Queen Margaret Primary School prides itself on being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
All teachers are teachers of special educational needs. At Queen Margaret Primary School we recognise that it is the teacher’s responsibility to meet the needs of all children in their class through their classroom organisation, teaching materials, teaching style and differentiation. However, if a pupil does not make adequate progress even when teaching approaches are targeted at a pupil’s identified area of weakness, then the pupil may be identified as having special educational needs.
We aim to develop each child’s individual potential in a caring environment. We are committed to ensuring that all our children, including those with Special Education Needs (SEND), receive a curriculum relevant to their needs and ability and still fulfil the requirements of the National Curriculum.
In school we:
All members of staff, SENDCo, Headteacher & Governors have a role to play in the education of all pupils, which includes pupils with special educational needs.
The SEND Governor is Lesley Hendrie who is responsible for:
Our Headteacher is Sara Bennion who is responsible for:
Daina Kelly is our SENDCo. She is responsible for co-ordinating the SEND provision across the school including those children considered to be under-achieving. Mrs Kelly is a qualified teacher and has completed the National Award for SEND Coordination.
The responsibilities for our SENDCo are as follows:
Pupils with SEND often have a unique knowledge of their own needs and circumstances, and their own views about what sort of support they would like to help them make the most of their education. They will be encouraged to participate in the decision-making processes including the setting of learning targets and contributing to My Plans. This will be achieved through a variety of different approaches as appropriate to the age of the child. These include:
At all stages of the special needs process, the school keeps parents fully informed and involved. We take account of wishes, feelings and knowledge of parents at all stages.
Funding of provision for pupils with SEND is contained within the school’s delegated budget and this is used to finance additional staffing and resources. In some cases, the school receives additional funding for pupils with EHCPs. For those pupils with the most complex needs, the school may be allocated additional educational needs funding from the Local Authorities High Needs SEND Funding allocation. (Please see the ‘Graduated Pathway’).
We have regard to the definition of SEND stated in the SEND ‘Code of Practice’, Xiii-XVii
Xiii. A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
Xiv. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
xv. For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers. For a child under two years of age, special educational provision means educational provision of any kind.
xvi. A child under compulsory school age has special educational needs if he or she is likely to fall within the definition in paragraph xiv. above when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014).
xvii. Post-16 institutions often use the term Learning Difficulties and Disabilities (LDD). The term SEND is used in this Code across the 0-25 age range but includes LDD.
Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.
The school uses the graduated response, recognising that there is a continuum of needs. This is recommended in the SEND ‘Code of Practice’.
Pupils may have needs in one or more of the following areas:
We know when pupils need support if:
All pupils will be provided with quality first teaching that is differentiated to meet the diverse needs of all learners.
Pupils with SEND will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage experienced in schools and increase their access to the curriculum.
Pupils’ attainment is tracked and those failing to make expected progress are identified very quickly. These pupils are then discussed in the Teaching and Learning conversations that are undertaken between the class teacher, Headteacher, Deputy and SENDCo.
Additional action to increase the rate of progress will be then identified and recorded; that will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the pupil.
Where it is decided during this early discussion that special educational provision is required to support increased rates, parents will be informed that the school considers their child may require SEND support and their partnership sought in order to improve attainments.
Action relating to SEND support will follow the assess, plan, do and review model:
In addition, the school will involve external agencies as appropriate including health and social services, community and voluntary organisations for advice on meeting the needs of pupils with SEND and in further supporting their families using the Early Help offer guidance.
For a very small percentage of pupils, whose needs are significant and complex and the SEND Support required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care (EHC) plan being provided.
Please refer to the School’s Offer for information on:
Please see Appendix for Gloucester’s Graduated Pathway (copy of pg 17)
The school SEND Register is monitored and updated regularly. Pupils can be added or removed based on individual needs.
Pupils with medical needs will be provided with a Health Care Plan.
Staff who volunteer to administer and supervise medications, will complete formal training and be verified by the school nurse or relevant professional as being competent.
All medicine administration procedures adhere to the LA policy and Department of Education (DfE) guidelines included within Supporting pupils at school with medical conditions (DfE) 2014 and are identified in the school Medicine Administration Policy.
At Queen Margaret Primary School, we aim to offer all our children access to the Early Years Foundation Stage curriculum &/or areas of the National Curriculum recommended for their age. We provide this through a crosscurricular approach, providing our children with individual, small group and whole class tasks.
The Governing body at Queen Margaret Primary School expect the full integration of all pupils with SEND into the daily routine of the school. Any withdrawal sessions are coordinated by the Class teacher and SENDCo and the work covered is supported within the classroom whenever possible.
At Queen Margaret Primary School, we accept children from a variety of pre-school placements. We realise the importance of close liaison with all our feeder establishments. Similarly, if asked to take a child from a specialist centre, we would wish to become involved at an early stage and to attend the case conference.
Our Reception teachers will visit the pre-school to build relations with reception children prior to them starting school. The children will visit the reception classes. The pre-school will pass on relevant information on the child’s physical, intellectual, emotional and social development to the reception class teachers. The assessment profile will also be started in Pre-School and passed on with the children.
In order to ease the transfer of our children to secondary school, or to any other establishment we will continue to keep detailed records of referrals, My Plans, review meetings, assessments and reports completed by outside agencies, and liaise with the SENCO in the term before transfer. This will be the responsibility of the SENCO and the class teacher.
At Queen Margaret Primary School, we promote the principles of fairness and justice for all through the education we provide to allow pupils to develop and maintain a sense of value. All pupils have equal access to the full range of educational resources necessary and that we will adjust provision to ensure all children, as mentioned, have their needs fully met. All members of the school community should be aware that every individual has a right to be considered of equal value and be given equal opportunities regardless of:
The Feedback and Marking Policy and Marking Procedure encourages the practice of inclusion for all.
Through consultation with all involved with our pupils with SEND, including parents, we would hope that reasons for complaint would seldom occur. However, should anyone have cause for complaint it is important that this is brought to the attention of the SENCO and Headteacher as soon as possible. Once a complaint has been made it will be given immediate attention and parents can expect a response as quickly as possible. If the complaint is of a serious nature, and help has to be sought from outside agencies, the matter will be given urgent attention and the parents will be consulted at every step of the proceedings.
The school’s legal responsibility for safeguarding and the welfare of children goes beyond basic child protection procedures.
The duty is to ensure that safeguarding permeates all activity and functions. This policy therefore complements and supports the Safeguarding and Child Protection Policy.
The policy is reviewed by the SENDCO, working in consultation with staff and the Governor with responsibility for Special Educational Needs.
The policy will be reviewed as shown on the School Improvement Plan. The SENDCo will monitor provision of differentiated tasks for children on the SEND register and will advise on suitably differentiated resources to the Senior Leadership Team.
Its implementation is seen as the responsibility of all the staff. Its use and effectiveness will be supported and monitored by the SENDCo working closely with the Headteacher.
The duty is now to ensure that safeguarding permeates all activity and functions. This policy therefore complements and supports the safeguarding policy.
We are committed to providing a fully accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion. The Accessibility Plan is a working/live document operative for 1 year. Its purpose is to:
All children receive Universal Services within school. However, some children will need extra support in order to be healthy, safe and to achieve their potential both in school and in the home. Early Help is about getting the right help at the right time across both settings.
Gloucestershire want all children and young people, including those with Special Educational Needs and Disabilities (SEND), to achieve the best possible outcomes and receive the support they need when they need it most. Early Help have built on the SEND pathway and the Common Assessment Framework (CAF) to develop one integrated, holistic Graduated Pathway of Early Help and Support. This pathway will enable us as your school, to work with you and your children to make sure you get the help you need in the way you feel comfortable with. The purpose being, to prevent issues and problems becoming serious for you and your family.
Here at school, we can help you to access this help through this step by step process:
Early Help can support your family through signposting to relevant agencies, help to coordinate support services such as: housing and financial help, may provide a FSW who will support you in your own home or refer to you to parenting courses. This is all with your consent. Early Help will only stay involved should you wish them to be.
