SEND

St Nicholas C of E Primary School Special Educational Needs Coordinator- SENCo

Mrs Alecia Spike

Tel:01963 362308

senco@stnicholashenstridge.co.uk

 What Are Special Educational Needs?

Definitions of special education needs taken from section 20 of the Children and Families Act 2014.

A child has special educational needs if he or she has learning difficulties that call for special educational provision to be made.

A child has learning difficulties if he or she:

  • Has a significantly greater difficulty in learning than the majority of children of the same age.
  • Has a disability which prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in other schools within the Local Authority.

St Nicholas C of E Primary School believes that all children are special in God's sight and that they have a right to learn in a happy, accessible environment. Some children start school with barriers that could affect their learning, and some find that there are hiccups along the way that mean they need support to achieve to the best of their ability. At St Nicholas School we value the abilities and achievements of all its pupils, and is committed to providing each pupil with the best possible environment for learning.

St Nicholas' philosophy is to help every child realise his or her true potential, socially and academically.  The school delivers a broad, full and balanced curriculum in an atmosphere where children feel valued, secure and happy.  We are committed to ensuring that children with special educational needs have the same opportunities as other pupils and we aim to meet individual needs to promote successful learning.

Inclusion within St Nicholas C of E Primary

Our aim is that all children receive quality first teaching which maximises progress.  We ensure that classroom activities are appropriately differentiated so that all children are involved, and that children have access to appropriate resources to support their learning and support is provided. Our team of TAs, HLTAs, Family Support Worker  and Teachers are trained in specific areas of SEN and can offer personalised learning program to meet individual need.

Identifying Learners with SEND

All children are carefully tracked to ensure that they make sufficient progress for their age and capability.  We meet on a termly basis to discuss the children and this is an opportunity to highlight any difficulties that any child is having that may be impacting on their academic or social development.  Where issues are identified, an action plan between the school and the parent/carer is created and the class teacher is given advice on how best to support the development of the child.  This is reviewed after a six week period.  If at this point the child is still not progressing, we seek advice from external support services and the child will move to school action.  Once the assessments have been completed and support has been received from the outside agencies, the child will be placed on our SEND register. This means that they will now have a Pupil Passport (PP), which will have guidelines on how to meet the child’s needs within school.  This may be achieved through the use of addition support and an adapted timetable if necessary.  The progress of children on the SEND register is monitored at 4 points throughout the year, with the aim that the additional support will have a positive impact.  For children that have more acute needs, the school could apply for an Educational Health Care Plan (EHCP) and would receive more support from outside agencies, if appropriate.  When identifying the needs of our SEND learners, we aim to ensure that the child and parents/carers have an input into the support they receive and that they can see the impact of any extra support given.

What can St Nicholas C of E Primary School offer?

Our school offers a nurturing ethos in which all children are appropriately challenged in order to reach their true potential.  We strive to ensure that our children are happy and able to enjoy a wide curriculum which includes both social and academic learning, as well as promoting learning in the outdoor environment.  We also have disabled facilities within the school.

Our school has expertise in dealing with children with social and emotional difficulties.  This includes staffing expertise and strategies to ensure that we offer a curriculum which is achievable and personalised according to particular need.

Our school is part of the Tower Learning Partnership (TLP), we have close links with the SEND team within the Partnership of schools and are working together to develop a consistent SEND approach together.

Involving Parents

At St Nicholas we feel that parental involvement is crucial in order for children to make progress and be happy.  We hold termly review meetings in which parents of SEND children are invited to discuss the progress of their child and the next key steps in their learning, as well as more informal meetings such as coffee mornings/workshops.  At these meetings there is an opportunity to include other agencies and seek specialist advice.  We also offer an open door policy and encourage a supportive relationship between our parents and teachers. Mrs Spike the school SENCO, can be contacted via senco@stnicholashenstridge.co.uk

Wellbeing

In ensuring the well-being of our children, we use a child centred approach to make sure that what we do is for the benefit and happiness of the children and families within our care.

All our children follow the 5 Golden School Rules which encourage children to be supportive to one and other. Our ethos is inclusive and our children are aware of how to support children that have additional educational needs.  Integration into school life is key and all children are happy to play and work together.

School Information Report

Our SEND Information Report gives more detail on the school's provision for children with Special Educational Needs or Disabilities, and our policy outlines the approach we take for children with additional needs. The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN.

Click here for an Easy Read SEN Information Report and FAQ for children

See the SEN Policies link to find our SEND Information Report.

This report is part of the Somerset County Council Local Offer for learners with Special Educational Needs and Disabilities (SEND)

 

SEND Information

Click here for Somerset's Local Offer  and local services to help you choose the right care and support                                         

Click here for Somerset's Graduated Response Tool.

Click here for the SEND Code of Practice

Click here for the SEND review right support right place right time-Green Paper

 

The SEND Review Green Paper Update

On Monday 9 May, the government published accessible versions of the green paper, including:  

  • a British sign language version to support those who are deaf or have a hearing impairment 
  • an easy-read version to support those with learning disabilities 
  • a guide to help children and young people with SEND, or those in alternative provision 

They have also provided a ‘request alternative formats service’, which includes provision of Braille, audio, and other language translations.  

To ensure that everyone can take part, the consultation period has been extended by three weeks.   

You can access accessible versions of the green paper at: 

SEND Review – Find out more and submit your response to the consultation (campaign.gov.uk) 

This consultation closes at 11:45pm on 22 July 2022. 

 

Somerset Local Area Joint Written Statement Of Action For Special Educational Needs And Disabilities (SEND).

View the full document below and a letter to Parents of SEND children.

Written Statement of Action

SEND Newsletter    Special Educational Needs and Disabilities | Ashlands Church of England First School

The Newsletter shares some information about Special Educational Needs and Disabilities (SEND) 0-25.

This week’s SEND weekly newsletter is now available – Click to read the latest SEND Newsletter.

You can access previous copies of the SEND Newsletter here.

 

EVENTS

Finding Your Way Coffee Session

                   -WINCANTON-

May 20 @ 10:00 am - 12:00 pm   

June 17 @ 10:00 am - 12:00 pm

 July 15 @ 10:00 am - 12:00 pm

 September 16 @ 10:00 am - 12:00 pm

                                         Cale Park Kitchen, Wincanton. BA9 9ED

 Free

Our parent support groups are a great way to meet other parents for practical and emotional support. These are face-to-face groups but if restrictions are imposed, we switch to virtual ones. Our support groups are run by parents and carers of children with additional needs.

Our groups offer:

  • Friendship
  • Opportunities to socialise
  • Information and advice
  • Emotional and moral support
  • A listening ear

All groups are open to parents and carers of children (0-25) with any additional need and or disability.

They know families need support as early as possible, so we do not need your child to have received a diagnosis for you to attend.

If you are nervous about attending, please give them a call on 01458 259384 or 07543 680365. They will be happy to have a conversation in advance and arrange to meet you.

 

 

Alternative Venue- The Mendip School

Somerset Parent Carer Forum have their Mendip School Coffee session this week. This is open to all parent carers you do not need to have a child who goes to the school to attend.

 

This month’s engagement event is a webinar on Somerset's Graduated Response tool. This replaces the Core Standards.

To book your place please see the link below: Wednesday 25th May 10:00-11:30am &  6:00- 7:30pm (Identical Webinars)

https://forms.office.com/r/FNeJwffaT

 

 

Information event's for parents to explain the valuing SEND approach.
Sessions will be held on Microsoft Teams as follows:
Thursday 26th May 10:30am – 11:30am
Thursday 26th May 6:30pm. 7:30pm
To book your place please complete the forms link or scan the QR code:
https://forms.office.com/r/itc4pUAGer

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INCLUSION TEAM ACTIVITIES

 

Magdalen Farm

Always very popular with families so please don’t delay in booking as spaces go quickly.

FAMILIES ON THE FARM: DATES FOR JULY TO DECEMBER 2022

We are delighted to provide your family with day and sleepover dates for the Summer and Autumn of 2022!

Families on the Farm is part-funded by the Big Lottery Community Fund and is for families with a child/young person with a special educational need or disability. The child/young person with SEND will be under 20 years old.

The cost is £30 per person for a one-night sleepver and £11 per person for a day visit. Activities, meals and accommodation are included.

Every family is eligible to attend one sleepover and one day visit every 6 months (January - June and July - December).

To make a booking please follow the link or just go to Bookitbee:

https://events.bookitbee.com/?q=magdalen+farm

Spaces will be allocated on a first come first served basis.

We are back to operating fully, without Covid restrictions.

We (and the animals) can't wait to see you!

 

The Community Inclusion and Activity Team's Calendar for May/June Half Term is now available!

If you have a child who has a disability or additional need, these activities are available to you.


 

SAVE THE DATE!
The Community Inclusion and Activity Team are running a Family Fun Day on 2nd July 10am-2pm at Brookside Academy. Come along to meet the team, chat to activity providers and have some fun!

Goldenstones Leisure Centre, Yeovil have arranged an additional needs swim session on the 28th may. The cost will be £3.90 per student with carer going free.
Any additional adults £5.25 and additional children £3.90.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

🏀🏀🏀 Yeovil Lynx Wheelchair Basketball club are hosting a FREE taster session at Buckler's Mead Leisure Centre next Saturday 21st May, from 2pm to 4pm!
Whether you are a complete beginner with an interest in trying a wheelchair sport or have previous experience and are looking to practice your skills, everyone is welcome to attend and have some fun! For more information, check out the Facebook event page below 👇 🏀🏀🏀

May be an image of 5 people, people sitting and indoor

Some FREE course for parent carers. Please see more details below:

SCERTS for Parents and Carer session
30 November 6 – 8pm & 7 December 12 – 2pm

This virtual workshop will introduce the SCERTS framework, an evidence-based approach, for creating learning environments that are “desirable and predictable” for our learners who have social emotional learning differences. Positive outcomes are related to how actively engaged a learner is throughout their home and at school. As such, we will begin with a discussion of current neuroscience and how learning differences impact active engagement.

Next, we will shift to the critical role we play as caregivers, educators and therapists in providing interpersonal support and learning supports to foster active engagement using the developmental guidance of SCERTS.

Booking will be available soon.

Any queries, please contact: AutismADHDPreassessmentPathway@somerset.gov.uk

 

Learn how you can support children and young people who have dyslexia both at home and at school.

This conference will provide parents and carers with tools to support their children and young people who have dyslexia. The speakers will be sharing their knowledge at this talk and give practical examples.

To book your place please see the link below:

https://www.eventbrite.co.uk/.../supporting-children-and...

 

Autism Somerset are holding in person training on Resources and Strategies for Autism and Anxiety. This is a perfect training for anyone who has already attended one of their online trainings on Autism, or for anyone who would like a more interactive workshop.

To register your interest or find out more please email: bella.balian@autismsomerset.org

 

Future Event

SCERTS for Parents and Carer session
30 November 6 – 8pm & 7 December 12 – 2pm

This virtual workshop will introduce the SCERTS framework, an evidence-based approach, for creating learning environments that are “desirable and predictable” for our learners who have social emotional learning differences. Positive outcomes are related to how actively engaged a learner is throughout their home and at school. As such, we will begin with a discussion of current neuroscience and how learning differences impact active engagement.

Next, we will shift to the critical role we play as caregivers, educators and therapists in providing interpersonal support and learning supports to foster active engagement using the developmental guidance of SCERTS.

Booking will be available soon.

Any queries, please contact: AutismADHDPreassessmentPathway@somerset.gov.uk

 

 

 

CONTACT are running free Speech & Language workshops in June for parent carers of disabled children aged 4 to 16!

If your child has communication issues related to autism, language/hearing impairment or another disability — this one's for you.

Book your place via the links below:

Primary School age

8 June (PM): bit.ly/3EiOQ2c

30 June (AM): bit.ly/3rxlyHM

Secondary School age

14 June (PM): bit.ly/3OiSv4w

23 June (AM): bit.ly/3M7PrX9

View all our upcoming events at contact.org.uk/workshop

 

AUTISM and COMMUNICATION

A free Parent/carer training to help you to understand and support the needs of your child/young person with speech, language, and communication needs.

To find out more and book a place please go to, https://www.supportservicesforeducation.co.uk or inclusionSENsupportservices@somerset.gov.uk

 

 

MONTHLY EVENTS

MAY

Next activity for May is a Ranger Session at Ham Hill. This session is open to all ages and siblings, please fill out a form for each child that would like a place. Places always book up quickly!

 

Lots of sessions and workshops were held from different services.

You can now find the recordings of the workshops at: Somerset’s Local Offer Live week.

These workshops include:

  • Autism Somerset- Introduction to the therapeutic coaching service for 18-25 year olds
  • Citizen Advice- Understanding the benefit system
  • Discussion event for mental health support
  • Dyslexia- A workshop for parents
  • Healthwatch Somerset
  • Introduction to ADHD Somerset
  • Introduction to Autism Somerset
  • Introduction to Kooth

The next local offer live event will take planned for September 2022.

 

 

A free webinar - June 24th, 10.00am - 11.30am

CHILDHOOD TRAUMA, THE BRAIN AND THE SOCIAL WORLD

https://www.annafreud.org/training/training-and-conferences-overview/online-conferences-webinars-and-events/childhood-trauma-the-brain-and-the-social-world/?

All referrals for either Autism and/or ADHD now need to follow the pre-assessment pathway. This may result in a referral for Autism and/or ADHD being made along with the completion of a next steps form (if appropriate).

Following a referral, the most appropriate service will initiate contact with family of the child or young person. They may also contact the referrer if appropriate. The most appropriate service will depend on certain factors, including the age of the child or young person, the type of assessment required, the location of their registered GP practice and criteria of the service.

Below are two links which will direct you to the new referral pathway and steps needed for an assessment to be made.

Autism Assessment Pathway           ADHD Assessment Pathway

 

New Referral and Advice Line for Children and Young People’s Neurodevelopmental Partnership.

The Children and Young People’s Neurodevelopmental Partnership (CYPNP) is responsible for considering all requests for Autism assessments for school age children (aged 4-17) and Attention Deficit/Hyperactivity Disorder (ADHD) for primary school age children aged 6-11

We know that both families and professionals often have questions about referrals. In response to this a trial of a new Referral Query and Advice line has been set up. 

This line is open to parent /carers, young people or practitioners from health, education or social care.  

The number for this Referral Query and Advice line is 0303 033 3002 and it will be open 9-12 every Wednesday and Thursday morning 

The kinds of queries we will be able to answer through this phone line include;  

  • Queries from parent carers and referrers regarding the status of referrals made to the CYPNP.   
  • Discussion with a member of our team about potential sources of support that might be available to a young person whilst they are waiting for an assessment with our service. 
  • Discussion with a member of our team about whether it would be appropriate to refer a young person to our service for an Autism or ADHD assessment. 

The advice line will not be able to answer questions about children who have already been seen by CYPNP – in those circumstances questions need to be directed to the clinicians involved with the young person.

 

Future Events

SCERTS for Parents and Carer session
30 November 6 – 8pm & 7 December 12 – 2pm

This virtual workshop will introduce the SCERTS framework, an evidence-based approach, for creating learning environments that are “desirable and predictable” for our learners who have social emotional learning differences. Positive outcomes are related to how actively engaged a learner is throughout their home and at school. As such, we will begin with a discussion of current neuroscience and how learning differences impact active engagement.

Next, we will shift to the critical role we play as caregivers, educators and therapists in providing interpersonal support and learning supports to foster active engagement using the developmental guidance of SCERTS.

Booking will be available soon.

Any queries, please contact: AutismADHDPreassessmentPathway@somerset.gov.uk

SPEECH, LANGUAGE & COMMUNICATION

What are Speech, Language and Communication Needs?

Speech, language and communication are crucial for reading, learning in school, for socialising and making friends, and for understanding and controlling emotions or feelings.

A child with speech and language needs or SLCN:

  • might have speech that is difficult to understand
  • they might struggle to say words or sentences
  • they may not understand words that are being used, or the instructions they hear
  • they may have difficulties knowing how to talk and listen to others in a conversation

The term speech, language and communication needs (SLCN) encompass a wide range of difficulties related to all aspects of communication in children and young people. These can include difficulties with fluency (stammering), forming sounds and words, formulating sentences, understanding what others say and using language socially (Gascoigne 2015). Children with eating and drinking difficulties can also be referred to speech and language therapists where there is a physiological problem with a child’s swallow. Much research has been devoted to looking at the at risk groups for children with SLCN. The main at risk groups are:

  • Boys
  • Summer born children
  • English as an Additional Language
  • Socially disadvantaged
  • Ethnicity
  • Family history of speech, language and communication disorders.

 

Speech, Language and Communication Needs, or SLCN, is quite common. It is estimated that around 10% of children starting school have SLCN – that’s approximately 2-3 in every classroom.

Causes of Speech and Language Needs

Speech, Language and Communication Needs can occur as a result of hearing loss, general developmental needs or as part of a disability or medical syndrome, such as Down Syndrome, Cerebral Palsy or Autistic Spectrum Condition.

Difficulties with talking can also present as a child’s main area of need but without an obvious cause. You may become aware of this if your child is late to talk.

The majority of children, who are late to talk, do not develop persisting difficulties with talking. It is important to distinguish late talkers who go on to ‘catch up’ from children who go on to have persistent difficulties so that appropriate help can be put in place as soon as possible.

The risk factors for persisting problems include:

  • A family history of difficulties with talking or reading and writing and
  • A child having difficulties understanding what others say.

 

Available Resources

Try the free app Bitsboard.

Visit http://www.do2learn.com

Have a look at the resources onhttps://www.speechandlanguagekids.com/free-materials/

Colourful Semantics have a wealth of resources for free to support early language and sentence construction: https://integratedtreatmentservices.co.uk/our-approaches/speech-therapy-approaches/colourful-semantics-2/

The Communication Trust has many links to different resources for parents as well as schools (some free) as well as offering some free training which is very interesting: https://www.thecommunicationtrust.org.uk/

Symbolled resources for different topics and areas of life, including resources for fire safety and about visiting the doctors/dentists www.widgit.com/resources 

FINE & GROSS MOTOR SKILLS

AUTISM (ASD)

 

 

What is autism?

 

Autism is a lifelong developmental disability that affects how people perceive the world and interact with others.

Autistic people see, hear and feel the world differently to other people. If you are autistic, you are autistic for life; autism is not an illness or disease and cannot be 'cured'. Often people feel being autistic is a fundamental aspect of their identity.

Autism is a spectrum condition. All autistic people share certain difficulties, but being autistic will affect them in different ways. Some autistic people also have learning disabilities, mental health issues or other conditions, meaning people need different levels of support. All people on the autism spectrum learn and develop. With the right sort of support, all can be helped to live a more fulfilling life of their own choosing.

 

 

Social communication

Autistic people have difficulties with interpreting both verbal and non-verbal language like gestures or tone of voice. Many have a very literal understanding of language, and think people always mean exactly what they say. They may find it difficult to use or understand:

  • facial expressions
  • tone of voice
  • jokes and sarcasm.

Some may not speak, or have fairly limited speech. They will often understand more of what other people say to them than they are able to express, yet may struggle with vagueness or abstract concepts. Some autistic people benefit from using, or prefer to use, alternative means of communication, such as sign language or visual symbols. Some are able to communicate very effectively without speech.

Others have good language skills, but they may still find it hard to understand the expectations of others within conversations, perhaps repeating what the other person has just said (this is called echolalia) or talking at length about their own interests.

It often helps to speak in a clear, consistent way and to give autistic people time to process what has been said to them.

 

Social interaction

Autistic people often have difficulty 'reading' other people - recognising or understanding others' feelings and intentions - and expressing their own emotions. This can make it very hard for them to navigate the social world. They may:

  • appear to be insensitive
  • seek out time alone when overloaded by other people
  • not seek comfort from other people
  • appear to behave 'strangely' or in a way thought to be socially inappropriate.

Autistic people may find it hard to form friendships. Some may want to interact with other people and make friends, but may be unsure how to go about it.

 

Alternative names

Over the years, different diagnostic labels have been used, such as autism, autism spectrum disorder (ASD), autism spectrum condition (ASC), classic autism, Kanner autism, pervasive developmental disorder (PDD), high-functioning autism (HFA), Asperger Syndrome and Pathological Demand Avoidance (PDA). This reflects the different diagnostic manuals and tools used, and the different autism profiles presented by individuals. Because of recent and upcoming changes to the main diagnostic manuals, 'autism spectrum disorder' (ASD) is now likely to become the most commonly given diagnostic term.

 

You might find these websites helpful:

https://www.autism.org.uk/

https://www.autismspeaks.org/

 

Some resources can be found below to support working at home.

Many of the activities found on the Speech and Language, SEMH and Motor Skills pages may be useful too.

Free sensory planning with multisensory activities and messy play can be found here: https://www.empoweringlittleminds.co.uk/resources-1

www.timestables.co.uk is a great alternative to TTRockstars. You do not need a login and it does not have the time pressure that some pupils find tricky.

Symbolled resources for different topics and areas of life, including resources for fire safety and about visiting the doctors/dentists www.widgit.com/resources 

DYSLEXIA & PROCESSING

What Is Dyslexia?

 

Dyslexia is a common learning difficulty that can cause problems with reading, writing and spelling.

It's a specific learning difficulty, which means it causes problems with certain abilities used for learning, such as reading and writing.

Unlike a learning difficulty, intelligence isn't affected.

It's estimated up to 1 in every 10 people in the UK has some degree of dyslexia.

Dyslexia is a lifelong problem that can present challenges on a daily basis, but support is available to improve reading and writing skills and help those with the problem be successful at school and work.

 

You might find these links helpful:

https://www.bdadyslexia.org.uk/

https://www.dyslexia.uk.net/

Dyslexia Gold is offering free support. Please contact Mrs Spike if you feel this would benefit your child.

SOS spelling is a dyslexia friendly approach to learning spelling. A step by step guide can be found here: http://bettertuition.co.uk/simultaneous-oral-spelling/

www.timestables.co.uk is a great alternative to TTRockstars. You do not need a login and it does not have the time pressure that some pupils find tricky.

Complete some of the Listen and Do activities which support memory

SOCIAL, EMOTIONAL & MENTAL HEALTH

MATHS & ENGLISH

www.timestables.co.uk is a great alternative to TTRockstars. You do not need a login and it does not have the time pressure that some pupils find tricky.

https://www.phonicsplay.co.uk

https://www.storylineonline.net 

https://www.storynory.com

https://home.oxfordowl.co.uk

https://www.bbc.co.uk/bitesize/subjects