Class/subject teachers are responsible for:

• Monitoring the progress of your child and identifying, planning and delivering any additional help your child may need (this could involve targeted work, additional support or differentiated activities) and sharing this information with the SENCO.
• Writing Individual Education Plans (IEP’s), My learning Plans (MLP’s), and sharing and reviewing these plans with parents at least once each term in order to plan targets for the next term.
• Ensuring that all staff working with your child in school are familiar with the IEP and MLP targets and are supported in the delivery of the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
• Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with SEND.

Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.
For your child this would mean:

All children in school should be getting this as a part of excellent classroom practice when needed.

Specific group work with in a smaller group of children.
This group, often called Intervention groups by schools, means they have been identified by the class teacher as needing some extra support in school.

For your child this would mean:

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

How are the teachers in school helped to work with children with an SEND child and what training do they have?

• The SENCO’s job is to support the class teacher in planning for children with SEND.
• The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as ASD, Speech and Language difficulties, Sensory Processing and Inclusive Teaching. Some of these courses are also offered to Midday supervisors.
• Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. from the ASD Outreach Service or from the Health Service.

How will the teaching be adapted for my child with SEND?

• Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
• Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
• Specific resources and strategies will be used to support your child individually and in groups.
• Planning and teaching will be adapted on a daily basis if required, to meet your child’s  learning needs.

How will you measure the progress of my child in school?

• Your child’s progress is continually monitored by his/her class teacher.
• His/her progress is reviewed formally every term in accordance with the National Expectations for each year group. The progress of your child will be discussed with you at our termly open evenings but extra meetings can be arranged with your child’s class teacher.
• If your child is in Year 1 and above, but is not yet working at the age related National Expectations of that year group they will be assessed using the National Standards of a previous year group. If they are significantly below, then a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. These smaller steps are called ‘P levels’ and are reviewed regularly.
• There is also a small steps programme aimed at SEND children in the Early Years Foundation Stage.
• At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using National tests. This is something the government requires all schools to do and the results are published nationally.
• All Year 1 children are required to take a phonics screening test at the end of the academic year and results are reported to parents. If your child does not pass the test they will sit it again at the end of Year 2.
• Children at this schools graduated response 1 or 2 will have an IEP or MLP which will be reviewed with your involvement, every term and the plan for the next term made.
• The progress of children with a statement of SEND/ EHC Plan/GRIP is formally reviewed at an Annual Review with all adults involved with the child’s education.
• The SENCO / Head Teacher and Assessment Coordinator will also check that your child is making good progress within any individual work and in any group that they take part in. The children’s progress will be monitored using the schools tracking system on a termly basis.

How is Longmoor Primary School accessible to children with SEND?

• The building is accessible to children with a physical disability. We ensure that all  equipment used is accessible to all children regardless of their needs.
• After school provision is accessible to all children including those with SEND.
• Extra-curricular activities are accessible for children with SEND.

How will we support your child when they are leaving this school or moving on to another class?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

• If your child is moving to another school:
  • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that needs to be made for your child.
  • We will make sure that all records about your child are passed on as soon as possible.
  • We will liaise with the new school and where possible set up extra visits to ensure a smooth transition.
  • A photographic passport is sometimes made in order to help familiarise your child with his/her new surroundings.

• When moving classes in school:
  • Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher. All IEP’s will be shared with the new teacher.
  • Extra visits to their new class will be undertaken.
  • A photographic passport may be made to support your child in helping them understand moving on.

• In Year 6:
  • The SENCO and Year 6 teachers will attend the Primary Transition meetings to discuss the specific needs of your child with the SENCO of their secondary school, and arrange extra visits as required.
  • Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
• Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.