How do you identify Special Educational Needs and Disabilities (SEND)?

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

We identify SEND by careful tracking of each child's progress, using assessment grids. We inform parents regularly on their child's performance and liaise with any previous schools. Teachers continually assess each child and staff meet as a whole to work on areas of support that can be offered. Where children are still causing concerns after interventions and support, we have several external agencies whom they can invite in to support children, parents and teaching staff.

We listen to parents concerns and act on them. Initially class teachers are the first point of contact. They regularly phone or meet with parents. We work through SEN Support Plans with parents and can provide help with resources or support packs to go home. The contact for the Special Educational Needs Co-ordinator is available on all school information for parents and they offer a wide range of knowledge and support - the SENCO also has nonteaching time to give greater flexibility to parents and support agencies.   

How will you support my child with their special educational needs and disability?

How will early years setting/school/college staff support my child/young person?

The class teacher and teaching assistant oversee and work with SEND children in their class and ensure progress is made across all aspects of school. The SENCO closely monitors all provision and progress for any child that requires additional support. The SENCO then makes regular reports to the leadership team and provision is constantly being reviewed to ensure support is having an impact. 

How will you make sure my child's education meet their needs?

How will the curriculum be matched to my child's young person's needs?

Each class uses a 'Learning Challenge' approach and invites the children to ask questions based on the lesson - this is after an exciting ' hook' created by the staff or outside visitors or a trip. The questions the children have posed form the direction that the class takes - this is a very pupil led approach.

How will we know my child is progressing?

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

We have a rigorous system of assessment and tracking. This enables all staff to monitor and keep records of children's progress over time. We have a learning challenge questioning approach to lessons that links directly with children's targets. We monitor the targets and children are very aware of their own targets. Regular Parents Evenings ensure that parents are kept informed of their children's progress and learning. Parent information sessions are regularly run and cover a variety of themes or skills that parents tell us they need. For SEN children they use SEN Support Plans to set specifically matched and customised outcomes and to review progress. Parents and children are part of this process. We have a wide variety of 'support packs' that the teaching assistants have put together for parents. Homework is also set in a very individualised way to help focus on a child's outcomes.    

How will you support my child's overall wellbeing?

What support will there be for my child's/young person's overall wellbeing?

We are committed to every child's wellbeing and have therefore dedicated a member of staff to ensure this. This role is completely varied. There are many children and families that have long term support, but the role is also reactive to whatever children and families may face. The role also offers support during holidays. The member of staff is also able to signpost children and parents according to their needs.

What specialist services and expertise is available at or accessed by the staff?

What specialist services and expertise are available at or accessed by the setting/school/college?

In addition to the wellbeing post, the school buy in to a behavioural/counselling service that offers more specialist intensive interventions and support.

There is also support from a Speech and Language Therapist who works within the school.

How are staff trained regarding SEND?

What training are the staff supporting children and young people with SEND have had or are having?

Our staff are trained to a high level and in line with current legislation. All staff have been trained in Quality First Teaching and personalised learning. Each of the teaching assistants have their own area of specialism where they have accessed further training in: behavioural difficulties, visual perception, fine and gross motor skills, memory skills, language and communication, social stories and  a variety of ICT based interventions. The SENCO attends regular network meetings and conferences. The SENCO is a fully qualified teacher with a personal interest in Special Educational Needs.     

What activities outside the classroom will there be?

How will my child/young person be included in activities outside this classroom including school trips?

We are an inclusive school. To date no child has ever been excluded from any trip or activity. They have high levels of teaching assistants, students and volunteer parents which means that they offer high ratios of adult to children ratios. A high proportion of staff are first aid trained for medical needs. If small group or one-to-one support aids a child's access to any visit or activity, then the school timetable to provide it.  

How will you support my child's needs?

How accessible is the setting/school/college environment?

Our school is completely accessible with a larger than normal car park due to the teacher training facility. Although not all on one level they have lifts on all staircases. The outside areas are level and flat.

What is available to help my child with their education?

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The SENCO and School Business Manager work closely together to review, and update costed provision maps. They both meet weekly with the Teaching Assistants and continually adapt interventions. The SENCO meets twice termly to inform the Leadership Team of the progress being made and how resources are allocated. This is in turn reviewed termly by the Governor named for special educational needs and regularly reported to Finance Committee. Parents views are collected within meetings, so they are clear on the matching and process.  

What support can I expect for my child?

How is the decision made about what type and how much support my child/young person will receive?

The decisions about initial support are part of every teacher's classroom planning for teaching and learning. The type, time and who will support are dependent on the type of Special Educational Need. Ultimately the SENCO co-ordinates the more specialist support and interventions within school. However, all parents of children with SEN Support Plans will be consulted and progress towards outcomes discussed. The nature of any support will be communicated to parents. Children with more complexed SEND and that have Education Health and Care plans have formal reviews where support is discussed and agreed.  

How will I be involved in my child's education?

How are parents involved in the setting/school/college? How can I be involved?

There are several ways that parents are involved in Green Lane.

There is a large number of volunteer parents who come in to support within classrooms. They offer a wide variety of skills and are utilised in varied ways according to those skills. 

There are several opportunities each term where parents can come in and observe or join in activities.

The Friends of Green Lane school parents are a large and ever evolving group who raise funds tirelessly, they are always involved in school improvements. This group liaise with the Leadership Team throughout the year.    

My child is going to be starting or leaving soon, how will you help them?

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Transition arrangements can be completely personalised according to a child's needs.

The secondary school work closely with the school and communication is excellent. Key members of staff make visits across the Spring and Summer terms to deliver various information sessions.

During the Autumn term there is a 'Taster Evening' which works with children and parents. Members of staff meet at least twice to swap information, but SEN children have individual meetings. 

There are three transition days devoted to the Year 6 into 7 children in the penultimate week of the year.