SEN Information Report for Cliff Lane Primary School
What kind of special educational needs provision is accessible for children at Cliff Lane Primary School?
Cliff Lane Primary School is a fully inclusive school, which ensures that all pupils achieve their potential; personally, socially, emotionally and academically in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational need.
The parents of pre-school age children may inform the Principal or Vice Principal of any known SEN in a child due to start at this school. It is likely that children with severe learning/physical difficulties will have been identified and already have an Education Health and Care (EHC) Plan prior to school entry. Teachers and the SENCo liaise with and visit pre-school provision to provide for pupil needs before they join the nursery. Parents complete a School Admission Form that includes medical information when their child joins the school.
- Parents are encouraged to contact the SENCo with concerns about their child
- Children entering our nursery are screened using the WELLCOM language assessment
- Pupils in Year One are screened using the Bury Infant assessment and BPVS (British Picture Vocabulary Scale) to identify pupils that may benefit from additional support
- There are pupil progress meetings/discussions every half term from which we track and identify children who are not making expected national progress. Interventions/support programmes are then implemented and monitored to ensure that the child makes accelerated progress
- Further assessment is carried out by the Head of Inclusion if a pupil’s learning continues to cause concern and advice is requested from other professionals
- Pupils may present with withdrawn or challenging behaviour; it is important to make assessments to ensure that this is not as a result of a learning difficulty. In addition, the school uses the Boxall Profile and observations to identify areas of emotional and social need
a) How is the intervention/support monitored as to its effectiveness?
Children identified as benefiting from intervention/support are monitored against the progress they are making, normally at half termly pupil progress meetings. Staff are not restricted to raising concerns at pupil progress meetings; they are encouraged to discuss pupils with the class teacher or SENCo as soon as they observe a pupil experiencing difficulties.
b) What are the school’s arrangements for assessing and reviewing progress of children with SEN?
Those children identified as benefiting from intervention/support are monitored against the progress they are making, at half termly pupil progress meetings.
c) What is the school’s approach to teaching children with SEN?
Cliff Lane Primary School aims to meet the needs of all pupils and teachers use a range of strategies to support pupils including differentiation, small group work or individual teaching.
d) How does the school adapt the curriculum and learning environment for children with SEN?
The curriculum is adapted to meet the needs of the individual and their learning style. Planning includes differentiation and modifications that individual pupils may require. The School takes all reasonable steps to adapt the learning environment to meet the individual needs of children. Again a range of strategies are used; it could be the installation of electric doors or a social script to prepare a pupil for a school trip.
e) What additional support is available for children with SEN?
There are a variety of interventions that meet the individual needs of pupils including Speech and Language groups and Social Skills groups. Children that require higher levels of support have access to appropriately trained support staff.
f) What support is available for ensuring the emotional and social development of pupils with SEN?
Pupils may present with withdrawn or challenging behaviour; it is important to make assessments to ensure that this is not as a result of a learning difficulty. In addition to reviewing pupil progress and any further assessments, the school uses the Boxall Profile and observations to identify areas of emotional and social need. Small group work is also used to develop social skills. Pupils are monitored and if behaviours continue to be a barrier to their learning advice is requested from the outside agencies.
Parents are encouraged to contact the school if they see changes in the behaviour of their child or their child is withdrawn or challenging at home.
Mrs P Gordon
Cliff Lane Primary School
Cliff Lane, Ipswich, IP3 0PJ
The different teams have had appropriate training; for example: specific staff have had the Wellcom Speech and Language training and are supported by the NHS Speech and Language Therapist. Pupils with complex needs require skilled staff and training is provided as appropriate.
There is a lift and accessible toilet. There is also in adjustable changing bed in the nursery.
Parents are actively encouraged to be partners in their child’s education through; informal discussion, pupil learning conversations, telephone contact, learning logs, pupil profiles and progress reviews
What are the arrangements for consulting children with SEN about, and involving them in, their education?
All children, regardless of SEN, are aware of their next steps and pupils discuss their next steps with a member of staff regularly. Children who have additional needs have targets which are shared, discussed and worked upon with those members of staff who are providing their additional support.
What are the arrangements for parents of children with SEN who may wish to complain about the provision?
Parents who wish to complain are strongly encouraged to speak to the Principal regarding their complaint. If the issue can’t be resolved at this level or the complaint is regarding the Principal the parent would be directed to the schools complaints procedure. Parent Partnership are a confidential listening, advice and support service for parents and carers with concerns over their child’s education. Their website: https://www.suffolk.gov.uk/children-families-and-learning/send-and-the-local-offer/sendiass/
How does the school and governing body involve health, social services, LA Support Services, and others in meeting the needs of children with SEN and supporting their families?
Cliff Lane Primary School works with and seeks advice from an educational psychologist, behaviour support, advisory teacher, speech and language therapist or health colleague to support the child’s academic and social progress. In addition the school has a Family and Community Liaison Worker who supports families in accessing support from the Integrated Teams and Social Care.
What are the school’s arrangements for supporting children with SEN in transferring between phases of education?
Each child takes part in a range of transition activities in the summer term. Each child completes a pupil passport and meets their new teacher. Parents also have an opportunity to meet the teacher and share any concerns. Meetings are held between teachers and Progress and engagement guides to transfer information about pupils. For pupils in Year 6, the Year 6 teachers and Head of Inclusion meet Year 7 teachers and visits to High schools are arranged.