SEN (SPECIAL EDUCATIONAL NEEDS) – CORE OFFER

Garden Fields JMI School Core Offer (Complies with SEN Code of Practice 2014) – 6.79

“The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published should be updated annually and any changes to the information occurring during the year should be updated as soon as possible. The information required is set out in the Special Educational Needs and Disability Regulations 2014.”


Questions and Answers for Parents/Carers

1. Who are the best people to talk to at Garden Fields School about my child’s difficulties with learning, special educational needs or disability?
  • Talk to your child’s class teacher about your concerns.
  • It is likely that the class teacher will have discussed your concerns with Miss Palmer the school SENCo/Inclusion Co-ordinator and Assistant Head or Mrs Robbins, Pastoral Care Leader.  You may then wish to arrange a meeting with Miss Palmer and Mrs Robbins. Please ether ring the school on 01727 890440 (Option 2) or email admin@gardenfields.herts.sch.uk and Mrs Dicks or Mrs Merridan will arrange this for you.
  • If you continue to have concerns discuss these with the Head teacher.
2. How will the school let me know if they have any concerns about my child’s learning, special educational needs or disability?
  • Your child’s class teacher may initially speak to you at the beginning or the end of a normal school day and arrange a further time to discuss the concerns.
  • The class teacher may also talk to you about any issues at a parent/teacher consultation meeting.
  • The Inclusion Manager or Pastoral Care Leader may contact you and arrange a meeting to discuss your child’s difficulties with learning or emotional well-being and any possible support strategies the school might be considering.
3. How will the school consider my views and those of my child with regard to her/his difficulties with learning, special educational needs, emotional well-being or disabilities?
  • At Garden Fields school we believe it is very important for parents/carers to be involved in all areas of their child’s learning and we actively encourage discussions. We believe, where appropriate, that it is essential to understand your child’s views on any difficulties they may experience with their learning and emotional well-being.
  • You will be able to share your views and discuss your child’s progress at regular meetings with the class teacher and others.  These can be arranged through the office or a regular timetable of meetings can be drawn up in consultation with the Class Teacher and the Inclusion Team.
  • If your child has an identified special educational need you will be invited to a termly meeting with the class teacher to discuss current progress, support strategies being used and expected outcomes. The Inclusion Co-ordinator may also attend this meeting.
  • If your child has a Statement of special educational need or an Education, Health and Care plan (EHCP) you and your child will be able to share your views at the Annual Review.
4. How does Garden Fields ensure the teaching team is appropriately trained to support my child’s special educational needs, emotional wellbeing and/or disability?
  • At Garden Fields we believe that your child’s learning needs will first be met through the high quality first teaching delivered by her/his class teacher and the teaching team.
  • We regularly review the school training schedule and professional development for all teaching and support staff to ensure there is the appropriate expertise to support children with special educational needs.
  • The school is able to access training programmes from different organisations including Hertfordshire for Learning, Outreach teams, and Local Partnership Teams.
  • Garden Fields is proactive in ensuring that the teaching teams and where possible, all staff, have been trained in the needs of the current cohorts attending the school; examples include training in teaching pupils with visual and hearing impairments, working with children on the autistic spectrum, speech and language, dyscalculia, working memory, Pica and choking, SpLD, RWI 1:1, Fresh Start Literacy programme etc.  Our dedicated nurture team leader has received training through the Nurture Network and is working with the staff to ensure these skills are cascaded throughout the school.  We also have programmes running in the school to support specific needs, for example, Drawing and Talking to support emotional well-being.
  • Specialist individual training from outside agencies is arranged when necessary.
  • All training and programmes are responsive to the needs in the current cohort.
5. How will the curriculum and the school environment be matched to my child’s needs?
  • At Garden Fields we believe that your child’s learning needs will first be met through the high quality first teaching delivered by her/his class teacher and the teaching team.
  • We carefully plan our curriculum to match the age, ability and needs of all children.
  • The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability.
  • It may be appropriate to adopt different strategies or resources and adapt outcomes to meet your child’s learning needs.
  • Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning.
  • Garden Fields regularly reviews its Accessibility Plan to ensure that all children have the fullest access to the curriculum and the school site as possible.
6. What types of support may be suitable and available for my child?

This really depends upon the nature of your child’s needs and difficulties with learning. But our education provisions will match the needs of the four broad areas of need as defined in the SEN Code of Practice 2014;

  • Communication and interaction
  • Cognition and Learning
  • Social, emotional and mental health
  • Sensory and/or physical needs

At Garden Fields school we have a 3 tiered approach to supporting a child’s learning.

  1. Universal – this is the quality first teaching your child will receive from her/his class teacher and the teaching team and may include some very minor adaptations to match learning needs.
  2. Targeted – it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning.  This takes the form of a graduated four part approach of:
    a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes.
    Specific targeted one to one or small group interventions may be run outside the classroom. These will be limited to a number a weeks to minimise disruption to the regular curriculum. You will be kept informed of your child’s progress towards learning outcome.
  3. Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy, occupational therapy, sensory advisory teachers and the child development service. The school may need to prioritise referrals to these services. However, for a very small number of pupils access to these specialists may be through a Statement of SEN or an EHC Plan.

The current interventions provided at Garden Fields may include:

RWI 1-1, Fine Motor Skills, Drawing and Talking, Counselling, Nurture, Mentoring 1-1, Small group mediation, Social Skills groups, Lego Therapy and Speech & Language.

For more information please see Provisions.

7. How will you support my child to reach his/her learning outcomes?
  • The class teacher and other staff working with your child ensure that your child receives appropriate teaching and support in order to reach these goals. The learning plan, strategies and progress will be reviewed termly.
  • External agencies and specialists may also review your child’s progress and adapt their planning accordingly.
8. What is an EHC Plan and who can request one for one for my child?

The purpose of an EHC Plan is to make special education provision to meet the special educational needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/she gets older, prepare for adulthood. An EHC Plan will contain;

  • the views and aspirations of you and your child
  • a full description of his/her special educational needs and any health and social care needs
  • establish outcomes for your child’s progress
  • specify the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes

You, your child (where appropriate and aged 16 and over) and/or the school, usually the Inclusion Co-ordinator or Headteacher, can request that the local authority conduct an assessment of your child’s needs. This may lead to an EHC Plan.

http://www.thegrid.org.uk/learning/sen/send_pathfinder/ehc_planning/documents/at_a_glance_apr14.pdf

9. How will you help me to support my child’s learning?
  • There may be suggested strategies or activities for you to do at home to support your child’s learning.
  • We sometimes run parent/carer forums in school to help you understand the strategies used in school.  In addition, we may be able to offer you individual training in specific support strategies relevant to your child.
  • The Inclusion Co-ordinator may also support you with strategies, resources and ideas for supporting your child’s learning at home.
  • Meetings may be arranged with other professionals involved in supporting your child eg educational psychologists, speech and language therapists etc
10. How is support allocated to children and how do they move between the different levels of support in school?
  • Garden Fields receives funding from the local authority. These funds include money to support the learning of children with SEN and/or disabilities.
  • The Head teacher, in consultation with the School Governing Body, decides the budget for SEN provision on the basis of the needs of the children in the school.
  • The Head teacher and the Inclusion Co-ordinator discuss the effectiveness of the school’s current interventions and provisions and prioritise an action plan, which may include additional or alternative interventions, staff training and equipment needs.
  • This process is reviewed regularly to ensure the best possible intervention is provided to those children who require additional support to learn.
11. How will the school know that the support has made a difference to my child’s learning and how can I and my child be included in this review process?
  • Your child’s progress will be assessed both in terms of his/her regular learning within the class and with regard to specific intervention programmes.
  • The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and if not, what adaptations are necessary.  It may be decided that a further period of support would be beneficial for your child.
  • You and your child will be kept informed and encouraged to be actively involved at all stages of this support.
12. What support will there be for my child’s happiness and well-being at Garden Fields school?
  • At Garden Fields school we believe that the happiness and well-being of all our pupils is paramount.  All members of staff take this aspect of school life very seriously.
  • You can be confident that in particular your child’s class teacher, the teaching assistants, Pastoral Care Leader,  Nurture team and the Inclusion Co-ordinator are available to provide support to match your child’s needs.
  • You should feel free to contact your child’s class teacher if you have any concerns.  She/He will then liaise with the teams mentioned above and you may be invited to a further meeting to discuss possible support for your child.
13. How is my child included in all the same activities as his/her peers at school?
  • Garden Fields is an inclusive school and committed to providing equal opportunities for all children.
  • School clubs, educational visits and residential trips are available to all children.
  • When necessary the school will make reasonable adjustments to ensure that children with SEN and/or disabilities are included in all activities.
  • You should also feel free to contact your child’s class teacher if you have any concerns.
14. How will Garden Fields support my child in transition stages?
  • We liaise and where possible visit the school or nursery your child is transferring from.  We are able to discuss with the relevant staff any individual needs and how best to support your child in school.
  • While at Garden Fields we take care to ensure that during transition points (between classes each year and at the end of Key Stages) all staff are aware of individual pupils needs, learning progress and best support strategies. Where transition may be difficult for an individual we make sure that a programme is in place for support.
  • Garden Fields makes arrangements to ensure there is a smooth transition when your child transfers to his/her secondary school of choice by close liaison with the inclusion team at the new setting.  All supporting documents will be passed on.
  • If your child has an EHC Plan, we will facilitate its review in sufficient time prior to him/her moving between key phases of education. You will be kept informed of these arrangements and asked to attend the reviews.
15. Who can I contact if I have a complaint about the SEN provision made for my child?
  • Initially speak with your child’s teacher and/or the Inclusion Coordinator. Hopefully they will be able to address your concerns.
  • You can then contact the Head teacher, who may direct you to the school’s Complaints Policy and procedure.
16. If I have any other questions about my child at Garden Fields, who can I ask?

At Garden Fields school we are very happy to speak to you about any aspects of your child’s education. It is best to speak to one of the following in this order;

  • The Class teacher
  • The Inclusion Co-ordinator
  • The Headteacher

USEFUL LINKS

Whole School Provision

Hertfordshire Local Offer

Hertfordshire SEND Reforms Leaflet for Parents (PDF)

Relevant Policy Documents

  • SEND policy
  • Single Equalities Policy
  • Accessibility Policy
  • Curriculum Policy
  • Pupil Premium Policy
  • Complaints Policy and procedure
  • Educational Trips and Visits Policy

These can all be found on the Policies page of the website.

Outside Agencies who may work with children at Garden Fields

  • Speech and Language therapist
  • Educational Psychologist
  • Advisory Teachers
  • Hearing Impaired
  • Visually Impaired
  • Autistic Spectrum Disorder
  • Multi-Sensory Impairment
  • Speech, Language and Communication
  • Moderate Learning Difficulty
  • Occupational Health therapist
  • School Counsellor
  • School Nurse

Support in Hertfordshire for Special Need

Angels Support Group – Angels is a parent led voluntary organisation and Registered Charity set up in North Hertfordshire to support parents and carers of children with Attention Deficit Hyperactivity Disorder (ADHD) and/or Autistic Spectrum Disorders (ASD).

ADD-vance – ADD-vance is a constituted voluntary organisation set up in Hertfordshire in 1996 to support and empower adults, children and families with Autism, Attention Deficit Hyperactivity Disorder (ADHD) and related conditions in Hertfordshire.

HAND News – For news and information for parents and carers of Hertfordshire children with additional needs.

Herts Parent Carer Involvement – HPCI is the parent carer forum for Hertfordshire and part of a national network of parent carer forums. We are an independent parent carer led organisation with a network of parent carers from all over Hertfordshire. Our aim is to improve services for our families by working alongside those providing services for children and young people with SEND (Special educational needs and disabilities)

National Support for Special Needs

New SEN National Advice Service – The new SEN National Advice Service is part of Contact a Family’s integrated Helpline/Online service for families. It is staffed by experienced SEN advisers and is a one stop shop for parents and other family members caring for a child with special needs, on all education issues.

General

Dyslexia & Literacy Support

Dyscalculia & Numeracy Support:

Dyspraxia:

ADHD:

Autism:

Emotional Well-Being:

Speech & Language Needs:

Scoptopic Sensitivity & Visual Perceptual Difficulties:

Working Memory

Congenital Malanocytic Naevus (CMN)

Complex Needs:

Hearing Impairment

Visual Impairment

Cerebral Palsy

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