All pupils are monitored closely and progress is reviewed half-termly. Where problems are identified and pupils are struggling to meet national expectations or they are not making the expected amount of progress despite quality first teaching within the classroom, pupils will be placed on a Monitoring Register. Additional support through small group interventions with a Teaching Assistant will be put in place. Teachers and Support Staff will complete checklists as appropriate and complete a referral form with details of all strategies used as part of Quality First Teaching, before sharing it with the SENCo. If the child continues not to make progress, they will be placed on the SEN Register and external advice may be sought. Specific targets will be given to pupils and these will be reviewed at least every half term. Intervention may continue in small groups or may be delivered on a one to one basis.
If a child needs more than the usual pastoral support offered, pupils will have access to various areas of provision including Visyon (counselling service) and from an Emotional Literacy Support Assistant (ELSA) who will have been trained to support pupils within the school environment.
If a child needs a Personal Care Plan or medical support, a plan will be put in place detailing who is responsible for administrating the support. These will be reviewed on a regular basis and the plans will include details of any support provided by external agencies.
Where specialist equipment is required to support a pupils’ individual needs, the school will make every effort to provide it e.g. pencil grips, coloured overlay, sloped desks etc. Parents/carers should liaise with the school when specialised equipment is required.

In the first instance, speak to your child’s class teacher who will discuss your concerns. Alternatively, make an appointment with the school SENCo – Mrs Annette Finch.

The SEND Policy and Information report can be found on the School Website - follow the link below

Needs will be addressed through:
• Support in the classroom from teachers and teaching assistants -reasonable adjustments and Quality First Teaching
• Small group intervention and pre-teaching sessions
• Provision of specialist resources
• SEND CPD for all staff

For pupils with an EHC Plan:
• All of the above in line with the Outcomes stated on the Plan
• In collaboration with external specialist services, their reports and recommendations

Support is planned in collaboration with all key parties – parents/carers, teaching and support staff, external agencies (where relevant) and the pupils themselves. Individual Education Plans (IEPs) are completed termly and reviewed at least 3 times per year as well as part of Parent Consultation Evening appointments and dedicated SEND events throughout the year.

Additional support for learning will come in the form of:
• classroom-based intervention
• targeted intervention (1:1 and small group) outside of the classroom – support for dyslexia, fine motor skills, phonics, speech and language, friendship and wellbeing groups
• Targeted interventions supported/delivered by external providers such as Autism Outreach, Mental Health Teams, Speech and Language support and Occupational Health

All of our lessons are differentiated. This means that the class teacher will set work that is appropriate to the needs of each individual pupil. Where a Teaching Assistant is present, they will provide support where needed and resources will be adapted to the different learning styles of the children. On-going evaluation and assessment will advise next steps.
Adjustments to teaching approaches will include:
• Scaffolded tasks
• Access to additional resources, specialist equipment
• Peer and/or adult support
• Consideration of seating arrangements within the classroom
• Access to rest breaks as required
• A consideration of different learning styles
• Access to pupil passports/1-page profiles to advise planning and strategies used

• How is your budget for SEND allocated and managed? [Budget figures not required]
• How would you secure additional funding for a pupil?
• How does your setting further meet need?

Additional resources for pupils with SEND are allocated in accordance with advice from:
• Parents/Carers
• External agencies advice and reports
• EHCP (where applicable) outcomes and provision
• Feeder/previous school settings
• Key staff in current setting
• The pupil in question

Additional funding for pupils with SEND through:
• AEN funding
• PP funding (where applicable)
• Adoption Plus funding (where applicable)
• EHCP funding

In order to further meet the needs of our pupils with SEND, we access advice from the following sources:
• The Moorlands SEND and Inclusion Hub
• Through our MAT partners
• From Specialist Provision settings within the locality
• External specialist support services such as Autism Outreach, Learning Support, CAHMS, Visyon, Mental Health Support, Behaviour Support, Speech and Language, Educational Psychology, Dyslexia Support, the School Nurse, Occupational Health and medical health care providers where relevant

Decisions made about the amount of support a child or young person will receive will take into account information from previous settings, school based evidence, views and opinions of the parent/carer and of the child themselves.

All pupils are monitored closely and progress is reviewed half termly. Where this progress is not in line with expectations, a process of referral to the SENCo will start and cycles of APDR will begin as part of the graduated response. Individual Education Plans (IEPs) will be drawn in collaboration with key staff, parents/carers and the child and pupil-centred Passports and 1-page Profiles will be put in place.

Where appropriate, advice will be sought from specialist teachers and outside agencies and funding secured that may be required to support the pupil further.
Parents/carers will have termly opportunities to meet with key staff involved in the education of their child and other events such as TA 'Drop-Ins', coffee mornings and Celebratuon afternoons will also take place throughout the year.

Where specialist equipment is required to support a pupils’ individual needs, the school will make every effort to provide it e.g. laptops, ear defenders, sensory toys, pencil grips, coloured overlay, sloped desks etc. Parents/carers should liaise with the school when specialised equipment is required. Advice will be sought from external organisations as well as from parent/carers, key staff within the school as well as the child themselves as to what resources are appropriate and when/how they should be built into the day to day life of the pupil.

Needs will be addressed through:

Support in the classroom from teachers and teaching assistants

Small group intervention and re teaching sessions

Provision of specialist resources (see above)

SEND CPD for all staff

Children with an Education, Health, Care Plan will have their provision outlined in the Outcomes and Provsion sections of the Plan and appropriate resources will be put in place by school to help meet these outcomes. Specialist support and advice will be sought when necessary.

All pupils complete formal assessments in Reading and Maths each term. Pupils identified as having SEND will be set smaller SMART targets which will be required half termly (approximately every 6 weeks). Targets will be reviewed on the back of each of these data coleection points and IEP targets amended accordingly. Progress will measured against these small step targets.
Termly reports will be sent home outlining the progress, attainment and behaviour for learning of all pupils within the school and Parent’s Evenings provide allocated time slots for teachers and parents/carers to discuss this further. Other opportunities for communication with the parents and carers of pupils who are on the SEN Register are offered through coffee mornings and TA ‘Drop-Ins’ where Intervention Books will be made available to look at and discuss, SEND Celebration afternoons, pre-arranged meetings with the school SENCo. For those pupils who have an EHCP, reviews take place annually and are amended as deemed appropriate. All SEN pupils have Pupil Passports, which are made available to all staff, and are also located in children’s Planners. Progress for all pupils is closely monitored by all staff as well as by Governors.
Parents/carers have access to a Pupil Planner to record any communication as well as emailing their child's Form Tutor who will direct them to the most apporpriate person.
All correspondence with specialist services is shared with parents/carers and copies of reports sent home.

Parents and carers are involved in decision making regarding referrals to external agencies and long and short-term outcomes for their children. Parents and carers are welcome to come into school to discuss their child’s progress at any mutually convenient time. Parents and carers are always welcome to help out at school, particularly with extra-curricular activities and opportunities often arise for parents/carers to become Parent Governors on our committed Governing body. Parents and carers are always encouraged to work with and support their child at home, particularly with reading (Accelerated Reader), spelling (Spelling Shed) and times table knowledge (TT Rockstars).
Where appropriate, reosurces are shared with parents/carers on the school website and information evenings set up to support new initiatives.

Pupils play a pivotal role in setting and reviewing their own targets as part of the IEP process.

Where a pupil has an EHCP, they will be asked for their own views and opinions as part of the Annual Review process and will be invited to the meetings where deemed appropriate to do so.

Pupils will complete Pupil Passports as part of the transition process.

Pupil voice will be sought as part of a programme of SEND monitoring throughout the year.

Pupil targets and outcomes are regularly reviewed and amended as necessary.

Scrutiny of SEND pupil's intervention books, on-going data and TA planning takes place throughout the year.

Montoring by link SEND Governor and presentation of key data to Governors takes place throughout the year.

Cycles of APDR are in place for some pupils as a more robust means of setting and reviewing targets against individual needs as part of the Graduated Response.

Reports from external agencies will ensure that targets are well matched to need.

Pupils will be involved in all aspects of target setting and reviewing.

Health Care Plans kept in a central location within the School Office and are shared with relevant staff.

Individual plans - EHCPs, IEPs etc. are shared with all relevant staff including lunchtime staff and external providers (e.g of sports clubs etc.)

CPD is delivered where appropriate around specific needs and training around the administration of particular medical procedures e'g' epi pens is delivered by a trained professional.

External support and advice is accessed where necessary.

Risk Assessments are in place for all trips and visits and for individual pupils who require a greater level of care and support in school. 1:1 adult support at unstructured times is in place where needed and where ir has been identified on EHCPs and/or risk assessments. These risk assessments are written in collaboration with parent/carers and external agencies when relevant.

An in-house Wellbeing Provision that encompasses ELSA, Nurture, Forest Schools etc. is in place as part of a referral system or as a drop in facility when required. Sessions in our Wellbeing Provision are delivered as 1:1 interventions, or in the case of our friendship circle work, in small groups. External support such as VISYON is accessed when required.

Pupils complete a Bullying Charter and each class has its own Bully Buster. All incidents of bullying are recorded and shared with all staff. Policies around bullying can be found on the school website.

Pupils who are new to the school at any time will be given a buddy or mentor and will be allocated time in wellbeing if required.

Weekyl PSHE lessons and assemblies reinforce anti bullying messages and hep to bulld pupil self esteem and confidence. Pupils are encouraged to participate in a range of activities designed to enhance sefl belief and self worth.

Detailed Care Plans (completed in collaboration with parents/carers and key medical professionals) are kept in the School Office, are reviewed regularly and are shared with the relevant members of staff including lunchtime supervisers and external providers.

All medicines are kept securely in the School Office and will be administered by key professionals. Where deemed necessary, parents/carers are invited into school to administer medicine or treatment themselves.

We have a number of trained first aiders within our setting but where a medical emergency may arise, policies will be followed and medical professionals called in whilst communication with parents/carers is undertaken.

Pupils who attend medical appointments are supported by the school and provision put in place to enable them to catch up once back in school. Where a child is able to access work at home or in another setting, teachers will supply on-line work or a paper pack can be issued.

Exclusions are avoided wherever possible and other provision will also be explored. Where a child has received a fixed term exclusion, work will be provided, advice will be sought and a detailed plan of reintegration will be put into place that includes parents/carers, the pupil themselves adn any other key professionals.

The school has a clear behaviour policy that is shared with parents/carers as well as with the pupils.

Pupils have access to several external agencies and will be referred to the Moorlands SEND and Inclusion Hub before any action is taken within school.

PEP meetings take place termly.

Support can be accessed via the virtual school as well as other services when required.

As a school we access the following external agencies:

Educational Psychology
Learning Support
Behavioural Support
VISYON
CAMHS
Mental Health Support
School Nurse

The role of the class teacher is as a first port of call for both child and parent/carer. All staff are regularly updated on the SEND Code of Practice as well as other changes to SEND services. regular CPD ensures that all staff have some understanding of individual needs, but more importantly know where and how to access further help, support and advice.

Regular CPD to update staff on changes to SEND provision nationally and locally.

CPD around particular needs e.g. sensory needs, attachment and trauma etc. This training might be delivered by external professionals of by someone within the school setting.

Pupils who have an EHCP will have their outcomes and provision shared with ALL teachers and teaching assistants as well as with other members of staff where relevant and appropriate.

Summaries of external findings and recommendations are shared with staff.

Relevant staff are encouraged to attend meetings with parents/carers, professionals etc.

Staff are fully involved in evidence gathering, reviewing targets on EHCPS, IEPS etc.

The SENCo has full teaching ststus as well as the National SENCo Award as well as receiving training in relation to a range of specific learning difficulties.

Staff are updated through CPD and internal staff meetings, briefings and email information sharing.

External speciialists are invited into school to offer training and guidance linked to pupils with specific difficulties around all 4 areas of need and where an EHCP or medical needs plan requires specific training, advice will be sought through the appropriate body.

Educational Psychology Services
Behaviour Support
Learning Support
Autism Outreach Team
Speech and Language Therapy
Occupational Therapy
School Nurse
Educational Welfare Officers
CAMHS
VISYON
Hearing and Visual Impairment Teams
Advisory Teachers
Trailblazers
Action for Children
Youth Offending Team/Police

Where possible, interventions from external providers will take place in school, supported by staff who know the child.

The first point of contact for any concern or question around a pupil whilst at school would by the child's Form Tutor or Progress Leader.

Where more specific advice is sought or where a referral to an external agency needs to be considered, the school SENCo can be contacted.

The school SENCo is:

Mrs Annette Finch

afinch@jamesbateman.staffs.sch.uk

Tel: 01782 973900

Our SEND Governor - Mrs Caroline Taylor - meets with the school SENCo each term to discuss SEND provision. She will seek an overview of SEN and the provision that we provide as well as the impact that this provision is having.

Pupils are included in the target setting/reviewing process

Pupil voice will take place throughout the year as part of the SEND Monitoring Programme

SEND pupils are represented at school council meetings, Bully Buster meetings, Reading Crew and other pupil led initiatives

Pupil voice is always sought as part of the EHCP Annual Review process

Displays around school promote positive attitudes towards special educational needs are pupils are included in designing and creating these displays/information boards

Governor vacancies are advertised in news letters and on line

Parents are actively encouraged to become involved in school life and workshops, such as cookery lessons, are run throughout the year

Information is issued to parents through meetings, training sessions or informal drop ins to support parent understanding of how best to support their child. Information is also posted on social media and the school website

Form Tutors, Progress Leaders and members of the school SLT will always be on hand to support with completing referral forms, paperwork etc.

Appointments or further information can be obtained via the School Office:

office@jamsebateman.staffs.sch.uk

Details of the school's Inclusion Policy and Accessibilty Plan can be found on the school website

Pupils with SEND will always be actively encouraged to participate in a full curriculum as well as extra curricular activities such as school trips adn residentials.

Risk assessments will be completed with parents/carers and relevant professionals to ensure that pupils are well supported and stay safe

If an intensive level of 1:1 support is required for a child, parents/carers are invited to accompany their child

The school has disbaled toilet facilities

Classrooms can be accessed by a wheelchair but some require a ramp to do so

A disabled parking spot is clearly marked near the entrance to the school

Pupils have access to a quiet space

The school playground has been designed to support pupils with sensory needs including a quieter space and activities designed to support a sensory diet

When SEND pupils access time out they will be encouraged to go to one of our safe spaces or to participate in am activity identified on their Sensory Profile

For those where English is not their first language, advice will be sought from the relevant professionals but software programmes have been used to help with translating information.

All communication is available to download from the school website
Short text messages are sent out as reminders
Meetings and events take place throughout the year to ensure that information is shared effectively
Where appropriate, Webonairs are on offer to parents
Parents/carers are offered a range of communication forms including emails, texts, letters, phone class, video chats
Information is shared on social media where appropriate

Information about admissions can be found on our Admissions Policy on the School Website.

Parents/carers should contact the school office on 01782 97300 if they wish to visit the school or speak to someone around admissions

Open days/evenings and drop ins are available to prospective parents throughout the year

Transition activities are a key part of enabling new pupils to settle in well

Our school has a robust transition programme in place for pupils both joining and leaving our setting:

Sharing of information between settings
Opportunities for pupils to spend time at their new setting
Additional visits/activities to support pupils who are vulnerable and/or have special educational needs
Meetings between parents and key staff
Meetings with professionals who have been involved with the young person prior to transition

SENDIASS are available if additional support or advice is required

Other agencies such as Home Start or CAMHS can be accessed by parents/carers

The Staffordshire Connects website provides support and help for a range of subjects around special educational needs and for the support of vulnerable children:

https://www.staffordshireconnects.info/kb5/staffordshire/directory/home.page

Annually

Staffordshire Local Offer can be found at:

www.staffordshireconnects.info

Parents/carers are encouraged to voice their concerns with the relevant member of staff. However, if I formal complaint is sought, the school's complaints policy should be followed.