Special Educational Needs and Disability Information Report
All schools in the Royal Borough of Kingston have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need and/or Disability (SEND) being met in a mainstream setting wherever possible, where families want this to happen.
Q1: What kinds of special educational needs for which provision is made at Ellingham?
At Ellingham, we can make provision for every kind of frequently occurring special educational need without an Education, Health and Care Plan, including dyslexia, dyspraxia, speech and language needs, high-achieving autistic spectrum conditions, learning difficulties and behaviour difficulties. We regularly access training and advice, so that these kinds of needs can be met. With training and advice we could meet other needs of pupils within our care.
The school also currently meets (and has previously met) the needs of pupils with an Education, Health and Care plan with the following kinds of special educational need: Autistic Spectrum condition, Speech and Language and Communication Needs and Medical Needs. Decisions on the admission of pupils with an Education, Health and Care plan are made by the Local Authority.
Q2: What is the school’s approach to teaching pupils with special educational needs?
‘Special educational provision is underpinned by high quality teaching and is compromised by anything less’ (SEN CoP, 2014)
High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing, and where necessary improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered. (CoP 6.34)
We strive to ensure that our approach to teaching and learning is of high quality and personalised to meet the individual needs of the majority of children/young people. Some children/young people need educational provision that is additional to or different from this. This is special educational provision.
In meeting the requirements of The National Curriculum Framework/Statutory Framework for the Early Years Foundation Stage, the school employs some additional teaching approaches, as advised by internal and external assessments e.g. precision teaching, mentoring, small group teaching and use of ICT software learning packages. These are often delivered by additional staff, employed through the funding provided to the school, under the close direction of the Inclusion Team and with regular liaison with the class teacher. This is known as ‘notional SEN funding’. The class teacher will remain responsible for working with the pupil on a daily basis.
We have a duty to make arrangements to support pupils with medical conditions. Individual healthcare plans will normally specify the type and level of support required to meet the medical needs of such pupils. Where children and young people also have special educational needs, their provision will be planned and delivered in a co-ordinated way with the healthcare plan. We will have regard to the statutory guidance supporting pupils at school with medical conditions. If a pupil requires medication then this is also recorded and administered by a member of staff who has received the appropriate training. All medication is kept securely and parents/careers are asked to ensure the medication is given with the prescription label. See Medical Conditions Policy.
At Ellingham, we are aware that at different times pupils may require additional support due to circumstances outside of school. On these occasions, we work with the family to identify ways in which we can support: whether that be individual sessions with our pupil and parent support assistants, after school sessions, at a club or accessing external agencies. We use a Behaviour Policy throughout the school and if a pupil presents challenging behaviour, we would work to implement supportive strategies to enable them to make positive choices and avoid exclusions. Behaviour support may be in the form of an individual behaviour plan and include break-time activities, small group intervention or the involvement of an external agency, the Individual Pupil Support Service.
Q3: What Activities that are available for pupils with special educational needs, in addition to those available in accordance with the curriculum?
All school journeys, clubs, trips and activities offered to pupils at Ellingham are available to pupils with special educational needs. For some pupils, ‘reasonable adjustments’ may need to be made. This is always done in partnership with families and carers. Ellingham offers a range of extra-curricular activities which are run either by school staff or external clubs and these can change on a half termly basis. Up to date club information is available from the school office. All pupils have access to games lead by our sports coaches at break times and lunchtimes. Currently there are restrictions in place due to government Covid guidelines.
Q4: Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or Disability (SEND)?
Assistant Head for Inclusion and SENCO (Mrs Cook)
Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
Ensuring that you are:
Involved in supporting your child’s learning
Kept informed about the support your child is getting
Involved in reviewing how they are doing
Making sure SEN support plans are co-constructed with you and your child
Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc...
Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
Providing appropriate training for teachers and support staff to ensure that they are equipped to meet the differing needs of SEND pupils.
You can make an appointment with Mrs Cook through the school office in person or by emailing email@example.com
Class teacher responsible for:
Monitoring the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENCO know as necessary.
Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.
Headteacher responsible for:
The day to day management of all aspects of the school, this includes the support for children with SEND.
Giving responsibility to the SENCO and class teachers but still being responsible for ensuring that your child’s needs are met.
Making sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
Inclusion Governor responsible for:
Making sure that the necessary support is made for any child who attends the school who has SEND. The governing body would work with the school to make referrals to social services, health professionals or the local authority if they believe a family needed additional support.
Q5: What are the different types of support available for children at Ellingham?
At Ellingham, we provide support at different stages.
Quality First Teaching from the class teacher:
(Quality First Teaching is about what should be on offer for all children: the effective inclusion of all pupils in high-quality everyday personalised teaching.)
This stage is for all pupils at Ellingham, as it applies to those with SEND and those without.
For your child this would mean:
That the teacher has the highest possible expectations for your child and all pupils in their class.
That all teaching is based on building on what your child already knows, can do and can understand.
Different ways of teaching are in place so that your child is fully involved in learning in class.
Work is well-differentiated to ensure it is matched to your child’s level/ability and that they are challenged when appropriate
Work is well-marked to ensure that children know what they have done well during a lesson and what they need to do next, to continue to make progress
Adults use a range of questioning to extend children’s thinking and to encourage children to use Higher Order Thinking Skills
Progress is tracked on a termly basis to identify children who are making less than expected progress and who would benefit from some additional intervention
Specific intervention as part of a small group of children:
This group work is designed to ‘boost’ children’s progress within a specific subject and help them catch up within an area of need.
For your child this would mean:
They attend daily/weekly ‘intervention’ group sessions that are carefully planned by the teacher and TA – most of the time these take place in the classroom, but they can take place in smaller group spaces
Their progress is carefully monitored each term to decide whether they need to continue to access the intervention
The group is led by either the teacher or the TA
They would access the intervention for a set number of weeks (usually 6 or 12)
The groups take place to ensure that children begin to make rapid and sustained progress within the identified subject area and can therefore work alongside their peers at the age-related expectations.
These interventions are designed to be short-term and are monitored and evaluated on a termly basis, to ensure progress is made for every child within the group. If children are still not making progress within this targeted intervention, the class teacher will seek advice from the SENCO to decide if the intervention needs changing, or whether we need to consider if the child has any underlying difficulties that need to be explored further.
If your child receives additional intervention, it does not mean that they have been identified as having a Special Educational Need or Disability.
SEND support: Interventions for children identified as having a Special Educational Need and/or Disability:
These interventions are specially designed for children who require support that is different from and additional to the provision made for pupils without SEND. As a school, we follow the SEND Code of Practice’s ‘Assess, Plan, Do, Review’ model to ensure that parents are involved in every stage of their child’s SEND support.
Q6: What are the different stages of support for children identified as having Special Educational Needs and/or Disability?
Children at this stage of support may have complex SEND needs but these needs are mainly met by Quality First Teaching and targeted interventions. However, advice may be sought from external professionals to ensure that all the support they are receiving is appropriate to their needs and well-targeted. This may be from the Educational Psychology service, the Speech and Language service or the Occupational Therapist. A termly review will take place with their class teacher making sure parents and pupil views are listened to and acted upon.
For your child, this would mean that:
They are on the school's SEND register
They are regularly supported by an adult during lessons
They access specific interventions to support their needs, e.g. a narrative group, fine motor skills group or a 1:1 support for specific literacy difficulties
External professionals (e.g. Educational Psychologist (EP) or Speech and Language Therapist (SALT) might come in and work with your child and your child’s teacher to ensure that the best support is in place and make changes to the way your child is supported, if necessary (parental permission will be sought)
As parents, you will be asked to come to termly review meetings for your child with the class teacher and the SENCO, which may also be attended by external professionals
Your child will have his/her own ‘SEN support plan’ which has specific targets and outcomes for him/her. It is co-constructed with SENCO, class teacher, parents and the individual pupil and reviewed each term.
Education, Health and Care (EHC) Plan
This stage is for the few children who require a highly individualised curriculum to meet their complex and high-levels of need. Your child will have undergone a Statutory Assessment by the Local Authority to assess the level of support they require, and this will have been heavily evidenced by the work of the external specialists/professionals that were involved at previous stages. The Local Authority will also ask for your views during the Statutory Assessment process.
Schools may receive additional funding to meet the requirements of EHC Plans to ensure that the appropriate support is put in place. The school will work with you to ensure that you fully understand the type of support available to your child and how we plan to add this to your child’s timetable each day. We are always keen for you to share your thoughts and ideas with us during this process and we also seek the opinions and views of the child, as we do in previous stages.
For your child this could mean:
Additional support from a teacher or teaching assistant per week; this can be in the form of additional adult support in class or as part of specific groups/targeted interventions
The progress of your child will continue to be monitored on a termly basis to ensure sufficient progress is being made
A timetable of support that is shared with the child and with you, the parents
A ‘‘SEN support plan’ as described previously which takes into account the child and parents view
An Annual Review (AR)of SEND – this is a legal requirement to ensure that the EHC Plan is still applicable to your child and no changes need to be made to it
Have carefully supported transition to secondary provision to ensure that appropriate support continues to be put in place as they move on from the primary phase
Termly reviews (one of which will be the AR)
Continued support from external professionals and specialists, e.g. EP, SALT, EHS
Q7. How we evaluate the effectiveness of the provision made for pupils with special education needs with or without an Education, Health and Care Plan
Regular monitoring and review will focus on the extent to which planned outcomes have been achieved. The views of the pupil, parents/carers and class teachers will be taken into account. The assessment information from teachers will show whether adequate progress is being made.
The SEN Code of Practice (2014) describes adequate progress as:
Is similar to that of children of the same age who had the same starting point
Matches or improves on the pupil’s previous rate of progress
That which allows the attainment gap to close between the pupil and children of the same age
There will be a termly review of the provision made for each child with SEN, targets set for the term ahead, which will enable an evaluation of the effectiveness of the special provision to be made.
Pupil's with EHCP's are involved in the annual review process through a pupil centred approach and we capture their views and ensure they are presented at the annual review via a powerpoint or through the use of visuals, whichever is most appropriate for the child.
Q8. How can I let the school know I am concerned about my child’s progress?
The best person to talk to in the first instance is your child’s class teacher. They will be able to discuss your concerns and talk further about the possible options.
If you are still concerned about progress, you can speak to Mrs Cook who is the Assistant Headteacher for Inclusion and SENCO. You can make an appointment with Mrs Cook through the school office in person or by emailing firstname.lastname@example.org
Q9. How will the school let me know if they have any concerns about my child’s learning/progress?
If your child’s class teacher has a concern about their progress or learning needs, they will set up a meeting with you to discuss this further. During the meeting, you will typically discuss:
The area(s) of the curriculum that show your child is not making the progress that we would expect them to
The interventions/support that we aim to put in place for them and for how long
Any concerns that you may have, including any family history of similar difficulties
Any referrals that may need to be made to external professionals, to gain further advice
Q10. How is extra support allocated to children and how do they move between the different levels?
The school budget, received from Kingston LA, includes money for supporting children with SEND.
The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
The Head Teacher and the SENCO discuss all the information they have about SEND in the school, including:
The children getting extra support already
The children needing extra support
The children who have been identified as not making as much progress as would be expected
and decide what resources/training and support is needed.
All resources/training and support are reviewed regularly and changes made as needed.
The needs of the children are paramount in the decision-making process and we use our budget to fully support them in any area of need.
Q11. Who are the other people providing services to children with a SEND in this school?
At Ellingham, we have a range of professionals who work with our SEND pupils. These include:
Pupil and Parent Support Assistants (members of school staff)
Speech and Language Therapists
Emotional health service
Children and Adolescent Mental Health Service (CAMHS) Mental Health Support Team (MHST) School Nurse
If we believe a child needs access to any of these services we have a conversation with parents to get their consent then make a referral into an individual service. Waiting lists are managed by school staff.
Q12 What support is available for improving the emotional and social development of pupils with special educational needs at Ellingham?
At Ellingham, we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching for instance during PHSE lessons or small social skills or Resilience groups and indirectly with every conversation adults have with pupils throughout the day.
For some pupils with the most need for help in this area, we also can provide the following: mentor time with our ELSA and pupil and parent support assistants or a referral to external agencies such as Educational Psychology, Emotional Health Service or CAMHS.
Pupils with emotional and social needs because of their special educational needs will be supported to enable them to develop and mature appropriately.
We are interested in hearing parents/carers and pupils’ views. Class teachers are available to meet with parents through arranged appointments, which are in addition to the Parent Consultation Evenings. Class teachers review with pupils individually and provide them with opportunity to discuss what would work better for them through conferencing. Concerns from both pupils and parents should be raised with the class teacher as soon as they arise.
The school uses its Anti-Bullying Policy throughout the school. Children and young people with SEN can be more likely to be the victims of bullying, so it is important to ensure that they report any behaviour that concerns them immediately to school staff and parents. We will take any incidents seriously and follow the procedures set out in the policy.
Q13. What arrangements are made at Ellingham for consulting young people with special educational needs, and involving them in, their education?
When a pupil has been identified as having special educational needs because special educational provision is being made for him or her, the pupil will be consulted about and involved in the arrangements made for them as part of person-centred planning. Pupils’ views will be gathered through conferencing and child-friendly questionnaires and if considered appropriate, Pupils who have Education Health and Care Plans will be invited to attend the annual review, if judged to be appropriate by staff and parents.
Q14. How are the teachers in school helped to work with children with an SEND and what training do they have?
All teachers receive termly training from the Inclusion Leader/SENCO on various SEND-related areas during allocated staff meetings. This is often designed to give staff further strategies and guidance on how to support SEND children more effectively. Support staff are also invited to this training and also access separate training to enhance their skills further. This training can be also be delivered by external professionals, using specific objectives agreed with the SENCO.
Examples of recent training include:
Using effective questioning when supporting children
EAL and SEND Zones of regulation Differentiation
Staff also attend courses that are provided by Achieving for Children or by external providers. Staff disseminate this information to others to ensure that relevant training is shared. If the training has been very successful for one member of staff, the school will sometimes invite that trainer in to provide a session for the whole staff team.
Q15. How will the teaching be adapted for my child with SEND?
All class teachers plan their lessons thoroughly, in accordance with school policy. Part of this policy states that children should have work that is differentiated, so that they can access it as independently as possible. This includes children with SEND.
Teachers work to ensure that the planning shows adaptations for children with SEND and that it is presented to each learner in a way that is suitable for them. For example, if a child is a very visual learner, picture clues and visual instructions are used to support their learning. If a child has fine motor difficulties, a scribe may be used or a child can have access to a lap top.
Teachers will seek advice from experienced teaching staff, as well as the Inclusion Leader to ensure their planning meets the individual needs of identified children.
Children access individual or small groups interventions when the need presents itself. This is to help clear misconceptions or to pre-teach necessary content.
Planning, assessments and the children’s books are monitored regularly by the Senior Leadership Team to ensure that they are meeting the needs of all identified children. Support is offered to all staff as necessary.
Our sports coaches have a good knowledge of pupils with SEND and attend training to ensure they can differentiate their lessons to enable all pupils to participate and achieve.
Q16. How will we measure the progress of your child in school?
Your child’s progress will be measured in the following ways:
All children’s progress is monitored on a termly basis so that we can identify any children who are working below the expected level, or who are making slower progress.
Children accessing interventions are also monitored so that we can evaluate the impact of the intervention for individual children. We do this by setting an entry and exit criteria at the start of the intervention programme.
Teachers and TAs work together to discuss the progress of children in their class during weekly PPA time. Work is then planned accordingly to ensure children continue to make progress.
If your child is making less-than expected progress, the class teacher will ask to speak with you so that necessary support can be put in place.
Parents will receive an annual school report which will also discuss the progress of your child across the whole year. There is also a chance to meet with the teacher three times a year, so that progress can be reported on regularly.
If your child has identified SEND you will discuss progress and outcomes at your termly review.
Q17. What support do we have for you as a parent of child with SEND?
As a school, we operate an ‘open-door policy’ where parents are able to speak to their class teacher or the SENCO at a mutually convenient time – this is normally after school, to enable class teachers to discuss your child without teaching commitments. The Inclusion Leader is non-class-based, so is more able to discuss any concerns you may have during the school day.
At Ellingham, we also have two experienced Pupil and Parent Support Assistants who are available to offer support to all our parents, including parents of SEND pupils.
We also work with the Parent Partnership Officers at KIDS Richmond and Kingston SEND Information, Advice and Support Service (SENDIASS). This organisation supports parents of children with SEND and offers advice. Their contact number is: 020 8831 6179. Further information can be found at kr.afcinfo.org.uk/local_offer
We work closely with social services if there is necessary involvement for a family. They may have a social worker or family support worker who we liaise with and often provide space in school for professionals to meet with children and parents.
You can make an appointment with Mrs Cook our Assistant Headteacher for Inclusion and SENCO through the school office in person or by emailing email@example.com.
Q18. How is Ellingham accessible to children with SEND?
Ellingham was rebuilt in 2012 and is therefore fully accessible to children with physical difficulties, as our classrooms upstairs can be accessed by a lift. Staff have had necessary training to ensure the safe evacuation of pupils with physical disabilities in an emergency.
We ensure that appropriate equipment and resources are in place for pupils with identified SEND, to enable them to access the curriculum as fully as possible. All classes use visual timetables and break lessons down using visual structure to meet the needs of all pupils
Q19 What arrangements are made by the governing body relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school?
The same process is used for handling complaints relating to SEND as for all other complaints. Please refer to the school’s ‘Complaints Policy on the website. In accordance with our Complaints Policy, we encourage parents to discuss their concerns initially with the class teacher or key stage leader. The SENCo can also attend this meeting.
Q20. How will we support your child when they are leaving this school? Or moving on to another class?
At Ellingham we strongly believe in planning ahead for a smooth transition. We work closely with other schools to ensure that children moving on are given the appropriate support that they need as they further their education.
If your child is moving on to secondary school or simply moving to a different school, we will do the following things:
Make contact with the school’s SENCO as early as possible, to arrange for them to visit us to discuss the individual needs of your child and to meet your child, as appropriate
Invite you to meet the new school’s SENCO and discuss any issues or concerns you may have about transition. We would also invite any external professionals, as appropriate
Work with the new school to ensure that they have the necessary paperwork, including examples of your child’s current timetable, extra provision/interventions and strategies to support them.
Provide our contact details for your child’s new school, should they have any further questions
At Ellingham primary school we review our special educational needs and disability report annually. Published Autumn 2020