As a school, we identify pupils who have an additional need in a number of ways. These may be through conversations with staff, data analysis, working with parents and liaison with external agencies.

We will assess a pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
Is significantly slower than that of their peers starting from the same baseline
Fails to match or better the child’s previous rate of progress
Fails to close the attainment gap between the child and their peers
Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
Support will be considered in the following stages:
• Stage 1: An initial concern form.
Staff will complete an initial concern form to detail concerns and intervention that will be put in place to support the child for at least half a term. Initial concern forms will be attached to the child’s file so that a child’s progress can be tracked and conversations will be had with the SLT during pupil progress meetings.
Interventions may include small group focused sessions on targeted areas such a spelling, reading, speaking, writing or math. These will be delivered by a member of staff who knows the child well to assess their progress over time.
• Stage 2: Class Provision Map
Following an initial concern form, if a child is not making expected progress, they will be added to the class provision map and placed in additional intervention groups. This provision map will include a description of the interventions planned to support the child, frequency and outcomes for the intervention. Where possible baseline and final assessments will be included to show progress. The child will be recorded as monitored. This provision will be shared with parents during Parent Consultation Evening or an additional meeting.
• Stage 3: A Learning Programme
A Learning programme will be written if a child needs additional support and is taking part in an increasing number of interventions, with a number of APDR cycles at Stage 2. This may also include possible support from additional agencies, with a view towards more formalised support in the future. A Learning Programme will detail targets in multiple areas, with intervention allocated to meet these targets. External agencies involved with the child may deliver provision or provide programmes to support the child such as Speech and Language, Physiotherapy or Occupational Therapy. This plan will be shared with parents and will be reviewed and updated regularly. The child will be recorded as SEN support and added to the SEN register.
• Education and Health Care Plans
An Education, Health and Care plan (EHC plan) is a legal document which describes a child or young person’s aged up to 25 special educational needs, the support they need, and the outcomes they would like to achieve. The special educational provision described in an EHC plan must be provided by the child or young person’s local authority. An EHC plan can only be issued after a child or young person has gone through the process of an Education, Health and Care needs assessment.
Children with an Education and Health Care Plan will have a Learning Programme which details targeted support to meet their needs and progress towards their EHCP outcomes. An EHCP review will take place annually to review the outcomes of a child’s EHCP.

Partnerships with parents plays a key role in enabling children with special educational needs to achieve their full potential. The school recognises that parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them.

Children with special educational needs will be encouraged to participate in the decision making process and contribute to the assessment of their needs, the review and transition process. Whatever a child’s special educational needs, their views will be sought to make sure we are supporting the whole child and not just their academic ability.

If you would like to speak to a member of staff about any concerns, please contact your child's class teacher initially. If you have spoken to your child's class teacher and would like to speak to the Special Educational Needs Coordinator please see details below.

SENCO: Miss Samantha Langston
SEN Link Governor: Mrs Rachel Hatton
Parent Support Worker: Mrs Vicki Bates
If you have any concerns, please contact the SENCO via the school office on office@glenthorne.staffs.sch.uk or 01922 666266.

Please refer to our school website on the link provided. These can be accessed via the school policies page and SEN page in the key information section.

Teachers are responsible and accountable for the progress and development of all the pupils in their class.
High-quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.
We make the following adaptations to ensure all pupils’ needs are met:
-Differentiating our curriculum and providing reasonable adjustments to ensure all pupils are able to access the curriculum. For example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
-Adapting our resources and staffing to support children with additional needs
-Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
-Differentiating our teaching strategies, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
-Reviewing and adapting interventions offered within school to support children with additional needs.
-Bespoke reasonable adjustments for social, emotional and behavioral needs.

All classes have an SEND toolkit available in their classroom which provides a number of resources to support learners with SEND. Where children require individualised resources, these will be provided directly to the child and can move through school with them.
All subject leaders work alongside the SENCo to evaluate the quality of SEND provision in their subject area. This includes identifying the ambition for SEND children in that subject and identifying and understanding assessment to know how children are achieving. The use of reasonable adjustments and resources available to support children with additional needs as well as the policies in place.

We have two levels of support in place here at Glenthorne.
If a child is being closely monitored, they will be added to the provision map. This will identify what targets the children are working on and how they will be supported in meeting these targets, whether through additional intervention or reasonable adjustments.

If a child requires more support, possibly accessing support from an outside agency or more frequent support in school, they will be placed on the SEN register and will be given a learning programme. These targets may reference advice from other agencies or strategies they are using linked to a specific intervention.
Interventions and reasonable adjustments made in the classroom will be closely linked to their targets to provide them with the best access to the curriculum.

Each cycle of assess, plan, do, review will be shared with you through discussion at Parent Consultation Evening. If your child has an EHCP or is on the journey towards EHCP, you will be invited in for an additional annual review meeting each year. If you wish to arrange further meetings to discuss your child's education, we will accommodate where possible. These meetings will be more frequent if your child is going through diagnosis of a condition or external agencies are involved and advice is being implemented in school.

At Glenthorne we offer a range of interventions including;

Toe by Toe
ELSA
Lego Club
Nessy Reading and Spelling
Sensory circuits
Fine motor and gross motor skills programmes
Catch up phonics
Accelerate Reading
Comic Strip Conversations
Time to Talk
Forest School
Same day intervention (Red Star)
As well as interventions for those children struggling with reading, writing and math.
Where children have an Education and Health Care plan, they may receive additional adult support during lessons and break times.

Our approach to differentiation,
Teach to the Top is our commitment to ensure that we do not set limits on our children’s potential. Within our safe and inclusive environment we encourage, challenge and support children to be the best they can be, whatever the subject. Teach to the Top ensures that no ceiling is placed on a child so they are able to access all levels of work.
Work is differentiated using coloured groups and children are encouraged to work within their group or higher. Assessment for Learning is carried out continually within the lesson to ensure accurate assessment and that children's needs are being met.

We recognise each child as a unique child with individual needs, therefore our curriculum is also adapted to meet the needs of all learners, so that every child reaches their full potential. We are committed to providing the very best teaching and learning experiences, which inspire and challenge pupils to demonstrate exceptional outcomes.

Independence is one of our five values and it is installed in children from the minute they enter our school. Resilience, High Expectations, Collaboration and Tolerance and Respect also underpin our curriculum.

We offer a range of provision, interventions and use a variety of reasonable adjustments within our school. We work closely with a wide range of external agencies to ensure that we are supporting the children to the best of our ability. We seek outreach support from other schools, including specialist settings when additional advice is needed.

The SENCo works closely with teachers and support staff to plan suitable educational programmes.

Following guidance, we will make sure that reasonable adjustments are provided during exams including small groups and 1:1 scribes.

The SENCo works closely with the Governors and Headteacher to ensure the SEND budget is allocated appropriately to meet the needs of pupils. The budget is spent on additional staffing, resources and training. The school receives funding to respond to the needs of pupils with SEND from a
number of sources: A proportion of the funds allocated per pupil to the school to provide for their education (the Age Weighted Pupil Unit); The Notional SEN budget and The Pupil Premium funding for pupils who meet certain criteria. In addition, for those pupils with the most complex needs, the school may be allocated Additional Educational Needs funding.

Additional funding can be secured in a number of ways including Individual Needs Funding and Education and Health Care Plans. This will be through discussion with parents and external agencies.
Funding may be used for the following:
-In-class support from teaching assistants.
- Small group support from teaching assistants e.g. nurture groups, English and
math support.
-Bought in support from external agencies e.g. access arrangement assessment,
speech and language support, SEMH support.
-Parent workshops.
-Provision of specialist resources e.g. assessment software, sensory tools, physical resources.
-CPD relating to SEND for staff.

All of our staff are trained in the following:
-Attachment and Trauma informed approach
-Assessment for Learning
-Emotion Coaching
-Reasonable adjustments
-Reading and Phonics teaching and interventions
-CPA approach in Math
-Curriculum updates
-Mental Health Awareness Level 1
-Little Wandles Phonics Training
Staff are given regular updates about areas of need and strategies to support children.

Individual or groups of staff are trained in the following:
-Autism (Autism in girls, Pathological Demand Avoidance, Understanding Autism for all staff, Autism and Emotional Regulation)
-ADHD
-Reluctance to write
-Sensory needs
-Precision Teaching (for all core subjects)
-Physiotherapy
-Occupational Therapy
-Speech and Language Therapy and Receptive Vocabulary
-Emotional Literacy Support Assistant
-Comic Strip Conversations/Social Stories
-Forest School Level 3
- Outdoor Learning Level 2
-Time to Talk
-Early Excellence Outdoor Provision
-Accelerate Reading
-Subject specific interventions
-Global Development Delay
-Speech Sounds
-Outcome Star
-The Graded Profile
-Social and emotional training including bereavement

The support a child receives is decided in a number of ways:
-Through Pupil Progress Meetings, with the senior leadership team and class teacher, identifying gaps in learning
-Upon receiving advice and recommendations from external agencies and outreach support
-Through conversations with staff and parents
-As included in official documentation e.g. an Education and Health Care plan
-Through regular multi-agency meetings (these will include parents/carers)

Parents and carers will be involved in discussion about the support their child receives and this will be detailed on the provision mapping or their Individual Learning Programme or EHCP.

Resource available are:
-Highly trained teaching Assistants
-Experienced SENCo who is part of a wider inclusion team
-A range of practical resources which are used for interventions and to ensure reasonable adjustments are in place
-Links with external agencies and outreach support including and not limited to Autism Outreach, Occupational Therapy, Autism Service, CAMHS
-Staffordshire Educational Psychologists and privately funded psychologists where needed
-Individual resources on a needs basis linked to SEND or Pupil premium/pupil premium plus funding
-School dog Nellie
-Assistive Technology
-Health provision

Resources are sought depending on a child's need and funding stream.

-Progress is assessed through Pupil Progress Meetings which take place every term. Interventions are also reviewed by the SENDCo on a regular basis. These meetings look at a range of data which include scores in a variety of assessments but also include teacher/teaching assistant observations and knowledge.
-Progress will be communicated through termly reports and parent consultation meetings. If your child has an EHCP, their progress will also be discussed in detail in their annual review.
-Planned learning is available to view on the school website and how we adapt learning for pupils' individual needs.
-Some identified pupils have regular contact between school and home through Class Dojo or though a Home/School diary. Class Dojo can be used by all parents to ensure regular contact with their child's class teacher and other members of staff.
-We have an open door policy at Glenthorne and parents are encouraged to contact us if they need to share information or have any concerns. The contact information is also available on the school website in the SEND section as well as the Pastoral Care section. We have an experienced Inclusion Team which include the SENDCo, the Headteacher and the Family Support Worker. All of these can be contacted via the School Office, email or through Class Dojo.
-Throughout the year, we also hold Coffee Mornings for groups of parents with similar needs to meet with staff and each other to share experiences, offer advice and how to access support.
-We have a strong history of working with specialist services to support pupil learning as well as for their social and emotional health. We warmly welcome advice and will action strategies and support to the best of our ability.

Depending on need, and your child's individual plan, we will offer advice on how you can support their learning at home. This may be through the class teacher, their support assistant, the Family Support Worker or by the SENDCo. We also offer advice though our website as well as through Parent Meetings and workshops. We have also linked parents with training such as Mental Health training and courses run by the Children's and Young Person's Autism Service.

Children's views are listened to through their reviews and recorded. This includes when seeking further support or evaluating the support currently in place.
We also use SEND Pupil Voice when we monitor subjects and provision throughout school. The SENDCo liaises with subject leads to ensure that the pupils with SEND are planned for and accommodated within their area of the curriculum.

We measure outcomes and the impact of support in a variety of ways.
These include:
-standardised scores in core subjects
-outcomes from reading screening (age scores and phonic scores)
-age scores in maths
-observations of pupils within their classes and interactions with peers
-Boxhall profiles (a measure of their social and emotional wellbeing)
-Speech and Language outcomes (incl Time to Talk assessments, BPVS)
-Staffordshire Primary Interaction Curriculum (SPRINT)
-Precision Teaching Scores
-Specific assessments linked to an assessment (Accelerate Reading)
-Pupil Voice
-Parental Feedback through annual reviews, questionnaires and consultations

KS1 and KS2 pupils enter school through the main playground gate and walk to their classrooms. EYFS go through a side gate straight into their classroom and are met by their class teacher.
On the main gate and in the playground, there will be staff available to talk to, pass on information to or support you if your child needs some assistance. Our school dog is also available on the gate in the morning as she is invaluable to give children a friendly and calm start to their morning. For some of our pupils, we have bespoke starts to the day where they are met by their key member of staff if needed.
We also run a sensory circuit session as children enter school for some of our pupils who require it first thing to set them up for the day ahead.
At the end of the day, pupils in KS1 and KS2 are taken out onto the playground and dismissed to their waiting adult.
Where required, some children have additional 'check out' sessions at the end of the day to discuss any occurrences during the day and end their day on a positive note. For some of our pupils, the teacher or support assistant will do a handover to their adult or record information in a communication book.
At break time and lunchtimes, we have trained staff with identified pupils and have a range of activities in place. We have Year 5 pupils who run a 'Healthy Hearts' club for younger pupils. We also have Playground Pals who are on hand if needed. There are also quiet zones if pupils need some time to sit and relax.
Depending on the child/children and their identified need, PE lessons and school trips are risk assessed accordingly. If there is 1:1 support in place, they will be able to support during these times. We undertake risk assessments with knowledge of the child and what their need is. These will be shared with parents/carers if appropriate. Risk assessments need to be approved by the Educational Visit coordinator and the Headteacher before a visit or activity takes place.

At Glenthorne Community Primary, our aim is to provide the highest quality pastoral care throughout the school. All staff work together to help pupils at our school to achieve their best-educationally, socially and emotionally.
Every member of staff is committed to supporting the emotional health and well-being of all our children and their families. All staff are happy to speak to pupils and parents/carers about any concerns they may have. However, we also have a dedicated Pastoral Care Team, who are responsible for ‘Inclusion’ within the school.

For Pupils:
An active Pastoral Team which children can be referred to or self-refer
Robust Inclusion Team.
Open door policies for all pupils with Leadership and PSW.
Staff training on how to provide a nurturing environment and children are taught to speak to members of Staff about any problems they have
Staff trained in Attachment and Trauma Awareness.
Staff trained in Emotion Coaching.
Rigorous behaviour monitoring and looking for possible causes of the behaviour.
Displays around the school promoting wellbeing and providing opportunities to talk.
Students feel safe to report concerns about other students
Assemblies on Health and Wellbeing-links with Jigsaw PSHE Scheme
Mental Health Awareness Week
Hello Yellow Day-focus on well-being and ways to calm
Circle Times sessions in class-Jigsaw Scheme
Nurture Groups
Secondary Transition groups
Pets as Therapy-we have a school dog who supports children in school and other animals
Pupil Leadership Team (School Council)
Pupil voice for Annual Reviews and EHCP conversations
Bespoke behaviour plans for those who need reasonable adjustments
Sensory Circuits to start the day in a calm way
Building a strong partnership with parents

We offer a range of support within school to support friendships and promote self-esteem.
These include:
Breakfast Club
Lunchtime clubs
Playground Pals
After school clubs (Sports, Well-Being Warriors, Cooking, Crafts)
Nurture Sessions and the use of 'The Haven'
'How to be a friend' group
My Star
Forest School and outdoor learning
Forest Fridays-Play and Stay with pre-school
A range of interventions, including Comic Strip Social Stories, ELSA & Lego Therapy
Additional external agency support (Women’s Aid, Therapeutic Services, Autism Outreach, School Nurse and Young Carers).

Any concerns around bullying, please contact school and we will investigate and implement any actions needed. Associated policies can be found on the website. Pupils also know how to identify bullying and how to get help through learning about it within our 'Jigsaw' PSHE lessons, whole school assemblies and the annual 'Anti-Bullying' Week.

Pupils who require medicine or additional personal care, will have a care plan written and actioned. This will be created in conjunction with parents/carers and external agency input where needed. If necessary, an individual risk assessment will also be produced and shared with relevant staff.
We have a large number of first aiders in school, many with Paediatric First Aid and First Aid at Work. All of these are also trained in using our on site defibrillator. Once the situation has been assessed, we would contact emergency services if required as well as the main contact on our system.
We also have a system called 'Medical Tracker' which monitors any injuries or illnesses in school which also informs parents and carers.
We encourage families to have appointments outside of school time, such as dental appointments. However, we appreciate that many medical appointments are within school time so once we have seen the appointment booking confirmation, it would be an authorised absence.

All medicine administration procedures adhere to the LA policy and DfE guidelines included within Supporting pupils at school with medical conditions (DfE) 2015

We work closely with a range of services to support behaviour, including attendance, as well as having robust processes in school itself.
Processes in school involve forensic analysis of behaviour and attendance patterns and trends. Meeting with families to identify possible causes and solutions is also promoted within school.

Agencies we work with include:
-School Nursing Service
-School Nurses are qualified nurses with specialist training in public health for children, young people and families. We are skilled in identifying health problems or concerns early, to provide early support.
-School nurses lead and deliver the healthy child programme and support sessions within school where appropriate.
-Education Welfare Officer

We also work with:
-Women’s Aid
-Virtual School
-Young Carers
-CAHMS
-Early Help
-Sapling
-Autism Outreach

Through termly PEPs we discuss targets and their progress towards them. These targets are both academic and linked to their personal development. We ensure that we involve agencies where appropriate and use personal funding where needed. Use of funding is approved by the Virtual School.

There can be a range of adults working with your child. These could include the SENDCo, their teacher, a teaching assistant, our Family Support Worker as well as external agencies.
Within our school, every teacher is a teacher of SEN.
They will:
Assess the following areas:
-Learning environment
-Grouping of children/young people
-Teaching styles
-Curriculum materials
-Individual children and young people’s physical, sensory, cognitive barriers, social emotional needs and other relevant circumstances
-Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

They will plan and do:
-Know when and how to differentiate appropriately, using approaches that enable pupils to be taught effectively
-Individualised or small group planning and support
-Increased use of ICT resources
-Staff collaboration and planning with specialists within the school setting and outside agencies
-Individualised programmes in more than one curriculum area
-Environmental adaptations
-Individualised programmes in several areas including the curriculum and non-curriculum areas, for example:
-behaviour
-communication
-participation and access
-personal wellbeing
-Additional small group and individual support including for non-curriculum activities
Teachers will also review:
-Detailed planning and tracking


Taken from the SEN Code of Practice
6.36 Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.

6.37 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.

The SENDCo updates teachers on a regular basis regarding pupils in their class. They also work with teaching assistants who may be supporting in class or who are providing an intervention. If additional training and/or resources are required, the SENDCo will source these in conjunction with the Headteacher. At the beginning of each academic year, the SENDCo will also ensure a handover to the new teacher is actioned with all SEND information is passed on, this will also occur if a new member of staff starts in school.

Miss Langston (SENDCo) holds the National Award for Special Education Needs Co-Ordinator.
Mrs Bates (Family Support Worker) used to work as a Social Worker and holds her Diploma in Social Work. She also holds Forest School Leader (Level 3) and is trained in a range of interventions such as Outcome Star, Bereavement Councillor, Mental Health and is a Positive Handling Trainer. Miss Clarke is trained as an ELSA-Emotional Literacy Support Assistant.

Individual or groups of staff are trained in the following:
-Autism (Autism in girls, Pathological Demand Avoidance, Understanding Autism for all staff, Autism and Emotional Regulation)
-ADHD
-Reluctance to write
-Sensory needs
-Precision Teaching (for all core subjects)
-Physiotherapy
-Occupational Therapy
-Speech and Language Therapy and Receptive Vocabulary
-Comic Strip Conversations/Social Stories
-Forest School Level 3
-Outdoor Learning Level 2
-Time to Talk
-Early Excellence Outdoor Provision
-Accelerate Reading
-Subject specific interventions
-Global Development Delay
-Speech Sounds
-Outcome Star
-The Graded Profile
-Social and emotional training including bereavement
We are always looking at ways to enhance our offer and will always source training if we have a pupil who presents with an identified need that we need a new strategy or knowledge to support.
We offer training in a range of disability awareness, especially around dyslexia and autism.

Glenthorne works with a range of agencies to meet the need of young people with SEND, often multiple agencies. Governors support this work and are kept updated through sharing of information and with monitoring the curriculum and the budget.

Services that children can access on the school site include:
-School Nursing Service
-School Nurses are qualified nurses with specialist training in public health for children, young people and families. We are skilled in identifying health problems or concerns early, to provide early support.
-School nurses lead and deliver the healthy child programme and support sessions within school where appropriate.
-Education Welfare Officer
-Women’s Aid
-Virtual School
-Young Carers
-CAHMS
-Early Help
-Sapling
-Autism Outreach
-Occupational Therapy
-Physiotherapy
-Early Years Forum
-Staffordshire Educational Psychologists and private psychologists where needed
-Individual resources on a needs basis linked to SEND or Pupil premium/pupil premium plus funding
-School dog Nellie
-Assistive Technology
-Health provision

As the children's needs change or different needs are identified, training and support is put in place in school to ensure our provision can meet the children's needs.

If you have any concerns, or want to speak with someone, please contact Miss Samantha Langston (Special Educational Needs Co-ordinator) through the School Office on 01922 666266
Mrs Vicki Bates: Family Support Worker. 01922 666266

For complaints please contact the School Governor with responsibility for SEN – Mrs Rachel Hatton

Samantha Langston
Contact the school office on 01922 666266

All Governors are governors of SEND.
The named SEND Governor is Mrs Rachel Hatton.
The Governor for children who are looked after is: Mrs Michelle Such.
The Special Educational Needs (SEN) Governor plays a vital role in ensuring that SEN stays on the governing body agenda and providing a link between the governing body, its committees and the staff with regard to Special Educational Needs.

There are certain core responsibilities within the role of the SEN Governor.

These include:
-making every effort to see that the necessary special arrangements are made for pupils with SEN. This includes making all staff who are likely to teach these pupils aware of those needs
-asking questions and liaising with Special Educational Needs Co-ordinator (SENCO) about the current policy and practice in SEN
-monitoring the progress and effectiveness of the governing body’s policy on SEN
-monitoring the deployment of resources allocated to SEN
-monitoring the effectiveness of communicating with parents.

Pupil voice is very important to us at Glenthorne and we try and gather their views in a number of ways.
Views are collected in preparation for an Educational Health Care plan or as part of a review for one. We are also actively listening through the interventions we have on offer such as Forest School, ELSA and Comic Strip.
When monitoring subjects across the school, the SENDCo works alongside the Subject Leader to ensure that a selection of pupils with SEND are included. They will look at a selection of SEND outcomes within that subject and monitor their books and listen to their voice.

Within our school we also have a Pupil Leadership Team, Playground Pals, Eco-Committee and Tech Team who contribute to pupil voice.

We currently have three parent governors on our Governing Board; all elected by the parents. Some other positions within the Governing Body are also filled by either current parents or parents whose children were once part of Glenthorne.
We actively welcome parents and carers into school to participate in workshops and coffee mornings. These coffee mornings are centred around different events that may cause concern such as SATs or for a particular need such as Autism Support. We also have a PTFA who meet regularly and hold events to raise money for School Fund.

Mrs Bates, our Family Support Worker, can be available to help support families who need access to services or require help with completing relevant paperwork. She can be contacted via the School Office on 01922 666266.
Miss Langston, our SENDCo, can also provide support with SEND paperwork for relevant documentation.

All clubs, trips and visitors are available for children with SEND; everyone is included. If needed, we will individually risk assess and make adaptions where necessary, this includes using additional adults to support access to activities after school. We offer a wide range of enrichment and this can be viewed on our website.

Glenthorne has a wrap around service called 'All Stars'. Information for this can be found on our website. All Stars also run activity weeks in the Easter and Summer holidays.

Our clubs run throughout the year and some change on a termly basis. Clubs run by school staff are free of charge. There is a cost to some of the externally provided ones.
Our after school clubs include:
Football
Dodgeball
French (external provider)
Spanish (external provider)
Arts & Crafts
Cooking
Choir
Well Being Warriors
Athletics
Rounders
Computing, including Coding (external provider)
Board Games
Multi-sports
Non-contact boxing (external provider)
Archery (external provider)

Parents and carers are informed about trips and activities in advance and are welcomed to ask any questions. For some visits, we will hold information meetings so that they can see exactly what is on offer and ask further questions. For some children with SEND, we will share the risk assessment with their parents/carers to make sure they are happy for them to participate.

The main building at Glenthorne is on one level. The mobile classrooms both have ramps so would also be accessible. We have one accessible toilet on site which can also be used as a changing facility. Our Accessibility Plan can be viewed on the school website.
There is a designated place for parking and there is also the option for drop off/pick up if needed by the main entrance.

Within school, we have a variety of adaptations for children with sensory needs. Children have access to ear defenders, quiet spaces, the school dog, sensory circuits, sensory breaks, sensory boxes and time in our 'Haven'.

Children are allowed access to their boxes and equipment throughout the day when needed. Quiet spaces are available throughout the day, including break and lunchtimes. Sensory circuits take place in the hall first thing in the morning for identified pupils. Sensory breaks, including spending time with the school dog, are facilitated on a needs basis by the teaching assistants assigned to children.

Currently, pupils with SEND are not prevented from using any area available to all students.

We use Google Translate to translate any documents needed. Class Dojo, which is used as the main method of communication, is also able to be translated.
We use a variety of methods to be communicate.
These include:
-Class Dojo (an online app)
-Teachers2Parents (text messaging system)
-EduKey (SEND portal)
-Emails
-Website
-Face-to-face meetings
-Arbor app (this shares attendance and pupil details)

Please see our website for information regarding admissions.

Visits can be arranged via the school office on 01922 666266. This includes a tour of the school and discussion with a member of the SLT.
Where additional information is required about children's needs, meetings can be arranged with the SENDCo via the school office.
Transitions days are held during July to support children. These dates will be communicated with parents beforehand.
Transition booklets are also available for all pupils including photographs of staff and information about their new year group. An additional school visit is available for children with additional needs in September to ensure they feel settled before starting school.

A number of strategies are in place to enable effective pupil’s transition.

These include:

On entry:-

• A planned programme of visits is provided in the Summer Term for pupils starting in September.
• Parent/carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine.
• The SENCo meets with all new parents of pupils who are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be located prior to entry.
• If pupils are transferring from another school, the previous school records will be requested immediately and a meeting will be set up with parents to identify and reduce any concerns.

Transition to the next school:

• The transition programme in place for pupils in Y6 provides a number of opportunities for pupils and parents to meet staff in the new school. These
opportunities are further enhanced for pupils with SEN.
• The annual review in Y5 for pupils with an Education, Health and Care plan begins the process where parents are supported to make decisions regarding secondary school choice.
Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information is comprehensive and accessible.
• Parents will be enabled to consider options for the next phase of education and may like to take advantage of the support offered by the independent
Staffordshire School Choice. Information on this service is located on the Staffordshire website at https://www.staffordshire.gov.uk/education/Admissionsprimary/Apply/Overview.aspx
Accompanied visits to other providers may be arranged as appropriate.
• For pupils transferring to local schools, the SENCos of both schools will meet to discuss the needs of pupils with SEN in order to ensure a smooth transition.
• The records of pupils who leave the school mid phase will be transferred within five working days of the parents notifying their child has been enrolled at another school.

Transition between year groups:
Transition days will be arranged in July and will be shared with parents. These will give children a number of opportunities to meet their new teachers and visit their new classrooms.
Transition booklets are produced for pupil which include staff and classroom photographs as well as important information.
An additional September visit is arranged for those pupils who may struggle returning to school after the summer break.

Please see the attached links to websites of organisations who support SEND in the Staffordshire area.

Information updated 10th May 2022.
It will be reviewed annually.

We welcome feedback from parents and carers on a regular basis and have an open door policy. Please contact school if there is something you wish to discuss.
The Complaints policy can be found on the website.
The SEND Governor is Mrs Rachel Hatton.