Curriculum | Staff, Training & Qualifications | External Agencies | Early Years | Keys Stages 1 & 2 | Glossary & Links
Early Years – Identification
Early identification of a special educational need (SEN) is essential. Short Wood has an SEN policy which outlines how we identify, assess and support children with SEN.
Special educational needs and provision can be considered as falling under four broad areas.
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory and/or physical
Many children and young people have difficulties that fit clearly into one of these areas; some have needs that span two or more areas; for others the precise nature of their need may not be clear at the outset.
It is therefore important to carry out a detailed individual assessment of each child or young person and their situation at the earliest opportunity to make an accurate assessment of their needs.
All children learn at different rates and in different ways.
Children will specific barriers to learning that cannot be overcome through whole class good and outstanding teaching and intervention groups:
- f your child has been identified as needing more specialist input in addition to good and outstanding classroom teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress.
- Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
- If it is agreed that the support of an outside agency is the way forward you will be asked to give your permission for the school to refer your child to a specialist professional, e.g. a speech and language therapist or educational psychologist. This will help the school and yourself understand your child’s particular needs better.
- The specialist professional will work with your child to understand their needs and make recommendations which may include:
- Make changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better.
- Support to set targets which will include their specific professional expertise.
- Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g. a social skills group, or speech and language group.
- A group of individual work with outside professional agencies.
- The school may suggest that your child needs some agreed individual support or group support in school. Your child’s teacher/SENCO will explain how your child will be supported.
- The school feel it is important to liaise with parents/carers when identifying appropriate support for their child and your views play a key role in the development of your child and their continued progress.
- Where the needs of the child are more complex and the required provision is above that which would normally offered then we will assist you in making an application to the local authority for statutory assessment.
Early Years Progress & Assessment
Short Wood Primary School track the progress and attainment of pupils termly. A parent/carer meeting is held each term allowing you to discuss the progress and attainment of your pupil. A written report is sent home at the end of each academic year.
All staff in the Early years monitor and review the progress of the needs of different children within Nursery/ class together with the SENCo on a termly basis.
- Staff use observations, evidence in books and developmental tracking grids to monitor progress and achievement.
- Children causing concern may be monitored more regularly and referred to relevant agencies where appropriate.
- Class or Individual provision maps are created for children who need extra support to show targets, interventions and progress over time. These are monitored and reviewed by the class teacher and SENCo on a regular basis to ensure it is supporting the pupils effectively.
- At the end of Nursery or the Reception class staff pass on relevant information and provision maps to the new class teacher.
We have extremely robust SEN assessment processes at Short Wood:
- We undertake our own assessments, in some areas, to identify specific problems and then put in place provision to ensure the children make progress.
- We undertake our own Phonic and reading assessments and monitor progress and achievement. Provision is put in place based on the assessments to ensure children make progress.
- We undertake initial Speech and language assessments (through and initial screening on entry to Nursery) and provision is put in place based on the assessments , if necessary we may make a referral to Speech and Language.
Early Years Interventions & Resources
Any child who has specific gaps in their understanding of a subject/area of learning may receive support through specific small groups work. This group may be run in the classroom or outside. It may be run by a teaching assistant who has had training to run these groups or, most often, a teacher. These are often called intervention/booster groups by schools.
- Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/ learning and needs some extra support to close the gap between your child and their peers.
- He/She will plan group sessions for your child with targets to help your child to make more progress.
- A Teacher/learning Support Assistant, or outside professional such as a speech and language therapist, will run these small group sessions using the teacher’s plans, or a recommended programme.
Intervention groups are used consistently throughout Nursery and Reception for targeting children with areas of concern. If parents have a concern they are welcome to discuss this at any time initially with their Childs Key person or class teacher and the SEN Team.
Interventions in Early Years:
- 1-1 and small group Speech and language support
- Speed sounds intervention groups. ( Reception)
- Extra reading – 1-1 ( Reception)
- Handwriting groups – multisensory.
- Abacus Maths
- Social skills group
Early Years Resources
The SEN budget is directly devolved to the school. Emphasis is placed on providing a broad, balanced, creative and differentiated curriculum; therefore money is allocated to provide a range of resources. These are allocated according to need and include ancillary help, speech and language therapist, teacher time and materials and ICT support.
Resources currently available within classrooms are:
- Sloping boards for writing
- Pencils and pencil grips
- Different types of scissors
- Outdoor learning
- Role-play areas
- Gross and fine motor skills equipment
- Allotments and Poly tunnel
- Visual timetables
- Speech and language resources.
- Ruth Miskin phonics flash cards and speed sound charts
- ICT – specific Early years programmes
Early Years Transition
Transition is crucial to ensure pupils are prepared for Nursery, school or their next class or next school and that staff have all the information about each individual child they need to ensure the transition is smooth.
Transition is when a pupil moves from any of the following:
- Nursery to Reception
- Class to class,
- Key Stage 1 to Key Stage 2
- Key stage 2 to Key stage 3 (secondary school).
Early Years undertake an induction programme including letters and visits into Nursery for parents and children.
Reception children start full time at the start of September. Our Early Years manager visits all children in their Nursery setting to ensure a smooth transition to Primary School. where pupils have additional needs identified the SENCo attends the pre visits and meets with the Nursery setting SENCo so that provision maps can be discussed. Additional support is then identified and planned for on entry to Reception.
Pupils with additional needs who join our school either at the beginning of the year or during the academic year will be supported, as appropriate, so that a successful transition is achieved. The school works together with the Local Authority where a child is starting our school with a statement of Educational Needs to ensure that they are appropriately supported in conjunction with parents.
Early Years – Pupil and Parent/Carers Voice
Short Wood Primary School believes it important to identify the views of parents/carers and pupils.
At Short Wood Primary Nursery and in the Reception classes the children are involved in planning and reviewing their learning on a weekly basis.
In the nursery and reception staff discuss the children’s learning journal sharing the learning and recording their ideas.
Parents/carers are welcomed into Nursery and Reception and invited to attend induction sessions where they can ask questions about their child(s) school life. Staff also invite parents to settle their child into each session and have the opportunity to ask questions and share information.
Parents/carers are welcome to become involved with the PTA.. Parents/carers are regularly informed of events within school through newsletters, the website and social media. There is always a member of the senior school staff available before and after school to listen to parents’ /carers’ views and questions.
We also welcome parents to meet with, or ring the SENCO to discuss anything regarding their child.
Please contact Mrs Hazel Waterhouse on 01952 387360 regarding anything connected to SEN.
Early Years Accessibility
All children and young people with special educational needs or disabilities (SEND) should be able to reach their full potential in school. At Short Wood this means giving them access to the school building, the outside environment, the curriculum and the wider school life
Staff support children with toileting needs, in conjunction with parents. We are a school that can be easily accessed by wheel chair users for example, wide corridors and door openings, disabled toilets, all outdoor areas accessible, changing facilities.
The school have specific resources – Changeable height desks, sloping boards, pencil grips, wobble cushions,
TA’s who specifically support children to access all areas of school life. Staff have attended training to support child access the curriculum. : how to test hearing aids and support children with hearing loss, , moving and handling training to support moving children with physical needs.
Early Years Behaviour
At Short Wood we use positive policies to create a caring, family atmosphere in which teaching and learning can take place in a safe and happy environment. Our policy focuses on the positives and where positive behaviour is rewarded and whole school procedures are in place to deal with behavioural incidents. A major aim of the school policy and procedures is to encourage children to behave well by operating a system of praise and reward. This is for all children.
Lunchtimes and Break times (Reception only)
Where children have additional needs they may access one or more of the following lunchtime interventions:
- One to one adult support
- Learning mentor support 1-1 or small group
The catering team offer a wide range of specialist dietary requirement meals e.g. dairy free/ halal meat.
All Early Years and KS1 children have fruit provided daily.