Skip to main content

Buryfields Infant School SEN information report

Buryfields Infant School – where children will develop a lifelong love of learning through an exciting and enjoyable curriculum.

We firmly believe that every child deserves the very best start in life and have high aspirations for all.

SEN report introduction

All education settings have a statutory requirement to meet the needs of children and young people with Special Educational Needs and Disabilities ( SEND ).

Buryfields Infant School is a mainstream setting which provides an inclusive, broad and balanced curriculum for all children including those with special educational needs and disabilities. We want every child to be able to engage actively in learning and so be able to reach their full potential in all areas of school life knowing that they are valued and supported.

Below are a number of questions that we have answered to help you understand  SEND  provision at our setting.

How does our school know if children need extra help and what do I do if I think my child has special educational needs?

Pupils with SEND are identified through the school’s rigorous screening, assessment and monitoring processes. In the Reception Year pupils are assessed against the Foundation Stage Profile and at the end of the year we screen for signs of dyslexia with a specific test (DEST test). These assessments are used to identify pupils who may need additional support. Throughout the rest of the school monitoring against National Curriculum expectations allows staff to identify pupils who are not making at least expected progress. For those who join us outside of normal admission times we have an induction programme which includes some initial assessments to quickly identify any needs.

 

Concerns may also have been raised by parents or a previous educational setting. Concerns raised by teachers are discussed with the Special Educational Needs Co-ordinator (SENCo) and next steps considered. This may require additional assessment / support within school or, if appropriate assessment / support from outside agencies such as the Speech and Language Therapy Service, Educational psychology service or Primary Behaviour Support service. If a child meets the criteria for referral to an outside agency, then parents are involved and a referral is made by the school. Hampshire guidelines are used to help decide if a child has SEND and if they should be placed on the school’s register of SEN.

How will both I as a parent and the school know how my child is doing and how will you help me to support my child’s learning?

Once an assessment has been made and a need identified the school will write to parents to confirm that SEND support is required and to communicate the nature of provision which will be put into place. Provision is made in line with our SEN policy. This policy is monitored by a member of the Governing Body who is responsible for SEND.

Every child with an identified need will be given an Individual Education Plan (IEP). Existing statements or EHC plans will be followed where they are already in place for any child admitted to the school.

The school holds a provision map which identifies the needs and the form of support which will be put in place for every child with SEND. The provision map is reviewed half termly and adjusted based on the outcomes from the provision made. Support takes a variety of forms, for example, one-to-one delivery of Precision Teaching, SIDNEY (Screening and Intervention for Dyslexia Notably in the Early Years) or other appropriate programmes. The support is delivered via the school’s support staff either within the classroom or one-to-one outside of the classroom.  The support team meet half termly to review every child’s progress against their plan.

We assess the children’s progress against National Curriculum expectations, paying particular attention to how well children with SEND are achieving through the various support programmes being delivered. We aim to close any gaps between those with SEND and their peers. Where a programme is not having the desired impact we will make adjustments or select a different approach.

Communication with you as parents will be ongoing throughout your child’s time at Buryfields. We offer an open door policy where you are welcome to make an appointment to meet with either the class teacher or the SENCo to discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home. We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to foster regular communication between home and school.

Communication with parents also takes place at termly parent consultation meetings as well as through an end of year report. If your child has an IEP this will be discussed with you at each review point.

How will the school’s staff support my child?

The curriculum is delivered through high quality teaching, which enables class teachers to differentiate lessons by setting appropriate work for all pupils within their class. The needs of individual children are assessed and planned for. The provision is delivered by the class teacher, learning support assistant ( LSA ) or other support staff in consultation with the SENCo. This enables those with SEND to follow a differentiated curriculum alongside their peers.

How will the curriculum be matched to my child’s needs?

In addition to differentiation, specialist resources may be used to aid learning. A range of learning approaches may be adopted to suit the individual needs of your child, e.g. more visual prompts or practical tasks in order for them to fully access all curriculum areas and activities. Our support staff work with individuals and small groups as appropriate, ensuring support is provided while also promoting independence.

How is the decision made about what type of and how much support my child will receive?

The amount of support time given to your child will depend upon the severity and complexity of their needs. This is determined through discussions with the SENCo, class teacher, parents and agencies involved.  The support will be provided by a range of staff, including the class teacher, LSA,  SENCo or other support staff. In some cases specialist equipment is used, such as writing wedges, Numicon maths sets, enlarged text or ICT resources.

What support will there be for my child’s overall wellbeing?

We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.

The class teacher has overall responsibility for the pastoral, medical, social and emotional care of every child in their class, and so would be parents’ first point of contact. If further support is required the class teacher liaises with the SENCo for further advice and support.  This may involve working alongside outside agencies such as Health and Social Services, and/or the Primary Behaviour Service.

The school also has two ELSAs (Emotional Literacy Support Assistants) who work under the direction of the SENCo, providing support for pupils at the request of class teachers, parents or outside agencies. We also run a Nurture Group, supporting pupils with developing social and emotional skills.

The school has a policy regarding the administration and managing of medicines on the school site. Parents need to contact the office staff if medication is recommended by Health Professionals to be taken during the school day.

On a day to day basis the office staff generally oversee the administration of any medicines.

As a staff we have regular training and updates relating to conditions and medication affecting individual children, such as diabetes and allergic reactions, so that all staff are aware of how to manage medical situations.

As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. If a child has behavioural difficulties an Individual Behaviour Management Plan (IBMP) is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets. After any behaviour incident we encourage the child to reflect on their behaviour with an adult. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.

Attendance of every child is monitored on a daily basis by the school office. Lateness and absence are recorded and reported upon to the Head teacher.  We report this to parents every half term and we work closely with parents to improve attendance and punctuality where this causes concern as we know this enhances the life chances of pupils

What training is provided for staff supporting children with SEND? 

The person with responsibility for those with SEND is the SENCo , Mary Brice. Mrs Brice can be contacted through the school office or through your child’s class teacher. Our SENCo has achieved the National SENCo Award.

We have two trained ELSAs and two learning support assistants ( LSA ) who have completed Eklan training for speech and language.
All LSAs undertake regular training delivered by the educational psychology service within our school setting in addition to any relevant training from the wider Local Authority professional development opportunities eg. training in screening for dyslexia or behaviour management. Several staff members have received Numicon training to support maths. Specific training is undertaken as required to support pupils with particular needs.

What specialist services and expertise are available at or accessed through the school?

As well as the school’s own staff we have access to a range of external support services. We work closely with the school nurse who in turn has close links with other health services. We access the Educational Psychology service, who provide us with regular training as part of our service level agreement. We also work with the Speech and Language service, CAMHS, Primary Behaviour Support Unit and other specialist bodies as required.

If we feel that a pupil would benefit from support from any of these external services the class teacher or SENCo would discuss this with you as parents before any action was taken.

How accessible is the school environment, both indoors and outdoors?

The school is situated on one level, the majority of which is accessible by wheelchair. We have two disabled parking bays and disabled toilet facilities. The outside areas are accessible by wheelchair, with the grounds being made up of a mixture of grassy and tarmacked areas.

We work with the advisory teacher service to support pupils who require additional equipment and resources to access all aspects of school life. Parents are involved in discussions with specialist staff to ensure the appropriate provision is made and correctly used, with the relevant risk assessments in place.

Staff are on duty during break and lunch times to supervise the children and any pupils requiring additional support at these times will be identified to the staff on duty or may be supported by a designated LSA.

 

How will my child be included in activities outside the school classroom including school trips?

We run a range of clubs and activities at lunch time and after school. These are open to all pupils and are either run by school staff or outside agencies. If a child needs specific help or support to access any of these activities this can be discussed with the member of staff in charge of the club to ensure appropriate arrangements or support can be put in place.

School trips are planned and arranged taking into account the needs of all pupils, with additional advice from the advisory support service if required. Access for all pupils is considered and close liaison with trip venues enables the school to plan visits which cater for all pupils.

How are parents, carers and children currently involved in your education setting? How can I get involved and who can I contact for further information?

In our school all staff, parents and governors work closely together. Good communication between home and school is very important to the well-being and development of children and we provide various opportunities for parents to discuss academic, personal and social development. We have parent evenings, curriculum evenings, workshops, a newsletter and written reports. You can also make an appointment with the class teacher or SENCo at any time if you wish to discuss any matters concerning your child.

Our very active and supportive Parent Teacher Association ( PTA ) raise money for the school but also organise events that draw the school and local community together.

Parent helpers are very welcome throughout the school, helping in classes in a variety of roles.

Our school council is made up of two pupil representatives from each class. They attend meetings and then feed back to the classes, ensuring pupil voice is considered during decision making.

Targets are shared and discussed with all pupils and parents in order for them to participate fully in their learning and understand their next steps.

What steps should I take if I have a concern about the school’s SEND provision?

Your first point of contact is the class teacher. They will be happy to talk to you about your child’s provision and any concerns that you have. The SENCo is also available to discuss any worries or issues. You can also contact the Head Teacher or SEND governor if you wish to discuss concerns further. In the unlikely event that concerns are not resolved parents may feel it necessary to follow the school’s complaints procedure which can be found on the school’s website.

How will the school prepare and support my child to join your setting or transfer to a new school?

Buryfields Infant School has very close links with local pre-school settings and the local junior school. A great deal of time is invested in our transition process. The Early Years leader liaises closely with all the feeder pre-school settings, visiting each one and talking to staff. If a child is raised at this time as requiring additional supporta transition meeting will be held in the summer term before the starting date to ensure that everything is in place for the child to have a successful start to school life. Songs and Rhymes sessions are held in the summer term, providing parents and children with several opportunities to visit school and become familiar with the staff and the environment before their entry into Early Years. Home visits are also carried out at the beginning of the autumn term, providing an excellent opportunity to discuss any needs or concerns.

The transition of the Year 2 pupils to junior school is also carefully planned. Several visits are made to the main receiving school, with the junior school staff also coming to visit the children here. If a transition meeting is required for a pupil this will take place in the summer term before Year 3 begins, ensuring continuity of support and provision.

For pupils joining at a different start date we have an induction system to ensure as smooth a move as possible. Our proximity to RAF Odiham means that we are used to pupils joining and leaving throughout the school year and we have processes in place which successfully support this.We would encourage you to visit our school with your child before they start if possible so that they can become familiar with the environment and staff and any issues or concerns can be raised at that time. If this is not possible then the SENCo will happily speak to you on the phone.

Where can I get further information about services for my child?

The local authority has collated the provision for pupils with SEND by all the schools under its jurisdiction and compiled what is known as the Local Offer. This can be found on the county website:

Local Offer

Other useful points of contact are:

Support4SEND