Minimum offer of support for children and young people with SEND at Kerr Mackie Primary School

Ethos

Kerr Mackie Primary School has an inclusive ethos.  All pupils are expected to reach their full potential. Pupil progress meetings every term identify the need for early intervention which is closely monitored by an extensive provision map. We achieve this by working closely with children, parents and other professionals.

 

Leadership

We have an effective SENCO who has dedicated time to monitor, review and evaluate our SEN provision. Data is collected every half term for all pupils and the achievement and progress of children with personalised plans is monitored and reported to Senior Leadership.

We have a governor with specific responsibility for SEND who liaises with the SENCO and reports to the full governing body.

 

Budget

Funding for SEND is used according to the specific needs of the children. Some is used for resources to support inclusion in the classroom or for targeted intervention work eg IT equipment. Some is used to employ additional staff to work with small groups of children and sometimes on a 1:1 basis with a child. Some funding goes towards accessing relevant training for staff to ensure we have the right professional knowledge to support every child. The school also uses some of the main budget to support SEND at various levels throughout the school.

 

Policies

The school has a range of policies related to SEND. These policies include:

 

These policies are reviewed regularly and are available to parents by going to our 'Policies' webpage.

 

Curriculum, teaching and learning

Our curriculum is well planned and differentiated to allow all children to be taught at an appropriate level for them to make progress. Class teachers are well supported by teaching assistants both of whom deliver small group work and 1:1 work for children. They also deliver some specific intervention work such as speech and language programmes and social interaction programmes. Pupils may have a personalised plan with small achievable targets, discussed and agreed with the child, monitored and reviewed regularly by the teaching assistant, class teacher and SENCo. The class teacher and the teaching assistant will ensure this is working for the pupil. These personalised plans are shared with parents and reviewed regularly. If a specific intervention would benefit the pupil, this is organised, delivered and reviewed. This may include nurture work or 1:1 mentoring. The school ensures that there are appropriate resources for all children and the learning environment is accessible for everyone. Our curriculum is planned around practical experiences, visits and visitors, to ensure learning relates to children’s first-hand experiences. We focus on good learning behaviours so that all children can be successful. We work closely with Roundhay All Through School, Allerton Grange and Carr Manor Secondary schools  to ensure transition to high school builds gradually through key stage two. Specific, more vulnerable pupils are offered additional transition opportunities. Every class moves to their new year group for one day in  the summer term, working (whenever possible) with their new teacher and teaching assistants. The Y6 pupils go to the relevant secondary school. When children transfer to other settings, a similar gradual and systematic approach is adopted.

 

Assessment

All pupils are assessed every half term in reading, writing and maths. This data is reviewed by the Headteacher and SLT. Any pupil not making expected progress is offered tailored support, either through quality first teaching or through a targeted intervention depending on their need, to ensure they catch up as soon as possible.  All our interventions are entered on our provision map. Interventions are monitored for effectiveness. All pupils who have been identified as having a special need are monitored every term to see if that need still exists, to see if progress is being made by that pupil, and, if necessary, to identify what additional help is required to support that pupil. Where additional diagnostic information is required, we administer some standard screening tests in school or refer to another professional from an outside agency who can undertake a more in-depth diagnostic assessment which will then inform a personalised intervention programme.

 

Training

All our teaching staff access additional training to ensure they have the appropriate skills to identify and support pupils with any additional needs. Teaching assistants are also trained to deliver tailored support such as speech and language. We have and Inclusion team who are trained to lead on family support as well as providing inclusion support across school. We are very lucky to have 5 members of staff trained to deal with child protection issues. Many staff have been trained in positive handling and behaviour management.

 

Partnerships

As well as working closely with parents, support is sought from other agencies where necessary in order to maximise learning potential.

We regularly engage with, Educational Psychologists, Attendance Team,  Leeds City Council Inclusion Advisory Team (previously STARS, SENIT, Behaviour Support teams), NHS Speech and language, CAMHS, Children’s Social Work Services and DAHIT.

The school works closely with the other local schools (the ARM cluster and family of schools) and is part of the NE Leeds AIP. This ensures that there is additional provision and support for pupils with high levels of complex needs and enables us, as a school, to work with and learn from a range of specialists.

 

Common Abbreviations and Acronyms