James Peacock Infant and Nursery School

SEND Information 

James Peacock Infant and Nursery School SENDCo: Mrs Hannah Cutts

James Peacock Infant and Nursery School SEND link Governor: Mr Gary Choo

Introduction

At James Peacock Infant School, we are committed to the equal inclusion of all pupils in all areas of school life. We recognise the diverse and individual needs of all of our pupils and take into account the additional support required by those children with Special Educational Needs and Disabilities (SEND). James Peacock is a mainstream Infant and Nursery school we value the abilities and achievements of all pupils and we are committed to providing the best possible environment for learning for each pupil. All pupils follow the national curriculum at a level and pace that is appropriate to their abilities. We believe in personalised learning and our curriculum is tailored to meet individual pupils needs. At times, and when it is felt appropriate, interventions and modifications to the curriculum may be implemented. 

Special Educational Needs and Disability Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupils needs. At times and when it is felt appropriate, modifications to the curriculum may be implemented. To successfully match pupil ability to the curriculum James Peacock Infant School remains committed to:

• A range of teaching and learning styles
• Differentiated learning materials
• Access to ICT and technology
• Additional in class support
• Additional out of class support
• Targeted interventions
• Flexible groupings – including small group support work
• Innovative and supportive curriculum
• The appropriate use of rewards and sanctions
• A broad range of extra-curricular activities.
• Assessment procedures that emphasise pupils’ strengths and achievements
• Applications during national testing at Key Stage 1 to obtain access arrangements as appropriate.

There is a wide range of special educational needs for which children may need extra support.

Sometimes these needs are only short term, others may continue through a child’s school life and

some children may have a specific diagnosis.

The needs generally fall into one or more of the following categories:

• Cognition and Learning;
• Communication and Interaction
• Behaviour, Social and Emotional
• Sensory and Physical  
• Anxiety Related Needs

Within our school community, we have pupils with a wide variety of special education needs and disabilities such as:

• Autism,
• ADHD,
• Sight impairment,
• Speech, Language and Communication difficulties,
• Dyslexia, Dyscalculia and Dyspraxia.

How does the school identify children with special educational needs?

At James Peacock Infant and Nursery school we believe in fully supporting children with additional needs. We work closely with parents to identify and support any areas that are causing concerns. If a class teacher has concerns about a chid they will speak to the parents and the SENCO, Mrs Cutts, to find out if there have been any previous concerns or any reason why the child may not be performing as expected.

A school concern form will be completed and the SENCO will be consulted. A meeting will be arranged between staff and parents if necessary. If a parent has concerns that their child may have additional needs, then they should contact the class teacher and / or the SENCO. It may be necessary that some assessments or observations are carried out by other services eg, Speech therapy, Learning Support or the autism team. Mrs Cutts will contact the parents directly for their consent for discussion and involvement.

How many children are registered as SEND?

9

How many children are being provided for by outside agencies or an Education Health and Care Plan?

9

What types of special educational needs does the school currently need to provide?

Within our school a variety of SEND are provided for, these include:

• Speech, Language or Communication Need
• Social, Emotional and Mental Health
• Behaviour, Emotional and Social Difficulty
• Physical Disability
• Learning Difficulties
• Autistic Spectrum Disorder
• Visual Impairment
• Dyslexia
• Hearing Impairment
• Multi-Sensory Impairment
• ADHD

• • Attachment difficulties

How are pupils with SEN ensured access to the curriculum? How will the curriculum be matched to the child’s needs?

All children are fully included at James Peacock Infant and Nursery School. Lessons are carefully planed and work is differentiated to meet the needs of all pupils. If children have identified SEND

needs before they start school liaise with the professionals and carers who already know

them and use this to identify support required in school.

The following are in place…

• Differentiated work to meet individual needs
• Small group support

• Individual support
• Workstations (inside and outside of the main classroom) provided if needed
• Assessment and target setting to support and show progress (B squared)
• Outside Agencies support children with high level needs to access learning.

In addition, outside agencies provided support through recommendations in order to tailor

the environment and learning.

• Class teachers alongside the SENCO produce a termly provision maps
• A number of children receive additional funding either AFN or HLN is given based on needs assessments.  As part of this funding a detailed plan of the child’s day is needed.
• In some cases a child may also have a risk assessment or a care plan

Support here at James Peacock:

Woodlands

We are extremely lucky here at James Peacock to have a Woodlands nurture provision room. This room develops term by term and year by year. Last year the Woodlands room was attended on a full time basis by some children who had extreme SEMH issues. The staff have recieved extra training and support from the Behaviour team within NCC. This year the Woodlands room is evolving into being the hub for interventions. We have many children in school who have missed out on various components of school life due to the C-19 pandemic. Our hub for intervention provides a vast array of support including sensory time, gross and fine motor skills, conversational confidence and self esteem. We are really lucky that we can adapt to the needs of the individual on a 1:1 or small group basis.

Interventions offered:

• ELSA
• 5 minute box
• Gross and fine motor skills – 1^st Move
• Fine motor skill box
• 1:1 inteventions with PE specialist
• Speech and Language
• Max’s marvellous maths intervention
• Reading 1:1 support and small groups
• Handwriting- T rescue  

What are the targets and outcomes for children with special education needs?

SEND children are set targets in line with peers. However, we do recognise that some

children may make smaller steps of progress and as such targets may be set using other

methods.

How is their progress monitored?

Where the child is making small steps of progress we may use PIVATS and B Squared. All SEN children, where appropriate will sit the same end of term assessments as their peers.

Are the relevant plans in place?

Class teachers produce a termly class provision Map. A number of children receive additional funding. In some cases, a child may also have a risk assessment

How are school resources deployed?

Resources are allocated to promote learning for all pupils and targeted to meet the

needs of pupils on the SEN register. School aims to ensure that staff are qualified and trained to support all pupils and provides specialist help as needed.

We aim to support children using guide and return models in order to maximise independence for the children whilst ensuring they are also supported to progress.

Staff Training:

Having joined James Peacock after Easter I have been looking at training needs and requirements across the school. In September 2021 I conducted an audit of subject knowledge and training requirements for the TAs as I have also taken over TA performance management (September).

Training is provided internally and by outside agencies for staff to support pupils in order to meet their individual needs. We have whole staff training to disseminate knowledge, strategies and experiences, to ensure consistency of the school’s approach for children with SEND.

The SENCO receives training and support from the NCC SEN Service. The SENCO attends the Local authority SENCO Network Meetings each term including Springboard meetings and SFSS surgeries. The SENCO has also attended various training sessions with the Nottingham safeguard training and Autism awareness training.

Which external agencies and support agencies are the school working with?

Speech and Language

Continence Nurses

Asthma Nurses

Behaviour Support Team

Child and Adolescent Mental Health Services

Community Paediatrician

Health Visitors

Social Care

Dieticians

Local Offer

https://www.nottshelpyourself.org.uk/kb5/nottinghamshire/directory/service.page?id=WHLa2SNYKF4&newdirectorychannel=0

Frequently Asked Questions:

Q. Who are the best people to speak to in school about my child’s difficulties in learning/special needs or disability?

The Class Teacher is responsible for:

• Checking the progress of your child, including planning and delivering any additional help your child may need (this could be targeted work or additional support) and let
• The Special Educational Needs Team know as necessary.
• Writing pupil progress targets/Case or B Squared, and sharing and reviewing these with parents at least once a term and planning for the next term.
• Personalised teaching and learning for your child.
• Ensuring that the schools SEND policy is followed in their classroom and for all pupils they teach with SEND.
• To seek advice and strategies that may help your pupils.

The SENDCo – Mrs Cutts and the Family SENDCo- Jim Richardson are responsible for:

• Developing and reviewing the school’s SEND policy.
• Co-ordinating all the support for children with special educational needs or disabilities (SEND)
• Ensuring that you are Involved in supporting your child’s learning ii) kept informed about the support your child is getting involved in reviewing how they are doing.
• Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology.
• Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.

• Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.

The Headteacher: Mr Waldron. Is responsible for:

• The day-to-day management of all aspects of the school; this includes the support for children with SEND.

• The Headteacher will give responsibility to the SENDCo and class teachers, but is still responsible for ensuring that your child’s needs are met.
• The Headteacher must make sure that the Governing Body is kept up to date about issues relating to SEND.

The SEND Governor: Mr Gary Choo is responsible for:

• Making sure that the necessary support is given for any child with SEND who attends the school.
• Monitoring the attainment of SEND pupils.

Q. What are the different types of support available at your school for children with SEND?

Quality First Teaching

1. All teaching staff at James Peacock are expected to have knowledge of high incidence needs that apply quality first teaching strategies in line with school and cohort needs.
2. Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators will be monitored.
3. Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.
4. The child’s class teacher will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied.
5. The SENDCo will be consulted as needed for support and advice and may wish to observe the pupil in class.
6. Through (b) and (d) it can be determined which level of provision the child will need going forward.
7. If a pupil has recently been removed from the SEND list they may also fall into this category as continued monitoring will be necessary.
8. A pupil profile will be written to provide small achievable targets for the child.
9. Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.
10. The child is formally recorded by the school as being under observation due to concern by parent or teacher but this does not place the child on the school’s SEND list. Parents are given this information. It is recorded by the school as an aid to further progression and for future reference.
11. Pupil progress meetings are used to monitor and assess the progress being made by the child. The frequency of these meetings is dependent on the individual child’s needs and progress being made.

SEND Support

Where it is determined that a pupil does have SEND, parents will be formally advised of this and the decision will be added to the pupil’s school. The aim of formally identifying a pupil with SEND is to help school ensure that effective provision is put in place and so remove barriers to learning.

The support provided consists of a four – part process: Assess Plan Do Review

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

Assess

This involves clearly analysing the pupil’s needs using the class teacher’s assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The pupil’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school’s information and assessment data on how the pupil is progressing. This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents.

Plan

Planning will involve consultation between the teacher, SENDCo and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home. All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.

Do

The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class /subject teacher. They will work closely with teaching assistants and /or relevant specialist staff to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the pupil’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENDCo.

Review

Reviews will be undertaken in line with agreed dates. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and their parents. The class teacher, in conjunction with the SENDCo will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation with parents and the pupil. Parents will be provided with clear information about the impact of support to enable them to be involved in planning the next steps.

Referral for an Education, Health and Care Plan If a child has lifelong or significant difficulties, they may undergo a Statutory Assessment Process which is usually requested by the school but can be requested by a parent. This will occur where the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required. The decision to make an EHC Plan will be taken at a progress meeting.

The application for an Education, Health and Care Plan will combine information from a variety of sources including:

• Parents
• Teachers
• SENDCo
• Social Care
• Health Professional

Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or the child is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.

Further information about EHC Plans can found via the SEND Local Offer: www.nottinghamshire.sendlocaloffer.org.uk  or by speaking to an Education, Health and Care Plan Co-ordinator on: 0115 9774012 or 0115 9773323 or by contacting the Parent Partnership Service on: 0115 948 2888 Education, Health and Care Plans [EHC Plan]

a. Following Statutory Assessment, an EHC Plan will be provided by Nottinghamshire County Council, if it is decided that the child’s needs are not being met by the support that is ordinarily available. The school and the child’s parents will be involved developing and producing the plan. b. Parents have the right to appeal against the content of the EHC Plan. They may also appeal against the school named in the Plan if it differs from their preferred choice.

c. Once the EHC Plan has been completed and agreed, it will be kept as part of the pupil’s formal record and reviewed at least annually by staff, parents and the pupil. The annual review enables provision for the pupil to be evaluated and, where appropriate, for changes to be put in place, for example, reducing or increasing levels of support.

Q. How will you support my child during periods of transition e.g. moving class, key stage or school?

Transition

We recognise that transitions can be a challenging time for children with SEND and we take steps to ensure that any transition is as smooth as possible. The period of transition depends on the individual needs of the pupil.

If your child is joining us from another school into EYFS:

• The EYFS team will speak to the previous school where appropriate.
• If your child would be helped by a book/passport to support them then one will be made with them.

• Your child will visit the school with you and your family and meet the staff.
• You will be shown around the school and introduced to key staff, class teacher and teaching teams who will be working closely with you.

If your child is moving to another school:

• We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that needs to be made for your child, where possible a planning meeting will take place with the SENDCo from the new school.
• If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them.
• We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

• Information will be passed on to the new teaching team in advance and planning meetings will take place with the new teaching teams to discuss Pupil Profile, positive handing plans etc.
• If your child would be helped by a pupil pen picture to support them in understanding moving on, then one will be made with them.

In Year 2:

• Advanced planning for pupils in Year 2 are essential to allow appropriate options to be considered. The SENDCo will liaise with the SENDCo of the Junior schools serving the area to ensure that effective arrangements are in place to support pupils at the time of transfer.
• Your child will be participating in focussed learning related aspects of transition to support their understanding of the changes ahead.
• Where possible, your child will visit their new school on several occasions and in some cases staff from their new school will visit your child in this school.

• If your child would be helped by a pupil pen picture to support them in understanding moving on, then one will be made with them.

Q. How will you measure the progress of my child and how will the teaching be adapted to enable progress and success?

Pupil Progress for all children at James Peacock Infant School is monitored with great rigour. In evaluating the success of provision the careful tracking of data identifies those children making progress and those who are not.

Success will be evident if:

• Progress is made by all pupils in all areas of learning, self-esteem and skills levels.
• We receive positive response from pupils, parents, staff, and governors and Ofsted Inspectors.
• We can demonstrate effective use of resources.
• Self-evaluation of our SEND provision and inclusive policies is continuous and assessment results in improved practice and innovative initiatives for the benefit of pupils and staff.
• Recognition and value is given to all forms of achievement including personal development and well-being.

• Each child’s progress is continually monitored by his/her class teacher:
• His/her progress will be reviewed formally by Senior Leaders in reading, writing, numeracy and for some children personal and social development.
• If your child is in F2 or far behind their peers a more sensitive assessment tool can be used, which shows their attainment in more detail – breaking learning into smaller steps (B squared to track progress).
• At the end of Year 2 all children are required to be formally assessed using Standard Assessment Tests (SATs). This is something the Government requires all schools to do and the results are published nationally.
• Each SEND child will have a Provision map highlighting impact of provision which are designed to accelerate learning and wherever possible close the progress gap.
• The school will use the graduated response strategy of; Asses, Plan, Do, Review.
• The progress of children with a Statement of SEND/EHC Plan will be formally reviewed at an annual review with all adults involved with the child’s education. The child is also involved in their review as much as possible, a variety of creative strategies are employed to ensure accessibility.
• The SENDCo will also check that your child is making good progress with any individual work and within any group that they take part in.
• Regular book looks, lesson observations, learning walks etc are carried out by the SENDCo team along with members of the Senior Management Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.
• The class teacher, with support from the SENDCo and SLT team, will decide the action required to help a pupil progress.

These actions might include:

• Use of different teaching and learning styles.
• Deployment of extra staff to work with the pupil.
• Provision of alternative learning materials/special equipment.
• Group Support.
• Different groupings.
• Provision of additional adult time in devising interventions and monitoring their effectiveness.
• Staff development/training to undertake more effective strategies.

• Access to outside agency support services for advice on strategies, equipment or staff training.

Finance

The school funding formula is generated to include financial provision to specifically support pupils individual special needs. This funding is prioritised to enhance learning to ensure that small steps of progress are continually made by all SEND learners.

At James Peacock, for those pupils with AFN – additional funded needs costed provision maps are created with detailed evidence of supporting resources provided in school. This builds a portfolio of the support each child receives and the progress each child makes.

Additional funding and financial support can be applied for from the Local Authority.

Q. How will you support my child emotionally and socially and what measures do you have in place to prevent bullying?

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness and being uncommunicative. If a child has a specific need such as low self-esteem they may also access the Nurture, positive play or ELSA support groups. Some children will be supported by TA’s at Lunchtime and playtimes. These sessions are supported through planned activities and spaces. If a parent or teacher has concerns that a child is being bullied because of an identified need, the anti-bullying policy would come into force and procedures would be followed.

Q. How do you know if the provision given to SEND children is effective?

At James Peacock the teachers are incredibly effective at assessing and evaluation both themselves and the provision given to all children. All lessons are evaluated including assessing how particular groups or individual children do. All our extra provision such as English / Maths intervention and speech and language programmes are all progress based – whereby the children child is base-lined before the provision starts and again afterwards to accurately measure progress made by all the children.

Q. Are there other people / organisations involved in supporting children and families?

The school continues to build strong working relationships and links with external support services in order to fully support our SEND pupils and aid school inclusion. Sharing knowledge and information with our support services is key to the effective and successful SEND provision within our school. Any one of the support services may raise concerns about a pupil. This will then be brought to the attention of the SENDCo who will then inform the child’s parents.

The following services will be involved as and when is necessary:

• School, families and Support Services (SFSS)
• Physical Disability Support Services (PDSS)
• Children and Adolescent Mental Health Services (CAMHs)
• Early Help Team; Personal, Social and Emotional Development Team (PSED)
• School Health; Speech and Language Therapists (SALT)
• Physiotherapists
• Occupational Therapists (OT)
• Paediatricians
• Looked After Children Team
• The Educational Psychologist (EPS). In order for this to happen: Parents will be asked to give permission for the school to refer to the specialist professional e.g. SALT or EPS.

This will then be taken to ‘Springboard’ where it will be discussed and taken to a panel. From here the chosen agency will decide on what support is needed and feedback. If the specialist professional will work with the child to understand their needs and make recommendations as to the ways the child is given support. This will then lead to specific group or individual work being carried out. Refer to schools Local Offer for more information.

Staffing and any Specialist Qualifications/Expertise at James Peacock

Support is given from all outside agencies who will advise teachers on how best to support the child in class and to help ensure they meet their targets.

Each year the needs of children within our school are carefully considered and training organised to up-skill staff. Training is reported back termly to governors in the Headteachers’ report and the SEND report TAs have received a variety of training through the local authority which includes some of the following; Switch on Reading and Writing, signs and symbols and safer handling.

Q. How do I make a compliments and complaint about the provision my child is receiving?

The education of all pupils that attend James Peacock is very important to us and therefore the school is open to comments, questions, compliments and complaints. Compliments are always greatly received and can be passed on either directly to staff and the SENDCO. We endeavour to deliver an individualised programme of provision for children within the school. However, if you were to become unhappy with the provision your child is receiving the first person to speak to would be the class teacher who may involve the SENDCo – who will try to resolve any concerns and work with parents to adapt to change provision. If the matter was not resolved satisfactorily, the Headteacher and SEND Governor would listen to your concerns and together find an amicable solution. If again, it was not resolved to your satisfaction you may follow the school’s Complaints Procedure. For further information, please view our Complaints Policy located in the school policy section of our website.