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
Coppice is a 2 form entry school, although Year 2 currently has 3 classes, due to a rise in roll numbers in Reception in 2011.There are currently 479 pupils on roll and the school has 62.4% ethnicity. There are 42 languages, 7 religions celebrated and 232 pupils with identified EAL support needed.
The school is housed in 2 buildings on a shared site. A covered, but open- sided walk-way, connects the Junior and Infant Buildings. Key Stage 1 and Early Years occupy the rear site and the other, which has an upper storey, accommodates Key Stage 2 classes, SEN Intervention rooms, Head and Deputy’s Office and Reception and Administration Areas. A Hygiene Room is also situated in the Junior building, with changing, toileting and shower facilities. This is also used for Medical and First Aid purposes.
Two other Classroom Units are also located in the grounds.
A new build is currently in progress, situated between the Infant and Junior buildings, accessing the walkway. This is a two-storey building, designed to accommodate five rooms for specific subject teaching and a Conference Room, needed for a range of meetings, especially SEND, Child Protection and Safeguarding issues. The building will, on completion at Easter 2014, have an Art Studio, an ICT Suite, a Science Room and Maths and English teaching room.
The school has two large halls and a separate Dining Hall. It is also fortunate to have three playground areas and a very large playing field to the front and side of the main building, which is used whenever possible for sport and break-times. Early Years also have their own designated play areas. The school has a large Nature Garden and Growing Area, which is currently involved in a Community Project with a team of Parent Helpers.
Breakfast and After School Cub are available for working parents. A large number of Extra-Curricular Clubs are also operated by members of Coppice Teaching Staff till 4.00pm. There are also clubs ran by Outside Providers which are available to be booked by parents.
The staff and pupils are immensely proud of their school. Our school has a welcoming and positive ethos that aims to provide a safe, happy, stimulating environment that promotes and encourages life-long learning. High standards are expected in behaviour and in respect for others, regardless of age, occupation, race, gender or religion. Our children are encouraged to have understanding, tolerance and compassion towards each other, to celebrate the difference and diversity of their peers. We strive to raise aspirations for achievement and learning for all pupils and to develop self-belief and the individual skills that each pupil has, that will enable them to take their place confidently in the society of today and that of the future, to which they will one day belong.
How will the school know if my child needs additional help and how will the school share information with me?
We know that early identification of pupil needs is vital, to enable immediate support to be put in place in order to address specific concerns. This starts in Nursery, where Initial Home Visits, on-going monitoring, conversations with parents, observations and evaluations of progress, often alert the teacher to concerns, often shared by parents, but not always expressed. Consultation with the SEN Team then follows and a decision is made, in discussion with parents, as to next steps. No decision is ever taken without parental support and permission.
- Individual Education Plan (IEP) This has agreed targets that are addressed by the teacher and parents and reviewed each term. These may be SA (Schools Action) or SA+ (Schools Action Plus) depending on which strategies, support or interventions are needed. Regular meetings with parents are held to assess progress.
- In-school interventions are put into place if it is felt the pupil would benefit from more focussed work in areas of difficulty. This may be daily, or twice or three times weekly, within a small group outside the classroom. All interventions are reviewed and evaluated regularly, by the Interventions HLTA , the Inclusion Leader and SEN Support Teacher. Parents are informed if the interventions change or are no longer needed. Class Teachers have regular Pupil Progress Review Meetings with the Inclusion Leader following Termly Pupil Assessment. All results are tracked through data to monitor pupil progress.
- If it is felt that the SEN Team need further advice and strategies in supporting a child, it might be that Outside Agencies need to be consulted. Parental Permission has to be given before this is done. It may be that the Educational Psychologist’s input is needed or concerns are with Speech and Language, Behaviour Issues, poor Fine/Gross motor skills, or that a referral may be needed to Redbridge Child Development Centre. We have a wide range of specialists that regularly work with many of our pupils in school and have good liaison with Special Schools, Hospitals and Clinics that work with and support our pupils. Meetings are held in school for parents to attend, with the Outreach or Specialists Teachers who work with their child. Reports that come to school and Minutes of Meetings are always forwarded to parents.
- In the case of a child who has severe learning or medical needs and where strategies and interventions have not been effective, we may approach parents to agree to a Referral to apply for a Statement of Special Education Needs. This, if agreed, may take a little while to be assessed, but could give the pupil funded 1:1 support in school and enable them to be safe, supported and secure with a designated adult. A pupil with a Statement of Special Educational Needs has termly Progress Reviews and an Annual Review to monitor and assess progress and strategies in place, both in school and with Outreach Agencies involved with learning or medical issues.
- The SEN Team and PSA work closely together in addressing pupil and parent concerns. Where the family may have difficulties unrelated to school, such as bereavement or illness, it often impacts on the child in school and it is important to maintain good communication, so that changes in behaviour or focus and concentration, are explained and the school can react appropriately and sympathetically in supporting the family and child.
For children that come into school from outside the country or move from a different area, we sometimes have little information on previous schooling. Some records are forwarded, but are not always comprehensive and do not always include previous SEND information. If this is the case the following steps are taken:
- Contact with the previous SENCo if possible to discuss pupil concerns;
- Initial conversation with parents, to get as much information as possible on prior educational history, noting down any history of medical or learning concerns and any evidence held;
- Observations of the child during a settling-in period of three to four weeks;
- Dialogue with the teacher as to strengths, learning or medical concerns and child’s social integration into peer group;
- A First Language Assessment if the child’s grasp of English is limited;
- EAL assessment and support if needed;
- IEP to target areas of concern;
- Interventions put in place to address issues, in discussion with parents.
For those children that have clearly had previous Outreach Agency work that is still on-going or have had specific interventions in place, the pupil will be re-assessed and these continued, as appropriate.
Who should I contact if I have any questions or concerns about my child's SEND?
Available staff to contact are:
Mr J. Hollinsley
Deputy Head, Inclusion Leader and SENCo
Mrs G. Davidson
SEND Support Teacher
Mrs L. Wagstaff
PSA, Safeguarding Officer, Child Protection
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
- Parent Support Advisor
- Meetings to discuss and obtain permission for referrals to Outreach Agencies.
- Letters home to inform parents of changes in in-school learning interventions.
- Meetings to discuss and evaluate success of interventions put in place.
The school operates an ‘Open Door Policy’ where concerned parents of SEND pupils can always talk to a person involved in supporting their child, without an appointment. This may be the Inclusion Leader, SEN Support Teacher or the PSA/Safeguarding Officer or, dependent on nature of concern, the Headteacher.
What different kinds of support are available to children with SEND?
- Curriculum adaptations/differentiation
- Support for behaviour
- Specified individual support
- Support for health needs
- Grouping of pupils
- Specific individual support
- Specialist teaching groups
- Support for communication needs/ assistive technologies
The school accesses a very wide range of Outreach Agencies and Specialist Teachers in addressing the needs of SEND pupils. This is only done with parental permission and prior discussion.
Peer Mentoring and Monitoring are strategies used to give pupils a different perspective, other than that of a supporting adult.
Pupil Role Models are used to support pupils with specific behavioural/social/emotional needs.
How will the school know how well my child is doing and how will they inform me about this?
Parents are able to contact the school at any time with queries they may have about their child’s progress or the SEND provision in place. Progress is measured and monitored by termly assessment in core curriculum areas, carried out by the class teacher. These assessments go to produce the tracking data and pupil progress profiles, which the Inclusion Leader uses to discuss any new concerns, in the termly Pupil Progress Meetings. Out-of-class interventions are evaluated by the Interventions HLTA on a weekly basis and discussed with the SEN Team.
Both of the above are used to change or modify strategies or the type of intervention needed.
Parents are informed of changes in provision, which are reviewed in Progress Reviews, informal meetings on request and Annual Reviews with parents. Feedback is also given on Open Evenings and in the end-of-year Record of Achievement, where the current and expected Levels of Achievement are given and the grades for Behaviour for Learning (Attitude and Effort).
All reports from work with Outside Agencies are forwarded to parents.
Have any staff received specialist training in SEND?
Hatton Courses-Sherbourne, Social/Communication, Circle of Friends, Dyslexia, Understanding Autism, Imaginative play, Music and Communication – 2 TAs each
- Speech and Language Course 3 Days Elklan (HLTA)
- Churchfields- Attention and Listening Programme (HLTA )
- Staff Inset- Speech and Language (SALT) – All TAs
- Numicon Introduction Training – All TAs
- Reading Recovery – All TAs
- Manual Handling training – 2 TAs
- Visit to Roding Valley Primary School – observing a SEN pupil – 1 TA
- Team Teach Training – 4 TAs
- Visits to New Rush Hall – focus on working with key pupil in another setting focusing on behavioural techniques – 2 TAs
How is the school accessible to children with SEND?
The ground floors throughout the school are fully accessible to SEND pupils in that ramps have been installed exiting every doorway around the school. The Mobile Units also have ramps. The ramp to/ from the Junior Playground is temporarily out of use due to the new-build, but this will be put back on completion. All doors are fitted with push pads to ensure ease of exit from the building. The new building has space left to install a lift to the first floor, should this become necessary. The main building, unfortunately, does not have a lift to the first floor.
This problem has been overcome in the past by allocating year groups to the ground floor where the stairs presented a problem for SEND pupils. This possibility has been explored, but due to the construction of the building it is not an option. The Junior Building has a Hygiene Room with toilet, changing and shower facilities.
There are no Specialist Teaching Areas that specifically address the needs of SEND children.
How will the school ensure that my child will be included in all activities at school, after school clubs and on school trips?
All pupils are expected to be involved in activities both in and out of the school, including SEND pupils. This may involve visits where private coaches or public transport is used. A general Risk Assessment is done for each visit and an Individual Risk Assessment for SEND pupils, as required. A pre-visit by staff, to the venue, determines any particular issues with stairs, access, lunch accommodation or toileting facilities. Designated 1:1 LSA’s will accompany the pupil if it is needed to ensure their safety, or parents will be invited to accompany their children if they have concerns with any safety aspect of the visit. Where the venue may be within walking distance, but thought to be too far due to a particular disability, arrangements are made with parents to transport their child to and from the venue. We respect parents’ reservations about allowing SEND pupils on School Trips or Residential Visits, but try to work around difficulties, so that all pupils are included and have equal opportunities to access the activities providing curriculum enrichment.
Extra-Curricular Clubs are open to all pupils. Depending on the nature of the club and the type of disability, the provider may request additional adult support for a pupil to safely participate. Breakfast and After School Clubs are also open to all pupils.
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)?
Careful planning and preparation is given to transferring to a different Year Group or Key Stage, especially for SEND pupils, who may be presented with a daunting series of new challenges, routines and procedures in a different environment, with a new teacher. Familiarisation visits to the new class, with a TA, are put in place as the year nears its conclusion. The class also spends a whole day in their future class, with the new teacher, towards the end of the Summer Team, where they are acquainted with class routines and rules. If, in a 1:1 situation, the TA changes, the pupil gets to know and spend time with their new TA.
At the end of Key Stage 2 there is on-going liaison with the Secondary School during the final term. For children with a Statement of Special Educational Needs, three familiarisation visits are planned and the pupil attends with a TA, at different times of the day as agreed with the Secondary SENCo. The pupil will get to know their Key Worker and the TA will record the visits through a Transition Book containing photographs, timetables, different plans of locations within the school and grounds. The SENCo and Key Worker are invited to attend the last Progress or Annual Review at Coppice. Weekly transition work is begun in school during the Summer Term, for SEND children. This is in a small group situation, using specific resources that address transition issues. There is also on-going liaison between Year 6 Teachers and Year 7 Staff in Secondary School, to ensure a smooth, trauma-free transition.
Moving On, Moving up, is completed and this and all pupil records are forwarded to the new school, at the end of the Summer Term.
What support and training within the school is available to parents and carers?
- Parent/learning support groups
- Coffee mornings with parents
- Parent Support Advisor (PSA)
- Parent Forum Meetings
- Work Shops in curriculum areas.
Parental training courses in Behaviour Management (12 weeks- Held at the school)
The PSA can advise on other external support services that can be accessed by parents.
For more information please visit the website(s) via the links below.