Welcome to our SEN Information Report

 

The Local Authority Offer:

 

  • Under the requirements of the Children’s and Families Act, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs (SEN) aged 0-25. This is the ‘Local Offer’.

 

The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area. The Birmingham Local Offer information is available at:  https://www.birmingham.gov.uk/localoffer

  • (Please click on the link below to access the Birmingham Local Offer website).

 

 

The School SEN Information Report:

 

  • This utilizes the LA Local Offer to meet the needs of SEN pupils as determined by school policy, and the provision that the school is able to meet.

 

Your child has Special Educational Needs. What can we at CampHill Education offer you?

 

  • At Camp Hill Education we embrace the fact that every child is different, and, therefore, the educational needs of every child are different; this is certainly the case for children with Special Educational Needs. We are committed to ensuring that all children have access to learning opportunities, and for those at the risk of not learning, we will intervene and support.

 

The Code of Practice 2015 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 them. 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 educational facilities of a kind generally provided for others of the same age in mainstream schools’.

​Within CampHill Education there are four key areas of SEND including:

 

Cognition and Learning including maths, reading, writing and a range of specific learning difficulties such as dyslexia, dyspraxia and dyscalculia.

Communication and Interaction including speech, language and social communication and interaction disorders such as Asperger’s and Autism.

Social, Emotional and Mental Health difficulties including ADHD, ADD, eating disorders, anxiety disorders and depression.

Physical and/or Sensory difficulties including disabilities affecting vision, hearing and mobility.

The following questions should cover all the key areas you need to understand about SEND within Camp Hill Education:

 

WHO ARE THE BEST PEOPLE TO TALK TO IN THIS SCHOOL ABOUT MY CHILD’S DIFFICULTIES WITH LEARNING / SPECIAL EDUCATIONAL NEEDS OR DISABILITY (SEND)?

 

The Class Teacher

Responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support) and letting the Special Education Needs / Disabilities Co-ordinator (SENCo) know as necessary.
  • Writing Pupil Passports and setting any targets; sharing and reviewing these with the child and their parents at least once each term and planning for the next term.
  • Personalised teaching and learning for your child as appropriate.
  • Ensuring that the school’s SEN Policy is followed in their classroom.

 

The SENCO(s):  Mr Irfan Ahmed / Mr Azmol Ali

Responsible for:

  • Developing and reviewing the school’s SEN Information Report and policy.
  • Co-ordinating all the support for the children with special educational needs or disabilities (SEND).
  • Ensuring that parents are:
    • involved in supporting their child’s learning
    • kept informed about the support your child is getting
    • involved in reviewing how they are doing
  • Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology.
  • Updating the school’s SEN register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
  • Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.

 

The Headteacher: Mr. Irfan Ahmed

Responsible for

  • The day-to-day management of all aspects of the school; this includes the support for children with SEND.
  • The Head teacher will give responsibility to the SENCo and class teachers, but is still responsible for ensuring that your child’s needs are met.
  • The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND.

 

The Governor in-charge of SEND: Mr Abdul Mughal

​Responsible for

  • Making sure that the necessary support is given for any child with SEND who attends the school.

 

WHAT ARE THE DIFFERENT TYPES OF SUPPORT AVAILABLE FOR CHILDREN WITH SEND IN OUR SCHOOL?

Class teacher input, via excellent targeted classroom teaching (Quality First Teaching)

For your child this would mean:

  • ​The teacher has the highest possible expectations for your child and all pupils in their class.
  • All teaching is built on what your child already knows, can do and understands.
  • Different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be recommended by the SENCo or other professionals) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on their progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

 

Specific group work

Intervention which may mean:

  • Sessions run in the classroom or group room/area.
  • Sessions led by a teacher or a teaching assistant.

 

Specialist Support provided by outside agencies

This means a pupil has been identified by the SENCo as needing some extra specialist support in school from a professional outside the school. This may be from:

  • ​Local Authority central services such as ASD team or Sensory service (for pupils with a hearing or visual need).
  • School funded services such as Education Psychologists and support from specialists based in complex needs schools.
  • Health related services such as Speech and Language therapist, Occupational therapist, Mental Health services (CAMHS).

 

What might happen:

  • You will be asked to give your permission for the school to refer your child to a specialist professional. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.
  • The specialist professional will visit your child in school and meet with parents to understand the child’s needs and make recommendations as to the ways in which your child may be given support.

 

Specified Individual Support

​This type of support is available for children whose learning needs are severe, complex and lifelong.

This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group support.

 

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and Intervention groups.

Your child will also require specialist support from professionals outside the school.

 

For your child this would mean:

The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.

 

After the request has been submitted, a Panel of Professionals (with a lot of information about your child, including some from you) will decide whether they think your child’s needs (as described in the paperwork provided) seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.

 

After reports have been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education, Health and Care Plan. If this is not the case, they will ask the school to continue with the current level of support and set up a plan to ensure your child makes as much progress as possible.

  • The EHCP will outline what type of support should be used and the strategies that must be put in place. It will also have long and short-term goals for your child.
  • Any additional adult assigned may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

 

 

 

Specialist Resource Base

The school has a Specialist Resource Base for children on the Autistic Spectrum. This is a county resource and places are only assigned following a decision made at a Local Authority Panel meeting. Children are integrated into the school wherever possible and access all of the school’s facilities. Admission to the main school has no bearing on the decision for a placement within the SRB.

 

 

HOW CAN I LET THE SCHOOL KNOW THAT I AM CONCERNED ABOUT MY CHILD’S PROGRESS IN SCHOOL?

If you have concerns about your child’s progress, you should speak to your child’s class teacher initially.

 

  • If you continue to be concerned that your child is not making progress, you may speak to the Special Education Needs/Disabilities Co-ordinator (SENCo).
  • The school’s Head teacher and SEN Governor can also be contacted for support.

 

 

HOW IS EXTRA SUPPORT ALLOCATED TO CHILDREN, AND HOW DO THEY PROGRESS IN THEIR LEARNING?

  • The school budget includes a notional amount of funding to help support children with SEND.
  • The school can apply for additional funding from the high needs funding which is held centrally by the Local Authority for needs which cannot be met from the school’s current resources.
  • The Head teacher decides how the resources for Special Educational Needs and Disabilities will be deployed, in consultation with the school governors on the basis of needs within the school.
  • The Head teacher and the SENCo discuss all the information they have about SEND in the school, including:
    • ​the children already receiving support
    • the children needing extra support
    • the children who have been identified as not making as much progress as would be expected
  • ​From this information, they decide what resources / training and support is needed.
  • ​The school identifies the needs of SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.

 

WHO ARE THE OTHER PEOPLE PROVIDING SERVICES TO CHILDREN WITH SEND IN THIS SCHOOL?

School Provision

  • ​​Teacher responsible for teaching small groups / individuals in Specialist Resource Base (SRB).
  • Teaching Assistants and HLTAs working with individuals or small groups both within the classroom and in group rooms / areas.
  • ICT support in the form of writing and maths programmes and ‘Nessy’, a phonic reading programme, is delivered by teaching assistants during specified class or group sessions according to need. Children may have access to a laptop in the classroom to aid with extended writing tasks.
  • Nurture team offering support for children with Social, Emotional and Mental Health difficulties through individual and small group programmes or support within the class.
  • Support Plans which outline strategies and resources for individual children to ensure consistency of approach.
  • Pupil Passports for individual children which sets out key information on the child and their needs.
  • Parent Support via Nurture team including programmes such as Solihull and Nurtured Heart.

 

External Professional Provision

  • ​Educational Psychologist
  • Autism Support Team
  • Sensory Service for children with visual or hearing needs

 

Health Provision

  • Speech and Language Therapy
  • School Nurse
  • Occupational Therapy
  • Child and Adolescent Mental Health (CAMHS)

 

HOW ARE THE TEACHERS IN SCHOOL HELPED TO WORK WITH CHILDREN WITH SEND, AND WHAT TRAINING DO THE TEACHERS HAVE?

The SENCo’s job is to support the class teacher in planning for children with SEND.

 

  • ​The school provides training and support to enable all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEN issues, such as Autism Spectrum Disorder (ASD), Communication, Cognition and Learning, Physical and Sensory difficulties.
  • Individual teachers and support staff attend training courses run by other schools and outside agencies that are relevant to the needs of specific children they are working with.
  • Members of our Nurture Team have undertaken training including counselling, Nurtured Heart Approach, Drawing and Play therapy, Lego therapy.
  • Members of staff attend Early Help Network meetings.

 

 

HOW WILL TEACHING BE ADAPTED FOR MY CHILD WITH SEND?

Class teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child’s needs are met.

 

  • Support staff under the direction of the class teacher, can adapt planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups including visual timetables, alphabet and number lines, word mats, writing frames and reading overlays.
  • Planning and teaching will be adapted if necessary to meet your child’s learning needs in accordance with the provision outlined on their Pupil Passport and/or Support Plan.

 

 

HOW WILL WE MEASURE THE PROGRESS OF YOUR CHILD IN SCHOOL?

  • Your child’s progress will be continually monitored by his/her class teacher.
  • His /her progress will be reviewed formally with Phase Leaders, SENCo and Head teacher every term in reading, writing and maths.

 

  • At the end of each academic year, all children are required to be formally assessed. Some children with SEND may meet the criteria for modified papers or additional time for exams. The school will make the necessary applications for this support. The school may discuss with you as to whether your child should be entered for the formal tests (as they may be working at a standard below that of the testing range).

 

  • All children identified by the school with SEND will have a Pupil Passport which sets out key information for staff to support the individual child, as well as providing a record of any targets the child is working towards or additional support the child is receiving. These passports are reviewed termly in consultation with the child and shared with parents.
  • In the Autumn and Spring terms, it may be appropriate to offer parents of children with SEND an extended parent consultation appointment in order to discuss their child’s progress in depth. A written report is received in the Summer term.
  • The progress of children with an EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.

The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in.

Regular book scrutinies and learning walks are carried out by the school’s leadership team (including the SENCo) to ensure that the needs of all children are met and that the quality of teaching and learning is high.

Governors are informed about the progress of children with SEN on a termly basis.

 

WHAT SUPPORT DO WE HAVE FOR YOU AS A PARENT OF A CHILD WITH SEND?

The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.

 

  • The SENCo will be available to meet with you to discuss your child’s progress or any concerns / worries you may have.
  • All information from external professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Pupil Passports and any personal targets will be discussed at a parent consultation appointment termly.
  • Homework will be adjusted as needed to your child’s individual requirements.
  • A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.
  • The school’s Nurture team is available to discuss any concerns / worries you have about your child at home or school. Home visits can be arranged if needed. They can also ‘signpost’ you to other parent support networks.
  • The school run/host a number of parent workshops which may help support parents of children with SEND.

 

 

HOW WILL WE SUPPORT YOUR CHILD WHEN THEY ARE JOINING THIS SCHOOL? LEAVING THIS SCHOOL? OR MOVING TO ANOTHER CLASS?

We recognise that transitions can be difficult for a child with SEND, and we take steps to ensure that any transition is as smooth as possible.

 

If your child is joining us from another school:

  • ​The SENCo will visit your child in their current school when appropriate. They will liaise with staff in your child’s current school to ensure continuity of provision.
  • A transition booklet can be made to support your child in moving on.
  • You and your child will be able to visit the school and stay for a taster session / day if appropriate.
  • A member of the Nurture team will be assigned to ‘check in’ with your child regularly during their first few weeks.

 

If your child is moving to another secondary school or sixth form:

  • ​​We will liaise with the receiving school to ensure they are aware of any special arrangements or support that needs to be made for your child.
  • We will ensure that all records about your child are passed on as soon as possible.
  • We will support your child being able to attend their new school for taster sessions / day. Our staff will attend these sessions with your child if necessary.

 

When moving classes in school:

  • ​Information will be passed on to the new class teacher and staff will discuss your child’s needs, strategies and plans. Pupil Passports will be shared with the new teacher.
  • A transition booklet can be provided to help them understand moving to another class.
  • The new teacher will spend time visiting your child in their present class and / or spend time talking to them to develop a positive relationship before moving class.
  • All children spend a morning in their new class at the end of the summer term. Children with SEN are supported by additional adults if necessary.
  • A meeting can be arranged for the parents of children with SEN to meet their child’s new teacher before moving class.
  • A member of our Nurture team may be assigned to ‘check in’ regularly with your child during the first few weeks in their new class.

 

When moving onto a different sixth form:

  • ​The SENCo will discuss specific needs of your child with the SENCo of the child’s secondary school. In most cases, a transition review meeting to which you will be invited will take place with the SENCo from the new school.
  • Where possible your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school.
  • Your child will take part in activities related to aspects of transition to support their understanding of the changes ahead.

 

 

HOW WILL WE SUPPORT YOUR CHILD’S EMOTIONAL AND SOCIAL DEVELOPMENT?

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness and being uncommunicative.

 

All classes follow a structured PSHE (Personal, Social, Health and Economic education) curriculum to support this development. In addition, for those children who find aspects of this difficult we offer:

  • Children are supported through individual or small group programmes following concerns raised by their teachers or their parents.
  • Lunch time and playtime support through planned activities and groups.
  • A Restorative approach to resolving conflict through discussion which is embedded throughout the school.
  • ‘Post-boxes’ for children to self-refer for help and support.
  • A Support Plan produced in consultation with the child and their parents, which sets out the approaches that need to be used to enable your child to make positive choices.
  • Sensory breaks/circuits during the day.
  • A ‘toolbox’ of strategies to help children to recognise how they are feeling and self-regulate their behaviour. (known as Zones of Regulation)
  • A programme of parent workshops and ‘drop-in’ sessions for advice or just because you ‘need a chat’.

 

 

HOW DO I HAVE MY SAY ABOUT PROVISION FOR SEND AT CAMPHILL EDUCATION?

This report sets out our annual offer to children with SEN, but to be effective it needs the views of parents/carers, children, governors and staff.

 

Please engage with our annual process to ‘Assess, Plan, Do and Review‘ our provision for SEN.

If you have any comments please contact Mr. Irfan Ahmed  (Head teacher).

 

There may be times when you are unhappy with the provision made for your child. It is important to discuss any issues as soon as they arise as the vast majority of concerns can easily be resolved by speaking to the class teacher. If after this initial discussion you still have concerns, you should make an appointment to talk to the SENCo and/or the Head teacher.

 

In the event of you feeling the need to make a complaint you should follow the school’s Complaints Policy which can be obtained from the school office and is available on the Policies section of this website. Support for parents during this process can be obtained from SEN department at the Local Authority.