At Cliff Lane Primary School there is an expectation that all children, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community.
Cliff Lane is an inclusive school and offers a range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory or physical needs. This is outlined below in our SEND Information Report
The range of support deployed will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote children working towards becoming independent and resilient learners and should not be seen in isolation.
SEND Information Report for Cliff Lane Primary School
What kind of special educational needs and disability provision is accessible for children at Cliff Lane Primary School?
Cliff Lane Primary School is a fully inclusive school, which ensures that all children 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 SEND before the child is 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 SENDCo liaise with and where necessary, visit pre-school provisions to provide for any needs before children 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 SENDCo with concerns about their child. Children entering our nursery are screened using the WELLCOM language assessment. Pupils in Year One may be screened using the Bury Infant assessment and BPVS (British Picture Vocabulary Scale) to identify whether they 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 SENDCo if a child’s learning continues to cause concern and advice may be requested from other professionals of needed.
Children 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.
SENDCo contact details:
Miss C Ferguson
Cliff Lane Primary School
Please note that emails will be responded to within 5 working days.
Parents are actively encouraged to be partners in their child’s education through; informal discussions, pupil learning conversations, telephone contact, learning logs, pupil profiles and progress reviews. Where outside agencies are involved, regular meetings are planned throughout the year with the parents and children as well as the class teacher and SENDCo.
What are the arrangements for consulting children with SEND about, and involving them in, their education?
All children, regardless of SEND, are aware of their next steps and children 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.
The class teacher is responsible for assessing and monitoring the progress of your child and for the identification, planning and delivery of any additional help your child may need. Your child’s teacher will be able to give you a clear picture of your child’s attainment, in relation to their age and starting point, and whether there might be concern. The teacher will discuss what additional support is being given in school and what could be done to support learning at home, and will discuss your child with the SENDCo if necessary.
Those children identified as benefiting from intervention/support are monitored against the progress they are making, at half termly pupil progress meetings. The SENDCo ensures that reasonable adaptations to the curriculum and learning environment are made to ensure the inclusion of pupils with SEND and will liaise with outside professionals regarding specialist equipment or support when appropriate.
What are the school’s arrangements for supporting children with SEND in transferring between phases of education?
Before your child starts at Cliff Lane there is an opportunity for parents and carers of children with special needs to meet the SENDCo. The SENDCo will explain the types of support offered to pupils with SEND. Parents and carers with concerns are able to talk to the SENDCo at this meeting and/or make a further appointment. Where children are already identified as having special educational needs or a disability the SENCo will liaise closely with the Nursery and/or Day Care staff and may in special circumstances undertake pre-school setting visits to carry out observations.
When moving class in the school the SENDCo will ensure that at the pupil transfer meetings (held between the child’s current and the new class teacher) all data relating to pupils with special educational needs is efficiently transferred.
For pupils in Year 6, the Year 6 teachers and SENDCo meet the Year 7 teachers and visits to High schools are arranged.
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.
The School takes all reasonable steps to adapt the learning environment to meet the individual needs of children whether these relate to academic, physical disabilities, social communication or mental health difficulties. A range of adjustments are made from installing electric doors, to creating a social story to help prepare a child for a school trip.
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.
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 SENDCo as soon as they observe a pupil experiencing difficulties.
What additional support is available for children with SEND to enable them to engage in all activities?
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, or staff receiving guidance from specialist outside agencies where needed.
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 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.
How does the school and governing body involve health, social services, LA Support Services, and others in meeting the needs of children with SEND and supporting their families?
Cliff Lane School and its governing body works collaboratively to find the best ways of supporting children with SEND. The school seeks advice from Suffolk’s Integrated Paediatric Team Dyslexia Outreach, County Inclusion Support Service and the School Nursing team. The school also supports families in accessing support from the Family Network and Social Care Teams.
What are the arrangements for parents of children with SEND 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 school’s complaints procedure.
Parent Partnership are a confidential listening, advice and support service for parents and carers with concerns over their child’s education and can be found on the following website. https://www.suffolk.gov.uk/children-families-and-learning/send-and-the-local-offer/sendiass/
Useful website links