Bilsthorpe Flying High Academy

At Bilsthorpe Flying High Academy, children are identified as having SEND through a variety of ways, (usually a combination), which may include some of the following:

• Liaison with previous school or any pre-school setting
• Child performing below ‘age expected’ levels (or equivalent e.g. percentile rankings)
• Concerns raised by a parent
• Concerns raised by a teacher: for example, if behaviour or self esteem is affecting performance
• Liaison with external agencies e.g. a physical/ sensory issue
• Use of tools for standardised assessment such as: LUCID, Sandwell Numeracy, DEST
• Children with an EHC Plan already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority.

What should I do if I think my child has SEND??

Talk to us – contact your child’s class teacher about your concerns initially. If you feel that you would like to speak to a senior member of staff, ask to arrange an appointment with the SENCo (Miss Newman). Appointments can be arranged in person, by phone or by email.

• As a school we track and analyse the children’s’ progress in learning against national expectations and age related expectations on a half-termly basis.
• The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s’ progress from entry at FSU through to Year 6, using a variety of different methods. Please ask the school if you require any further details
• Progress Dialogue Meetings are held each half term between each class teacher and the Head teacher . In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed. Interventions are then put into place as appropriate.
• Where specific needs are apparent, the school has a range of assessments which can be used to explore a child’s strengths and difficulties in more depth.
• The Headteacher and SENCO report regularly to the Governing Body. We have a governor who is responsible for SEN, who meets regularly with the SENCO and attends briefing sessions They also report back to the Governing Body
• As a school we assess all our pupils using Thrive which allows us to identify pupils in need of additional emotional support

• We hold parents’ evenings twice a year where your child’s progress will discussed and there are regular meetings held for those pupils on the SEND register
• You are welcome to make an appointment to meet with either the class teacher or SENCO at any time throughout the year and discuss how your child is getting on. We can offer advice and practical ways that you can help to support your child at home
• Every child has a reading diary where parents and school can communicate in ‘informal’ written form. These books are checked by school staff as often as possible
• Your child may have a Provision Map with their own individual targets. This is discussed with you on at least a termly basis and parents are provided with a copy. The conversation will also provide suggestions as to how you can support your child’s learning at home.
• When the child’s targets reviewed, comments are made against each target to show what progress the child has made
• If your child has complex SEND they may have an Education, Health and Care Plan (EHCP). In such instances a formal meeting will take place to discuss your child’s progress and a report will be written at least annually.

• Our curriculum plans are available to parents on the school website, alongside ideas for how parents can support their child’s learning outside of school.
• All children on the SEND register have a SEND Support Plan where their individual small step targets are set. The plans also include information on how the child is supported and a profile of their needs  
• All learning activities within class are planned and differentiated at an appropriate level, so that all children are able to access learning according to their specific needs. Typically, this might mean that in a lesson there would be different levels of work set for the class, however on occasions this might be individually differentiated
• The class teacher, alongside the SENCO will discuss a child’s needs and what support will be appropriate
• Additional interventions will be put in place to accelerate learning/emotional needs when required
• Children with SEND will have access to the appropriate resources needed in order to help them to make progress e.g. visual aids, coloured overlays etc
• The SENCO reports to the Head teacher and Governors regularly to inform them about the progress of children with SEND and how resources are being used.
• The governor responsible for SEND also meets regularly with the SENCO. They report on their visit to the governors to keep them all informed with school or LA information.
• The governors are kept fully aware of priorities for spending within the SEN budget, including the Pupil Premium, with the overall aim that all children receive the support that they need in order to make progress. This will include resourcing appropriate equipment and facilities.

Please see the section above.

This will vary, depending upon the needs of the child. Sometimes the class teacher will adapt provision within the classroon or provide extra interventions.  Sometimes the SENCO and headteacher, along with outside agencies may work together to plan support.  As a parent, you are always made part of the discussions and decisions that are made for your child.

• All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and may discuss this in advance with parents. It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs
• A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities that will cover the same curriculum areas will be provided within the school environment, wherever possible.
• A variety of breakfast and after school clubs are provided. We aim for these to be as inclusive as possible and may provide additional staff or sessions in order to achieve this. Some children find the lunchtime period challenging. Depending upon their needs, it might not be appropriate for them to eat in the dining hall with a large number of children or spend long periods of time outside.  Each child’s needs will be considered on an individual basis.

PASTORAL SUPPORT

• We are an inclusive school that holds a child’s emotional and spiritual development as a priority. We assess all our pupils against Thrive and use the assessment tool to identify pupils in need of additional support. We also use the tool to set whole class targets. All staff receive training in Thrive and use the principles when interacting with pupils.  
• The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class.
• The school currently has an Emotional Literacy Support Assistant
• We have 1:1 art/play therapy available for children who would benefit from this.
• We have a Family Support Worker who as well as working with the pupils, offers parent classes and works with parents and families when needed

MEDICINES

• The school has a policy regarding the administration and managing of medicines, which is available on the policy page of the school website. Parents can request a ‘hard copy’ of this policy from the school office
• Parents need to contact the school office if prescribed medication is recommended by healthcare professionals and needs to be taken during the school day. Any medication must be given to the school in the packaging that it was dispensed in by the pharmacy, with the child’s name and administration information clearly shown. A form must also be completed by the parent and medicines handed into and collected from the school office.
• On a day-to-day basis, first aid trained members of staff generally oversee the administration of any medicines. Another member of staff will always witness any administration.
• As a staff we have regular training and updates on conditions and medication affecting individual children, so that all staff are able to manage medical situations
•  A large amount of of staff hold first aid qualifications, which are updated regularly.

  BEHAVIOUR, AVOIDING SUSPENSION AND INCREASING ATTENDANCE

• The school has a clear behaviour policy. (This is available on our website)
• If a child has significant behaviour or emotional difficulties, an Individual De-escalation Plan is written to identify the specific issues, put relevant support in place and set targets with a view to identifying and addressing the underlying reasons behind the behaviour.
• The school has an adopted attendance policy. Attendance of every child is monitored on a daily basis by the school. Lateness and absence are recorded and reported to the Headteacher who may involve the Early Help Assessment Team or Targeted Support
• The school are also able to support families in making contact with other agencies who can provide appropriate support.

 HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS?

• Children who have Individual SEND Support Plans have the opportunity to discuss their progress and targets during their reviewed, as well as on a day to day basis within the class.
• If your child has an EHCP, their views will be sought before any review meetings.
• Children are routinely asked to reflect on their learning and share how they feel they are progressing during the course of their daily learning journey

Our Special Needs Co-ordinator (SENCo) is Andrea Newman.  Her contact details are:

01623 870772

• Within the school we have a culture of sharing good practice and expertise; this enables us to ensure our staff have as much knowledge as possible within the field of supporting children with SEND
• We have an ELSA trained member of staff who is able to offer a range of interventions 
• We have a Thrive trained member of school who works with pupils and parents and delivers training to all school staff 
• As a school, through Springboard meetings, we work alongside other agencies to ensure that the needs of our pupils are met and when needed, access training from these agencies. 
• The environment is designed to support children with individual needs e.g. visual timetables, individual workstations etc as required
• Safeguarding training
• B-Squared training
• Introception and Demand Avoidance training delivered by C+I team
• Adaptive Teaching training delivered to all staff in school 
• SENCo has attended termly Trust SENCo meetings

As a school we work closely with any external agencies that we feel are relevant to supporting individual children’s’ needs within our school including:  Health services including: GPs, CAMHS, paediatricians, speech and language therapists, occupational and physiotherapists, Mental Health Team; Children’s Services including: Early Years team, social workers; educational psychologists and specialist advisory teachers. We work closely within our Family of Schools and the Flying High Trust to share best practice and use expertise from other schools.

• Our school has an adopted accessibility plan.
• All areas of the school are accessible by wheelchair. Ramps are provided near stepped areas.
• We have a disabled toilet with changing facilities and accessible shower.
• Many of our classrooms have lowered ceilings
• As a school, we are always happy to discuss individual access arrangements.
• We work alongside specialist agencies in the county to access specialist equipment, such as CCTV, visual aids, as required by individual children.

• We hold meetings to review SEND Support Plans and hold parents’ evenings twice a year where your child’s progress will be discussed.
• You are welcome to make an appointment to meet with either the class teacher or SENCO at any time throughout the year and discuss how your child is getting on. We can offer advice and practical ways that you can help to support your child at home
• Every child has a reading diary where parents and school can communicate in ‘informal’ written form. These books are checked by school staff as often as possible
• Staff can be contacted via dojo 
• Your child may have a SEND Support Plan that will have individual/group targets.  Parents are provided with a copy. The conversation will also provide suggestions as to how you can support your child’s learning at home.
• When the child’s targets are reviewed, comments are made against each target to show what progress the child has made
• If your child has complex SEND they may have an Education, Health and Care Plan (EHCP). In such instances a formal meeting will take place to discuss your child’s progress and a report will be written at least annually.

• Children have the opportunity to discuss their progress and targets during their review, at parents' evenings as well as on a day to day basis within the class.
• If your child has an EHCP, their views will be sought before any review meetings.
• Children are routinely asked to reflect on their learning and share how they feel they are progressing during the course of their daily learning journey

• Please speak to the class teacher in the first instance
• General information relating to SEND can be found on the school website, including within the SEND policy. This can be found on the policy page of the school website.
• If you are still concerned then please contact the SENCO (Andrea Newman) or the Head teacher (Miss Sam Leek).
• The school has a complaints policy, which is available on the policy page of the school website

You might also wish to visit the following websites:

www.nottinghamshire.sendlocaloffer.org.uk

www.ppsnotts.org.uk

As a school we work closely with any external agencies that we feel are relevant to supporting individual children’s’ needs within our school including:  Health services including: GP, CAMHS, paediatricians, speech and language therapists, occupational and physiotherapists; Children’s Services including: Early Years team, social workers; educational psychologists and specialist advisory teachers, family Support workers and voluntary organisations such as WAM. We work closely within our Family of schools to share best practice and use expertise from other schools.  

We always follow Nottinghamshire's Pathway to Provision and will work with agencies to support a family and provide 'Early Help'.              

As a school we will always signpost parents to any services that we feel they may benefit from and will support in the referral process if appropriate.

• We encourage all new children to visit the school prior to starting
• We can create ‘social stories’ with/for the children if transition is likely to prove challenging
• For children starting in Foundation Stage we run a ‘Step Up’ programme to help children, parents and staff get to know each other.
• We liaise closely with the staff when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood. We will visit your child in another setting if this will be valuable in their transition.
• If your child has complex needs, then an EHCP review will be used as a transition planning meeting to which we will invite staff from both schools

At any point where a child with SEND is preparing to leave our school, we seek to arrange additional visits for the child in question to support smooth transition. Our feeder  secondary school (the Dukeries) also run programmes specifically tailored to aid transition for the more vulnerable pupils at the end of the primary stage of education.

Transition between year groups and key stages within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher

We provide all of our children with a broad and balanced curriculum.  This includes developing their independence and life skills at an age appropriate level for them.

www.nottinghamshire.sendlocaloffer.org.uk

www.ppsnotts.org.uk