Welcome Thank you for coming So what does

Welcome – Thank you for coming So what does being a parent of a child with an special education need or difficulty mean and how do we as a school support them and you?

Parental documentation to support legislation. (See across)

Our school’s SEND register is almost 12% - slightly lower than the West Berks. Average – you are not alone! We also hold records for children who are in receipt of the PPG or who are vulnerable. A child has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age has a learning difficulty or disability if he or she: Has a significantly greater difficulty in learning than the majority of others of the same age or, Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools

Our School A GAF form is way recording extra support to help us make a decision whethere are gaps within the child’s learning that can be supported by a short episode of support, or whether the need is more significant and support will be needed over a longer term. Support is centred around this cycle. Initially your child may have been placed on a Graduated Approach Form. A decision was then made that due to the level of need they would be placed on our SEND register.

In school support Support through additional resourcing including use of published and teacher planned interventions. These can be individual, paired or group sessions run on a daily, several times or weekly basis. A teacher or TA may run the intervention. Resourcing through equipment available for your child to access in lessons. ELSA is used for children who need additional social and / or emotional support (as many as 1 in 4 children might access this at some point in their school time with us. ) This is bespoke support for your child in addition to what would be good practice and is in place routinely to support learning. When needed outside professionals will come and support staff. This might include; assessing in the child, this might be physically, emotionally or academically – sometimes within more than one area of need.

What must we do?

Support and Achievement Plans • Led by the class teacher (with SENCo support if requested. ) • In consultation with parents / carers. • In the majority of cases with the children too • At least 3 cycles a year, updates will be made as needed. (This might not need a formal meeting. )

For children who’s primary need is socially or emotional based they will have a slightly different support plan that looks like this. The cycles / support is the same as for the SAPs

Who do we work with? Outside Support Agencies

EHCPs In Berkshire average in schools is 1. 4% In a school such as ours could expect to see 2 children with a plan. THIS IS AN AVERAGE. Parents or the school can make the application for an assessment. Even if an assessment is agreed this does not mean additional support on top of what the school is providing will be given. It secures, statutorily a level of support for the child and is reviewed annually. The needs of the child are significant and go beyond that which would “normally” be expected to be put in place to support a child with a SEND. Children have significant, and often complex needs that mean they need specialist / individualised support. As part of the plan staff can sometimes be allocated to work with specific children and will be trained in the specific areas of support. Support is structured in such a way as to try not to allow over–reliance. It is important to understand the significant level of need and that and EHCP is not given to “support a label” nor does it ensure one to one support – unless written into the plan. The plan is a way of ensuring the best possible support is allocated to a child with significant SEND to enable them to be as successful as they can be. As a school we endeavour to ensure all children are getting the best support we can provide – regardless of a child’s SEND.

Parental volunteers needed to help review update SEND policy – See Mrs Howlett

Current Policy (Can be found on our website under SEN)

Support for Parents Emotional / Mental health related triage to support. Will give guidance and /or support

Offer support and training for a wide variety of needs including; ADHD, Autism, Sleep problems, LAC and Post- Adoption support The directory every support service and group Included. Includes our Local offer

Swings and Smiles – Family Support

Sa. LT and OT

Welcome to SENDIASS Special Educational Needs and Disabilities Information Advice and Support Service or SENDIASS provides free impartial, confidential and accurate information, advice and support about education, health and social care for children, young people and their parents on matters relating to special educational needs and disability. We work to the Minimum Standards for SENDIASS and our team of senior practitioners are able to support, inform and advise on the basis of legal training and a detailed knowledge of education

Discussion time What is going well? What could we do to improve our practise? Any support / topics would like to discuss / visitors to speak? THANK YOU FOR ALL YOUR SUPPORT