How do you identify children or young people with SEND?

Prior to entry into Nursery or Reception, we work closely with other settings to ensure information is shared and appropriate transition arrangements are in place. This is also the case for pupils who transfer to Moat Hall mid-term.

Collaboration among teachers, parents, and specialists is essential for accurately identifying and supporting students with SEN. We have a systematic approach that includes several key steps:

1.Observation and Monitoring: Teachers and support staff observe students to identify any difficulties in learning, communication, behaviour, or social interaction. Regular monitoring of progress can help spot patterns over time.

2.Standardised Assessments: we use age-appropriate assessments alongside teacher assessments, to evaluate academic skills, cognitive abilities, and emotional well-being. This can include reading, writing, and math tests, as well as assessments for language and communication skills.

3.Teacher Feedback: The SENDCO meets termly with teachers to gather input. The teachers can provide insights into the child's performance across different subjects and settings.

4.Parental Involvement: Engage with parents to gain their perspective on their child’s behaviour and learning at home. They can offer valuable insights into any challenges the child faces outside of school.

5.Consultation with Specialists: If concerns persist, schools can consult with educational psychologists, speech therapists, or other specialists for further assessment and recommendations.

After identification, what would your setting's first steps be?

1.Develop an Individual Learning Plan (ILP): Collaborate with the student, parents, and relevant staff to create an ILP that outlines specific goals, strategies, and accommodations tailored to the student's needs.

2.Implement Interventions: Start applying targeted interventions and support strategies based on the ILP. This might include differentiated instruction, specialised resources, or additional support from teaching assistants.

3.Communicate with Parents: Keep parents informed about their child's needs, progress, and the strategies being implemented. Regular communication fosters a partnership in supporting the child.

4.Monitor Progress: Establish a system for regularly assessing the student’s progress towards their ILP goals. This might involve ongoing observations, assessments, and feedback from teachers and support staff.

5.Provide Training for Staff: Ensure that all relevant staff members understand the student's needs and the strategies being employed. This can involve training sessions or sharing resources.

6.Foster a Supportive Environment: Create an inclusive classroom atmosphere that promotes the student's engagement and participation. Encourage peer support and understanding among classmates.

7.Review and Adjust: Set regular review meetings to assess the effectiveness of the interventions and make necessary adjustments to the ILP based on the student's progress and changing needs.

These steps help ensure that the student receives the appropriate support and that their educational experience is positive and productive.

Moat Hall has a number of intervention programmes to assist in many areas of learning such as ELSA (emotional literacy support), TWLS (tutoring with the lightning squad), SALT (speech and language), handwriting, maths and dyslexia. We ensure that when a need is identified, early help is swift and support is put into place.

If you have any concerns regarding your child and a possible SEN need, firstly speak to your child's class teacher. The teacher will be able to inform you about how your child is performing in class and what progress they are making. If you and the class teacher both have concerns a meeting will be arranged with the SENDCO. During this meeting, it may be agreed that your child is placed on the monitoring list and this will enable the teacher to implement some targets and/or interventions and then evaluate the impact.

The SENDCO Mrs Bradford can be reached via the office or class do jo.

Further SEND information can be found on out school website or requested from the school office.

Supporting a child with Special Educational Needs (SEN) at Moat Hall Primary school , involves a tailored approach that addresses their unique strengths and challenges. Here are some strategies that may be used:

1. Individual Learning Plan (ILP): Develop an ILP that outlines specific learning goals, strategies, and accommodations based on your child’s needs. This plan is created collaboratively with input from you, teachers, and specialists.

2. Differentiated Instruction: Use various teaching methods to cater to different learning styles. This might include visual aids, hands-on activities, or modified tasks to ensure your child can engage with the curriculum.

3. Small Group Support: Provide opportunities for your child to work in smaller groups or receive one-on-one support from teaching assistants or specialists, allowing for more personalised attention.

4. Use of Resources and Tools: Incorporate specialised tools and resources, such as visual schedules, assistive technology, or sensory materials, to support your child’s learning.

5.Clear Instructions and Expectations: Provide clear, concise instructions and repeat them as needed. Breaking tasks into manageable steps can help your child stay focused and understand what is expected.

6. Positive Reinforcement: Use encouragement and rewards to motivate your child. Acknowledging their efforts and achievements, no matter how small can boost their confidence.

7. Social Skills Support: Facilitate opportunities for your child to develop social skills through structured activities, peer mentoring, and role-playing, helping them navigate interactions with peers.

8. Regular Progress Monitoring: Continuously assessing your child’s progress toward their ILP goals and adjust strategies as needed. Regular communication with you will also help keep you informed about their development.

9. Collaboration with Specialists: Involve special education professionals, speech therapists, or occupational therapists as needed to provide targeted support and strategies.

10. Fostering a Supportive Environment: Create an inclusive classroom atmosphere that encourages acceptance and understanding among all students, helping your child feel safe and valued.

Matching the curriculum and learning environment to your child’s needs involves several strategies:

1. Individualised Learning Plans: Develop specific, measurable goals in the Individual Learning Plan (ILP) that align with your child’s abilities and needs. This ensures the curriculum is tailored to their learning pace.

2. Differentiated Instruction: Adapt teaching methods to accommodate various learning styles. This may include using visual aids, hands-on activities, or technology to engage your child effectively.

3. Flexible Grouping: Pupils may be organised into different groups based on their strengths and needs, allowing your child to work with peers at similar learning levels for certain tasks.

4. Modified Tasks: Adjust the complexity of tasks. This might involve adding in the use of manipulatives or visuals to support, or 'chunking' information as needed.

5. Accessible Learning Materials: Provide materials in various formats (e.g., audio, visual, tactile) to ensure your child can access the content in a way that suits them best.

6. Structured Routine: Create a predictable classroom routine that helps your child feel secure and understand what to expect throughout the day, reducing anxiety and enhancing focus.

7. Sensory-Friendly Spaces: Designated areas are available in some classrooms and in the wider school environment, for sensory breaks or quiet time, helping your child manage sensory overload and stay focused.

8. Regular Check-Ins: Scheduled frequent assessments and progress reviews to adjust the curriculum and strategies based on your child’s ongoing needs and development.

9. Collaboration with Specialists: Work with special education professionals to ensure that the curriculum aligns with therapeutic goals, providing a holistic approach to your child’s education.

By employing these strategies, teachers can create a supportive learning environment that meets your child's unique needs, helping them thrive academically and socially. Regular communication with you will also be essential in this process.

The SEND budget is the responsibility of the Headteacher with the support of the Governing Board. The SEND budget is used towards class based provision, intervention programs, teaching assistants to provide 1-1 and small group support and physical resources that may be needed such as writing slopes, weighted blankets sensory equipment etc.

Additional funding may be sought for individual children when needed. In Early years this is applied for via the Early Years Forum. From Reception to Year 6 children may be referred into the Inclusion hub for support or an EHCPNA requested via the local authority.

If children meet the criteria for funding, Parents will be involved in all decision-making throughout the application stage and advice will be sought from external agencies if needed. The school will provide a provision map that outlines all of the support in place for children with an EHCP. Annual reviews will take place in addition to termly ILP meetings with the class teacher.

Class teachers will liaise with the SENDCO to plan what provisions are in place for your child. External agency support will also be sought when required. Parents will be regularly updated via the teacher, ILP's and Annual reviews (where applicable).
Other professionals involved (dependent on need) may be SALT, the local SEND hub, Educational Psychologists, the Autism Inclusion team, and Early help . Any external agency involvement will be through communication and involvement of parents/carers.

Equipment that maybe needed on a daily basis to support children with SEND, will be purchased through the SEND budget. Items such as ear defenders, wobble cushions, theraputty, writing slants etc will be readily available and form part of reasonable adjustments.

If specialist equipment is required we would seek the support of external agencies to gain advise on how to access this equipment.

Assessing your child's progress can involve several methods and we will use the following methods to keep parents informed:

Individual Learning Plan (ILP): Review the goals set in their ILP. Progress can be measured against these specific targets.

Teacher Feedback: Regular communication with teachers can provide insights into your child's academic and social development.

Standardised Tests: Can show how your child is performing relative to peers.

Parent evenings: Use these meetings to discuss your child's progress and any concerns. They will take place three times a year.

Self-Assessment: Encourage your child to reflect on their learning and areas where they feel they have improved or need more support.

By combining these methods, you can get a well-rounded picture of your child's progress and areas that may need additional support.The SENDCO will meet with teachers termly to discuss children's progress. Advice or referrals to external agencies will be actioned if necessary.

Staff are available to meet with parents, and will arrange a suitable time for this to take place. Class do-jo is used as a communication tool and the school has a text messaging system to communicate general information to parents.

Teachers will share targets with parents during parents evening. They will also communicate on class do-jo, different methods parents can use to support their children at home. School will put on workshops for parents to attend to give specific information on things such as the teaching of phonics or maths etc.
When appropriate school may signpost to external support.

Children who have ILP's will have the opportunity to discuss their targets and progress with their class teacher. If a child has an EHCP, they can share their views during their annual review. We encourage children within class to talk about their learning and progress. Children are given written and verbal feedback from their class teacher on a daily basis.

Teachers will check daily progress through verbal or written feedback. This alongside the monitoring and tracking of progress helps to identify children's strengths and weaknesses and allows teachers to plan the next steps in learning and/or appropriate interventions.

Parents and carers will have a parent's evening three times a year to discuss progress and targets. ILP review evaluations will also be shared with parents. Both parents and children will be asked to contribute to these. Children with EHCP's will have an annual review.

School send out parent questionnaires annually to parents of children with SEND to gain their perspective on school provisions/ procedures.

Staff greet the KS1 and KS2 pupils as they enter school through the main playgrounds. EYFS go straight to their classroom door and are met by their class teacher. On the main gate and in the playground, there will be a member staff available to talk to, pass on information to or support you if your child needs some assistance.
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 adults. EYFS children leave through their classroom door.

Depending on the child/children and their identified needs, risk assessments will be done 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.

During lunchtime there are family group leaders available to support children. Staff are on hand to support any children who need extra support.

At Moat Hall we recognise that pupils with SEND can experience various social and emotional issues. Discussions take place with parents to identify contributing factors and how to address these. When needed support may be sought from outside agencies. Every member of staff is committed to supporting children and their families.
We have a trained ELSA (Emotional literacy support assistant) at school and referrals can be made by teachers, parents, or the SENCO . Children may be allocated weekly support sessions to address issues around social and emotional development and well-being. Well-being is also promoted through our PSHE curriculum, assemblies, nurture groups and sensory circuits.
The school has an NHS mental health support worker who can offer support to children for a range of reasons such as low mood, low self-esteem, bereavement, friendship issues, and lots more. There are also opportunities for targeted work with classes and year groups as well as whole school assemblies. Parent support groups and sessions are offered when appropriate.

We have a zero-tolerance approach to bullying and any concerns are fully investigated. Further information on our anti-bullying policy can be found on the website. Pupils are aware of how to identify bullying and staff are vigilant in monitoring children's behaviour for signs of bullying.

School plays a key role in encouraging friendships by providing a structured environment where pupils can interact, collaborate, and form connections with peers. Opportunities such as group activities, extracurricular activities and shared experiences all foster these relationships. Children in Year 6 have the opportunity to become a 'family group leader' whereby they assist the younger children at lunchtime in the dinner hall and out on the playground.
Nurture groups can have a key focus on supporting children with friendship issues.

Our support staff hold a first aid at work certificate or pediatric first aid.
Children's medical details are can be found in the school office. Some children will need a care plan to support their medical needs. These are written in conjunction with parents and shared with staff. These can be amended or reviewed at any time. Intimate care records are kept and shared with parents for children needing toileting support.
If children need medicine administered during the school day, parents will complete a form from the office. Staff who are trained in administrating medication at school will follow the information on the form.
In the case of a serious medical emergency, we would call for an ambulance and contact the parents.

We encourage medical appointments to be taken outside of school hours, however, we understand this is not always possible. If a child was required to miss prolonged periods of school due to medical needs, best endeavors would be made to support them with home learning so that they can continue their education.

Our behaviour policy can be found on our website.

At Moat Hall we support behaviour by creating a structured, positive, and nurturing environment where students can learn appropriate behaviours, develop self-regulation skills, and understand the consequences of their actions. Staff have received De-escalation training and as a school we promote positive behaviour strategies to support pupils.
School has three key school rules: Ready, Respectful, Safe. These rules are promoted throughout school, they are displayed in classrooms and corridors, children are actively encouraged to adhere to these and staff refer to them regularly during the day.

For pupils who struggle with behavior, more individualised support may be needed. Staff may work with pupils and parents to understand the reasons behind behavioral issues and develop strategies to improve behaviour. This may include sessions with our ELSA, a personalised behaviour plan, or working with outside specialists if necessary.

At Moat Hall we have a Designated teacher responsible for looked after children.
We work closely with virtual schools to ensure the personal development and academic needs of the children are met. Termly PEP meetings closely monitor children's targets and progress. Additional funding is approved through virtual schools and used to support looked after children.
Mrs King (Head Teacher) is the Designated looked after person lead and will work closely with the SENDCO to ensure children receive what they need to thrive.

'Every teacher is a teacher of SEN'.
Within school there will be a range of adults working with your child, this includes: teachers, teaching assistants, the SENDCO, ELSA and external agencies when necessary.
All staff are committed to providing quality first teaching and additional support for children who need it. Class teachers plan and deliver the curriculum and will work with support staff to implement targeted interventions.
The SENDCO. Mrs Bradford is responsible for the coordination of specific provisions to support children with SEND needs. The SENDCO liaises with staff regularly to monitor children's progress and support staff in meeting their needs. The SENDCO has regular contact with external agencies that offer specialist advice and services.
The Headteacher and Governing Body have ultimate responsibility for SEND within the school.

The SENDco can be contacted via the office or email:
ebradford@moathallprimary.academy

For children already in school, the SENDCO will ensure information is shared with staff and termly pupil progress meetings ensure that staff are up to date with children's needs and development. All staff working with the child will have a copy of their ILP (individual learning plan) or EHCP. 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 passed on, this will also occur if a new member of staff starts in school.
The SENDco may meet with the parents of children new to the school to ensure a full overview of their needs is gained, this will then be relayed to staff.

Mrs Bradford (SENDCO) holds the National Award for Special Education Needs Co-Ordinator.
Mrs Mumford is a fully trained ELSA (Emotional Literacy Support Assistant)
Miss Reed-Jones is trained in Forest schools.

Staff have access to regular training opportunities provided by both external agencies and the SENDCO. For some staff working with specific children, there may be a need for specialist training. We work with agencies such as: Speech and language, Autism Inclusion, Education Psychology, behaviour support and many more. The SENDCO will coordinate training that relates to the needs of pupils or current areas of need in school. We actively encourage all staff to undertake training to develop awareness and skills to support SEND children.

All staff have received Autism awareness training and De-escalation training. Our Early Years staff have undertaken 'Supporting SEND in Early Years' training.

Individual staff are trained in :
-Autism (including PDA)
-ADHD
-Precision Teaching (for all core subjects)
-Time to Talk
-Early Excellence Outdoor Provision
-Subject specific interventions such as SHINE and TWLS
-Speech Sounds
-The Graded Care Profile
-Emotion Coaching

The SENDco attends regular local hub meetings, national up date meetings and regularly collaborates with SENDCO's within the trust.

At Moat Hall we work with a range of external agencies to support children's needs, Govenors support this and are kept up to date through the SEND Govenor meetings. As Children's needs change or new needs are identified, we can seek support from our Local SEN hub who can signpost to relevant agencies.

Some of the agencies we work with are:
- Education Psychology
-Speech and Language
-CAHMS
-Autism Inclusion Team
-Action for Children
-Behaviour support
-Family support
-SENIS
-Catch 22
-NHS Mental health team



Within school there are a range of Health and Therapy services that can be accessed, these include:
-ELSA (Emotional Literacy Support)
-Nurture
-Mindfulness clubs
-Lego Therapy
-Forest Schools
-NHS Mental Health Support
-Emotional regulation support

The class teacher would be your first point of contact with any SEND concerns. They are available at drop-off and collection times, alternatively, an appointment can be made.
The SENDCO is also available to contact via the office or email for more specific concerns or advice.

The school SENDCO is:

Mrs E Bradford

She can be contacted on:

ebradford@moathallprimary.academy or via the school office.

Ensuring the ongoing achievement and success of SEND Learners is a collective responsibility of the Governing Body, although this will come
under the responsibility of a specific SEND Governor.
The Governing Board will ensure that a SENCo is appointed along with a Governor with specific responsibility for SEND. Within this role it is vital that the Governors ensure compliance with legal responsibilities for schools. The Governors expect the SENCo and Headteacher to report on
the steps being taken to ensure compliance and challenge leaders to ensure that SEND remains high on the school’s agenda
The Governor for SEND will review the SEND provision including staff and other resourcing, by meeting with the SENCo or requesting attendance at Governing body meetings, each term as a minimum. To ask questions and raise awareness relating to SEND and inclusion provision at Governing Board meetings.
Governors will have a good understanding of the Looked After Children policy and its application across the school and ensure that LAC are having the same opportunities as other children across the school.
For all pupils in vulnerable groups, the Governors will be provided with information to regularly review the outcomes for these pupils and monitor how well are they doing in comparison with other pupils. They will ensure that the additional monies through Pupil Premium Plus and top-up funding provided improves the outcomes and opportunities for those young people.

School contact number is: 01922 660960 or email contact office@moathallprimary.academy

Every effort is made to ensure that the opinions, thoughts and feelings of our pupils are an integral part of any plans made about their education. Pupils’ opinions are sought at a level which is accessible to the individual.Children are given the opportunity to contribute their ideas in discussions, which take place with a familiar adult, who acts as an advocate for them, such as presenting their own views for Annual EHCP Review or ILP targets.

We value the voice of every child in school an provide regular opportunities for children to share their thoughts and ideas on teaching and learning, classroom environments and school experiences. These are collected via 1-1 child voice surveys, through school council and class discussions.

Parents/ carers are encouraged to take an active role at Moat Hall Primary School. Some volunteer in school to hear children read and parent governors sit on the governing body.

We recognise that there can be a huge amount of paperwork as a parent/ carer of a child with SEND. The SENCO provides support to parents/ carers as
required. This might be completing forms or signposting parents/ carers to agencies or workshops and forums that can support families further.

As an inclusive school setting, we seek to ensure that all pupils, regardless of need can attend enrichment opportunities such as after-school clubs, school trips etc. Therefore we work creatively to make all relevant adaptations to enable pupils with SEND to attend. Individual risk assessments will be completed to ensure the safety of the pupils if needed. We will work closely with parents to ensure that any trips or residential can be undertaken.
We have a range of extracurricular activities on offer for children. These change on a termly basis, they include sports, creative groups and academic clubs. Children with SEND are actively encouraged to participate.
We have before and after-school club that can be accessed by all children, and sessions can be booked on our school system.

The accessibility plan can be accessed on the school website.

Wheelchair accessibility of the setting:
We have wheelchair access via ramps around the school building and inside there is a lift for wheelchair access to our higher-level KS2 area.

Toilets and changing facilities:
There is an accessible toilet and changing facilities in the school.

Parking facilities:
The school has designated parking spots for disabled use, outside of the main entrance and in our visitor's car park.

Within school, we have a variety of adaptations for children with sensory needs. We have a sensory area for children to access when needed. This provides a quiet space and sensory resources to help children with their emotional regulation. Children with SEND are actively encouraged to use these as and when needed.
Children have access to ear defenders, wobbleboards, sensory circuits, sensory breaks, and sensory boxes. Children are allowed access to their boxes and equipment throughout the day when needed. Quiet spaces are available throughout the day, including breaks and lunchtimes. Sensory breaks are facilitated on a needs basis by the teaching assistant. Sensory circuits take place in the hall first thing in the morning for identified pupils.

For pupils with SEND needs in the form of communication and interaction, we employ a range of strategies – verbal modelling, visual support systems (eg visual timetables, now and next boards). Some pupils have specific support for communication needs and are under NHS Speech Therapy Services.Teachers and support staff will act as clear role models for language. EAL is not classed as SEND.

We use a variety of methods to communicate.
These include:
-Class Dojo (an online app)
-Teachers2Parents (text messaging system)
-Emails
-Website
-Letters
-Face-to-face meetings
-Arbor app (this shares attendance and pupil details)

Parents are able to translate on class do jo or use google translate if required.

Please see our website for information regarding admissions or contact the school office:

01922 660960
office@moathallprimary.academy

We welcome visits to our setting, these can be booked by contacting the main office.

Each year we have a whole school open day, parents will be given a tour of the school by one of our Year 6 ambassadors.

We have termly open mornings for our Early Years setting, parents are welcome to come and meet the staff and children can explore our provision.

Transition arrangements for children starting school in September will be arranged and shared with parents.

At Moat Hall, we support pupils through each stage of their education. All pupils have the opportunity to meet with new teachers when they are moving classes and we offer enhanced transition days at the end of each academic year where pupils move to their new classes with their new teachers before the summer break. This reduces anxiety and helps to establish positive relationships ready for the next academic year. All new Nursery and Reception pupils attend these events too. Children with additional needs will have a Transition booklet to take home with information that can help prepare and familiarise them with the school.
Pupils making the transition to secondary school are able to visit schools during open evenings, and also as part of planned transition events between primary and secondary schools. For children with special educational needs, we recognise that they may require additional support when making the transition to a new class or a new school setting. We ensure that receiving staff are well informed about pupils’ needs through professional conversations and meetings with the pupils and parents if required.
We also work closely with any relevant outside agencies during transition periods in order to most effectively support pupils and their families.
For pupils joining us from different settings, teachers/ SENCO will hold discussions with relevant previous staff to ensure all information is obtained prior to the pupil starting. Any SEND or Safeguarding information is passed between settings and where necessary external agencies and parents are contacted for further information sharing.

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

This information was updated in November 2024 and will be reviewed at least annually.

We welcome feedback from parents and carers on a regular basis and have an open-door policy. We ensure that parent feedback is part or our EHCP (annually) and ILP reviews (termly). Parent voice questionnaires are used to gain parental feedback.Please contact school if there is something you wish to discuss.

The Complaints policy can be found on the website.