SEN in Ryvers School

1. SEN in Ryvers School

2. Tonight we will be considering...

3. What is SEN? Some children have needs or disabilities that affect their ability to learn. For example: • behavioural/social (e.g. difficulty making friends) • reading and writing • understanding things • concentrating (e.g. Attention Deficit Hyperactivity Disorder) • physical needs or impairments

4. Identifying specific needs

5. Identifying the needs of the individual • We establish a clear analysis of the pupil’s needs • Draw on teacher assessment, experience of pupil & other information such as progress, attainment & behaviour • We consider the individual’s development in comparison with peers • We consider views of the parents and the pupils (where appropriate) • If relevant we draw on advice from external support services • Assessment is regularly reviewed to ensure the support is matched to the needs of the pupil For some children it is necessary to carry out additional assessments.

6. The Early Years

7. What support do we provide children with SEN?

8. Creating a plan... • When it is decided to provide a pupil with SEN support the parents are notified • Support is agreed and interventions are put in place • Targets are set alongside a date to review progress • All staff working with the child are made aware of their needs, the support that is being provided and the key teaching strategies or approaches which will be used

9. Monitoring We monitor the progress of all children receiving support and keep a record of support that they receive.

10. Statements/Education Health Care Plans • An assessment of the child's needs are completed by the local council • Experts and those involved in the child's education will discuss the child's needs & consider what should be done to meet them • The statement or plan highlights the child's needs, how they should be met and the school that the child should go to • These are reviewed every year

11. Provisions we currently offer at Ryvers: • SALT – production of sounds • SALT – expressive • SALT programme • EAL • EOL • Gross Motor Skills • Fine Motor Skills • Play skills • Phonics • Reading recovery by TA • Reading recovery by teacher • RM Maths • Writing group • Social Skills • Daily Readers • Jump Ahead • Precision Monitoring • Number Plus One • Power of 2 • Theodorescu • Word Work • Hornet • Better Reading Programme • Spellings • Catch up Literacy • Listening skills • Maths group • Reading comprehension • Reading programme • 1:1 tuition • Mathletics • Physiotherapy • Occupational Therapy • Horse Riding • Cookery Drop in • Sensory Programme • Swimming

12. How are Provisions offered? • Provisions are provided to pupils based on their individual needs • They are discussed and implemented following observations and consultations within school • Some provisions are recommended following assessments completed by the SENCO or external agencies • Provisions are flexible and may sometimes be required on a short term basis

13. Reviewing progress

14. The review process Currently: • If your child has a statement in place then the SENCO will call an Annual Review meeting once a year • We will also consider whether or not their individual needs have now being met and whether they can exit the SEN support From September: • Teachers will review the provision in place three times a year with you • Teachers will hold a meeting with you in addition to the parents evening meeting to discuss the specific needs of your child • You will discuss progress made • Review previous targets • Set new targets

15. What do I do if I am concerned about my child?

16. What do I do if I am concerned about my child? • Speak to their class teacher • Arrange a meeting with the SENCO • Attend the drop in service with the SENCO (available every Tuesday between 9.30 and 10.30am) • Speak to your GP • Consider other services such as Parent Partnership