Special Educational Needs and Disabilities School Information
Last updated: November 2014
Updated by: Mrs Ruth Clark (SENCo)
At Mount Street and Lincoln Carlton Academy we are “Creating a haven in which children flourish”; the word children means all children regardless of ethnicity, background needs or disabilities.
This information has been co-produced with parents and carers and has taken into consideration the views of the children in the school. As such we have aimed to answer some common questions raised:
- What should I do if I think my child has special educational needs?
- How will the school respond to my concern?
- How will the school decide if my child needs extra support?
- What will the school do to support my child?
- What training and experience do staff have for the additional support my child needs?
- Who else might be involved in supporting my child?
- What support will be there for my child’s emotional and social well-being?
- How will my child be involved in the process and be able to contribute their views?
- How will the curriculum be matched to my child’s needs?
- What opportunities will there be for me to discuss my child’s attainment and achievement? How will I know how well my child is progressing?
- How does the school know how well my child is doing?
- How will my child be included in activities outside the classroom including school trips?
- How accessible is the school environment? How accessible is the curriculum?
- How will the school prepare and support my child to join the school and to transfer to a new setting?
- How can I be involved in supporting my child?
- Who can I contact for further information?
- Links to relevant policies
1 What should I do if I think my child has special educational needs?
- Speak to the class teacher. The class teacher is the person working with your child day to day and is always happy to speak to you about any aspect of school life. (Click here for staff information)
- Make an appointment to speak to the special educational needs and disabilities coordinator (SENDCo Mrs Ruth Clark)
2 How will the school respond to my concern?
- Information may be passed on to the SENDCo
- An observation, further assessment or meeting may be arranged with the SENDCo to discuss concerns and support
- A referral may be made to the SEND register – in this case information will be shared with you at every stage and the teacher may set up a pupil profile
- Please also see the SEND policy
3 How will the school decide if my child needs extra support?
- Class assessments may be used to inform this decision
- Further assessments or observations may be used
- If relevant another agency may be referred to for further assessment (for example the speech and language therapy service)
- Please also see the SEND policy
4 What will the school do to support my child?
- If appropriate the class teacher will set up a pupil profile. The pupil profile will highlight strengths and areas of difficulty for the child and set realistic short term targets. The pupil profile will also include strategies and interventions that will be in place to support the child
- Interventions may include small group work, individual support programs, use of visual supports, individual work stations, use of extra resources, play time or nurture support groups
- Please also see the SEND policy
5 Who will support my child in school?
- It is the responsibility of all class teachers to plan for all children in the class including those with SEND and the first step in our graduated response to SEND will always be quality first teaching and differentiated learning opportunities within the classroom
- Intervention groups and individual support may be led by a teacher or a teaching assistant
- Please see the list below of qualifications or certificates held by staff in school relating to SEND support
6 What training and experience do staff have for the additional support my child needs?
- National SENCo Award
- The National SENCo Award is a masters level course that is statutory for all SENDCos appointed newly to the role since September 2008.
- Precision teaching
- Precision teaching involves working with a child individually for a short time (5-10 minutes) It is used to address a very specific gap in a child’s knowledge by repeating teaching over and over again; the same teaching takes place every day and progress is measured and tracked.
- Colourful semantics
- Colourful semantics is used to teach the possible structure of sentences by using colour coded words. It develops and consolidates the understanding of question words who, what, where.
- Team Teach
- Team teach involves being trained in de-escalation techniques. These include strategies to avoid physical contact but also include training in the positive handling of pupils. The course is based on positive behaviour techniques, communication and use of body language to manage behaviour
- Moving and handling
- Staff trained in moving and handling have learned how to use the ceiling track hoist and mobile hoist to support transitions of disabled children in and out of specialist seating
- Several staff are trained to change a stoma bag and catheter
- Several staff are trained in gastrostomy feeding
- British Sign Language
- British sign language is the sign language used in the UK. It is the preferred language of many people in the deaf community but also provides alternative communication techniques to support children’s learning and communication skills
- Post Graduate Certificate in Emotional Factors in Learning and Teaching: Counselling aspects of education
In addition we work closely with behaviour support specialists, speech and language therapists, occupational therapists, physiotherapists, educational psychologists and other agencies to provide specific support programs for individual children.
7 Who else might be involved in supporting my child?
- Teaching assistants (see staff list on website)
- Learning mentor
- Behaviour support specialist
- Speech and language therapist
- Occupational therapist
- Educational psychologist
- Pathways outreach support (St Christopher’s Special School)
- St Francis outreach support
- Please also refer to the local offer for Lincolnshire
8 What support will be there for my child’s emotional and social well-being?
- Teaching assistants run nurture and play time support groups at the beginning of the day, morning play time and at the end of the day to support children who need support in this area
- The family support worker will liaise with class teachers about children’s well-being and can sign post to support groups for families
- We employ a learning mentor to support children in a range of ways including emotional and social inclusion support
- School engage weekly with a behaviour support specialist who can offer expertise in pastoral support as well as support for emotional and mental well-being
9 How will my child be involved in the process and be able to contribute their views?
- Pupil questionnaires are carried out at least once per year
- Children may be asked to complete a questionnaire before a review and will always be asked to do this before an annual review
- Children are involved in writing their pupil profiles
10 How will the curriculum be matched to my child’s needs?
- The curriculum is taught through whole school themes and class teachers differentiate work to match the needs of all children
- Please refer to the curriculum section of the school website
- Interventions will be planned where appropriate (see 5i and 5ii)
11 What opportunities will there be for me to discuss my child’s attainment and achievement? How will I know how well my child is progressing?
- SEN reviews take place three times per year and parents will be invited to attend. Parent’s evenings also take place in term 2 and term 4 with a drop in session in term 6 to discuss progress and attainment
- If further meetings are appropriate these can be arranged with the SENDCo (Mrs Clark)
12 How does the school know how well my child is doing?
- Assessments are on-going throughout the year and in addition assessment weeks take place three times per year to track the progress of all pupils. For children with additional needs where appropriate access arrangements will be considered to allow the children maximum opportunity to show what they can do.
- Progress is measured against individual targets regularly and discussed at SEN reviews
13 How will my child be included in activities outside the classroom including school trips?
- All children will be able to access after school clubs and school trips regardless of needs and abilities. A risk assessment will always be carried out and if needed will include information about access arrangements
14 How accessible is the school environment? How accessible is the curriculum?
- Mount Street Academy has a hygiene suite which has a ceiling track hoist. Both Mount Street and Lincoln Carlton Academy have access to a portable hoist and changing bench
- Both schools are all on one level with wheelchair access to all classrooms, group rooms and outdoor learning areas
- The curriculum is taught in themes (see 10)
15 How will the school prepare and support my child to join the school and to transfer to a new setting?
- Transition support includes visits to other settings, extra visits to the school, transition books and visual supports where appropriate and meetings with parents/carers
- The school put on new parents meetings in term 6 to share information and meet staff. The SENDCo and family support worker will usually be available at these meetings and appointments can be arranged if needed
- Staff from a child’s future settings will always be invited to Pupil profile reviews, annual reviews and any other meetings involving provision for the pupil
16 How can I be involved in supporting my child?
- Pupil profiles will include information about how parents/carers can support children at home
- See 11
17 How can I access support for myself and my family?
- The SENDCo (Mrs Clark) and family support worker
- (Nic Law) run parent forums at least 3 times per year. Be involved in parent forums for advice, support and an opportunity to share experiences with other parents and carers
- Appointments can be made to meet with the SENDCo and/or family support worker as needed
- Parent courses and classes are advertised in the school throughout the year and can be accessed through the family support worker
Some useful websites and support groups:
- lincolnshire.gov.uk – provides information on the local offer, local schools and information for parents including links to support groups. Find links here for 4all – a magazine with up to date information on SEND and activities for children, young people and families. Also find links here for short breaks for children and young people with SEND
- http://www.lincolnshireparentpartnership.org.uk – Parent partnership offer free confidential advice, information and support to parents and carers about special educational needs
- ipsea.org.uk IPSEA stands for Independent Parental Special Education Advice
- youngminds.org.uk Young Minds: The voice for young people’s mental health and wellbeing
- Young minds Parent Helpline: 08088025544
- kids.org.uk – working with disabled children, young people and their families
18 Who can I contact for further information?
- Key members of staff (and order of contact):
- Class teacher
- SENDCo – Mrs Ruth Clark
- Family Support Worker – Nic Law
- Head of School – Mrs Lauren Nicoll
- Executive Headteacher – Mrs Marie-Claire Bretherton