SEND Local Offer / Information Report

All Greenwich maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or disabilities, and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.

This should be looked at together with:
1) The Royal Borough of Greenwich Local Offer for children and young people with SEND, which can be accessed here.
2) The school Inclusion Policy, which includes pupil premium children, and can be accessed here.
3) The school PSHE Policy which can be accessed here.
4) The school anti bullying policy, which can be accessed here.
5) The school accessibility plan, which can be accessed here.

Executive Head: Joanne Gordon
Heads of School: Katie Cutajar and Natasha Tilley

  • Responsible for the day to day overview of the SEND provision
  • Will delegate responsibility to SENCO
  • Will report to the Governing Body

SENCO: Janice Lewis

  • Coordinating the specialist services and referrals
  • Reporting to the Executive Head and Heads of School on the progress and achievement of SEND children
  • Updating the SEND register
  • Liaising with parents/carers to ensure the best provision for your child

Class Teacher and LSA

  • Will liaise with SENCO and parents to deliver interventions
  • Will deliver interventions and report to Executive Head, Heads of School and the SENCO over progress and impact

SEND Governor

  • Holds the school to account over the SEND provision

 

Children in school will get support that is specific to their individual needs. This may be all provided by the class teacher or may involve:

  • Other staff in the school
  • Staff who will visit the school from the Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Staff who visit from outside agencies such as the Speech and Language therapy (SALT) Service.

At Alderwood, we pride ourselves on delivering quality first teaching to all our pupils and you can be assured that a child with SEND would receive this throughout their time with us.  We also use our highly trained Learning Support Assistants to excellent effect.  They deliver a range of small group and one-to-one interventions, which are planned with individual children in mind and in conjunction with the Class Teacher.  We also offer specialist interventions, where appropriate, from outside agencies, such as SALT and the Educational Psychologist. 

The time allocated to each child depends on the level of need and appropriateness of the intervention

As always, the initial conversations should happen with your child’s Class Teacher.  This could be during our termly Parents’ Evenings; however it is always best to speak about concerns as they arise.  Class Teachers are always willing to discuss individual children, but an appointment may have to be made if a lengthy discussion is required. 
Following this initial conversation, you can also request a meeting with our SENCO and then either the Heads of School or the AHT, to discuss things in more detail.

  • We will first invite you to visit the school with your child to have a look around and speak to staff
  • If other professionals are involved, a team around the Child (TAC) meeting will be held to discuss your child’s needs, share strategies used, and ensure provision is put in place before your child starts
  • Your child’s key person may make a home visit and also visit your child of they are attending another provision
  • We may suggest adaptations to the settling in period to help your child to settle more easily
  • Views of children who have a Personal Educational Plan are sort using guidance from the Royal London Borough of Greenwich. These are carried out using the proforma supplied by the Borough and conducted with the child in consultation with the SENCO, class teacher or LSA who works with the child. Where appropriate the child has the option of attending part of the meeting.
  • The class teacher seeks the views of those children with a Targeted Plan and will review this three times in the academic year.

We have a clear open door policy at Alderwood and we would contact parents/carers promptly if we felt that there were concerns over achievement and/or progress.  This may be through informal discussions with the Class Teacher, or a more formal meeting with the SENCO and/or the Executive Head/Heads of School or AHT.  This information will be recorded in your child’s annual school report.

The school receives money from Greenwich Local Authority to support children with SEND, however it is the Executive Head and Heads of School who decides on the allocation.  This is always done in conjunction with the Governing Body.  Through discussions with the Executive Head, Heads of School and the SENCO, resources are purchased, agencies liaised with and impact is measured.

We are a very unique school, as we have a specialist provision for children with a diagnosis of ASD and we house the Greenwich Nurture Provision for children with EBD concerns.  We utilise the expertise of the staff who support these children both in these specialist classes and across the mainstream school, where appropriate.

In order to support these children and our mainstream children, we have two full time Learning Mentors, who support children throughout the school.  We also have a full time Family Support Worker, who works directly with families to improve outcomes for all.

We also seek advice and support from outside agencies such as STEPS, ASD Outreach, Waterside Outreach, Education Psychologist, CAMHS, Music Therapy, Amber Light Counselling, School Nursing and Occupational Therapy.

Class Teachers are very well supported by members of the Leadership Team and the SENCO to ensure that they deliver individual support to children where necessary.  Training opportunities are offered to both Teachers and our Learning Support Assistants.

Daily teaching will be differentiated for your child in order for them to make progress.  This may include smaller groupings, pre/post teaching of concepts, one-to-one interventions and visual cues.  These are just some of the ways differentiation in teaching may occur.

Your child’s progress will be monitored by their Class Teacher and then reported to the Executive Head, Heads of School, SENCO and the Governing Body. 
For children on an IEP, progress will be monitored more regularly and targets reviewed at least on a termly basis. 
Most children will access the statutory assessment procedures which occur at the end of each Key Stage and in Year One for the Phonic Screening Check

  • We have two Learning Mentors at Alderwood.
  • We work with the Early Intervention Team run by CAMHS
  • The school PSHE Policy which can be accessed here.
  • We consult with the virtual school – Executive Head, Heads of School and SENCo as appropriate for personalised support as required. We also liaise with the allocated social worker, to ensure all agencies are working collaboratively to develop an appropriate support package (PEP/EHCP/Statement) for each child.
  • We review the child’s needs and progress regularly, for example before entering the school to ensure a smooth transition from their previous setting and then at regular intervals.
  • We ensure Pupil Premium Plus is being used to effectively enable the child to meet their outcomes.
  • The SENCO ensures that training and policies are supportive of  looked after children with SEND
  • The Designated Governor for LAC) works to ensure provision is enabling LAC with SEND to make good progress.

We pride ourselves on having close links with all of our parents/carers, regardless of their personal situation, however we actively support parents/carers by ensuring that they are kept informed and are involved in decision making. 

We also have a very active Family Support Worker, who works closely with a variety of families and is able to signpost them to different support mechanisms. 

Our school site is a bright, spacious space, which covers two floors.  We have a lift to enable access from the admin block to the teaching block and would re-locate classes from the top floor to accommodate a child with specific SEND issues.

Our Senco will support the process fully if your child is moving to a specialist provision, either within or outside the Borough.  Our Senco will also support the move between classes, during the handover period in July.  This ensures that your child settles quickly into their new class on their return to school in September.

If your child is moving into the secondary phase of their education, then a detailed plan will be implemented to ensure that the new provision knows all there is to know about your child.  Our Learning Mentors will support your child by talking them through how to pack their school bag, read a timetable and will even carry out a trial run on the bus, to ensure that your child knows their new journey.

How many students did we have at our school with statements or EHC plans at the end of July 2016?

Number of EHC Plans:  5

How many students did we have with SEN support?

On SEND register:  43

What were the outcomes for children within our school with SEND for 2015/16?

‘Support and interventions for pupils who have special educational needs or disability secure good progress from their starting points.’ Ofsted 2016

‘Pupils who have special educational needs or disability have made good progress this year as a result of good, carefully targeted teaching to meet their needs.’ Ofsted 2016

Percentage of children identified with SEN who achieved 3 or more points of progress in:

Reading: 34%

Writing: 25%

Maths: 41%.

What training did staff at our school have in SEND over the year 2015/16?

Lego Therapy (carried out by Sinitta Lewis - ASD Outreach)

Team Teach training provided by Willow Dene

OT Handwriting requirements before referral

Communication Commitment training inc: the writing process and how to scaffold

Approach Training delivered by Waterside

Attention Autism Phases 1 and 2 delivered by Paula Parr

How to use Talking Mats

De-esculation techniques - Positive Handling

PECS Training – Sinitta Lewis

What was in the Heads of School’s report to the Governors about SEND in 2015/16?

Changes to Special Educational Needs: May 2016

In May 2016, the two inspectorates, Ofsted and the Care Quality Commission (CQC), started a new type of joint inspection: The Local Area SEND Inspection. This is in addition to OSTED Inspections and not in place of it. The aim is to hold local areas to account and champion the rights of children and young people.

Under the Local area special educational needs and disabilities inspection framework, inspectors review how local areas meet their responsibilities to children and young people (from birth to age 25) who have special educational needs or disabilities (or both).

 

In May 2016 The Royal Borough of Greenwich was inspected for: children in need of help and protection, children looked after and care leavers and Review of the effectiveness of the Local Safeguarding Children Board

 

Report published: 5 August 2016

Graded: Good

 

On SEND register:  43

Number of statements:  5

We refer to a number outside agencies to help us support pupils with SEN. Through consulting with other professionals we are able to equip teachers and teaching assistants with proficient skills in addressing the needs of our pupils. 

OFSTED

In June 2016 Alderwood was inspected by OFSTED.  The OFSTED report was positive about the provision for children with SEN at Alderwood and recognised the things we have worked hard on over the year and the progress we have made. Well done everyone.

Developmental points that came out of the report have been taken into account for future developments.

External Agencies

We continue to refer to a number of outside agencies to help us support pupils with SEN. Through consulting with other professionals we are able to equip teachers and teaching assistants with proficient skills in addressing the needs of our pupils.

 

All agencies continue to work with teaching staff, support staff, children and their families closely with the Inclusion leader, Pusha Samuel, to provide universal, targeted and specialist support.

‘The leader for the provision for pupils who have special educational needs or disability has completed nationally accredited training and has a clear understanding of the strong progress that these pupils make. As a result, she is able to adapt interventions according to pupils’ needs.’ Ofsted 2016

The Inclusion Leader, Pusha Samuel continues to work closely, meeting regularly with the Inclusion Team to provide targeted support to children and their families.

SALT

Ruth Eramus our locum Speech and Language Therapist, provided our top-up SALT support, she was replaced by Claire Deegan at the beginning of the year and then Paula Parr.  Paula Parr is also an ASD Outreach worker and provides SALT Support to the DSP along with Lauren Adamson. The Greenwich SALT support: is provided by Kath Pigott. Both therapists work together to meet the needs of our school. Amy Whitter provides support to FS1.

 

The SALT system of working with pupils at Universal, Targeted and Specialist level has been working very well.  Becoming a Targeted pupil ensures that additional support continues, with therapists providing support, assessment and next steps. Sharon Broadbent continues to be our Specialist LSA to support SALT interventions across the school for Specialist and Targeted children. Sharon Broadbent runs Language groups and social communication groups under the guidance of the Paula Parr and Pusha Samuel the Inclusion Leader. She provides support and resources across the school. Specialist and Targeted pupils continue to be discussed at planning meetings.

Sharon also delivers EAL interventions for those who join the school with English as an Additional Language. She carries out proficiency assessments, liaises with parents and carries out an EAL programme.

Educational Psychology Service

Through our cluster of schools we have been able to pay for a top up Educational Psychology service. This has significantly increased the schools capacity to make appropriate provision for our pupils.  Jacqui Noels has left and our new EP is Amy Phipps.

Caseloads continue to be discussed and prioritised at planning meetings.

CAMHS - Early Intervention Team

Philomena Francis, our CAMHS link worker continues to work with Pusha Samuel to provide high quality support to parents. Our link worker, Pippa Taylor meets the needs of our DSP and Nurture unit one day a week.

All referrals to CAMHS now go through our link worker, this has resulted in less referrals.

Other Agencies

Our ASD outreach worker continues to be Sinitta Lewis. Sinitta works closely with teaching staff to provide support for children with a diagnosis of Autism.

We continue to work with Waterside Outreach Team and use STEPS for support with Dyslexia.

DSP

The DSP continues to make good progress providing quality provision to children with a diagnosis of Autism.

The DSP continues to receive 1 day a week support from Paula Parr and Lauren Adamson, our Speech and Language Therapists to ensure the individual child’s needs are met.

We have completed the Autism Educational Standards in conjunction with John Hogan, ASD Advisory Teacher. 

Pippa Taylor, our CAMHS link work continues to provide support to staff, children and their families half a day a week.

‘Teaching, learning and assessment in the designated special provision are good. The environment is specifically designed to promote the learning of pupils diagnosed along the autistic spectrum. A wide range of effective communication strategies are used. Teachers are successful in actively engaging pupils in activities which are well matched to their needs and help them make good progress from their individual starting points.’ Ofsted 2016

Nurture

Our Nurture provision continues to provide quality provision to meet the children’s needs.

Kath Piggott, our Speech and Language Therapist continues to provide SALT support to the Nurture and Pippa Taylor, our link worker from CAMHS provides weekly support.

‘Pupils in the nurture provision benefit from good teaching. Pupils have personalised plans in place which are rigorously monitored and the environment is welcoming and conducive to learning. Books show that pupils make steady progress from their starting points. Short-term tasks and skilful adult intervention support pupils to be successful in their learning.’ Ofsted 2016

Future Development

We continue to complete the Autism Education Trust Standards for our mainstream classes in conjunction with Gonul Hussein, Educational Psychologist.

One support staff is due to complete her Learning Mentor Training next year and another gain HLTA status.

Next year David Westerby, Head of James Wolfe, will be working with a group of LSA’s on questioning, developing independence and maximising impact.

Next year training will include the SEND Code of Practice, scaffolding, including training provided by NHS on specific conditions.

 

 

ASD

Autistic Spectrum Disorder

AHT Inclusion

Assistant Head Teacher for Inclusion

EHCP

Education, Health and Care Plan

IEP

Individual Education Plan

PLP

Personal Learning Plan

S

Statement stage of the SEN Code of Practice

SA

School Action stage of the SEN Code of Practice

SA+

School Action Plus stage of the SEN Code of Practice

SEN

Special Educational Needs

SEN Code of Practice

The legal document that sets out the requirements for SEN

SEND

Special Educational Needs and/or disabilities

SALT

Speech and Language Therapist

CAMHS

Child & Adolescent Mental Health Service

EP

Educational Psychologist

SENCO

Special Educational Needs Coordinator