Special Educational Needs
Special Education Needs and Disabilities
Musbury Primary School
Our school joined the First Federation Trust on 1st June 2017. We have adopted the SEN policies and procedures of the First Federation Trust. SEN related policies can be found on the First Federation Trust website at: www.firstfederation.org/send-and-equality
How we support children with special educational needs or disabilities:
At Musbury, as a mainstream school, we are focused on providing high quality learning for all our pupils. Our teaching and learning experiences are focused on introducing, developing and embedding new learning creatively across all subjects. We admit pupils from 4 to 11 and have a nurturing ethos throughout the school. Our high quality, innovative curriculum ensures all children are included and can access the curriculum.
Within this context, children with Special Educational Needs or Disabilities (SEND) are supported to achieve to their full potential. We believe in providing children with high levels of need the highest quality, inclusive, education possible. Often this will involve them working with our most experienced and skilled members of staff to ensure they make great progress. Every child is encouraged, supported and challenged to succeed at Musbury, and this is fundamental to our ethos. Parents are included in close partnership working to ensure our SEND provision is exemplary.
The school works with other schools, in partnership, to continually improve its provision for SEND children, in particular those with social emotional needs.
How do we ensure that children who need extra help are identified early?
Children are identified as having special educational needs through a variety of ways including the following:-
- Child performing below age related expected levels and performance thresholds – this could be in any of the core subjects, or in social emotional development.
- Assessments of children on entry to school e.g. Speech and Language assessments, Baseline assessments
- Ongoing tracking attainment of children through the year
- Concerns raised by parent
- Concerns raised by teacher, for example behavior needs or self-esteem affecting academic performance
- Clear systems to raise concerns in place, involving consultation with parents.
- Consultations between class teachers and members of the leadership team where progress is discussed
- Extensive Liaison with external agencies e.g. Educational Psychology Service
- Health diagnosis through Pediatrician or advice from GP
- Liaison with previous school or setting, if applicable
What should a parent do if they think their child may have special educational needs?
Talk to us – in the first instance please contact your child’s class teacher or Mrs Vanstone, Head of Teaching and Learning.
Or alternatively you can contact the Inclusion and Safeguarding Lead (East Hub) Mrs Hannah Evans.
We pride ourselves on building positive relationships with parents. We will always strive to ensure any concerns parents have are heard, and we encourage parents to talk to us in this regard at their earliest opportunity. Equally, we will contact parents immediately, should we have any concerns.
Who will explain my child’s needs and progress to me?
The class teacher will meet parents at least on a termly basis, as well as at the usual Parent’s evening, to discuss your child’s needs, support and progress. If a parent requests, we can alternatively arrange an additional meeting with the class teacher, outside of this time. We will also communicate clearly with you as soon as we have any concern about progress – this will be outside of the regular parents meetings.
If there are progress concerns you can meet with Mrs Vanstone or the Inclusion and Safeguarding Lead (East Hub) Mrs Hannah Evans.
How will school support my child with SEND?
- Bespoke individualised plans called My Plans are made to support children with special educational needs. These will involve consultation with parents to ensure that support in place and is clearly understood by parents, and for them to enhance the plans by providing important information. Partnership working is very important in supporting children to make progress.
- A differentiated curriculum offer will ensure children are able to learn alongside their peers in class and make good progress in an inclusive environment.
- The class teacher will oversee, plan and work with each child with special educational needs or disabilities in their class to ensure that progress in every area is made.
- Operate specialist programs as directed by health e.g. Physiotherapy, speech and language support or similar
- Teaching Assistants are used, where appropriate, to support children with individualised plans and needs.
- The class teacher will use a provision map to set out the support your child is receiving and evaluate the success of any interventions.
- Some children are given an additional resources and the My Plan will set out the support your child is receiving and evaluate the success of any interventions. This tracks the support in detail, and shows which interventions are having the most impact.
- Some children will have more complex and detailed plans. Two examples of these are Behaviour Care Plans for children with very high level and complex behavior needs, and Education Health and Care Plans which are statutory assessments/designation of SEND
How do we make sure our support is effective?
- Clear systems for tracking SEND children’s progress
- Regular reviews with parents, professionals, agencies and staff in school
- Regular monitoring and review of systems and support by Senior Leaders in school and Governors
- Liaison and support for/with other schools in our local community and across the county.
- Working as a SEND leaders in our local teaching school alliance and learning community.
We work closely with Devon County Council to ensure we provide effective and efficient support for our pupils with SEND. More details about Devon’s local offer can be found here:
SENCO: Mrs Jayne Vanstone
Inclusion and Safeguarding Lead (East Hub): Mrs Hannah Evans