SEND Information Report

Who can I contact for further information or to discuss a concern?

  • The first point of contact would be the child’s class teacher to share any concerns (click here to see class-teacher and teaching assistant names with photographs)

  • You could also arrange to meet with the SENCo, Mrs Davis (click here)

  • The SEND Link Governor is Reverend Canon George Rogers (click here)

  • Peterborough SEND Partnership Service provides independent advice and support for families; contact Marion Deeley: 01733 863979 or pps@peterborough.gov.uk

Where can I read the SEND Policy?

The SEND Policy can be found here.

How will my child and I be consulted regarding their provision in school?

  • Parents/carers are invited to review and set the targets and provision at the start of every term with the class-teacher; this is recorded using the SEND Pupil Profile:

  • You will be able to discuss your child's progress at parents’ evenings each term and will receive an annual school report in the summer.

  • You are also welcome to make an appointment at any time to meet with the class teacher and/or SENCo.

How are specialists involved in SEND provision?

Links are made with specialists and professionals to:

  • assess children

  • advise and/or train staff

  • lend equipment or resources

These professionals include, but are not limited to, the following:

  • Autism/ADHD Outreach Service;

  • Educational Psychologist Service;

  • Sensory and Physical Support Service;

  • Health professionals such as: Speech and Language Therapists, Paediatricians, Children’s and Adolescents’ Mental Health Service, School Nurse, Project for Schools, Physiotherapists and Occupational Therapists.

Some of the professionals are available to meet parents and staff together to discuss provision. Each agency and professional has their own ways of referral and thresholds before they will become involved. The SENCo keeps up-to-date records on the referral process for each one.

If a pupil has an EHCP, all professionals currently involved will be invited to the Annual Review and asked to submit a report.

If a pupil has an Early Help Assessment, all professionals currently involved will be invited to TAC (Team Around the Child) meetings, usually every 6 weeks.

You can read more about the support available from professionals and services in Peterborough by reading the Local Offer here.

What is teaching and learning like in school?

Wherever possible, access to the full curriculum of the school is achieved through:

  • Quality First Teaching

  • Targeted provision and intervention planned with teachers and parents/carers through SEND Pupil Profiles (reviewed termly)

  • Careful differentiation and scaffolding of class work by the class teacher

What is the school’s approach to SEND?

  • Staff have high aspirations and want children with SEND to make good progress

  • All classes have a teaching assistant to support the learning and provide individualised provision where necessary

  • Inclusion is key: children learn best with the rest of their class and, where appropriate, all children are taught within their group of peers

  • It is usually in the child’s best interests not to have 1:1 support all day every day, instead aiming to enable pupils to be independent learners and to work with a range of adults (teachers and teaching assistants) and their peers throughout the week

What types of SEN does the school provide for?

The school has supported pupils with a range of needs, including those with:

Cognition & Learning

Communication & Interaction

Social, Emotional, Mental Health

Sensory and/or Physical

  • Specific Learning Difficulties (SpLD) including Dyslexia

  • Moderate Learning Difficulty (MLD) - pupils working below the 2nd percentile

  • Language delay

  • Dysfluency (stammering)

  • Speech sound delay

  • Autistic Spectrum Disorder/Condition (ASD/ASC)

  • Anxiety

  • Attachment disorder

  • ADHD

  • Visual Impairment (VI)

  • Hearing Impairment (HI)

  • Sensory Processing Difficulties (SPD)

  • Conditions such as hypermobility

  • Medical needs including diabetes and cancer

Click  here to find out more about the support we have provided

Click here to find out more about the support we have provided

Click here to find out more about the support we have provided

Click here to find out more about the support we have provided

 

How do you listen to the views of children with SEND and ensure they feel safe?

Annually, all pupils with SEND are surveyed either one-to-one or as part of a group to ask how they feel about school. This is undertaken by a member of staff or link governor. The school also uses an online survey called PASS (Pupil Attitudes to Self and School) with all children in Key Stage 2, and any children with low scores are referred to our learning mentors for support. Children can self-refer to the school’s learning mentors either via the post-box system or in person during break and lunchtimes should they have any worries or problems.

How are pupils with SEND included in extra-curricular activities?

The school provides a variety of lunchtime and after school clubs, at which all children are invited to attend. There are many educational visits, enrichment days and some residential trips on offer to all children; parents/carers are welcome to meet with staff to talk about any special arrangements that may need to be made to ensure that children with SEND can access and enjoy them.

How are pupils with SEND prepared for transition?

Entering Reception:

Reception staff, with the SENCo where possible, visit each child in their pre-school setting to acquire first-hand knowledge of children with SEND coming to William Law. Staff attend any annual reviews or Team Around the Child meetings in the summer term for any pupils starting in Reception in September. Nurseries and preschool settings are required to pass on all relevant paperwork to school relevant to the child’s special needs.

Moving to another primary school, special school or hub:

The SENCo endeavours to visit each local special school and hub, regularly sits on the SEN Panel to understand the procedures to access Special School settings, and accompanies parents to visit special schools where possible. Should a child leave our setting, the SENCO ensures that up-to-date SEND records of SEND children are sent to the receiving school.

Moving to secondary school:

Towards the end of each academic year, the SENCo’s from Primary and Secondary schools meet with the Year 6 teacher to discuss the SEND needs of children leaving William Law School. The SENCO also gives the secondary school all SEND records for those children with SEND. The SENCo of the receiving secondary school is invited to TAC meetings and annual reviews, if they occur in the summer term. The SENCo can arrange additional transition visits for children with SEND if this is deemed appropriate.

Moving up to the next year group:

When children with SEND are due to move to their next year group within the school, they may be provided with a transition booklet about their new class and teacher in the summer term. All children will have a transition morning to meet their new teacher, and staff in school hold two transition meetings to handover all relevant information. Extra transition may be arranged by the SENCo if necessary.