1. Types of SEN

Provision

12. External Specialist Support

2. Our SEND

• Policy• Accessibili

ty plan

4. Teaching

pupils with SEN

10. Preparing

for the next stage

7. Consulting with Parents and Young

People

13. Identifying

and Assessing

Needs

6. Assessing and

Reviewing pupil

Progress

3. ContactingThe SENCo

11. Evaluating Provision

Panshanger Primary School SEND Provision

Click on the buttons for further information

5. Accessing

the Curriculum

9. Pastoral Support

8. Access to Local

Authority SEN

Officer

14. Commonly

asked questions

1. Types of SEN we provide for:Communication and Interaction•Autism Spectrum Conditions (inc. Asperger’s Syndrome)• Speech and Language Difficulties

Cognition and Learning• Dyslexia

• Dyscalculia• Dyspraxia

• Moderate Learning DifficultiesSocial, Emotional and Mental Difficulties• ADHD• Attachment disorder• Mental Illness-Depression• Self harm

Sensory and/or physical needs• Vision/ hearing impairment

• Motor skill difficulties Next

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2. Our SEND• We adapt our curriculum and the

learning environment of children and young people with SEN by :

• See SEN Police (click here).• See Inclusion Policy (click here).• See accessibility plan (click here).

ACCESSIBILITY PLAN

1. This Accessibility Plan has been drawn up in consultation with all stakeholders and covers the period from September 2014 – September 2015

2. We are committed to providing a fully accessible environment which values and includes all students, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.

3. Panshanger Primary School, over time, to improve the accessibility of provision for all students, staff and visitors who may have the following disabilities:

ASD/Asperger’s

Behaviour Communication

Consciousness Palliative care Eating &

drinking Hand function

Hearing

Incontinence Learning

Medication Mobility Other Disability/ health problem Personal care

The Accessibility Plans contain relevant actions to:

Improve access to the physical environment of the Academy, adding specialist facilities as necessary. This covers improvements to the physical environment and physical aids to access education.

Increase access to the curriculum for students with a disability, expanding the curriculum as necessary to ensure that students with a disability are as equally prepared for life as are the able-bodied students. This covers teaching and learning and the wider curriculum of the Academy such as participation in after school clubs, leisure and cultural activities, off site visits etc. It also includes the provision of specialist aids and equipment, which may assist disabled students in accessing the curriculum.

Improve the delivery of written information to students, staff, parents and visitors with disabilities. This will include handouts, timetables, textbooks and information about the Academy and its events.

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1. Types of SEN provisionTargeted

Specialist Child needs a range of outside specialist

support.

Child has multi agency involvement Child may be working towards, or will already have, a EHC plan. SENDCo to seek advice where necessary from outside specialists. Training for adults involved in the care of the child to be regular. Specialist assessments are used to recognise steps in learning – Educational Psychologist Monitoring of the support given to the child through range of means and by a range of specialists. Parents are contacted frequently and kept up to date on the day to day progress of the child through a key

adult.

Targeted Child needs

resources and support from one or

more outside agencies

‘Cycle of Support’ in place and reviewed regularly – Learning Plan targets Advice sought by SENDCo to outside agencies. Child will be working towards , or already have, a Learning plan in place. Additional Training may be needed to support the child in school. Additional arrangements and time will be needed in order for the child to receive specialist support. Monitoring by SENDCo and other outside specialists. Complete CAF and start TAC (if required)

UnniversalTargeted Needs are not

being met through QFT

Concern highlighted to SENDCo ‘Cycle of support’ put in place using resources from within school. Advice sought from SENDCo and members of SLT Progress monitored through analysis of extra and additional support that has been given Monitoring by SENDCo and Teacher through individual observations of the child and consultations with the

teacher Half termly ‘Structured Conversations’ with parents to discuss progress of child and next steps- Class

Teacher and SENDCo to attend if required Use of additional assessments , where needed.

Universal has an identified

additional need but is

progressing well

Needs met through quality first teaching Advice sought through Subject Leader and other teachers Progress monitored through Pupil Progress Meetings , formal and informal assessments Monitoring by SENDCo through Learning Walks/ Book Scrunities/ Pupil Interviews/ Learning Plans Parents evenings used by Class Teacher as a time to share what is working well and next steps for the child Training for students and NQTs. Access to training as appropriate. Whole school policies and procedures in place.

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Area of Need: Cognition and LearningFor All children as Appropriate –

‘Wave 1’Catch Up – ‘Wave 2’ SEND – ‘Wave 3’

Differentiated planning, activities and delivery

Different teaching styles Use of rhymes Mnemonics for spelling or handwriting

formation Interactive whiteboards Use of apparatus for more practical

application General support from an adult Peer support Use of learning objectives and success

criteria Marking relating to success criteria Peer marking Individual, group and class targets Small group work Paired work Vocabulary lists Bank of words Writing frames Dictionary and thesaurus Pictures or cartoon strip instead of

written prose Cut and stick activities for labelling

rather than writing own labels Computer programs e.g. Clicker 5 – 2

Simple painting Keywords displayed Word wheels Use of 100 square / individual and

whole class, number lines, odd / even number line, posters / signs reinforcing knowledge e.g. 100cm = 1m

Class displays Interactive displays Specific apparatus areas Labelled drawers Labelled objects Makaton signs used and displayed Daily routine

Group Education Plans/ IEP’s Additional in class support from adults -

CT,TA, student, parent Additional use of apparatus differentiated groups e.g. tracks/

differentiated spellings Additional slots for reading Reading games Sorting and matching words Y5 / Y6 Reading buddies SENCO support in nursery for

assessment SENCO informal assessment Handwriting 1:1 and groups Fine motor skills groups Gross motor skills groups. Small group teaching for speech and

language support. Group photo’s Adult photographs Small group teaching for EAL ELS Catch up plans for phonics. Key words sent home. Increased visual aids Differentiated delivery Withdrawal groups. Use of ICT programs e.g. Clicker 5/ Easy

keys Booster Sessions

Involvement of outside agencies e.g. Educational Psychologist, Pre School Advisory service. Speech and Language

Individual Education Plans Implementation of programmes

developed by SENCO and/or outside professionals

One-to-one CA support Makaton Intensive literacy support Daily individual reading Intensive numeracy support CAF / TAF Individual Task List Individualised curriculum Use of lower case keyboard Visual timetables - Individual  

FOUNDATION KS1 KS2 lower KS2 Upper

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Area of Need: Communication and InteractionFor All as Appropriate –

‘Wave 1’Catch Up – ‘Wave 2’ SEN – ‘Wave 3’

Differentiated planning, activities and delivery

Simplified language Use of mnemonics or rhymes Use of symbols e.g. smiley faces,

thumbs up, pictures of objects for counting rather than numbers

Use of other visual aids and prompts

Sound systems Modelling and demonstration Structured school and classroom

routines School council Visual Timetables

In class support from additional adults Vocabulary extension Small group sessions Use of ICT

Liaison with speech therapists and implementation of programme

Makaton Support from advisor for Autism Use of ICT - Widget One-to-one CA support Visual timetable CAF/TAF Sing-along signing Expressions chart ‘First and Then’ board Timers Visual prompts – Visual Time

tables and rewards Writing with symbols/ pictures

e.g. rules (ICT/ widget) Pictures of adults around school

FOUNDATION KS1 KS2 lower KS2 Upper

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Area of Need: Social, Emotional and Mental Health Difficulties

For All as Appropriate – ‘Wave 1’

Catch Up – ‘Wave 2’ SEN – ‘Wave 3’

Whole school behaviour policy Blue respect book Golden rules Golden Time Class rules Reward systems e.g. Star of the Day,

Worker of the Week, Reward Charts, Stickers

Use of parachute Circle Time Buddy groups Sharing assembly Worry box / confidential box Class and school assemblies Marking Social stories Protective Behaviours SEAL Superstars Crucial Crew

Group Education Plans/ IEP’s Small group circle time ( Nursery) Group reward systems Individual ‘Buddy’ Time away Short tasks to develop fine motor

control.  

IEP’s Individual reward systems Behaviour chart One-to-one support from named

adult Pastoral plans Pastoral support worker Support from The Park ESC CAF/TAF Reminders for toileting Carpet tiles for individual

children Cut up food/ special drinking

cups Timed ‘Time Away’ Use of timer for activities. Large keys keyboard Foot rest Individual speech therapy and

language support by LSA Social Stories Art Therapy Play Therapy

FOUNDATION KS1 KS2 lower KS2 Upper

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Area of Need: Sensory and/or Physical Needs For All as Appropriate – ‘Wave

1’Catch Up – ‘Wave 2’ SEN – ‘Wave 3’

Brain gym activities Specific seating arrangements Teacher aware of implications

of sensory and physical impairment

Pencil grips Differentiated PE equipment

e.g. larger balls

Additional handwriting Small group or 1 to 1

handwriting practice Fine Motor skills Gross motor skills Handwriting homework Modified resources e.g.

scissors/ writing equipment Double handled scissors. Use of sensory materials to

write e.g. paint, chalk, sandbox, chunky pens/ pencils, grips etc

Individual support in class during PE

Physiotherapy programme Occupational therapy

programme Gross and fine motor

skills programmes – Individual support at

break times Individual support

throughout the day CAF / TAF Adapted equipment e.g.

smaller size (toilet seat, foot rest, lowered water tray)

Daily activities Use of large coloured

keyboard Visual sequences for

changing to/from PE/break

FOUNDATION KS1 KS2 lower KS2 Upper

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3. Contacting the SENCO.

SENCo – Mrs Amanda Reed Tel 01707 328846amanda.reed@Panshanger.herts.co.uk

I can :• Offer advice about how to identify if your child has any special

educational• needs.• Suggest ways to support your child at home• Make referrals to outside agencies• Lead multi-agency meetings to make sure your child’s needs are met in

school• Provide support on family needs and suggest who can help• Should you wish to speak or meet with me then please ring the school

office or speak with a member of our office staff to make an appointment.

You can also contact Mrs Freya Rymer.School Family Worker.

frymer@stanborough.herts.sch.uk Tel: 07957 361266

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3. Contacting the SENCO, if you have a Concern.

1. Raise any concerns with

your child’s class teacher.

2. Head Teacher and theSENDCo will always be happy to talk to you

either face to face, by phone, or by email.

3. If you are still not happy, please feel free to contact the Head teacher to discuss your concerns

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All pupils with SEN are taught a full range of subjects by teachers with

training and experience of adapting lessons to make them accessible but

appropriately challenging for all pupils. Pupils have access to all aspects of the curriculum unless otherwise stated in a

published eh&c plan.

The quality of every teachers’ provision for pupils with SEN is

observed, monitored and reviewed as part daily processes and the teachers’ annual performance management arrangements.

Panshanger Primary School provides regular training

throughout the year to support teachers in addressing specific

SEN ensuring that pupils receive ‘quality first teaching’.

Our aim is to encourage and prepare all pupils to become independent

learners.

Some classes provide additional support in the classroom to

help pupils access the lessons.Targeted pupils may access

additional learning opportunities to help them

catch up.

4. Teaching pupils with SEN

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4. Teaching pupils with SEN - Differentiation

To ensure we have an engaging, fun

curriculum that all children can access,

whatever their needs.

Teachers plan and deliver lessons based on knowing their children

well and by adapting lessons quickly so that all children can

receive the best outcomes.

Lessons and teaching can beadapted in a number of ways:

Teaching style appropriate for a child’s needs eg. visual approach, high level of interaction, drama, role play, adult support, additional resources.

Use of multi sensory resources and visual stimuli

Repetition of concepts

Suitable access strategies eg. work in chunks, extra processing time, work breaks

Adult support where necessaryMainMenu

We will provide the following to support children in their learning:

Adult support where appropriate

Flexible groupings

A wide range of visual and multi

sensory resources

Appropriate teaching approach for a

child’s needs eg. hands on, visual,

multi sensory

A range of access strategies such as work in chunks, work breaks, extra processing time

Access to ICT devices eg. iPad, notebook,

laptop, voice recorder

Specialist equipment eg sloping boards,

pencil grips, calming/fiddle toys, seating cushions, coloured overlays

Individual timetables/schedules

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6. Assessing and reviewing pupil progress.•

Teacher assessments

Data collection and analysis

Comparison with national data

Review meetings

Written reports

Additional intervention reports

Annual reviews and structured

parent conversations

We will ensure that there are regular chances to assess and review children’s progress and we will use the following means :

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7. Consulting with parents and young people.• We will ensure that when we discuss any additional needs

this will include you, as the parents/ caregiver and the children themselves.

Structured Parent Conversations and review meetings

Informal meetings

Written reports

Open door policy

Parents

Use of School Council members

Informal pupil

interviews

Assessment for Learning

opportunities in class

Young People

Open door policy

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8. Access to the Local Authority SEN offer.

The Local Authority’s Local Offer is can be found at:

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Click on link below:

http://directory.hertsdirect.org/kb5/hertfordshire/directory/localoffer.page

9. Pastoral

Support

Counselling and support Family

Support worker

Home School Liason

EAL support in and out of

class

1 to 1 support in and out of

class

Nurture Sessions

School Council

PSHElesson

s

Buddies

Behaviour support

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Resiliencetraining

Bereavement support

Outside agencies

10. Preparing for the next step

The child visits the new class/ school

with parents/carers

SENCo contacts the previous

school to discuss particular needs and support the

child has received

SENCo will visit/ liaise with the

previous school of children with

Special Educational

Needs

The child makes extra visits to the school, if

deemed appropriate

Information gathering from all professionals

involved with the child

Transition meetings with

the parents and any other agencies

working with the child.

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11. EvaluatingProvision.

Comparison with National

and Local Data

Information gathered from

formal and informal

assessment analysis

Pupil Interviews

Parent consultations

Monitor and analysis of the

impact ofinterventions

, including final analysis

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High quality first

teaching based on individual

needs

PupilProgress

meetings

12. External Specialist Support

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Educational Psychologist

(EP)

Specific Learning

Difficult Base (SPLD)

Speech and Language

service (SALT)

Advisory Teacher service

Occupational Therapists

(OT)

Child and Adolescent

Mental health Service

(CAMHS)

Step2 – Mental Health

Family Support Worker

School Nurse

Primary Support

Base (PSB)

Education Support

Centre (ESC)

Play Therapy

Counselling Service

We do this by:• Listening to Parental concerns.• Listening to the concerns of the

child.• By observing the child.• By carrying out additional

assessments.• By using school tracking data for

reading, writing and maths• By seeking advice from outside

agencies – complete a Single Service Request Form (SSR)

• By gathering Information provided by previous setting.

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13. Identifying and assessing needs

14. Commonly asked questions:

1. How does the school know if my child needs extra help?

2. What should I do if I think my child has special educational needs? Who do I contact?

3. How will the learning and development provision be matched to my child’s needs?

4. How is the decision made about how much support my child will receive?

5. How will I know how my child is doing? How will you help me to support my child’s learning?

6. How will I be involved in discussions and planning for my child’s education?

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14. Commonly asked questions cont:

6. What specialist services and expertise are available at or accessed by the school

7. What training has the staff supporting children and young people with SEND has or having?

8. How will my child be included in activities outside the classroom including school trips?

9. How accessible is the school environment?10. How will the school prepare and support my

child to join the school, transfer to a new school or the next stage of education?

11. How are the school’s resources allocated and matched to children’s special educational needs?

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