Newick Church of England Primary SEND information
Newick CE Primay School Special Educational Needs Information Report
Headteacher: Sophie Thomas
Inclusion Leader: Sophie James
Chair of Governors: Sue Berry
SEN Governor: Caroline Smith
Related Statutory school policies, available to view on our website, which may be referred to in this report include:
Behaviour Principles written statement
Child Protection policy and procedures
Early Years Foundation Stage
Equality and Diversity Information and Objectives statement
Supporting pupils with medical conditions
Relevant but non-statutory school policies include:
Special Educational Needs
Teaching and Learning 2016
About this report – (This section relates to the SEND code of practice parts 6.81)
The Children and Families Act 2014 says that all maintained schools must publish a Special Educational Needs (SEN) Information Report every year. This report explains how our school meets the needs of children with SEN. It will be shown on our school website and in the ‘local offer’ on www.eastsussex.gov.uk
In the report, we explain how we meet our duties towards pupils with special educational needs and disabilities. This report is also our SEN policy For more information on the law and guidance we follow, see www.eastsussex.gov.uk/localoffer
This report will be reviewed annually and will involve governors, staff, pupils and parents in that process. If you want to give us feedback about the report, please the school office.
(This section relates to the SEND code of practice parts 6.81)
At Newick C. E. Primary School we are committed to offering an inclusive curriculum to ensure that every child succeeds and makes the best possible progress whatever their needs and abilities. We have high expectations for every child expecting them to achieve or exceed national expectations at the end of each Key Stage. All children are valued and included in everything we do. Support is provided for any child who at any time in their school life requires additional or different provision to help them achieve success. These children may also be those on the SEN register or from groups that are nationally recognised as vulnerable to underachievement such as LAC, FSM and those from ethnic minority groups. We recognise that any child’s circumstances can make them vulnerable to underachievement at some stage in their schooling.
Who do I contact about my child’s special educational needs?
(This section relates to the SEND code of practice parts 6.79 bullet 5)
If you are thinking of applying for a place contact the school office
If your child is already at the school, the child’s teacher is the first point of contact..
The Inclusion leader is responsible for managing and co-ordinating the support for children with special educational need, including those who have EHC plans. The Inclusion leader also provides professional guidance to school staff and works closely with parents and other services that provide for children in the school.
Inclusion Leader: – Mrs Sophie James – email: – email@example.com
Parent information contact: – Mrs Sam Fake – firstname.lastname@example.org
SEN governor: – Mrs Caroline Smith: via the school office
Newick C. E. School website – http://www.newick.esussex.dbprimary.com/esussex
Best time to contact: During school hours
Which children does the school provide for?
(This section relates to the SEND code of practice parts 6.79 bullet 1)
We are a maintained Church of England Primary School and we admit pupils between the ages of 4 and 11. Our school is a values-led school and our inclusive ethos runs through everything we do.
We are an inclusive school. This means we provide for children with all types of special educational needs. If you want a place for a child with a statement or Education, Health and Care plan, contact your Assessment and Planning officer at East Sussex County Council. If you want a place for any other child with special educational needs, you should apply as normal, and your application will be considered in the same way as applications from children without special educational needs. You can find further information about applying to our school in the following places:
Newick school admissions policy is on our website under school information
Contact Information for Families for admissions advice: 0345 60 80 192
Summary of how the school meets the needs of children with SEN and disabilities
(This section relates to the SEND code of practice parts 6.79 bullet 5)
Through conversations with parents and effective, appropriate information sharing with pre-schools, other schools and outside agencies we aim to build a holistic picture of how best to meet a child’s needs. This means that we consider the whole child, including their strengths, interests, learning style, relationships and previous experiences. We are also interested in and how your child responds to being in different places with different people.
Children’s needs are best met through high quality first teaching by the class teacher who will take account of the needs of each child. Dyslexia Friendly teaching with appropriate resources and a range of teaching styles takes place across all subjects. Where necessary, an individual programme of support and intervention will be agreed with you for your child as it is important that parents are part of the process. This could take the form of an individual provision map with short term objectives, a School Based Plan or part of an Education Health Care Plan. These plans will include long and short term outcomes, how support is provided and it may also include input from external agencies.
We comply with our duties identified in the Children and Families Act, September 2014 and the Equalities Act 2010.
We listen to and respond to the concerns of parents, children and young people and use a person centred approach.
Parents and children need to be actively involved in decision making from the start, e.g. in the initial decision whether a child is SEN.
We provide children and parents with information about SEN in our SEN In formation Report and signpost them to information, advice and support services.
We focus on outcomes and impact on our children by gathering evidence of the impact of our actions on children’s progress. This is part of the cycle of assess, plan, do, review.
If your child is looked after by the local authority they will have a Care Plan including a Personal Education Plan (PEP) and Health plan. We will co-ordinate these plans with the SEN plans that we have in school and we will involve parents and foster carers or social workers in discussions, as appropriate.
How does the school identify children’s special educational needs?
(This section relates to the SEND code of practice parts 6.79 bullet 5)
We aim to identify children’s special educational needs (SEN) as early as possible, so that they have the best possible experience of school. Concerns may be raised by the class teacher or from progress data.
A pupil has SEN where their learning difficulty or disability calls for special educational provision. This means that they receive support different from or additional to that normally available to pupils of a similar age. The teacher seeks advice from the Inclusion leader and puts into place some actions to support the child. These concerns will be discussed with the parent/s. Where necessary advice may be sought from other professionals.
When parents raise concerns about their child’s educational needs, the Inclusion leader will gather relevant data and information from the child’s teacher so that the necessary support strategies can be put in place. Most importantly, we need to talk to you about your child as you know your child best.
Children may have one or more broad areas of special educational need, as defined in the SEN Code of Practice:
Communication and interaction – this includes children with speech language and communication needs (SLCN) and those with an Autism Spectrum Disorder (ASD) including Asperger’s Syndrome.
Cognition and learning – this includes children with moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD). This also includes children with specific learning difficulties (SpLD) such as dyslexia, dyscalculia and dyspraxia.
Social, emotional and mental health difficulties (SMEH) – social, emotional and mental health difficulties may manifest themselves in many ways including becoming withdrawn or isolated, as well displaying challenging, disruptive or disturbing behaviour. Other children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Sensory and/or physical needs – this includes children with visual impairment (VI), hearing impairment (HI), multi-sensory impairment (MSI) and physical disability (PD).
Children with any of these needs can be included in our school community.
If you are worried your child may have special educational needs, you should firstly contact the class teacher and they will refer you to the Inclusion leader to discuss the matter further.
Children who arrive in school with a Statement or an Educational Health Care Plan (EHCP) will have had a transition meeting with the Inclusion leader to agree support strategies and relevant interventions.
SEND Code of Practice set out procedures that we follow ( Sections 6:15 -6:20)
All children must have access to quality first teaching with appropriate differentiation.
Identified children with SEN will have additional and different support as required but still full access to quality first teaching.
We assess each child’s current skills and levels of attainment on entry, building on information from previous settings and key stages where appropriate. If a pupil has a disability under the Equality Act 2010 we make reasonable adjustments.
This will include progress in areas other than attainment – for instance where a pupil needs to make additional progress with wider development or social needs in order to make a successful transition to adult life.
Parents know their children best and it is important that all professionals listen and understand when parents express concerns about their child’s development. They should also listen to and address any concerns raised by children themselves.
When identifying and assessing SEN for children with behaviour difficulties we should look carefully at all aspects of a child’s performance in different areas of learning and development or subjects to establish whether lack of progress is due to limitations in their access to learning caused by behaviour or they arise from SEN or a disability.
Identifying and assessing SEN for children whose first language is not English requires particular care. We should look carefully at all aspects of a child’s performance in different areas of learning and development or subjects to establish whether lack of progress is due in the case of EAL children to their command of English. We need to assess if any difficulties arise from SEN or a disability. Difficulties related solely to limitations in English as an additional language are not SEN.
Slow progress and low attainment do not necessarily mean that a child has SEN as there can be a number of factors which account for this, such as family circumstances, varying rates of cognitive development or a child’s interest in a subject, as well as his/ her preferred learning style.
Equally, attainment in line with chronological age does not necessarily mean that there is no learning difficulty or disability as a child’s learning potential could be higher than that which is currently evident in the classroom. In these situations, areas of strength may be observed from time to time which suggest that in the main a child may be having difficulty either accessing the learning opportunities provided or conveying their understanding through written and other work.
SEN support plans and School based plans
Where a pupil’s needs are such that provision additional to or different from what is normally available to pupils within the school’s own resources, it may be necessary to draw up a School-based Plan of support. This draws together information about the child’s background, their needs, difficulties, wishes and concerns, together with views of the parent(s)/ carer(s) and the assessments of those professionals involved in supporting the child. In these cases, there would usually be involvement from at least one additional agency, such as occupational therapy or speech and language therapy. A School-based Plan would usually only be required for children who may require an EHC assessment in future.
Reviewing SEND support
Clear dates for reviewing progress are agreed and the parent, pupil and teaching staff will be clear about how they will help the pupil reach the expected outcomes. The effectiveness of the support and interventions and their impact on the pupil’s progress will be reviewed in line with the agreed date.
SEND support will be adapted or replaced depending on how effective it has been in achieving the agreed outcomes. Where, despite taking relevant and purposeful action to identify, assess and meet the SEN of the child has not made expected progress, consideration will be given to requesting an Education, Health and Care assessment. This request can be made by the school or by parents.
Deciding whether to apply for an EHC needs assessment
In considering whether an EHC needs assessment is necessary the Local Authority will consider the evidence of the action already being taken by the school to meet the child’s SEN. In East Sussex, schools are required to complete, follow and review a School-based Plan in advance of making an application for an EHC assessment. An EHC needs assessment will not always lead to an EHC plan.
The purpose of an EHC plan is to make special educational provision to meet the special educational needs of the child, to secure improved outcomes for them across education, health and social care and, as they get older, prepare them for adulthood. The EHC plan also specifies the arrangements for setting shorter term targets at school level.
Reviewing an EHC plan
EHC plans are used to actively monitor children’s’ progress towards their outcomes and longer term aspirations. They must be reviewed as a minimum every 12 months. Reviews will be undertaken in partnership with the child/young person and their parents, and will take account of their views, wishes and feelings. The review will focus on the child/young person’s progress towards achieving the outcomes specified in the EHC plan. The review will also consider whether these outcomes and supporting targets remain appropriate. Parents, a school representative, a Local Authority SEN officer will be invited. In addition, other professionals associated with the child may be invited, e.g. Educational Psychologist, Occupational Therapist, Speech and Language Therapist or Social worker.
Before the meeting we will:
give notice to all parties at least two weeks before the meeting and seek advice and information about the child
send out any advice or information gathered to all those invited at least two weeks before the meeting.
We will prepare and send out a report of the meeting to everyone invited within two weeks of the meeting.
Where a child is looked after by the Local Authority, we will endeavour to synchronise EHC plan reviews with social care reviews.
How does the school teach and support children with SEN?
(This section relates to the SEND code of practice part 6.79 bullet 7)
All teachers at Newick C E Primary School are teachers of special educational needs. We set high expectations for all pupils whatever their prior attainment and we use assessment to set targets which are deliberately ambitious. We recognize that it is the teacher’s responsibility to meet the needs of all children in their class through QUALITY FIRST TEACHING. If a child’s progress is less than expected, the class or subject teacher, working with the Inclusion leader, will assess whether the child has SEN. While informally gathering evidence (including the views of the pupil and their parents) extra teaching or other interventions will be put into place and their impact closely monitored. The pupil’s response to such support can help identify their particular needs. Some children/young people need educational provision that is additional to or different from this and we use our best endeavours to ensure that such provision is made for those who need it. Where this is appropriate targets will be regularly reviewed, updated and recorded on provision maps or school based plans. Sometimes, this is a plan which can be delivered largely in class, within the existing support framework. There may be occasions when children in need of additional support work in small groups or one to one with a teacher or teaching assistant.
Teachers and Support Staff have wide areas of expertise and attend relevant training. They are also monitored and supported to ensure that the additional teaching they are providing is of a good standard, in line with the school’s performance management procedures.
When necessary the school will seek support from outside agencies. This will be discussed with you and a referral made with your permission.
Any additional interventions put in place through outside agencies are thought through carefully and monitored as we would any school-based provision.
How will the curriculum and learning environment be matched to my child’s/young person’s needs?
(This section relates to the SEND code of practice part 6.79 bullet 8)
Children are allocated to a class in EYFS and they will stay in this class as they progress through the school. All pupils will have access to a broad and balanced curriculum which is suitable for all our pupils. The teacher will plan learning so that all children make good progress. All teachers take account of the needs of the individual and differentiate tasks and materials appropriately. Each term the children are assessed in the core subjects and the class teacher will analyze the progress of all children and target any underperformance. All teachers are supported by the Inclusion leader and Leadership team to ensure that all groups make good progress including any vulnerable groups. The curriculum is differentiated by outcome. The children make their own choices about whether they try the practice, challenge, super challenge activity (super challenge being the highest level) but there is an expectation they move within the lesson to a more challenging activity. This ensures all children are challenged and that there is not a ceiling set on any child’s learning.
SEN children/ targeted children
Each term there are progress indicators / targets that are monitored. If a child is struggling, they may be given extra help through an appropriate intervention. Research evidence shows that for children with special needs, teaching is most effective when delivered in the classroom by subject specialist teachers.
It is for this reason that we endeavour to withdraw children as little as possible. The exception to this is where specialist literacy and numeracy intervention is required for the child to make progress. In this case, children are withdrawn and taught in very small groups or individually in order to move them forward.
Teachers regularly track and assess the children. We use our Assessment policy to do this (see school website). We talk regularly with children and parents as part of the SEN support cycle (assess, plan, do, review). This gives class teachers and members of the leadership team the opportunity to analyse the progress of each child.
Further specific support may also be provided through a Statement of Special Educational Needs, School Support Plan or an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher and Inclusion leader as needing a particularly high level of individual or small group teaching which cannot be provided from the budget available to the school.
The SEN budget is managed by the head teacher, Inclusion leader, governing body and school business manager. Resources are made or purchased as necessary to support each pupil’s learning. The Governors are responsible for ensuring that SEN funding is used well and that all pupils are given the help that they need to make good progress. There is a SEN Governor who meets with the Inclusion leader during the year. The school will use its SEN funding in the most appropriate way to support your child.
How are parents and carers involved in reviewing children’s progress and planning support?
(This section relates to the SEND code of practice part 6.79 bullet 3 and 5)
We are committed to working in partnership with parents and to maintain purposeful communication between the school and home
All parents are actively encouraged to take part in the school community. This may include sharing skills, attending class assemblies, celebration assemblies, information workshops and helping with school visits.
We adopt an open door policy for any daily information that needs to be shared between school and home. Parents and teachers arrange a more private meeting with the class teacher or with the Inclusion leader if there is anything of a more serious or private nature to be discussed.
All children have a reading diary which can also be used as a home/school book. However, a child who either the parent or school feels needs extra communications may have a home / school book.
Parent/ carer Consultation Evenings take place twice a year at the end of Terms 1 and 3. There is also an Open Evening held in July of each year. You can make an appointment with the class teacher at any time during the year if you are concerned about your child or you want to check on their progress.
If a child is identified as needing an individual provision map, a school based plan or other circumstances that make them vulnerable to under achievement then parents will be involved in helping the school to create this and then in reviewing SMART targets at SEN Review meetings, three times a year, or more often if either parent/ carers or the Inclusion leader feel this would be beneficial. For children with an EHC plan, the annual review may either be included as one of the three meetings or be arranged as an additional meeting (to be agreed on an individual basis).
We will provide parents/carers with the information and support necessary to enable them to play a full part in decision making.
All parents receive an end of year report and updated assessment levels in July.
Reports from outside agencies are shared and discussed.
Parents are given opportunities to develop an understanding of the curriculum through workshops organised by the school, e.g. parents of children in EYFS are invited to attend a ‘Letter and Sounds’ information sharing session and to join in sessions in action. A maths or reading workshop is also held each year.
Where at all possible we support parents in order to facilitate the development of their child to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood. This may involve signposting to additional services in the community. Where appropriate we highlight relevant workshops or courses for parents e.g. ASD support network for parents.
If there are any disagreements with parents about SEN support for their child, we will work with them to try to resolve these. If parents have a complaint they can use the school’s complaints procedure. Details about this are available from the school office or on the school website:
How are children involved in reviewing their progress and planning support?
(This section relates to the SEND code of practice part 6.79 bullet 4 and 5)
We are committed to involving children with SEN in decisions about their learning. We will:
Have regard to the views, wishes and feelings of children as they are expressed, both informally around the school and through formal channels, such as pupil voice activities undertaken with the Inclusion leader and/ or support staff.
Provide children with the information and support necessary to enable full participation in decision making.
Support children to support their development and help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood.
The following table shows how children are involved in giving feedback and making decisions about ways in which they are supported at school:
pupil, class teacher/ TA
Class Circle times
pupil, class teacher/TA
Weekly/ as required
Worry box/suggestion box
pupil, class teacher/TA
Available in classrooms
pupil, class representatives, class teacher/ head teacher
pupil, Inclusion leader/ class teacher/ head teacher
At least once a year
SEN support review meetings
pupil, parents/carers, class teacher/ Inclusion leader
Three times a year
Annual reviews (EHC plans only)
pupil, parents, Inclusion leader, class teacher, support services, local authority
Once a year
How will the school prepare and support my child to transfer to a new school/ college or the next stage of education and life?
(This section relates to the SEND code of practice part 6.79 bullet 6)
We recognise that transitions can be difficult for all children and especially those with SEN and take steps to ensure that any transitions are as smooth as possible.
Moving to Secondary School:
All Year 5 children will visit the local secondary school for curriculum days
Secondary Schools have Open Mornings and Evenings when Year 6 pupils may visit with their parents before naming their preferred choice for Secondary Transfer.
In Year 6 there are transition meetings organised with Year 7 tutors and the SEN team to discuss all children from all schools.
All Year 6 children from across the community of schools are invited to attend at least one transition day in July. This will vary according to the Secondary school chosen.
Parents and children have an induction evening to meet the tutors and to find out about some aspects of the Year 7 curriculum.
If your child has an EHC plan, this will be reviewed and amended in sufficient time prior to moving between key phases of education. The review and any amendments will be held in consultation with parents/ carers on an individual basis, coordinated by the Inclusion leader at Newick.
Where possible the SENCo or transition lead from the secondary school will attend Annual Reviews in Year 6 to begin to identify the children’s needs. This will help to create a transition plan.
Additional visits are arranged and there is a Vulnerable Transition Group to support those with a higher level of need.
Your child will do focused learning about aspects of transition to support their understanding of the changes ahead and Transition Pupil Voice may be used to identify their feelings and any concerns.
If your child is joining the Reception class:
The Reception class teacher / teaching assistant will visit the family home and meet with you and your child before starting school.
The reception class teacher / teaching assistant will arrange visits to your child’s pre-school provider to meet and discuss your child.
Your child will be invited to attend two afternoon sessions in school during the summer term. The children and parents will be invited to attend an additional ‘stay and play’ afternoon.
You will be invited to attend a Welcome Meeting at school before your child starts giving you information about the school and what happens in Reception class.
The Inclusion leader may arrange additional visits for children identified as having SEN and additional meetings with parents and other agencies who have been involved with your child (e.g. The Early Years Support Service)
When moving classes in school:
Information will be passed on to the new class teacher and a planning meeting will be held with the old and new teaching staff to discuss your child’s strengths and difficulties and the strategies that have been successful. Provision maps and targets will be shared with the new teacher.
All children visit their new class and take part in sessions with their new teacher before transition.
For children who find change very difficult additional transition arrangements will be planned.
If your child is moving to or from another school:
We will contact the school SENCO regarding any special arrangements or support that need to be made for your child.
We will make sure that all records about your child are passed on as soon as possible.
A range of strategies, suitable for your child, may be used to support them at the time of transition. For example, If your child would be helped by a social story or a photographic book to support moving on, it will be made for them.
What training do school staff have?
(This section relates to the SEND code of practice parts 6.79 bullet 9)
When we plan support for a child, we think about the knowledge and skills their teachers and support staff will need. If necessary, we plan training for the staff member or arrange whole school training.
Our whole school development plan is created with the senior leadership team and school governors. It sets out the priorities and targets for the year, including training needed to achieve these targets.
All our teachers have qualified teacher status.
We have an experienced Inclusion leader and two specialist Dyslexia teachers.
We have two specialist Dyslexia teaching assistants.
We have a specialist Speech and Language teaching assistant.
Whole school staff training regularly takes place with a focus on special needs and vulnerable groups. Teaching assistants also have regular training to develop their roles in supporting all children including SEN interventions.
Staff have attended a variety of training courses including Personalised Learning for Reading, ASD training, Social Skills / Social Stories, Jump Ahead, Dyslexia Awareness, Behaviour Management, Speech & Language training, Dyscalculia, Positive Handling, Use of Clicker 6 (an educational tool designed to support Literacy), Attachment training and the New Code of Practice for SEND
We have a wide range of training available to us, such as:
East Sussex County Council training for schools- czone.eastsussex.gov.uk
Inclusion Development Programme- idponline.org.uk
Advanced training materials- advanced-training.org.uk
How does the school measure how well it teaches and supports children with SEN?
(This section relates to the SEND code of practice part 6.79 bullet 10)
We regularly and carefully review the quality of teaching for all children to make sure that no child under achieves. We monitor the impact of interventions and programmes of support to ensure they are achieving the desired outcomes. This helps us to develop the use of interventions that are effective and to remove those that are less so. Any child receiving additional support will have targets for development. When these are reviewed the effectiveness of the provision is evaluated. Reviews can take place at any time, as required. The school looks at the progress that children with SEN make across a school year and compares this with the progress of children without SEN. Although some children may achieve differently to their peers, it is hoped they will make comparable progress. If the rate of your child’s progress is causing concern, staff will think together with you about why this may be with the aim of revising provision to support your child to reach his/ her full learning potential.
We complete an annual self-evaluation of our SEN provision and use this to develop an action plan to further improve and develop our SEN provision.
We invite parents to provide feedback at meetings, through questionnaires, through attending parent forums and through the Ofsted parent view website: https://parentview.ofsted.gov.uk/ This information helps to inform the school improvement plan.
Our last Ofsted inspection (July 2011) states: ‘Pupils relish their learning at this school. Observations of lessons during the inspection confirmed that, throughout the school, all groups of pupils make excellent overall progress, regardless of their background or ability.’
In 2015, at the end of Key Stage 2, the majority of pupils with SEN reached ARE (age-related expectations) in reading, writing and maths. The progress made by pupils with SEN was very good in reading and maths and good in writing. The level of progress made was higher than the rest of the cohort across some subjects.
How accessible is the school and how does the school arrange equipment or facilities children need?
(This section relates to the Children’s and Families Act 2014)
Newick School has disabled access to the school and grounds.
All classrooms are situated on ground level.
A lift is in operation to access the kitchen and a small group teaching room
There are ramps leading from the back terrace to the playgrounds and field area.
There is a disabled toilet in the entrance hall.
All doorways can accommodate a wheelchair going through them.
Like all schools, Newick C. E. Primary is subject to the Equalities Act and should make reasonable adjustments and provide auxiliary aids and services to prevent a disabled child being disadvantaged. We take appropriate steps to prevent disabled pupils from being treated less favourably than other pupils and we provide facilities to assist access to the school by disabled pupils (see Accessibility or Equality policies and our policy on supporting pupils with medical conditions on our website or from the school office).
How will my child/young person be included in activities with other children, including school trips?
(This section relates to the SEND code of practice part 6.79 bullet 11)
At Newick we strive to ensure that all young people, regardless of their individual needs, have access to the whole range of educational opportunities and activities. This includes all activities outside the classroom, including outdoor learning within school time, school trips and after school clubs and any wider community activity.
We comply with all legislation in respect of accessibility and make reasonable adjustment where necessary.
We are committed to eliminating discrimination, promoting equality of opportunity and fostering good relationships.
Risk assessments are carried out for school visits including residential trips and reasonable adjustments made where required. A suitable number of adults accompany the pupils with a higher level of support provided for some pupils if needed. Any special arrangements are made in full consultation with parents.
Health and Safety audits are conducted to ensure that the school provides a safe environment for all pupils.
What support will there be for my child’s/young person’s overall well-being, and their emotional, mental and social development?
(This section relates to the SEND code of practice part 6.79 bullet 12)
At Newick C. E. Primary School we believe in lifelong learning and the ideas that both adults and children can learn new things every day. Learning at Newick should be fun, rewarding and a memorable experience for everyone.
The class teacher is the first point of call for all matters to do with your child’s well-being. Upon identification of any issue that presents a challenge to your child’s well-being, the class teacher will work with the Inclusion leader/ senior leaders and you, the parent in order to find an appropriate course of action.
Personal, social and health education (PSHE)
PSHE and citizenship form part of our planned curriculum, but are also fundamental in creating a positive school ethos. Our children are encouraged to care for each other and the world in which they live. They have opportunities to learn pastoral and social skills, to try new roles and to develop relationships.
The secure environment which the school provides allows the children to develop independence and responsibility so that they become increasingly more able to make informed decisions.
It is our intention that all children should have a positive self-image and that they should be able to develop a healthy lifestyle through the activities offered and the many ways they are taught.
We support the emotional, mental and social development of children with SEN and disabilities by providing extra pastoral support arrangements for listening to their views and implementing measures to prevent bullying.
All adults in school take a great interest in and concern for all pupils. We take children’s and parental concerns about well-being seriously. In the first instance, the class teacher and adults in the classroom are kept well informed. All adults who come into contact with any child have responsibility towards ensuring that children feel safe and secure at school.
If a child needs an additional space to talk which cannot easily be provided by the class teacher or teaching assistant during the ordinary course of the day then there may be a discussion with the Inclusion leader or Head teacher to consider how this might be provided, including parents / carers in the discussion, providing there is not a safeguarding concern (see separate policy on this). Where at all possible we will provide a space to talk/ play/ draw in a therapeutic setting within school. If the level of need is such that the support the child requires is beyond the level of expertise or experience of our staff or if resources are unavailable we may suggest that we look to an external service, such as CAMHS (Child and adolescent mental health service).
At times, if a number of similar needs are identified within a cohort of children, we may decide to arrange a group intervention based around social/ emotional support, such as a social skills group for example.
The school has a system of sanctions and rewards for behaviour management for all children. (Please refer to the school Behaviour Policy for more information). Additional behaviour management plans or risk assessments may be used where needed, to support individual children who are experiencing particular difficulties. The school also participates in events such as Anti-Bullying Week.
Ongoing difficulties with behaviour are usually found to be a communication about other additional needs that a child may have. Creative approaches will be used in school to try and understand how we can better meet the needs of the child, such as observations, pupil voice activities and so on. Where necessary, we may refer to an external team, such as the Education Support, Behaviour and Attendance Service (ESBAS).
Trained first aiders are available in school (Please see school’s Health and Safety Policy for more information).
If your child needs medication to be administered in school then you are asked to provide details of this on a form. The school nurse is available for advice and she will write a health plan when a child has specific medical needs. Where a child has significant medical needs there will also be a discussion between the class teacher, Inclusion leader, school nurse and parents.
We will monitor and review progress in all the above areas, with the child and parent, so that we can see good outcomes for them. We will do this as part of the SEN support planning cycle of assess, plan, do and review.
For more information, see our website for policies on:
Behaviour and anti-bullying
Supporting pupils with medical conditions
What specialist services does the school use to support children and their families?
(This section relates to the SEND code of practice part 6.79 bullet 13)
We will always involve a specialist where a child makes little or no progress over a sustained period or where they continue to work at levels substantially below those of pupils at a similar age despite evidence-based SEN support delivered by appropriately trained staff. Parents are always involved in any decision to involve specialists. We may involve specialists at any point to advise on early identification of SEN and effective support and interventions.
We work with parents and agencies to consider a range of evidence-based and effective teaching approaches, appropriate equipment, strategies and interventions to support the child’s progress. Together, we agree the needs of the child, responsibilities and the outcomes to be achieved through the support, including a date by which it is reviewed. Records of involvement of specialists are kept and shared with parents and teaching staff.
Where a child is looked after by Local Authority, we will work closely with other relevant professionals involved in the child’s life as a consequence of being looked after.
We work closely with the Local Authority and other providers to agree the range of local services and clear arrangements for making appropriate requests. Some services may be commissioned directly.
We have access to a range of outside agencies for additional support. For more information please refer to http://www.eastsussex.gov/children and families/specialneeds/local offer/default.htm.
Some of our staff have undertaken specialist training. These include:
Two Dyslexia trained teachers
Two Dyslexia trained teaching assistant
One Speech and Language trained teaching assistant
Two social skills trained teaching assistants
We work in partnership with a wide range of specialist services. The schools across our alliance access the following services:
Educational Psychology Services
Speech and Language Therapy Service
Language Learning Support Service ASD monitoring and support group (CLASS)
Early Years Teaching and Support Service
The Children’s Outreach and Parents Extended Support service (COPES) Sensory Needs Service
As part of the cycle of SEN support (assess, plan, do, review) we will consider whether we need to involve other services to make sure the child’s specific needs are met. Parents are always involved in any decision to involve specialists.
For further information on what is available locally, see
Where can I get information, advice and support?
(This section relates to the SEND code of practice part 6.81 re local offer, Children and Families Act regulation 51)
If your child has special educational needs or a disability you will be involved in ongoing discussions about their learning with the class teacher, the Inclusion leader or a member of the Senior leadership team. Do not hesitate to contact the class teacher if you have any concerns. If you continue to have questions about your child’s needs being met, the class teacher will ensure you are contacted by the Inclusion leader or any other relevant specialist.
Information on the East Sussex ‘local offer’ and services offered can be found by following this link: https://new.eastsussex.gov.uk/childrenandfamilies/specialneeds/
Parent information contact – Mrs Sam Fake email@example.com
Inclusion leader – Sophie James – firstname.lastname@example.org
Special Needs Governor: Caroline Smith
If you are considering applying for a place in this school and your child has special educational needs then the first action to take is to phone the school and arrange an initial visit with the Headteacher.
SEND information, advice and support service
Impartial advice and help for children and young people with special educational needs and disabilities and their parents and carers.
0345 60 80 192 email@example.com
18. What do I do if I am not happy or if I want to complain?
(This section relates to the SEND code of practice part 6.79 bullet 14)
We encourage parents to discuss any issues with us as soon as they arise. We are always happy to meet parents and discuss any concerns they might have. If there is not a member of staff available to talk with you immediately we will arrange an appointment to meet as soon as possible.
Please refer to our School complaints procedure which is published in our prospectus on our website and it is also available from the school office.
The procedure for discussing concerns is as follows:
Informal discussion with class teacher
Informal discussion with Head teacher
Formal discussion with class teacher
Formal discussion with Head teacher
Formal discussion with Chair of Governors
Concern discussed by Governing body
The vast majority of concerns can be dealt with without going beyond Stage 2. Stage 3 and beyond any complaint must be made formally in writing.