Special Education Needs (SEN) - Our School Offer

	SENDCO	SEND Governor
Name	Helen Fox	Emma Desmond
Contact Number	01377 253110	01377 253110
E-Mail	garton@eastriding.gov.uk	garton@eastriding.gov.uk

If you have a concern, or a complaint, then please contact the Headteacher at the school address, telephone number or e-mail. Please click on the East Riding Local Offer below to see what our area offers for children and adults with SEND.

Our Beliefs and Values

It is the aim of the school to include all children, and to enable those with special educational needs to access a broad and balanced curriculum and take part in all aspects of school life. We believe we provide high quality teaching that is differentiated and personalised and that meets the needs of children and young people. We have high ambitions, set challenging targets, and track the progress of all pupils.

The school supports this aim by:

1. Identifying and providing for pupils who have special educational needs and additional needs.
2. Working within the guidance provided in the SEND Code of Practice, 2014.
3. Operating a “whole pupil, whole school” approach to the management and provision of support for special educational needs.
4. Providing a Special Educational Needs Coordinators (SENCo) who will work with the relevant policies.
5. Providing support and advice for all staff working with special educational needs pupils.
6. Working with parents and carers to identify and meet children's needs.
7. Monitoring pupil progress using Termly Support Plans.
8. Working in co-operation with the LA and other agencies.
9. Involving children in planning support and reviewing progress.

The following policies should be read in conjunction:

Child Protection and Safeguarding Policy

Anti-Bullying Policy

Health and Safety Policy

SEND Information Report

SEND Policy

School Admission number: 15

Number on roll	96
Number on roll with SEND support	10
Number on roll with EHCP	18

What should I do if I think my child has SEND?

If you have any concerns regarding your child’s progress or well-being, then please speak to either your child’s class teacher or Miss Fox (SENDCO) or Mr Baxter. Please e-mail the school at garton@eastriding.gov.uk.

How do we identify, evaluate, assess and review children with SEND?

Teachers will monitor the progress pupils are making through:

• observations during lessons
• termly curriculum tracking and assessments

When a class teacher feels a child is having difficulties accessing the curriculum, the class teacher will arrange to meet parents or carers to discuss support currently in place and possible future support. The class teacher will raise their concerns with the school SENDCO that further assessments may be required.

Through the above discussions, if it is agreed that the child would benefit from further support, suitable resources and interventions will be identified to address areas of difficulty; this will then be recorded on the school's SEND Register at 'SEND Support'. This will outline the area of concerns and will identify the additional support that is required. A Termly Support Plan will then be completed at a meeting with the class teacher, pupil and parents/carers. There are at least 3 Termly Support Plan meetings for children with SEND, however class teachers are always available to discuss the progress and support for SEND children with relevant parents/carers throughout the school year. The school SENDCO is also available to discuss the progress and support of SEND children.

Your child’s progress will be monitored continuously throughout the year. Every term, formal assessments will be completed in Reading, Writing, Spelling and Maths. Results are discussed at Pupil Progress Meetings, alongside teacher judgements, with SENDCO and class teachers. Relevant interventions are then identified to support the children to 'catch up'.

The school also works with external agencies, e.g. Speech and Language, Educational Psychologist, who provide additional guidance and strategies to help support children in school. They are in a position to carry out particular testing to identify more specific conditions/learning difficulties.

Every term, SEND Termly Support Plan targets are reviewed by class teachers and a meeting takes place with parents/carers to discuss progress and next steps. Children who have an Educational Health and Care Plan will have an annual review each year to discuss progress over a year to set new targets. Interim meetings can also be organised if these are needed. These meetings will involve staff from school and external agencies. If following a review, it is decided that a child no longer requires the additional support, the child will be removed from the SEND Register, however monitoring will still take place to ensure the child continues to make the required progress

If children do not make the expected progress, we may apply for the child to be assessed for an EHCP. Generally, we apply for an EHCP if: 

• The child is Looked After and therefore additionally vulnerable
• The child has a disability which is lifelong and which means that they will always need support to learn effectively
• The child’s achievements are so far below their peers that we think it likely that the child may at some point benefit from special school provision.

Children, who we think will manage in mainstream schools, albeit with support, are less often assessed for EHCP. Having a diagnosis (e.g. of ASD (Autism Spectrum Disorder), ADHD (Attention Deficit/Hyperactivity Disorder) or dyslexia) does not mean that a child needs an EHCP.

As part of our transition arrangements, SEND information is shared with new teachers and schools, focusing on specific needs, useful strategies and any medical needs.

What support do we offer at Garton on the Wolds CE Primary School?

Day to day lessons are made accessible for all by using a number of strategies including use of different resources, use of additional adults and different tasks.

The school offers interventions that are planned by class teachers covering core skills to support children to make progress; these interventions are led by either the class teacher or members of support staff through individual or small group activities. These interventions are linked to the targets on individual Termly Support Plans. We also offer Read Write Inc individual tutoring to support essential reading skills.

To support children's social and emotional wellbeing, the school has a trained ELSA lead who plans individual sessions.

Garton on the Wolds also has an allocated room set up to provide quiet support for children with SEND.

What other people and organisations provide support to our school?

We work with a wide range of different support agencies including: the Educational Psychology Team, Behavioural Support, Speech and Language service, Child and Adolescent Mental Health (CAMHS), Youth Support Workers, Education Service for Physical Disability (ESPD), Integrated Sensory Support Service, Social Care and Occupational Therapy.

What training have staff received? 

Staff have had access to internal training including:

• Effective Termly Support Plan Development Training
• Maths Strategy Training
• Assessment System Training

External training from outside agencies:

• Read Write Inc Individual Support Training 
• ADHD Training
• Autism Training
• Behaviour Support Training

What support is available for parents/carers of children with SEND?

We follow an open-door approach where parents/carers are always welcome to come into school. A child's progress can be discussed either at a face to face meeting or by a telephone consultation. The SENCO and Headteacher are also available to answer any questions parents/carers may have.

Where required, the school will also either seek or signpost parents/carers to additional support throughout outside agencies to support the specific needs of individual pupils.

How is our school accessible to children with SEND?

Garton on the Wolds CE Primary School is committed to ensuring equality of education and opportunity for disabled pupils, staff and all those receiving services from the school. We aim to develop a culture of inclusion and diversity in which people feel free to disclose their disability and to participate fully in school life. Our admissions policy does not discriminate against pupils with SEND.

What school facilities are available for children with SEND?

We aim for each classroom area to be a calm and nurturing learning space where all children can learn and progress. In each classroom, resources and strategies are available to specific pupils, which have been recommended on reports received from outside agencies.

The school also has a dedicated library/intervention area, which can be used to support individual needs as needed.

How do we support children during transitions to another setting or school?

Transition meetings are timetabled as needed. In Year 6, meetings take place between the teachers and pupils at Garton on the Wolds and with the feeder secondary schools. At these meetings, relevant data, attendance information, termly support plans and pastoral information is shared.

In EYFS, transition meetings are arranged with Miss Fox, parents/carers and previous settings before a child starts Reception in the September.

For in-school transitions, the school has systems in place to ensure that class teachers are aware of specific needs of pupils and their next steps. These include:

• Transition Meetings to discuss individual pupils
• Open Afternoons for parents to meet the new class teacher
• Move up morning for pupils to meet their new teacher
• New class teachers visiting upcoming pupils in their current classroom to read story/participate in activities

	SEND Policy 2024	[pdf 338KB]
	SEND Information Report 2023-24	[pdf 260KB]
	SEND Parent Leaflet	[pdf 357KB]