. The school does not have any special unit or resource.
How will the school know if my child needs additional help and how will the school share information with me?
The school develops close working relationships with parents with the aim of gathering as much information about their child as possible including their early development, we find that parents often raise initial concerns around their child’s progress on entry into school, however we encourage parents to liaise closely with the class teachers and to raise concerns they may have as early as possible. Sometimes external agencies involved with the child will make contact and liaise early with the school thus ensuring that a child’s particular needs can be addressed before entry into school.
The school has close tracking and assessment procedures and class teachers can raise a concern about a pupil at any time. The class teacher will discuss with the Inclusion Leader or SEN teacher strategies to support the child’s development and progress, if these strategies are found to be successful and the child’s particular needs are met these are recorded and kept in place. Should a child not make the progress expected and concerns remain then the school’s SEN assessment procedures are started including an observation of the child’s learning behaviours and a scrutiny of the provision offered in class to meet the child’s needs. Parents are kept informed of every stage in the process of identification and assessment of needs.
Following the assessment period should a child be indentified with additional needs the parent will be invited to a meeting to discuss the child’s particular areas of need further and to outline the particular support a child will receive, this is formally recorded on a plan and agreed with all those involved with the child, if age appropriate with the child themselves. External specialists may also be involved in an assessment of the child and their needs, for example the Educational Psychologist or the Speech and Language Therapist, if this is required then the parents are always informed and permission obtained. Copies of any assessments are given to the parents and they can discuss these either with the Inclusion Leader, SEN Teacher or the external specialist involved. Parents are kept informed of every stage in the process of identification and assessment of needs.
Who should I contact if I have any questions or concerns about my child's SEND?
A parent can raise initial concerns with their child’s class teacher or alternatively ask to speak to the schools Inclusion Leader or SEN Teacher.
Inclusion Leader: Miss Elliott
SEN Teacher: Mrs. Leal
How will the school involve me as a parent and my child in meeting our SEND needs and in general school life?
- Planning and review meetings
- Advice on how to support learning at home
- Regular contact between home and school, e.g. home/ school book, email or text
- Individual pupil/ teacher conversations
- Mentor, e.g. adult or peer mentoring
- Welfare Officer
The school’s Welfare Officer supports those children who have medical needs and/or special dietary requirements and have specific plans in place. The Welfare Officer will liaise with the parents/carers of the children and the school health service as well as liaising with the Inclusion Leader.
What different kinds of support are available to children with SEND?
- Curriculum adaptations/differentiation
- Support for behaviour
- Specific teaching interventions
- Support for health needs
- Grouping of pupils
- Specific individual support
- Specialist teaching groups
- Support for communication needs/assistive technologies
How will the school know how well my child is doing and how will they inform me about this?
The school has robust assessment and tracking procedures and class teachers liaise regularly with the assessment leader in the school to discuss the progress of all pupils. If a child is in year one or above but not yet working at the expected stage for their age, a more sensitive assessment tool is used which shows their level in more detail and will show smaller but significant steps of progress, these levels are called ‘p’ levels.
At the end of Key stage 2 (i.e. Year 6) all children will be formally assessed using Standard Assessment Tests (SATs). This is something the government requires all schools to do and the results are published nationally. If a child is well below age related expectations for that year group then they will not be required to take the SATs and a teacher assessment will be given instead.
In addition all children identified with additional needs have a termly meeting with the class teacher and Inclusion Leader to discuss the progress of their child. Where possible, external specialist/teachers also involved, will attend these meetings. The class teacher will review the child’s individual targets, identified on their previous review or IEP for those pupils with a statement or Education, Health and Care plan (EHC), and identify the extent of progress towards meeting them, including the effectiveness of any interventions/programs that the child has participated in. Parents are also asked their opinion of their child’s progress and the child’s views is also obtained.
The progress of children with a statement of SEN/EHC (Education, Health and Care Plan) plan is formally reviewed at an Annual Review with all adults involved in the child’s education as well as the child, if appropriate.
The Inclusion Leader and/or SEN Teacher will also check that those participating in specific programs are making the progress expected
Have any staff received specialist training in SEND?
- 14th September – 8 teachers and 7 LSAs – Epi Pen and Buccal Midazolam Training with the School Nurse.
- 17th September 2015- Welfare Officer/First Aider – Diabetic Pump training
- 14th October 2015 – All LSAs and MDAs – First Aid Training delivered by Frinton.
- Child Protection level 1 – All LSAs and Class Teachers- delivered by the Headteacher
- The role of the LSA – 2 hours – All LSAs – P. Manku Hatton Outreach Teacher.
- Asking Better Questions – All LSAs and Teachers- 1.5 + hours – In house delivered by Deputy Headteacher.
- Behaviour – All LSAs and Class teachers (separate sessions) – External- Sarah Webb
- Developing Mathematical Understanding – 5 weeks – Redbridge Adult Institute- 5 LSAs.
How is the school accessible to children with SEND?
- The school is mainly on one level but with 5 classes housed in the upstairs of the junior building, there is an adult operated only lift available where required for those pupils who require this due to physical needs.
- The school has 3 disabled toilet facilities, one housed in each part of the school.
- The dance hall and main school hall are both on the lower level and are accessible to all children.
- The classrooms are large enough to house an individual work station for those pupils who require it.
- Specialist equipment e.g. walkers, wheelchairs or standing frames can be stored in one of the available group rooms or the largest disabled toilet.
- The music room, for those learning an instrument, is also on the ground floor
- The SEN Teacher’s group room is accessible to all.
How will the school ensure that my child will be included in all activities at school, after school clubs and on school trips?
The school encourages all pupils with SEND to participate in all school activities, as required adaptations are made to the curriculum to allow each child to be fully included, e.g. adaptations to the PE curriculum for those with physical needs. As appropriate the school liaises with external specialists to ensure individual needs are met and they are fully included.
All children have access to additional extracurricular activities or facilities including those offered by external agencies e.g. Football, Dance, and Karate. All children are encouraged to take on additional responsibilities regardless of additional needs and have the same opportunities offered regardless of need.
Personal Emergency Evacuation Plans (PEEPs) are drawn up for those pupils who require specific support in leaving the building in an emergency. We actively encourage all parents of children with significant additional needs to accompany their child on school trips but where this is not possible the school makes specific arrangements for 1:1 support. Children with significant additional needs and/or medical needs will be named specifically on the risk assessments and prior to the trip parents will be asked to consider any specific arrangements that will need to be made.
How will the school support my child to change classes and/or move on to a new school when they reach the appropriate stage(s)?
We recognise that ‘moving on’ can be difficult for a child with SEN and/or disabilities and take steps to ensure that any transitions are as smooth as possible.
When moving class 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 class teacher.
- All IEPs/targets will be shared with the new teacher.
- If a child would benefit from a moving on book then this will be drawn up to support transition.
- A child with support hours will work with their new LSA at a transition session that all children attend with their new class teacher. In addition the parents will meet the LSA(s) before the start of the new academic year.
If your child is moving to a new school:
- We will contact the Special Educational Needs Co-ordinator (SENCo) of the new school to liaise and ensure they know all about the child’s requirements.
- All records about the child will be sent to the new school.
- Where appropriate additional visits will be arranged for the child.
- A ‘moving up/moving on’ form is completed and sent to the new school.
- In year 6 a small group intervention is carried out to support transition to secondary school.
- In Year 5 the Inclusion Leader can arrange and accompany parents to visit potential secondary schools.
Support and training for parents/carers
What support and training within the school is available to parents and carers?
- Coffee mornings with parents
- 1:1 sessions with parents
The school ensures that all information forwarded from external support agencies e.g. Speech and Language Service, Hatton etc is distributed to parents so they have access to training and support.
For more information please visit the website(s) via the links below.