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Our Support in School
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Our Support in School

Chepstow House School SEN Information Report

This report sets out information about the way in which Chepstow House School meets the provision for children with special educational needs (SEN).

About Chepstow House

Chepstow House is mainstream primary school which provides for children with a wide range of special educational needs including those with:

  • Communication and interaction needs; this includes children who have speech language and communication difficulties including autistic spectrum conditions.
  • Cognition and Learning needs; this includes children who have learning difficulties and specific learning difficulties such as dyslexia, dyspraxia and dyscalculia.
  • Social, Emotional and Mental Health needs; this includes children who may have behaviour difficulties relating to emotional conditions such as anxiety or depression
  • Sensory and/or Physical needs; this includes children who have visual or hearing needs, or a physical disability that affects their learning

How do we identify and give extra help to children with SEN?

At different times in their school career, children may have special educational needs. The Code of practice defines SEN as:

  • 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 they have a significantly greater difficulty in learning than the majority of others of the same age, or have a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

SEN Code of Practice (2014, p 4)

The identification of SEN is built into the overall approach to monitoring the progress and development of pupils.  Within this, we have a variety of ways in which we can identify potential SEN traits within children at school.

  • The teacher’s assessment and experience of the pupil
  • Observations
  • The pupil’s previous and current progress and attainments
  • Formal assessments
  • Concerns raised by parents
  • The child’s own views
  • Advice and reports from Occupational Psychologists, Speech and Language therapists, Educational Psychologists/Specialist Teachers, Clinical Psychologists and Pediatrician

How do we work with parents and children?

Parents are encouraged to be involved with the support of their child whenever possible and good communication between parents and Chepstow House is essential so that parents can share their knowledge and expertise about their child.

At the admissions stage, the school asks parents if special needs should be taken into consideration.    We consider all children for admission to the school who have the ability and aptitude to access an academic curriculum. Pupils whose special educational needs and disabilities are suited to the curriculum are welcome provided that we have the appropriate resources and facilities to offer them the support they require.

The school will arrange special early admissions meetings with parents of prospective pupils with SEN to discuss special arrangements. If a child has already been identified as having additional needs the SENCo will visit the nursery/school to meet child and their current teachers to ensure a smooth transition to Chepstow House.

Once at Chepstow House, we will always contact parents if we have any concern that your child may have special educational needs.  We work closely with pupils with SEN and their parents to agree outcomes and how we will all work towards these, and then to review their progress.  Pupils are encouraged to participate in discussions about their learning and to feel that their views are valued right from the start of their education.

Termly meetings with the SEN team and class teachers are held, where advice and strategies designed to meet the specific needs of your child are offered on a 1:1 basis as well as keeping in contact by making informal contact at a time that is mutually convenient.  The SENCo and SEN team is aways available discuss progress, concerns and answer any questions.

Children who receive additional 1:1 support from a SEND teacher will be given an Individual Learning Plan (ILP) with specific targets, which are reviewed and updated termly.  For children with an Education, Health and Care Plan, the SENCo liaises with parents and pupils with and will organise the annual review meeting.

How do we support your child with SEN?

We offer a broad and balanced curriculum for all children, including those with SEN.

High quality teaching in the classroom is our first step in responding to children who have SEN, including the work being differentiated for individuals to enable all children to access the curriculum.  This can include giving longer processing time, pre-teaching of key vocabulary, being given access to word banks or writing frames, or reading instructions aloud, to increase confidence and to enable children to become independent learners.  Resources are also adapted, for example, using recommended aids such as a laptop, coloured overlays, visual timetables and larger fonts as well as supporting children with attention and concentration difficulties with for example wobble cushion and fidget toys.

When seen appropriate and agreed with parents, SEN teachers also provide interventions to further support children, such as individualised phonics support, 1:1 literacy and maths support, fine motor and handwriting groups.   We also provide small group lessons in writing, reading/reading comprehension, spelling and maths.

Supporting children with medical needs

Where children with SEN also have medical needs, their provision Is planned and delivered in a co-ordinated way with the healthcare plan.

Supporting children’s wellbeing

All children have the opportunity to share their views through the school council representative and we encourage children to talk to their class teacher if they have any concerns or worries. Each class has a ‘Zones of Regulation’ station to help children regulate their feelings, energy and sensory needs. The SENCo and Wellbeing lead work closely with children with emotional or behavioural difficulties to enable them to feel safe and supported at school.

What expertise can we offer?

We have a dedicated team of 5 SEN teachers at Chepstow House who support children with a range of special educational needs.  We offer 1:1 or small group lessons in literacy and maths and executive functions skills. We also work closely with and have access to Speech and Language Therapist, Occupational Therapists, Educational Psychologist, Clinical Psychologists, Pediatricians and a Play Therapist.

Training is an important part of all teacher’s development at Chepstow House and it is provided at a whole school level, as well as tailored training being offered to ensure staff knowledge and expertise in SEN is constantly updated to meet the needs if the children.  This training will either be internal or external depending on the needs of the child.

How do we know if SEN provision is effective?

The progress of all children is tracked throughout the school.   Specialist intervention programmes are constantly monitored and under review to assess their impact.

Access and inclusion

The life of the Chepstow House is enhanced by inclusive policies but equal importance must be given to ensuring that no pupil’s education is impaired.

All children are included in activities outside of the classroom, such as physical education, clubs and trips, following a risk assessment. We talk to parents and children when planning trips, so everyone is aware of the events that are taking place.

Moving on

Having agreed with parents and pupils, we will share relevant information with future school and where appropriate, children will have induction sessions at their new setting to support a smooth transition.  A transition book or the use of social stories will be used for children if we think it will help to prepare for their next school.

Who to contact

Chepstow House is committed to working in partnership with parents and will listen to any concerns you may wish to raise.

The Class Teacher is your first point of contact. They monitor the progress of each child and liaise with key staff about any interventions that may be needed.

The SENCo, Mrs Egerton-Warburton is available for calls or meetings to discuss any concerns you may have.

Related Documents (the first three documents can be found in our policy area)