12/5/2017

1. Head Teacher ~ Mrs C Taylor AssistantHead Teacher ~ Mrs H Gregory Assistant Head Teacher Mr R Shildrick SEND Co-ordinator ~ MrsH Gregory SEND Co-ordinator – Mrs P Neave SEND Governor ~ Mrs L Davision Telephone: 01642 767051 • e-mail: billinghamsouth.school@stockton.gov.uk • website: www.sbcschools.org.uk/billinghamsouth 1 12/5/2017

2. At Barley Fields Primary we pride ourselves on being an inclusive school and strive to support all children, promoting a sense of community and belonging through its: • Inclusive ethos; • Broad and balanced curriculum for all pupils; • Systems for early identification of barriers to learning and participation; • High expectations and suitable targets for all children; • Support for all children whatever their needs and individual circumstances.

3. The attainment and progress of children in all aspects of their development is continually assessed and monitored. Our aim is to identify at the earliest possible time a child’s special educational needs, to plan to overcome barriers and to meet those needs in the best possible way. • If we believe that your child has a special educational need we will inform you at the earliest possible opportunity. This may be initiated by the class teacher in the first instance and may involve a meeting with the SENCo. It may also be that a child’s needs have already been identified by parents or other professionals and we will work in partnership to meet those needs in school.

4. What do we mean by the term Special Educational Needs? A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, or by relevant early years providers. SEND Code of Practice 2014 Follow the link to the Special Educational Needs and Disability Code of Practice: 0-25 years https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/325875/SEND-Code_of_Practice-June2014.pdf

5. Special Educational Needs support in school • Where a pupil is identified as having a special educational need we will take action to remove barriers to learning and put effective special educational provision in place. • This SEN support will take the form of a four part cycle which includes: • Assess - assessing needs; • Plan -planning how to address needs; • Do – implementing intervention and support; • Review – reviewing progress and planning next steps • The process should ensure earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. It is known as a graduated approach and draws on more intensive approaches and specialist expertise in successive cycles in order to match interventions to the SEN of children and young people.

6. How does the school identify children’s needs? • Who should I talk to in school if I have concerns? • What are the types of need in school? • Which specialist agencies may offer support? • How does the school support children with additional needs? • What intervention programmes are used in school? • Will my child have a specific plan to meet their needs? • How will the school review my child’s progress? • How will my child and I be involved? • What happens if my child needs further help and support? • Are there any other people who can offer advice or help? • What type of additional support is available in school? • Where can I find other sources of information?

7. Special Educational Needs and Disability Information Service (SEND IASS) If your child has additional needs and you have any questions about provision in school or the next steps in meeting the needs of your child if they have complex difficulties you may wish to contact SEND IASS. This service provides impartial, confidential and free information, advice and support for parents/carers of children in all aspects of Special Educational Needs. Caroline Fell and Paula Marwoodare the named officers in this service and can be contacted on: Tel: 01642 527158 email: sendiass@stockton.gov.uk Main Menu

8. Who should I talk to in school if I have concerns? Your child’s class teacher is the first person to talk to about concerns regarding your child's progress at school. We also have other staff who you can talk to. SEND Coordinator – Mrs H Gregory manages SEND support in school. You can contact her to discuss how your child is progressing in school and can talk about and plan any extra support your child may need. Mrs Gregory can be contacted on 01642 767051 or by email at bfhsgregory@sbcschools.org.uk. SEND Coordinator – Mrs Neave manages SEND support in school. You can contact her to discuss how your child is progressing in school and can talk about and plan any extra support your child may need. Mrs Neavecan be contacted on 01642 767051 Mrs Taylor, our Head Teacher is always available to discuss any concerns you have. Main Menu

9. How does the school identify children’s needs? At Barley Fields Primary School children's progress is very closely monitored by the staff who work with them and we assess all aspects of their development. From Early Years to Year 6 parent consultation meetings are held twice a year and during this time the class teacher may discuss any concerns they have about your child and the progress they are making. Staff may also contact you informally at other times as soon as concerns arise. All staff are continually assessing children against age related expectations and concerns will arise if a child is attaining at a level significantly below that expected nationally in the Core subjects of English and Mathematics. In addition teacher may also voice concerns when children are not progressing in their learning at the expected rate. For some children their needs are more specialist and may be linked to other aspects of their development such as speech and language use and understanding, behaviour or social skill development. Main Menu

10. Will my child have a specific plan to meet their needs? Within school, those children who have identified needs that are significantly different to their peers or who require specialist teaching, intervention and a higher level of support will be allocated a SEN support plan. This document is maintained by the SENCo and class teacher and outlines key information such as: • Key areas of difficulty experienced by the child; • Levels of additional support needed; • External agency involvement; • Parental and child views; • Background information of your child’s time in school; • Termly support that follows the assess, plan, do and review cycle; • Attainment and progress tracking information; • Details of formal assessments completed in school and those completed by external agencies; • Details of external agencies working with the child. Parents should receive a copy of the plan and can come into school to discuss it at any time with the class teacher or SENCO. Main Menu

11. What happens if my child needs further help and support? For children who have significant and very complex needs and difficulties the school may seek the support and guidance of a range of educational professionals and outside agencies. This process may also identify that your child needs a very high level of support in order to meet their individual needs when placed in a mainstream provision. In this instance the school will work in partnership with children and their families to seek additional levels of support and assessment through the local authority SEN provision in the form of: • High Needs Funding application • Education, Health and Care plan application This process is completed in partnership with parents and may allow the school to increase levels of provision and support for children. Main Menu

12. How does the school support children with additional needs? At Barley Fields we provide support for pupils with a wide range of needs through high quality teaching. We have high aspirations for all children and use a range of teaching and learning styles to meet children’s needs. Curriculum Access We provide a highly differentiated curriculum to meet the needs of all children where high quality first class teaching for all children is our priority. This means that children are taught and given work which is carefully matched to their level of ability. Within the classroom children with additional needs may receive support from a variety of adults to help them access the curriculum and support learning in the classroom. Intervention Programmes The school often employs a range of specialist programmes to support children’s learning and accelerate their progress. Intervention often focuses on core skills in English and Maths but the school also has interventions to support in other areas of need. Intervention programmes are delivered by teachers and teaching assistants under the supervision of the SENCo or class teacher. They are time limited and have very clear objectives and expectations linked to need. Main Menu • Include your arrangements and policy for identifying and assessing, reference the graduated approach detailed in the SEN Code of Practice. • Include arrangements made for Access Arrangements for formal assessments/examinations. (this may simply be a link to the documentation e.g. JCQ booklet) • Include details of the schools complaints procedure re: SEND. • Include a link to the SEN Code of Practice. • Include a link to the LA’s Local Offer.

13. Communication and Interaction Social, Emotional and Mental Health Difficulties Sensory and/or Physical Needs The code of practice for SEN identifies that children may experience difficulties in 4 key areas. For children with more complex needs they may experience difficulty in several of these simultaneously. Cognition and Learning • Communication and Interactionspeechand language difficulties, communication, social skills • Cognition and Learning This covers how children learn • Social, Emotional and Mental Health Difficulties This covers any areas related to children’s well-being and social skills • Sensory and/or Physical Needs This covers any difficulties related to the senses and how children are able to move or medical conditions Main Menu

14. Communication and Interaction Click on any link to see the intervention programmes and support used in school to support this area of difficulty. Cognition and Learning Social, Emotional and Mental Health Difficulties Sensory and/or Physical Needs Main Menu

15. Communication and Interaction • In school we support your child in the following ways: • Access to small group and/or individual programmes of work to develop skills in communication, interaction, emotional awareness, self care, flexible thinking; • Access to Speech and Language Therapy Service- we buy in extra speech and language support from NHS Speech Therapy Service; • Use of specialist ASD resources such as visual timetables, activity sequence cards and social stories; • Access to quiet areas; • Use of Speech and Language programmes such as Blast, Black Sheep Narrative, Talkaboutand Time to Talk, Language Link; • Making changes to lunch and/or break times, additional support from adults with play and interaction • Using technology to support learning when appropriate eg: laptops, Ipads • Careful planning for transitions between year groups and key stages • Mentoring and/or buddy systems eg: Playground Crew Areas of Need Menu

16. In school we support your child in the following ways: • Curriculum adapted to meet the learning needs of different children; • Regular, individual or small group programmes of work with a Teacher or TA; • Additional group support in class; • The provision of practical aids for learning e.g. table squares, time/number lines, personalised dictionaries, pictures, photos, accessible reading material suited to age; • Better Reading Partnership, Reading comprehension programmes, Catch Up reading, specialist reading materials. • Phonic development programmes such as Lexia, Phonics Play, Letters and Sounds; • Mathematics support programmes such as Numicon, Clsoing the gap, Easy Learn Maths; • Use of IT equipment (Ipads) and specialist software; • Changes to assessment arrangements to make access easier e.g. readers, scribe, use of IT; • Use of strategies such as simple instructions and frequent repetition and reinforcement. Cognition and Learning • Areas of Need MenuMain Menu

17. Social, Emotional and Mental Health Difficulties • In school we can support your child in the following ways: • Use of behaviour management programme; • Access to ‘time out’/individual work area; • Individualised rewards system; • Advice and support for family and school staff from the Educational Psychology service; • Social skills group support; • Access to counselling services such as Alliance Child and Family services; • Access to behaviour support from Inclusion Service at Stockton Borough Council • Increased access to additional adult support in the classroom; • Opportunities to develop Social Emotional Aspects of Learning (SEAL) through small group work, using talking time, circle time, opportunities to co-operate, and valuing and respecting the views of others; • Liaison and interaction with external agencies who may be supporting your child. • Areas of Need MenuMain Menu

18. Sensory and/or Physical Needs • In school we can support your child in the following ways: • Access to quiet areas/individual work area; • Access to small group and 1:1 support in school to aid difficulties with balance and co-ordination; • Physical aids from specialist services e.g. wheelchair, walking frame, hearing aids, large print materials; • Access to a specialist teacher support and advice for difficulties such as hearing or visual impairment; • Access to support for personal care; • Access to school nurse service; • Therapy programmes delivered in school, designed by specialists e.g. Occupational Therapists, Physiotherapists; • Adapted curriculum to enable full access e.g. modified PE curriculum, different ways of recording work; • Areas of Need Menu • Main Menu

19. How will the school review my child’s progress? • The attainment and progress of all children is assessed termly and tracked using an online assessment tool. • Individual SEN support plans are reviewed termly by the class teacher and SENCo. Further reviews with parents and children are held regularly look at the progress children have made and to plan the next steps of support. This gives you and your child an opportunity to celebrate success and discuss what the next steps are. • Views of parents regarding their child’s needs and the support they are receiving are always welcome. Each year parents are asked to provide their views of the SEN support and the progress their child has received. • Annual Reviews are held for children who have Education, Health and Care plans (formerly known as Statements). These reviews will include: your child, family members, all outside agencies and professionals who are involved, with your child’s needs as the central focus. • Main Menu

20. Specialist Services and outside organisations who we work with: • Our school works with a wide range of other organisations and professionals who support children, staff and parents with specialist advice. • These include - • Educational Psychologists • Speech and Language Therapists • Occupational Therapists • Stockton Education Improvement Teams- Learning and Behaviour Support • Early Years Inclusion Team • Health Visitors • Social Services • CAMHS • Visual/Hearing Impairment Support Services • Counselling Services • School Nurses • Medical Services • Working with secondary schools to plan transition Main Menu

21. Stockton’s Local Offer provides information to parents and carers of children and young people with special educational needs or disabilities, aged 0 – 25, to help them to understand what services and support, they and their families can expect from a range of local agencies within the local authority and neighbouring area. Click on the image below to read Stockton's Local Offer.

22. Online sources of information Stockton on Tees Parent Partnership Stockton Borough Council’s Special Needs Information Educational Psychologist Service - Stockton on Tees Sources of information about Autistic Spectrum Disorder The National Autistic SocietyStockton’s Autism Outreach ServiceDaisy Chain Project Dyspraxia information Dyspraxia FoundationDyspraxia (NHS) Dyslexia Information Dyslexia Action ADHD information Attention deficit hyperactivity disorder (NHS website)ADHD support website Speech, Language and Communication BBC CBeebies websiteI CAN - children’s communication charity Talking Point- speech and communication charity Behaviour Kids’ BehaviourChallenging behaviour advice