(reviewed Autumn 2017 – no changes needed)
Welcome to our SEND information page. Hopefully you will find everything that you need.
At Green Lane CE Primary School we recognise that all pupils are entitled to a quality of provision that will enable them to achieve their potential. We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all our pupils including those with a special educational need or disability.
Our school recognises there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their SEN.
At Green Lane CE Primary School we have appointed a Designated Teacher for Looked after Children who works closely with the SENCO to ensure all teachers in school understand the implications for those children who are looked after and have SEN.
At Green Lane CE Primary School we ensure that all pupils, regardless of their specific needs make the best possible progress.
There are now four broad areas of SEND, these are:
Communication and Interaction
This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs. The school has the support of a qualified Speech and Language Therapist who works with children in school and uses a range of technology to support and enhance language.
Cognition and Learning
This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties. The school has a unique phonic system – Charlie Bear – and involves parents of EYFS children in training sessions. We carefully monitor progress and make use of costed provision maps linked to SEN support plans to target and support children with group or 1:1 interventions. The school uses the outdoors and quality resources. It provides access to a wide range of professionals, including an Educational Psychologist who can conduct assessments in more complex cases.
Social, Emotional and Mental Health Difficulties
This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn. The school employs a specific worker who supports children and their parents using a wide variety of methods and strategies. Members of staff visit all new to EYFS starters in their nurseries and homes, with several school based visits for children and parents. We have an excellent relationship with the local secondary school and the transition is exciting and vibrant across the Summer term. Transition is tailored to meet the needs of individual children.
The school invites parents and members of the community in regularly to a wide variety of events. We have a rigorous and unique SMSC programme that staff follow as well as excellent support from the school nurse and the local police. Attendance is 95 – 98% and is outstanding because pupils enjoy school. The school has continually been graded as outstanding for behaviour from both Ofsted and SIAMS and children are proud of their school and motto ‘Team GL XL’.
The school adheres to its behaviour policy and works with parents if behaviour is inappropriate. The school can assess and analyse behaviour and has links to other behaviour support teams.
Sensory and/or Physical Difficulties
This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.
The staff are trained in the care of medical and health conditions. The building is well equipped with access to a wide range of specialist support and medical professionals.
More specific interventions and targeted support include: set phonics groups, 1:1 phonics and Literacy intervention; comprehension groups, daily reading groups, SATs booster groups, visual perception groups, movement and motor skills groups, basic skills enrichment groups and emotional health and wellbeing sessions including counselling.
Staff track pupil progress through Target Tracker, an electronic system and work closely with a consultant who analyses the data and liaises with staff on the report findings. We follow the SEN Code of Practice approach within our Quality First Teaching. All childen are given targets and children with SEND have these on their SEN support plans. We revisit all outcomes every term to formally review them, however teachers are continually moving children through them as progress can be within a lesson, a day or a week.