SEND

• Parents notify us as part of the School Induction process
• Information is passed on from previous school
• Regular analysis of children’s progress
• Discussions with parents when concerns arise

Make an appointment to meet with the class teacher. The class teacher will liaise with the school’s Special Needs Coordinator and if necessary arrange for a meeting to discuss further.

• The first priority is to ensure that all children are receiving First Quality Teaching within the class that is differentiated to meet the needs of all pupils
• Additional resources, training and support from the school’s Special Needs Coordinator will be provided in order to meet the needs of children with additional needs
• A range of interventions are run to provide additional support outside of class lessons to meet the specific needs of the children where a concern has been identified
• Parents will be informed of any concerns and additional in class support/intervention that is being put in place
• A child on the SEN register will have a provision map which will outline specific targets and the intervention/support that child will be receiving
• Governors are responsible for monitoring the effectiveness of the provision in place for pupils identified with SEND and they will receive a report from the Special Needs Coordinator (SENCO)

• Progress data is collected and analysed at least termly. Children with SEND are highlighted in data analysis to monitor progress.
• Individualised provision maps will be reviewed termly to monitor progress on set targets.
• All interventions are monitored for impact and outcomes are defined at the start of any intervention which will show if the intervention is meeting your child’s need.

• We will arrange a meeting with you if we have any concerns or suggestions on how you can help us to help your child with their learning.
• Parent s are encouraged to chat with the class teacher during ‘soft start’ if further ideas and advice is wanted on how to support your child’s learning, or if necessary a meeting time arranged.
• Annual reports and Parents’ Evenings give all parents and carers regular feedback on their child’s up to date academic levels, individual reading, writing and maths targets and any behavioural, emotional or social difficulties.
• Pupils’ views will be obtained and when appropriate, they may attend all or part of any meeting.
• If you require further support our school’s Pastoral Manager may be able to provide this for you, or assist you in gaining access to appropriate agencies.

• Regular curriculum activities, assemblies and lessons in Personal, Social, Health and Citizenship and Social and Emotional  Aspects of Learning (SEAL)
• Additional support from Learning Mentors can be arranged as needed for individual children; a tailored plan may be put in place for pupils with the highest need.
• Attendance is monitored daily to support families to prevent unauthorised absence.
• Our Behaviour Policy includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.
• Relevant staff are trained to support medical needs. We have a medical policy in place.
• Pupils’ views are sought through school council and other forums.
• Pupils are encouraged to apply for leadership roles throughout the school such as Head boy and girl, prefects and House Captains.

• Educational outside agencies include: Educational Psychology (EPS); Outreach Services, including ASD; Specialist Resource Provisions at other settings, Special Educational Needs Consultants and Education Welfare Office (EWO).
• Specialist health services such as Speech and Language Therapy (SALT); Physical and Sensory Support Service (PSSS), which includes Hearing Impaired Service (HI) and Visually Impaired Service (VI); Occupational Therapy (OT); Physio-therapy (PT); Child and Adolescent Mental Health (CAMHS) other health professionals.
• Community based support agencies include: Belmore Children’s Centre, Social Services, Special Educational Needs and Disabilities Information and Advice Service (SENDIAS formerly Parent Partnership) and Community Police

• Time and money is regularly invested in training our staff to improve provision for all students.
• Our Special Educational Needs Co-ordinator (SENCo) is qualified and is an experienced teacher and holds the National Qualification in Special Educational Needs, as well as receiving ongoing SEN training in specific areas.
• All staff members, including TA, HLTAs and SMSAs receive training to best support our pupils with SEND, for example in dyslexia, Autism, Social, Emotional and Behavioural difficulties and speech and language needs.
• Our Equality/InclusionPolicy promotes involvement of all of our learners in all aspects of the curriculum including activities outside the classroom.
• Where there are concerns for safety and access, a personalised risk assessment is carried out to consider if reasonable adjustments can be made to meet any additional needs; if appropriate parents/carers are consulted and involved in planning.

• We have an Accessibility Plan in place and where feasible, make reasonable adjustments to improve the accessibility of our environment to meet individual needs. Our policy and practice adheres to The Equality Act 2010.
• Our school makes use of translation sites via our website and endeavour to arrange for a translator to attend meetings when necessary.

• We have an Induction programme in place for welcoming all new learners to our school.
• When necessary we will contact a new child’s previous school to gain further information in order to provide appropriate support promptly.

• We have very good relationships with our feeder settings
• Information is shared to support pupils’ learning and well-being at transition
• Enhanced transition programmes are developed for identified children that may require additional support.

• Finances are monitored and audited regularly.
• Resources are utilised to support the strategic aims of our setting as well as individual learner needs.
• Interventions are costed and evaluated to ensure a ‘value for money’ service.

• It is an expectation that all children receive Quality First Teaching within the class that meets children’s needs.
• Should additional support be required, this is undertaken after consultation with the relevant staff, the learner and their families as necessary.
• The SENCo oversees all additional support and regularly shares updates with the SEN Governor.

• Belmore Primary Academy strives to work in partnership with parents to support each child/young person’s well-being, learning needs, progress and aspirations.
• Belmore Primary Academy has an open-door policy to allow parents to contact their child’s class teacher with ease.
• Parents are invited to become involved in school-life through a number of means such as ‘soft start’ each morning, ongoing invitations to school events throughout the year, volunteering, consultations and completing parent view surveys.
• Parent workshops and/or in class visits to model our approaches to learning in various subjects, giving parents the confidence to support their child’s learning at home.
• Our Governing Body includes Parent Governors/representatives.

• In the first instance, parents/carers are encouraged to talk to their child’s class teacher.
• For students with SEND, further information and support can be obtained from the SENCo, Miss Harvey.