SEND Information Report - 2024/25

Our school currently provides additional and/or different provision for a range of needs, under the four categories of need. These include:

• • Communication and interaction, for example, autistic spectrum disorder (ASD) and speech and language difficulties.

  • Cognition and learning, for example, moderate learning difficulties, dyslexia and dyscalculia.

  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), attachment difficulties and anxiety.

  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties and epilepsy.

We do not publish the number of children we have under each category of need, this information is recorded in school on the SEN register.

There are two SEND levels of need:

• SEND support - where children have an identified SEND and have a Learning Plan in place that is reviewed at least termly.

• EHCP (Education and Health Care Plan) - where children have a higher level of need and meet the criteria for an EHCP. They have Learning Plans in place which are reviewed at least termly and the EHCP is reviewed annually.

All children are assessed at least once a term using standardised tests and/or teacher judgements to determine their level of attainment. This information is also used to monitor their progress. If a child is new to the school then information from their previous school or setting is used along with assessment completed during their first few weeks at Gorseland to determine a baseline.

Children who are working below age related expectations or 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;

are identified by class teachers. The children are then discussed in more detail during a meeting between the class teacher and a member of the senior leadership team. This information is also shared with parents during parent consultations. Slow progress and low attainment do not automatically mean a pupil is recorded as having SEN.  However, if it is felt that the child’s difficulties may be because of a special educational need, more detailed analysis of need is carried out drawing on:

• information from the class teacher regarding current attainment and progress over time;

• parental views and relevant family history and additional information;

• views from the child, where appropriate;

• information and advice from external professionals, if appropriate;

• additional assessments carried out by the SENCo.

A Monitoring Plan is then created, detailing what additional support and/or intervention the child needs. This forms the beginning of the graduated approach and the four-part cycle of assess, plan, do, review.   

If, having completed at least 2 cycles of the assess, plan, do, review cycle, the child has not made the required progress, a discussion will take place between the class teacher and/or SENCo and the parents. This conversation will make sure that:

• everyone develops a good understanding of the pupil’s areas of strength and difficulty using information from parents, external agencies and, where appropriate, the child;

• everyone understands the agreed outcomes sought for the child;

• everyone is clear on what the next steps are.

The child is then placed on the school SEN register. A Learning Plan is also written detailing the child’s needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required.

The termly attainment data is used to track the progress of all children including those with SEND. Other information including scores on standardised tests, progress made during interventions and achievement against Learning Plan targets are also used to determine the progress of children with SEND. This information is used to monitor the effectiveness of support and interventions and their impact on the pupil’s progress, which is reviewed termly. Learning Plans are also reviewed at least once a term. During the review teachers assess pupil attainment against the targets set and new targets are created. Changes to interventions and/or support required may also need to be made.

Stage 1

• High Quality Teaching.

• Child is able to access the age appropriate curriculum with some adaptations and reasonable adjustments that could include:

- Scaffolding, targeted questioning, writing frame or structured recording sheet.

- Use of resources for support, e.g. phonics mats, manipulatives in maths.

- Small group support in class from the teaching assistant (TA) or teacher.

- Alternative methods of recording.

• Small group targeted interventions may be used as part of the initial stage of informal Assess, Plan, Do, Review cycle.

• Class teacher communicates with parents. 

Stage 2

• Short term interventions and more specific assessments.

• Child is not making progress despite stage 1 support being in place for a sustained period. Child is likely to need more adaptations to learning that requires the teacher to track back to the previous year groups' learning outcomes for some areas of the curriculum.

• If needed, class teacher completes SEND referral form and discussion with SENCo occurs to clarify need and plan targeted short-term intervention or additional support, which is reviewed after no more than 8 weeks.

• Class teacher to access an Inclusion Support Meeting (ISM) offered by the Local Authority Special Education Services.

• Formalised Assess, Plan, Do, Review Cycle (APDR) completed (at least once).

• Standardised assessment may be completed by the SENCo to identify or clarify needs.

• Meeting between class teacher, parents and possibly SENCo,  to share concerns and collect additional information from the parent. 

• As part of the review stage of APDR cycle, consideration is given as to whether to add the child to the SEND register.

• Monitoring plan is created to record targets, strategies and adaptations.

Stage 3

• Child is on the SEND register and there is formal involvement of SENCo.

• Child is not making progress despite stage 2 support.

• Teacher will need to track back to previous years' outcomes in Maths and/or English.

• Possible referral for outside agency support, for example Local Authority Special Education Service (SES).

• Learning plan in place, reviewed termly and shared with parents.

• Class teacher to communicate with parents.

• Where possible, evidence based interventions to be used.

• After a number of cycles of APDR, where the child has made limited progress, consideration to be made about referring for an EHCP.

Stage 4

• Referral has been made for an ECHP or one is in place.

• Child requires a highly adapted curriculum.

• Involvement of outside agencies. 

• High Needs Funding to be sought to fund additional support for the child, if needed.

Stage 5

• Specialist provision.

• Child’s needs can no longer be met in mainstream and they require a specialist placement. This is sought via the Annual Review process.

• Alternative provision for part of the week will be considered whilst specialist placement is sort, for example, First Base, PLOT, the Nest. 

Parent/carer involvement

• Parents are given dedicated time during induction meetings and sessions before a child starts school to talk to the class teacher and/or SENCo about already identified SEND or concerns regarding possible SEND.

• There is time during parent consultation meetings to speak to the class teacher and/or SENCo about a child’s SEND or possible SEND.

• Termly meetings are held between parents and the class teacher to discuss progress made against Learning Plan targets and to set new targets for the next term.

• Parents can contact the SENCo to arrange to have a telephone or face to face meeting to discuss concerns about a child whenever they arise.

• Children with an EHCP have their plan reviewed at least once a year through a formal meeting.

• Children work with staff to create a one page profile to share their views and opinions. They are also encouraged to have a conversation with their new class teacher as part of the transition process.

Pupil Involvement

• One page profiles written by the child (with support from an adult where necessary) are included on the Learning Plans.

• Giving their views as part of the EHCP and Annual Review process.

As stated in the SEN Code of Practice (2014) ‘every teacher is a teacher of SEN’.  At Gorseland Primary School, all teachers are responsible and accountable for the progress and development of all the pupils in their class, including those with SEND. All pupils in school receive high quality teaching that is differentiated where needed to meet the needs of all children regardless of their SEND. Adjustments include:

• scaffolded learning tasks;

• targeted questioning;

• small group, paired or individual work with an additional adult;

• pre-teaching of skills and vocabulary;

• tracking back to previous years' objectives.

These are used to ensure all children can access a broad and balanced curriculum. The adaptations and adjustments used are dependent on the individual needs of each child.

Adaptations to the learning environment and resources are also made to remove barriers to learning and ensure all children can access the curriculum on offer. These could include:

• providing children with alternative methods of recording including laptops, text to speech software and talking tins;

• writing slopes and pencil grips;

• accessible equipment;

• enlarged text;

• coloured overlays, paper and background for presentations.

We have a number of different interventions that we run depending on the specific needs of the children or groups of children. All interventions are time limited and targeted to address specific difficulties or desired outcomes. The impact of each intervention is evaluated to determine its effectiveness based on the impact on the child and progress made.

Communication and Interaction Interventions and Support:

1:1 speech and language intervention (using activities provided by a therapist)

Inprint visual supports

WELLCOMM suggested activities

Lego Therapy

Time to Talk

Pre-teaching of vocabulary

Cognition and Learning Interventions and Support:

Literacy Gold

Morph Mastery

Rapid Phonics

Clicker 8

Overlays

Pre- teaching of skills and concepts

Dancing bear

Apples and Pears

Bearing away 

Social, Emotional and Mental Health Interventions and Support:

Feelings groups

Groups or one to one sessions to support anxiety, develop resilience and build self esteem

Bereavement support

Socially speaking

ELSA sessions 

Physical and Sensory Interventions and Support:

Finger gym - pencil grips, slopes

Gym trail

Write from the start

Speed up

Sensory circuits

Fidget toys

Sensory equipment - wobble cushions

Enlargement of text

Accessible equipment 

We support children’s social emotional and mental health needs at Gorseland. Emotional literacy approaches are used across the school including language to acknowledge and validate children’s emotions, discrete teaching of mindfulness and calming strategies, as well as support for restorative justice approaches. A number of children have individual emotional literacy sessions which focus on addressing gaps in their emotional and social development. Some children access groups led by an ELSA e.g. focusing on friendship skills or resilience. These interventions are reviewed termly.

All children’s social, emotional and mental health needs are also supported through the comprehensive ‘Jigsaw’ PSHE curriculum the school has adopted. Additional PSHE opportunities are planned by class teachers according to the cohort’s needs.

We work with parents and children to ensure good attendance. If a child is struggling to attend school because of their mental health needs, staff work in partnership with families and a bespoke plan is put in place to overcome the specific barriers to attending school.

We have a positive, consistent approach to behaviour management. There is an expectation that all children follow the class and school rules. Children who find it difficult to self-regulate and display unsafe and/or challenging behaviour have bespoke behaviour support plans that address their specific needs and document the strategies that work best when supporting them.

The SENCo and two teaching assistants have also received Mental Health First Aid training, one teaching assistant is a trained ELSA and Mrs. Parsons has complete the Designated Senior Mental Health Lead training. 

A number of members of staff, including the Senior Leadership Team, are trained in safe handling techniques (training delivered by Bellscroft).  

Behaviour is regularly monitored and any issues are addressed as early as possible and, if necessary, interventions are implemented. This ensures that all children are able to access the curriculum and learn.

Stage 3

• Involvement of outside agencies are likely at this stage.

• Referrals and signposting to parents e.g. PMHW / wellbeing service / Suffolk Carers.

• Communication with parents from class teacher or senior leader.

Stage 2

• ELSA 1:1 sessions with targeted pupils.

• Sharing of strategies to use at home as well as school.

• Possible school nurse support.

• Regular communication with parents.

Stage 1

• Quality first teaching includes pastoral care for all pupils.

• Communication with parents.

• PSHE curriculum.

• Inclusion and diversity learning throughout the curriculum.

• Wishes and feelings work to support pupil voice.

• 1:1 sessions with the year group TA, e.g. emotional check-ins or connection-building time.

• Small group targeted interventions from the ELSA, e.g. anxiety, resilience, friendship or social skills.

When required, we access specialist services and outreach agencies. These include:

• Local Authority Special Education Services for Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health needs.

• Speech and Language therapy service (SALT)

• Occupational Therapy Service (OT)

• Early Help Team

• Integrated delivery team

• Community paediatric service

• School Nursing

• Primary Mental Health Workers

• The Local Authority Sensory team

• Psychology and Therapeutic service

Gorseland Primary School is all on one level and, where necessary, there are ramps/slopes to ensure all members of the school community have access to the site and building.

We worked closely with the Local Authority Sensory Team to ensure children with sensory difficulties including hearing/visual impairments are able to access the physical environment and a broad and balanced curriculum.

Risk assessments are carried out for all school trips and, where necessary, individual risk assessments are completed for children with SEND. Specific strategies and resources including social stories, photographs and visits to sites prior to the trip are used to support access for all children.

Children with health needs that can affect their time in school have an Individual Health Care Plan. Included in this are any adjustments, equipment or support needed for them to access trips.

All children have access to extra-curricular activities and clubs and, where necessary, reasonable adjustments are made to ensure all children can participate.

We evaluate the effectiveness of provision for pupils with SEN by:

• Reviewing pupils’ individual progress towards their Learning Plan targets each term.

• Reviewing the impact of interventions after a predetermined number of weeks.

• Monitoring by the SENCo and the Senior Leadership Team.

• Termly meetings between class teachers and SENCo to discuss the progress of children with identified SEND and those who may have SEND.

• Holding annual reviews for pupils with EHC plans.

Our SENCO is experienced in this role and has completed the National SENCo Award. She is also trained in Mental Health First Aid. The Deputy Head who oversees the SSU (Mrs. Parsons) has also completed the National SENCo Award, as well as Designated Senior Mental Health Lead training. 

Recent whole staff training has included:

-        Autism and sensory awareness.

-        Supporting children with Dyslexia in the classroom.

Specific staff have also received the following training:

-        Elklan Speech and Language.

-        Dyslexia interventions.

-        Working memory.

-        Behaviour.

-        Autism.

-        ADHD.

-        Supporting children with Mental Health Needs.

-        Bellscroft de-escalation and restraint training.

-        Picture Exchange Communication Training (PECS).

-        Catch up Literacy and Numeracy.

-        Emotional Literacy Support Assistant (ELSA).

-        Resilience and mental health needs.

As the Specialist Support Unit is attached to the mainstream school, advice and support from the skilled staff who work in the unit can be sought. In the past, SSU staff have provided outreach support to mainstream staff.

All children are offered induction sessions, which they attend with their parents and are given the opportunity to meet their new teacher and support staff, explore the learning environment and meet their new classmates. 

When school places have been allocated, the school contacts all the preschool providers to obtain information about any children with SEND. The SENCo then arranges to visit the child in their setting. If necessary, specific transition meetings are held with any specialists involved and observations are made of the child. If necessary, a bespoke transition plan is arranged to provide the child and family with additional visits and support.

The SENCo attends the new Reception parent’s information sessions and is available to speak to individual parents about their child’s existing SEND or concerns about possible SEND.

When a child with SEND transfers to or from the school mid-year, discussions are held with the child’s current school and the parents before the child starts. A transition plan is put in place and strategies including social stories, photo books and a staggered start can be used to ensure a smooth transition.

During the Summer Term, the following things are put in place to support the transition to the next class for children with SEND:

• Photobooks with pictures of the next class teacher and teaching assistant, the classroom, the toilets, which door the child will enter and leave through.

• Social stories to support with anxiety around changes.

• Opportunities for the child or small group of children to meet the new teacher and talk about themselves and ask any questions. Children who do not want to do this in person are able to write questions to their new teacher and receive a written reply.

• A transition document is created with parents and, where appropriate, children, which includes information about the child and how best to support them.

• Opportunities to come into school on the PD days in September to see the new classroom.

During the last Summer Term, the SENCo meets the learning support and pastoral teams at the receiving High School to discuss the needs of the children in Year 6. Staff from the High School come into school to meet the children and also discuss any SEND needs with the Year 6 staff. Children with SEND are offered additional visits to the High School and photo books and social stories are used to support the transition process.

For children with an EHCP, High School staff are invited to the transition Annual Review which happens in the Autumn Term of Year 6. Where necessary, we work with the receiving High School to create bespoke transition plans for children with high levels of need.

Children joining and leaving the SSU have bespoke transition plans tailored to individuals. The SSU also has a transition week in July to prepare pupils as much as possible for September.