Bramble Infant School & Nursery

Growing, Caring & Learning

SEND

Special Educational Needs and Disability Information Report

September 2019 - 2020

“At Bramble Infant School & Nursery we aspire to grow successful, lifelong learners who care  for,respect and are curious about the world around them”

Succeed 
We believe that all children will be successful in their learning and in their wider life. Children will be confident and resilient learners who can work well independently and as part of a team.
Think 
We value the development of thinking skills. All children will be taught to be creative and critical thinkers in order to solve problems that they may encounter. 
Aspire
We want children to be aspirational at school and to understand the importance of improvement. Children will reflect on the world around them and be motivated to make progress.
Respect
We think that being respectful is vital to children’s development. Children will learn to be kind and considerate, value diversity and demonstrate a strong moral compass.

 

Special educational provision is educational or training provision that is additional to or different from that made generally for others of the same age. This means provision that goes beyond the differentiated approaches and learning arrangements normally provided as part of high quality,  personalised teaching.  It may take the form of additional support from within a  setting or require involvement of specialist staff or support services.


Our School has a Special Educational Needs Co-ordinator (SENCO) who is responsible for the management of provision and or support for identified pupils with Special Educational Needs and/or Disability (SEND). They will also coach and support teachers and other staff to enable them to provide appropriate assessment and focused provision for children in their class with SEND.
All teachers are teachers of SEND pupils and as such provide quality first teaching which takes account of the particular individual needs of pupils with SEND within the classroom.



This came into force in September 2014 and identifies four areas of special educational needs:

•   Communication and Interaction
•   Cognition and learning
•   Social, mental and emotional health
•   Sensory and/or physical



Children may have a delay or disorder in one or more of the following areas:
Attention / Interaction skills:May have difficulties ignoring distractions. Need reminders to keep attention. May need regular prompts to stay on task. May need individualised motivation in order to complete tasks. Difficulty attending in whole class. Interaction will not always be appropriate. May have peer relationship difficulties. May not be able to initiate or maintain a conversation.
Understanding / Receptive Language: May need visual support to understand or process spoken language. May need augmented communication systems-frequent misunderstandings. Repetition of language and some basic language needs to be used to aid their understanding.
Speech / Expressive Language: May use simplified language and limited vocabulary. Ideas / conversations may be difficult to follow, with the need to request frequent clarification. Some immaturities in the speech sound system. Grammar /phonological awareness still fairly poor and therefore their literacy can be affected.



Cognition and Learning:
Children may have difficulties with the skills needed for effective learning such as use of:
   language, memory and reasoning skills
   sequencing and organisational skills
   an understanding of number
   problem-solving and concept development skills
   fine and gross motor skills


Children may have difficulties with social and emotional development which may lead to or stem from:
   social isolation
   behaviour difficulties
   attention difficulties (ADHD)
   anxiety and depression
   attachment disorders
   low self esteem
   issues with self-image



Sensory and/or Physical:
Children may have medical or genetic conditionsthat lead to difficulties with:
specific medical conditions
gross / fine motor skills
visual / hearing impairment
accessing the curriculum without adaptation
physically accessing the building(s) or equipment
over sensitivity to noise / smells / light/ touch / taste
toileting / self-care
Furtherinformation on special educational needs and disabilities and the provisionavailable to them can be found on the Portsmouth LocalOffer website at:http://www.portsmouthlocaloffer.org/

Children may have medical or genetic conditions that lead to difficulties with:
   specific medical conditions
   gross / fine motor skills
   visual / hearing impairment
   accessing the curriculum without adaptation
   physically accessing the building(s) or equipment
   over sensitivity to noise / smells / light/ touch / taste
   toileting / self-care
Further information on special educational needs and disabilities and the provision available to them can be found on the Portsmouth Local Offer website at: http://www.portsmouthlocaloffer.org/


At Bramble Infant School and Nursery  we provide interventions in response to the level of need. 
 
Waves of Intervention
Wave 1
Wave 1 is high quality teaching and support through differentiation in lessons and activities for all pupils

Waves of Intervention
Wave 2
Wave 2 is quality first teaching plus small group support for those children who are achieving below age expected levels.
This support could be working with a teacher or teaching Assistant delivering reading,phonics,writing, or maths programmes; fine motor skills and/or handwriting groups.

Waves of Intervention
Wave 3
Wave 3 is quality first teaching plus focused, individualised programmes for pupils achieving well below age expected levels.
Within this wave of intervention,advice may besought from outside agencies, e.g.Educational Psychologist, Speech & Language therapist,Occupational therapist, Physiotherapist, MABSS (Multi Agency Behaviour Support Service) and their advice may be implemented as an individualised programme, where appropriate.


Children may be identified as having SEND through a variety of ways including the following:
   Child performing below age expected levels
   Concerns raised by parent
   Concerns raised at on-entry meetings and home visits
   Through termly Progress Meetings held between the teachers, SENCo, nursery practitioner sand the Headteacher
   Concerns raised by class teacher or nursery practitioner, for example  behaviour or self-esteem is affecting performance
   Liaison with external agencies, e.g. physical
   Health diagnosis through paediatrician/doctor

As a school we measure children’s progress in learning against national expectations and age related expectations.
The class teacher or key worker continually assesses each child and notes areas where they are improving and where further support is needed. As a Nursery, we track children’s progress using the EYFS developmental bands. As a school,we track children’s progress from entry at Reception through to Year 2, using a variety of different methods including National Curriculum expectations and the Early Years Foundation Stage Profile at the end of the EYFS in Year R.
Children who are not making progress are identified through our termly Progress Review meetings with the class teacher,Deputy Headteacher and Headteacher. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.In addition to this, the SENCo meets half termly with class teachers to discuss children who are causing concern.

Talk to us– In school, firstly contact your child’s class teacher. If you require more information, contact our SENCo or Headteacher.
In nursery, firstly contact your child’s key person or room supervisor. If you require more information, contact our SENCo or Manager
We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.The  school SENCo is Mrs Bev Brown, then Nursery SENCo is Sharon Widnell who can both be contacted on 023 92828604

The SENCo will closely monitor all provision and progress of any child requiring additional support across the school. The class teacher or key worker will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. If necessary,a Teaching Assistant or Nursery Practitioner may work with your child either individually or as part of a group on ordinarily available provision, i.e.Provision that the local authority expects to be made available for Children and Young People with Special Educational Needs and/or disabilities. The nature and regularity of these sessions will be explained to parents when the support starts.Nursery children may be referred to the Early Years Panel.
How are adaptations made to the learning environment for children with SEND?
Staff use visual resources to support children’s understanding where necessary, such as timelines, now and next cards & choosing boards.The SENCo co-ordinates and liaises with external agencies to implement plans which support children with additional needs and provide any specialist equipment or adaptations that may be required.

The class teacher or key worker will meet with parents at parent consultations and target setting meetings throughout the year. This is an opportunity to discuss your child’s needs, support and progress. If you require more information or advice, further meetings can be arranged.
We offer an open door policy where you are welcome any time to make an appointment to meet with either the class teacher, key worker or SENCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.
We believe that your child’s education should be a partnership between parents and school,therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
If your child has complex special educational needs and/or disabilities they may have an Education,Health and Care Plan (EHCP) which means that a formal Annual Review will take place to discuss your child’s progress and a report will be written. This can also be done at a six monthly interim review if changes to circumstances occur or concerns arise.

Our SENCo is fully qualified and accredited.
Both the school and nursery benefit from the services of a Springboard Speech and Language Therapist who visits the school regularly to assess children, create programmes for those that need them and carry out speech therapy where necessary. 


Staff will work in conjunction with external agencies, working with parents to deliver specialist programmes and strategies. The agencies we work with include the following: School Nurse;Paediatrician;Health Visitors; Portage;Occupational Therapist; Speech and Language Therapy service; Specialist Teacher Advisor for Visual Impairment;Specialist Teacher Advisor for Hearing Impairment;  Multi-agency Behaviour Support (MABS) and Child and Adult Mental Health (CAMHS). We also work very closely with Social Care and the Cluster Educational Psychologist. Should your child require any form of involvement with an outside agency then the school would immediately inform you and obtain permission from parents to pursue any kind of professional intervention.

Bramble Infant School and Nursery are both situated on one floor and are fully accessible. We consider the individual needs of any child with accessibility issues. We also have full access toilets. The school and the nursery both liaise with the Ethnic Minority Achievement Service (EMAS) who assist us in supporting our families with English as an Additional Language.

Children who require an Education, Health and Care Plan (EHCP) will be able to have their voices heard on a ‘This Is Me’ form. These children will also take part in the annual review process.In addition, the SLT (Senior Leadership Team) and subject leaders also conduct pupil interviews to gain insight into pupil views.

At Bramble Infant School and Nursery we hold new entrant sessions for children before they start nursery or school. Children starting school also receive home visits before they start. Children have a staggered start and an establishment phase when they start nursery or school. In addition, meetings are held between local nurseries and school in order to gather information about each child.
How will you prepare my child to transfer to Junior School?
When children are preparing to leave us for a new school, we liaise closely with the staff in the receiving school ensuring all relevant paperwork is passed on and all needs are discussed and understood. If your child has complex needs then a transition meeting will be arranged and staff from both schools will attend. It is sometimes helpful to put a transition plan into place which will allow for additional visits.

We ensure that the needs of all children who have special educational needs are met to the best of the school’s ability with the funds available.In school we have a team of Teaching Assistants (TAs) who deliver programmes designed to meet children’s needs. If your child has an Education, Health and Care Plan we will provide the support written within the plan.

In school,the Leadership Team review the progress made by all children termly to make sure each child is making good progress. Any child causing concern will be discussed with the SENCo and class teacher to decide what support would be appropriate. In addition, class teachers meet with the SENCo half termly and can also make referrals to the SENCo if they have concerns about a child.
In the nursery,room leaders meet half-termly or when required to discuss the progress of all children. Any child causing concern will be discussed with the SENCo to decide what support would be appropriate.

We are an inclusive school; we welcome and celebrate diversity. All staff believe that having high self-esteem is crucial to a child’s well-being. We have a caring,understanding team looking after our children. The class teacher or key worker has overall responsibility for the pastoral and social care of every child in their class,therefore this would be the first point of contact for parents with concerns. If further support in school is required,the class teacher is able to make a referral for pastoral support. Pastoral staff are trained to help children with a wide range of emotional need sand work with children who need additional support in this area.

At Bramble Infant School and Nursery activities and school trips are available to all.If teachers or parents have concerns about an activity or trip, every effort will be made to ensure all pupils can be safely included.
Risk assessments are carried out and procedures are put in place to enable all children to participate.
If it is considered unsafe for a pupil to take part in an activity,alternative activities covering the same curriculum areas, will be provided in school.

The first point of contact would be your child’s class teacher or key worker to share your concerns. You should also arrange to meet the SENCo and/or the Headteacher.
The school SENCo is Mrs Bev Brown who can be contacted on 023 92828604 The nursery SENCo is Mrs Sharon Widnell who can be contacted on 02392828604  Policies for identifying children with SEND and assessing their needs can be found on the school website: http://www.bramble.portsmouth.sch.uk/school/our-policies

The SEND information report will be reviewed annually to reflect the changing needs of the children who join and are developing in our organisation. Part of this review will involve contributions from parents, staff and governors.
This SEND information report is linked to the Local Offer provided by Portsmouth City Council where details about all aspects of SEND can be found. Full details are available from: www.portsmouthlocaloffer.org
How are Governors involved and what are their responsibilities?
A member of the governing body is responsible for monitoring provision for pupils with special educational needs and meets regularly with the SENCo to discuss day-to-day issues and the impact of support programmes. The SENCo provides reports to the governors to keep them informed.Our SEND governor is Mrs Kara Jewell, who takes a particular interest in special educational needs.

SENCo (Special Educational Needs Co-ordinator) -Mrs Bev Brown and Mrs Sharon Widnell Working as part of the Senior Management Team the SENCo works closely with staff in the nursery and the school, parents, outside agencies and colleagues throughout the city. The SENCo is responsible for co-ordinating the provision made for individual children with special educational need sand/or social and emotional needs. Support is available through:
   Giving advice on issues related to special educational needs and social and emotional difficulties
   Meeting with parents to discuss any concerns they may have about their child’s development or learning difficulties
   Assessments of individual pupils to identify need
   Making referrals to a range of other professionals such as:
   Educational Psychologist; Speech and Language Therapist and Specialist Teacher Advisors in the City


ELSA (Emotional Literacy Support Assistant)
The ELSA co-ordinates the provision made for individual children with social and emotional needs. Children referred for pastoral support maybe experiencing difficulties with feelings, making friends, social skills or issues at home. A range of activities can be put in place to help these children manage their behaviour and emotions.



Teaching Assistants


Teaching Assistants work to support children in overcoming any difficulties that are barriers to their learning. The support each child gets will depend on their individual needs. There is at least one Teaching Assistant based within each class who will provide support during Maths, English, Phonics and Guided Reading by working with small groups of children. In addition, most of our Teaching Assistants are trained to carry out interventions on a 1:1 basis supporting children with Special Educational Needs.
Nursery Practitioners
All Nursery Practitioners work to support children in overcoming any difficulties that are getting in the way of their learning. The support each child gets will depend on their individual needs. This is carried out in a holistic way using advice from external agencies.