Riverside Primary Academy is a mainstream school for pupils from the ages of 3 to 11.
The school caters for pupils with various needs.
The SENCo is Mrs J Sumner who can be contacted by telephoning the school or email at email@example.com.
All pupils follow a broad balanced curriculum that is appropriate to their age and stage of development which is personalised to take into account their needs and abilities. In order to identify a pupil’s special educational needs we use all of the information about the pupil’s progress including teacher assessmentand SAT’s tests, reading age tests, The Phonics Test and regular Read Write Inc assessments and compare it with the progress of other pupils in the school and against national performance information.
If a pupil is not making the progress that would be expected, their parent/carer will be involved as soon as possible. We will discuss our concerns with the parent/carer and pupil and get their views about:
• the pupil’s strengths and areas of difficulty
• concerns that the parent/carer and pupil has
• agreed outcomes
• agreed next steps
Following discussions with parents/carers and the pupil, we will then agree outcomes that the pupil will be working towards and the support or interventions needed to meet these outcomes.
Concerns are not always based on academic progress but could also be linked to the social and emotional development of the pupil. Any concerns that school staff or parents raise in this area may lead to further investigations by the Inclusion Leader.
Assessment, Monitoring and Review
Each pupil’s progress is continually monitored by their teacher and the SENCo in a number of ways, including additional educational testing completed within school. The SENCo oversees any additional support the pupil may need and at the beginning of the new academic year, data is analysed and tracked to get a clear indication of which pupils need support with their academic work.
Progress is discussed in regular staff meetings, tracked closely by staff and is reviewed every term. The pupil is given an academic level in English and Maths which is shared with parent/carers through the school reporting system. If the pupil is not showing progress within National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and shows smaller but significant steps of progress. As well as National Curriculum Levels other test are used to monitor progress, such as tests which give a reading and spelling age or a standardised score. These tests and levels will also be discussed in detail, along with staff comments within the review meeting.
The level of support given to each pupil and depends on their additional needs and any other factors that may improve or hinder their progress. When a pupil has been assessed and is not making progress against their outcomes with the help that they have been given, we can refer pupils to a number of different services for more specialist assessment and advice.
Depending on the pupil’s needs, referrals can be made to the Special Educational Needs Improvement Team (SENIT), the Educational Psychology Service within Gateshead Council, health services such as speech and language therapy, school nursing service, occupational therapist, Emotional Wellbeing Team or Children and Young People’s Service or social care teams such as SEND social workers or the Family Intervention Team. We might suggest completing a Common Assessment Framework (CAF) form in order to get a team of professionals (Team around the Family (TAF)) together to work with the pupil and their family but this will only be done with the parent/carers agreement.
If the pupil does not make progress with support that has been suggested by specialist staff, we can make a referral to the Local Authority (LA), for an assessment for an Education, Health and Care Plan (called a Single Plan in Gateshead). This is a legal process, which is carried out by the LA which sets out the amount of support that will be provided for the pupil.
Involving Parents/Carers and Pupils
Parent/carers can contact school with any concerns about their child by telephoning, writing or coming into the office and requesting a meeting or speaking to staff at the start and end of the school day.
Parent/carers will be kept informed through home/school books/diaries, school reports and phone calls. Staff will contact parents/carers to discuss issues, concerns or progress of individual pupils as soon as additional need is identified.
We hold regular parent evenings for all parents/carers. If your child has special educational needs, parents/carers and the pupil are involved with regular termly review meetings to discuss progress outcomes and setting outcomes for the future.
Annual Reviews are held for pupils with Education Health Care Plans. These reviews focus on achievements, the progress made, support and future plans and are held with parents/carers, the pupil and any other agencies involved.
Pupils are encouraged to share their aspirations and views in review meetings.
There are a number of people in school who are responsible for special educational needs in school:
The Head Teacher is responsible for:
The SENCo is responsible for:
The Class Teacher is responsible for:
The Teaching Assistants work with the class teacher to identify areas of support for pupils with SEN. They:
The SEN Governor is responsible for:
The Speech and Language Teacher – works with pupils who have been identified by the teachers and SENco or Speech Therapists as needing intervention with physical speech or their or ability to understand language or to express themselves.
School staff are trained in specific areas where there is a current SEND. The SENCo/Inclusion Leader collects information on areas for development through appraisals and staff meetings and asks the appropriate professionals to deliver it as whole staff or individual training. Training is also provided for staff when pupils are admitted to school with a SEND that no-one in school has experience of. Leaders of Literacy and Numeracy areas find appropriate specialist support training and enrol staff on courses.
Staff within school have different levels of expertise in order to support pupils with special educational needs:
Awareness – this is basic awareness of a particular type of SEN. All staff who come into contact with the pupil will have this level of training and it will be carried out by the SENco, SENIT, Educational Psychologist or other specialist service.
Enhanced – this level of training will be carried out by staff working with the pupil regularly, such as class and subject teachers, and will focus on how teaching and learning can be adapted to meet the pupil’s needs. The training can be carried out by SENIT, Educational Psychologist, staff from special schools or other specialist services.
Specialist – this is in-depth training about a particular type of SEN for staff who will be advising staff who support pupils at an enhanced level. This could be a specialist SEN teacher or a SENCo if they had appropriate qualifications.
At Riverside Primary Academy, staff have had awareness training in dyslexia, dyspraxia, immature brain development, attachment issues, ADHD, receptive and expressive language difficulties and enhanced training in dyslexia, attachment issues, receptive and expressive language difficulties and Autistic spectrum.
Transitions can be difficult for a pupil with SEN and we take steps to ensure that any transition is a smooth as possible.
Please note – if your child has a an EHCP they must have an annual review before they move to a new school.
All pupils receive excellent targeted classroom teaching also known as Quality First Teaching. For your child this would mean:
All pupils have this level of support but other types of support are available for pupils with SEN:
This type of support is available for any pupil who has specific gaps in their understanding of a subject/area of learning and will be put in place if the SENco thinks that they need extra support in school. The group, sometimes called Intervention groups by schools, may be:
The progress made with the intervention is tracked and monitored closely to decide whether any additional support is needed for your child.
Specialist groups run by outside agencies
This type of support is available for pupils who are not making progress through Quality First Teaching and intervention groups and means they have been assessed as needing some extra specialist support in school. This may be from:
For your child this would mean:
The specialist professional will work with your child to understand their needs and make recommendations, which may include:
This is usually provided through an Education, Health and Care Plan (known as a Single Plan in Gateshead). This means your child will have been identified by a specialist professional as needing a higher level of support than the school can provide from their SEN budget. This is a legal process, which is carried out by the LA, which sets out the amount of support that will be provided for your child. School will discuss with you if they think that this is required.
Emotional and Social
As well as providing academic support, school can also provide emotional and social support for pupils. This can include:
Accessibility In School
The school is fully accessible to pupils with physical difficulties.
The following facilities are available for pupils and their parents/carers with physical difficulties:
A risk assessment carried out and personal evacuation plan will be drawn up for all pupils with physical difficulties. All staff working with the pupil will be made aware of the plan.
We have an Accessibility Plan which is available here.
Outside of School
Pupils take part in school visits throughout the year. A risk assessment is completed for all school visits. The Senior Leadership Team, overseen by the Headteacher, makes decisions based on whether it is safe for a pupil to leave the premises, taking into account the emotional needs of the pupils.
Parent/carers should contact the SENco with any complaints about the provision that the pupil is receiving at school. If the complaint is not resolved, the school has a complaints procedure.
Parents/carers can contact the Special Educational Needs and Disability Information and Advice Service which is run by Barnardos in Gateshead (tel 0191 4784667). This is a free, confidential service for young people who have SEND and their parent/carers. The service is available whether or not the young person has an EHCP.
Gateshead Council has developed a Local Offer which provides information about education, health and social care support for children and young people with SEND in Gateshead.