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SEND (special educational needs and disabilities) resources, activities and support to help you and your family during lockdown.
Support for your child at Ashley Primary School (SEND Information Report) 2019-20
Our job is to help your child achieve the very best they can at school. You know your child best and you may feel that they need some additional help or support for some or all their time at school. This page is to inform you of the types of support available for your child at Ashley Primary School. It will help you to understand who can help and how this support can be accessed.
All pupils in school receive quality first teaching. This means that a range of teaching and learning styles are used and that appropriate learning objectives are set for all children with a curriculum matched to their needs. All our classes are supported by teaching assistants and pupils are also offered additional one to one tuition, small group work or catch up programmes where needed.
At Ashley Primary School the progress and attainment of all pupils is reviewed every half term by the Senior Leadership Team at which time provision may be adjusted to meet identified needs. You would normally be informed about your child’s general progress and targets through the twice yearly Parent’s Evenings and annual report. If a child continues to have difficulty after intervention or has a high level of difficulty when they join us, they may be considered to have special educational needs (SEN) and placed on the SEN register. Parents will be informed of this.
Approximately one in five children will have special educational needs (SEN) at some time during their school career. Children with SEN have learning difficulties and/or physical disabilities which make it harder for them to learn than most children of the same age. They will need extra support or different help e.g. modified tasks, extra time or breaks in formal assessments. Schools and other agencies can help most children overcome their difficulties quickly and easily. But a few children will need extra help for some or all of their time in school. This means they may have difficulty with:
- Some or all of the work in school
- Reading, writing or mathematics
- Understanding information
- Expressing themselves
- Understanding others
- Organising themselves
- Sensory perception or physical mobility
- Managing their behaviour
- Making friends or relating to adults
The Special Educational Needs Code of Practice 2014, gives guidance to schools in meeting the needs of pupils. The first formal support children will receive is referred to as: Additional Special Educational Need Support (ASENS) This may involve:
- Extra help from a teaching assistant in a class
- Small group or individual support out of class
- Alternative resources such as a sloping board, ICT access, visual prompts.
- Specialist support from:
- Speech and language therapists
- Visual / hearing impairment teachers
- Health professionals
- Educational psychologist
- Occupational Therapist
- Children and Young People’s Services (CYPS)
- Child and Adolescent Mental Health (CaMHS)
Education Health and Care Plans From September 2014, all children and young people from age 0-25, who have significant special educational needs will undergo an Education Health and Care (EHC) Assessment (unless their parents, carers or the young person opt out of the new system). This may lead to an EHC Plan which is a legally binding document describing your child’s Special Educational Needs and Disabilities. They detail the specialist equipment, additional support and additional resources which must be provided. These plans are reviewed annually or sooner if required. Reviews include: parent, pupil, teacher, support staff, SENDco and other involved professionals.
If you would like to know what provision is in place for your child or if you have any concerns that your child has some additional need please speak to your class teacher who can put a plan in place to support your child. You are also very welcome to make an appointment with our SENDCo. Appointments can be made through the school office (0191 4564977).
Further information can be found on the school’s website (www.ashleyprimary.co.uk) regarding policies and SEND provision.We have a highly experienced team of staff who may be involved in supporting your child at Ashley Primary School.These include:
- Your child’s teacher, who will always make sure that tasks set are appropriate and accessible for your child. They are available to you at the start and end of each day.
- Teaching Assistants, who support all pupils in class. We have several additional TAs who help support groups and help individual children with their learning.
- The SENDCo (Mr Tim Dumble) co-ordinates the provision of SEN in school.
- One of the School Governors works with the SENDCo in leading SEN in school (Mrs Gladys Hobson)
- From September 2017,school will have a dedicated Child and Family Welfare Officer (Mrs Sarah Gill) who will be supporting pupils and parents via the Early Help Process and assisting parents with issues relating to parenting, attendance and punctuality.
- Sometimes school may commission Specialist Support to work with idenified children with a particular focus e.g. Speech and Language therapists or Occupational therapists.
- School Supports pupils with co-ordination difficulties and dyspraxia by an after school club run by a specialist sports coach.
- School has regular School Nurse sessions allowing you to discuss issues relating to your child’s development. (dates in newsletters and on the school website)
All teachers are teachers of SEND and are responsible for all pupils in their class wherever or with whoever they are working.
To ensure our staff have the skills and knowledge to support children with SEND, there is a programme of on going training both in school and elsewhere.Recent training has included Supporting pupils with Dyscalculia and dyslexia as well as assertive discipline.
During 2018-19, individual staff are scheduled to attend training: in Autistic Spectrum Disorder, teaching tables, Numicon, Attachment difficulties and behaviour in the class room, dyspraxia, grammar, spelling and BLAST (Boosting Auditory Skills and Talking).
All Teaching Assistants and staff have undertaken training in supporting pupils with literacy difficulties modelled and supported by a specialist teacher attached to the Educational Psychology Service.
- As part of our support for all children in school we have regular opportunities to consult with support services and health agencies through a multi-agency approach which sometimes includes completing an Early Help Assessment to support the family as well as the pupil.
- We will discuss the needs of the individual /family in school and plan together the best use of advice and support from other agencies.
- This may lead to the formulation of an Early Help Plan (EHP)
Professionals who might attend this meeting include:
- Our School Nurse who works closely with us and can advise and assess any medical needs. If a care plan is required this would be done in conjunction with the parent/nurse and reviewed annually as a minimum.
- Our Speech and Language therapist who works regularly in school and can advise upon whether your child would benefit from this support or assessment.
- Our Educational Psychologist may give advice or complete and assessment for a few children.
- Behavioural Support Professionals who give advice if required.
- Outreach Support from specialist schools.
- Our link Secondary Schools SENDCo who liaises to support successful transition to Year 7.
- Transition to Year 7 is also supported by the Local Authority Emotional Resilience Team.
- A member of the Early Help Assessment Team. (EHAT)
We believe meeting the needs of your child requires partnership working between all involved: school, parents/carers,pupils and other agencies.
If you want advice from professionals outside school you may find the following numbers helpful:
Parent Partnership: Gillian Harte 0191 4246345
Pupil Services South Tyneside LA: 0191 4247808
School Nurse Service: Andrea Gleave 0191 2831333
Any parent who is dissatisfied with any aspect of SEND support their child is receiving should initially discuss this with The SENDCo and subsequently the Head teacher.
In the event of this being insufficient to resolve any problems parents should refer to the school complaints Policy for further guidance.
Assessing the effectiveness of SEND provision
The effectiveness of the provision for pupils with SEND is reviewed annually by an analysis of data relating to pupil progress compared to similar schools and schools nationally contained within RAISEonline published by the DfE. The progress of pupils against IEP targets is reviewed on a termly basis with pupil involvement.
Pupil Voice and involvement
Pupils are fully involved in the IEP target setting and review process. They attend review meetings, Early Help Meetings and EHCP review meetings or submit reports or views, according to their age.
Ashley Primary is fully accessible to wheelchairs, pupils with walking aids eg Cavalier walkers used to aid pupils with Cerebral Palsy.
All classrooms are accessible without the need for ramps, as is the main entrance and school hall.
There is a disabled toilet for pupils to use.
There are two parking Bays reserved for disabled drivers or parents of children with disabilities.
Ashley Child Development Centre (ACDC) located on site, this is a specialist assessment centre for up to 16 Foundation Stage pupils with complex learning difficulties. This Centre serves the needs of pupils from across South Tyneside and places are allocated by a multi-agency panel which meets on a monthly basis. For further information contact the Centre Manager: Catherine Capeling 0191 4564977.
This document should be read in conjunction with the South Tyneside LA Local SEND offer.