Special Educational Needs and Disabilities Information Report

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Report for Pupils with Special Educational Needs or Disabilities (SEND)

Pownall Green Primary School seeks to be fully inclusive, striving to enable all pupils to achieve the best they can at school. All pupils have access to a broad and balanced curriculum appropriate to their needs. Teaching and learning approaches are adapted to the differing needs of pupils within each lesson. Sometimes, some pupils need additional learning support. This may be provided in a variety of ways, including additional one-to-one or small group work with a teacher or teaching assistant. If pupils need some additional support to develop their social skills or to enhance their emotional wellbeing, this may be provided through additional small group sessions or individual pastoral support. Teachers identify concerns through ongoing assessment and observation. Many pupils require some extra help at some point in their school life. This is readily provided and does not necessarily mean that the pupil has Special Educational Needs. However, if a pupil continues to have a high level of ongoing difficulty despite the additional provision outlined above, they may be considered to have Special Educational Needs (SEN). The new SEN Code of Practice (2014) defines Special Educational Needs as follows:

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

*has a significantly greater difficulty in learning than the majority of others of the same age, or
*has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

Proportions of SEN Support and EHC plans compared to national averages

 

National average 

 2018

% of school population

2018

SEND Support

11.7%

4.3%

Statement/EHC Plan

2.9%

0.5%

SEND Children

14.6%

 4.8%

Admission arrangements for pupils with SEN or disabilities

Admissions to our school are governed by the local authority regulations. This may be affected by where your home is located and whether your child has siblings already at Pownall Green School. Each Stockport primary school has a defined ‘catchment area’. Admissions to our Reception classes are administered by the local authority admissions section and the following criteria are applied:

*Children in Public Care
*Children considered to have highly exceptional medical/social reasons
*Children who live in the catchment area of the school and will have a sibling at the school at the time of admission
*Children resident outside the catchment area of the school with a sibling at the school whose 1st child was admitted in September 2008, 2009 & 2010 (Primary Only)
*Children who live in the catchment area of the school
*Children who live outside the catchment area and will have a sibling at the school at the time of admission
*Any other applicants, in order of straight line distance measured between home and the school
*Applications received after the closing date ordered by the criteria detailed above
*Pownall Green’s published admission number (PAN) is 60 in each year group

Within the local authorities admission processes we will:

  • treat all applications equally and we will not discriminate against pupils with SEND;
  • admit those children with special educational needs but who do not have a statement;
  • not refuse admission to children with special educational needs because we feel that we will be unable to provide the necessary support

The latest information is available from Stockport Council’s website www.stockport.gov.uk/schooladmissions Tel: 0161 217 6028

Although we are generally full and an oversubscribed school we occasionally have places available for admission into other year groups – please call us on 0161 439 1105 for further information.

Steps we have taken to prevent pupils with SEND from being treated less favourably than other pupils

Please see our SEND Policy, Equalities policy and plan, Accessibility policy and plan for details of the steps we have taken to prevent pupils with SEND from being treated less favourably that other pupils. There is link to these policies at the top of this page.

The Frequently Asked Questions below will give you information about how we provide support for pupils with SEND at our school.

How does Pownall Green Primary School know when a pupil has Special Educational Needs or a Disability?

At Pownall Green Primary School we use Stockport’s Guidance for Early Years Settings, Schools and SEN Practitioners working with Children and Young People with Special Educational Needs & Disabilities (Autumn 2016) to help us establish whether or not a pupil has special educational needs. Pupils are identified as having SEND through the following channels:

*Admissions information provided by parents / carers and previous schools and settings.
*Ongoing assessment and observation by school staff.
*Ongoing communication with parents / carers.
*Information provided by external agencies (such as paediatrician or Speech and Language Therapist).

What should I do if I think my child may have Special Educational Needs or a Disability?

*Speak to your child’s class teacher.
*If you have further concerns, contact the school’s Inclusion Coordinator (Nina Nikolaides) via the school office.

How does Pownall Green support pupils with SEND?

*All pupils at Pownall Green have learning targets for Reading, Writing and Maths. Pupils with SEN also have an Individual Education Plan (IEP) which records the additional provision and day-to-day strategies which support them. Where appropriate it also records individual targets relating to their specific areas of need). These are prepared and monitored by class teachers and reviewed every term. Strategies to help the pupil to meet those targets vary depending on individual need, but can include, for example, personalised in-class teaching and learning approaches, additional one-to-one or small group learning support from a teacher or teaching assistant (in or out of lessons), weekly intervention groups designed to develop motor skills, social communication skills or self-esteem. The school’s Provision Map lists the different support which pupils can access at our school.

*Pupils with disabilities are supported by a range of strategies, depending on their individual needs. These may include adaptations to equipment and resources, differentiated activities or adult support.

*At certain times of their school life, some pupils may need more expert support from an outside agency. Similarly, school staff may need to seek advice from outside agencies in order to ensure we are meeting a pupil’s individual needs. Outside agencies include Speech and Language Therapy, Occupational Therapy, Social Services, Educational Psychology, Healthy Young Minds Stockport, Learning Support Service, Behaviour Support Service, Sensory Support Service and the Primary Inclusion Team. If it is thought that your child may need access to an outside agency, either your child’s class teacher or the Inclusion Coordinator will discuss the matter with you and your consent will be sought.

*Some pupils have a very high level of SEND. Where this is identified, the Inclusion Coordinator can, with parental consent, request that the Local Authority carry out a Statutory Assessment. Through this process a pupil may receive an Education, Health and Care Plan (EHC plan).

How are decisions made about the type and level of support that my child will need?

*The class teacher and Inclusion Coordinator discuss the child’s needs and the additional provision that would best enable them to progress.

*Decisions are based on ongoing assessment and observations, and termly tracking of progress. If it is felt that your child would benefit from support from an outside agency, you will be consulted.

*We recognise that the dialogue between staff and parents / carers is vital in ensuring that we are all working together to meet individual pupils’ needs. If you have any questions about the level or type of support that your child is receiving, please contact your child’s class teacher or our Inclusion Coordinator. If your child has Special Educational Needs you will be invited in to school to review her/his IEP on a termly basis. However, you are welcome to make an appointment to chat to the class teacher or Inclusion Coordinator at any time.

Which members of the school community are involved and what is their responsibility?

*Class Teachers are responsible for the teaching and learning of all pupils in their class, including those with SEND. This means that lessons are differentiated to ensure all learners can access the curriculum.

*Our Inclusion Coordinator (Nina Nikolaides) carries out the role of SENCo (Special Educational Needs Coordinator), overseeing provision and progress for pupils with SEND and providing advice and support to school staff.

*Teaching Assistants provide additional support for pupils needing extra help, including those with SEND. Some pupils with very high levels of need have some one-to-one support from a Learning Support Assistant.

*The responsibility of the school governors (in relation to SEND) is to provide both support and challenge to the head teacher and staff so that the school is as inclusive as possible and that pupils and staff are treated in a fair and equitable way.

How will I know how my child is doing?

*Each year, parents / carers receive three written reports and are invited to two Parents’ Evenings. In addition to this, parents / carers of pupils with SEND are invited to discuss their child’s IEP which is reviewed three times a year. This discussion may take place during Parents Evenings or you may be invited to meet with your child’s class teacher at a different time.

*Parents / carers of pupils with a Statement or EHC plan will be invited to an Annual Review meeting each year.

*If you have any concerns about your child’s progress, you should speak to her/his class teacher.

*If you have further concerns, contact the school’s Inclusion Coordinator (Nina Nikolaides) via the school office.

How can I work with school to support my child’s learning?

*Your child’s class teacher may suggest ways you can support your child at home.

*If your child has an IEP, it may describe strategies which you could use to support your child at home.

*If outside agencies are involved, they often recommend strategies and programmes of activities which can be used at home as well as at school.

*At Pownall Green Primary School we strive to work in partnership with parents / carers so that we can provide the most relevant support for each pupil. You can help by sharing (with your child’s class teacher or with our Inclusion Coordinator) any information you may have about your child which may impact upon his/her learning or welfare at school.

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

*All pupils take part in lessons which are designed to support understanding of feelings and emotions.

*Pupils at Pownall Green are encouraged to talk to adults about their anxieties, be that a teaching assistant, class teacher or another member of staff.

*If you have concerns over your child’s wellbeing, please make an appointment to see your child’s class teacher in the first instance. You may also wish to talk to our Head Teacher, Julie Kersh, or our Inclusion Coordinator, Nina Nikolaides.

*Your child may be invited to take part in a nurture group, run by a Teaching Assistant, Learning Support Assistant or our Inclusion Coordinator. The focus of these groups varies depending on children’s needs, but can be, for example, around dealing with worries or developing greater confidence.

*Some children may need more specialist support, which can be accessed via outside agencies such as Primary Jigsaw, the Behaviour Support Service or Healthy Young Minds Stockport (formally the Child and Adolescent Mental Health Service). The support available varies according to individual need, but can include one-to-one or small group support for a number of sessions, along with support and advice for parents / carers and school staff.

How does Pownall Green primary School manage the administering of medicines?

*If your child has an ongoing medical need (including asthma) please inform the school via the office and complete the appropriate form (available on the school’s VLE or the office). This information is recorded and passed on to each new class teacher.

*Pupils with asthma requiring use of an inhaler should have an inhaler and spacer in school at all times. These are kept in a clearly labelled box in the child’s classroom.

*If your child requires any medicine to be administered in school time, you must complete the appropriate ‘permission to receive medicine’ form and hand it to the school office. This form is available from the office or the school’s VLE. All medicines must be handed to the school office and be clearly labelled with the child’s name, class and date. Please collect any unused medicines from the office when they are no longer needed in school, and ensure that any medicines held at school for your child (including inhalers) are within their expiry date.

*Medicine will be administered by a member of staff with the appropriate training.

*Children with specific medical needs may have an Individual Health Plan, compiled by the school nurse or Inclusion Coordinator, in consultation with parents / carers.

*For further information, please consult our Managing Medical Conditions Policy.

What support is there for encouraging appropriate behaviour, avoiding exclusions and increasing attendance?

*At Pownall Green Primary School we have a positive approach to behaviour and we have a consistent school-wide system of rewards and consequences. We recognise that there may be times when some pupils need a more individualised strategy to help them to improve their behaviour for learning and we work in close collaboration with parents/carers to implement the most successful strategies for each child.

*We are committed to developing and embedding the principles of Restorative Approaches to help children to reflect on how their behaviour impacts on themselves and those around them, equipping them to make the right choices in the future.

*If a pupil continues to display inappropriate behaviour, it is possible that s/he may have an underlying Special Educational Need. We would therefore seek to identify the child’s needs, in accordance with our SEN Policy, and ensure the appropriate additional provision is in place to support them. The Inclusion Coordinator may, with parental consent, seek further support for the child from an outside agency.

*Our administrative team work closely with our young Person’s Worker to monitor punctuality and attendance. Pownall Green Primary School endeavours to work in a supportive way to help families overcome obstacles to full attendance. This could include TAC (Team Around the Child) meetings to support a family to improve their child’s attendance.

How will my child be able to contribute their views?

*Class teachers discuss targets and feedback with individual pupils.

*Pupils are encouraged to talk to staff about any concerns. We also have a School Council, with representatives from Year 1 to Year 6. Pupils can pass on their ideas or concerns about school life to their representative.

*Pupils with Statements or EHC plans are invited to share their views during their Annual Review meeting. Where appropriate, the child may take part in all or some of the meeting. Where this is not appropriate, their views are sought prior to the meeting by way of a simple ‘pupil voice’ questionnaire.

How will my child be included in activities outside of the classroom?

*Our drive to be fully inclusive encompasses the whole school curriculum, including those activities out of the classroom and out of school. We will therefore endeavour to make any reasonable adjustments, including providing appropriate support.

*A risk assessment is carried out before any off site activity to ensure that everyone’s health and safety needs are accounted for. This may include additional one-to-one support to enable a pupil to take part in a school trip.

*In the very unlikely event that it is considered unsafe for a pupil to take part in an activity, alternatives will be arranged which will cover the same curriculum areas.

How accessible is the school environment?

*Our school is entirely on the ground floor and all areas have step-free access. We have two accessible toilets which include facilities for those with self-help needs.

*We have access to the Ethnic Diversity Service to enable us to support those with English as an Additional Language. If you require information in another language (or if you know of someone who would benefit from this), please contact the school office and we will do our best to offer support.

How will the school prepare my child for joining the school, moving classes and transferring to a new school?

*We seek information about new pupils from their parents / carers and their previous setting. Where necessary and appropriate, the Inclusion Coordinator may facilitate a pre-admission meeting to discuss the pupil’s additional needs.
Class teachers meet to discuss all pupils in their class as they prepare to move up in July. This includes passing on information about individuals with SEND.

*All pupils in school have transition sessions with their future class teacher during the final term of the year.
When pupils move on to a new school, information is passed on to the new school. Information relating specifically to SEND is passed on to the new school’s SENCo (Special Educational Needs Coordinator).

*Most High Schools hold induction days so that Year 6 pupils can begin to get to know key staff and become familiar with the building. Some pupils with high levels of SEND benefit from additional transition visits which are organised by our Inclusion Coordinator and the new school.

*Pupils with Statements or EHC plans will have a Transfer Review meeting, usually held in the Summer Term of Year 5. The SENCo of the High School which parents / carers are considering are invited to this meeting to aid discussion over transition arrangements. Support with transition to High School can be accessed from appropriate outside agencies.

How are the school’s resources allocated and matched to the needs of a pupil with SEND?

*The budget for SEND is allocated each financial year. The money is used to ensure additional provision is available for pupils based on their individual needs. The Head Teacher decides the SEND budget, in consultation with the school governors, on the basis of the needs of the pupils currently in the school.

*Resources are allocated based on assessment of needs for each pupil following termly Pupil Progress Meetings between class teachers and the senior leadership team.

*At Pownall Green Primary School we recognise that individual pupils’ needs change over time. This is reflected in the way that additional provision is reviewed regularly and changes are made as necessary.

Who can I contact for further information?

*The first point of contact is your child’s class teacher. Please speak to them at the beginning or end of the school day, or phone the school office, (0161 439 1105) to arrange a mutually convenient time to meet.

*Your next point of contact is the Inclusion Coordinator (Nina Nikolaides) or Head Teacher (Julie Kersh). Appointments can be made via the school office (0161 439 1105).

*If you have a complaint regarding the provision made at school for your child, please contact the Head Teacher, Julie Kersh, in the first instance.

*If your child is not currently at our school but you are considering sending your child here and you have questions relating to SEND, please contact our Inclusion Coordinator, Nina Nikolaides.

*The Information, Advice and Support Service is an organisation which supports parents / carers of pupils with SEND.
Contact details:
Stockport Voluntary Action Youth, Woodbank Youth Centre, Turncroft Lane, Offerton, Stockport, SK1 4BN
Tel: 0161 480 3189
Email: stockport@kids.org.uk
Website: http://cyp.iassnetwork.org.uk/service/iass-stockport/
Click for an information leaflet
Parents in Partnership is a voluntary group for parents and carers who children in Stockport with disabilities or additional needs.
Contact details:
Tel: 07786 101072
Email: info@pipstockport.org
Website: http://www.pipstockport.org/
Facebook: www.facebook.com/pipstockport
Twitter: PIPSTOCKPORT
Information about support and services available from Stockport Local Authority can be found at www.sensupportstockport.uk or www.stockportinfo.co.uk
There is a link to Stockport's Local Offer at the top of this page.

This document has been produced in consultation with parents / carers and staff. If you have any questions, comments or suggestions about how this document can be improved, please contact Nina Nikolaides, the school’s Inclusion Coordinator.