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School offer for Special Educational Needs and/or Disabilities

Our Mission Statement

At Claypool everyone is valued, inspired and nurtured on their individual journey of success.

At Claypool, we believe that supporting disability and difficulties in learning is part of our high quality mainstream education service. Tackling the full range of pupil needs at Claypool improves learning and the learning environment not only for SEND pupils but for everyone.

SENDCo

Hayley Eckersley

01204 333426

eckersleyh@claypool.bolton.sch.uk

Special Needs Provision at Claypool Primary School

Our school is an inclusive school where every child matters; we aim to address children’s needs and support their development in the most appropriate way possible and celebrate effort as much as achievement. Our school’s SEND policy is available on this website, detailing our philosophy in relation to SEND. Additional and/or different provision is currently being made in school for children with a range of needs, including:

  • Cognition and Learning – moderate learning difficulties; specific learning difficulties – dyslexia, dyspraxia.
  • Sensory, Medical and Physical – hearing impairment, sensory processing difficulties, epilepsy.
  • Communication and Interaction – Autistic Spectrum Disorder, speech and language difficulties.
  • Social, Emotional and Mental Health – attention deficit hyperactivity disorder, anxiety.

Our team of nine teachers and fourteen Learning Support Assistants have extensive experience and training in planning, delivering and assessing intervention programmes. Eight of which are experienced Special Needs Assistants who have a range of skills and are deployed around school to fit the needs of children.

All staff are trained on the needs of new children joining the school – this can include training from specialist agencies or consultants, as well as from our SENDCo or other staff with relevant expertise. SEND training forms part of the continuing professional development of all teachers and Learning Support Assistants and is organised in accordance with the needs of the children.

The school works closely with other local schools, sharing training opportunities including INSET days and outside experts as well as hosting training here at Claypool.

The SENDCo meets with other SENDCos in the local area of Horwich and Blackrod cluster group once per half term to review and plan the training, guidance and advice that staff across the cluster.

The Headteacher is the chair of the Inclusion and Engagement Head Teacher Consultation Group within the Local Authority.

Our school’s Accessibility Plan is on our school website and it outlines adaptations made to the building to meet particular needs and enhance learning.

Roles and Responsibilities

The SENDCo is responsible for the operation of the special educational needs policy and co-ordination of specific provision made to support individual pupils with SEND.

It is also the role of the SENDCo to liaise with staff to monitor the pupil’s progress and plan further interventions where progress is slower than expected.

Regular contact with specialised outside agencies ensures advice and support is available for those pupils who need it.

How we identify individual special educational needs at Claypool Primary School

  • When pupils have an identified SEND before they start at Claypool Primary School, we work with the people who already know them and use the information already available to identify what their needs will be in our school setting.
  • If parents or carers tell school that they think their child has SEND we will discuss this with them and carry out the necessary checks to ensure pupil’s needs are met. We will share our findings with parents and agree the next steps.
  • If a teacher thinks that a child has SEND this maybe because the child may not be making expected progress academically or socially. If this is the case we will contact parents first and then carry out the necessary observations and assessments to pinpoint difficulties the child maybe experiencing.
How we involve pupils and their parents/carers
  • Pupils are involved with writing their Individual Support Plans (ISPs) in consultation with their teacher, parents/carers and an SNA if applicable.
  • Regular meetings with class teachers and agencies (where appropriate) involved with the pupil.
  • When a pupil’s needs are more complex they may have an Early Help form. The Early Help form assesses all aspects of the child’s learning and development from birth and the impact SEND has on the child and the family unit. A lead professional to act on the parents behalf will be chosen who will ensure all actions are completed.
  • A termly meeting for parents to discuss any concerns they have with their child’s special educational needs.
  • When conducting an Education, Health and Care Plan (EHCP) transfer or review, we always invite children who are willing and able to share their feelings on their own development, progress and education.
  • Children always have an opportunity to share their feelings about their learning and experience of school.
  • When it is suitable for children to attend their EHCP review, systems are in place to ensure that the child feels comfortable attending the meeting.
  • Parents support meetings are held half termly within school.
  • Parent’s Evening is held twice a year and progress reports are given out every term.
How we adapt the curriculum so that we meet the needs of all pupils
  • Visual timetables are used across school to help all pupils.
  • Staff are trained and supported to ensure all pupils are able to learn at their level.
  • School uses a variety of resources, outside agencies and experts to support the needs of pupils who require specialised support.
  • Pupils have the opportunity to access the curriculum through a variety of teaching and learning strategies.
  • We invite pupils into school prior to the start of the academic year to meet class teacher.
  • At Claypool we teach a differentiated curriculum to ensure that the needs of all children are met.
  • A variety of computer programmes and programmes of study support teaching and are specifically aimed at pupils with SEND e.g. ‘IDL’ – a computer based multisensory programme to develop reading and spelling skills, Numicon, Socially Speaking, Dealing with Feelings, Teodorescu’s Perceptuo-Motor Programme, Stories for Talking, Toe-by-Toe, Power of One and the Power of Two.
  • For children with specific identified or diagnosed needs, we work very closely with external agencies to ensure that the best possible support is in place (e.g. educational psychologist, speech and language therapists, occupational therapists, specialist teachers from Woodbridge Outreach Service). Meetings are often held in school involving specialists (as noted above) and/or parents to set targets, evaluate progress and ensure consistency of approach in addressing needs in school and at home.
Transition to Secondary School
  • If a child has an EHCP then the chosen secondary school representative is always invited to the review.
  • The secondary school representative is always invited in the summer term and work is undertaken depending on need to ensure a smooth transition. This can be supported by outside agencies such as Behaviour Support Service and Ladywood Outreach.
How we assess pupil progress
  • Class teachers have half termly meetings with the Headteacher to ensure that every pupil is monitored regularly and support is put in place as needed.
  • Teachers check pupils understanding in all lessons.
  • Teachers work collaboratively to ensure judgements on progress are accurate. These judgements are moderated at school, cluster and LA level.
  • The Headteacher, senior leadership team and subject leaders all monitor lessons and pupil progress to ensure every pupil makes progress in all areas of the curriculum. This is carried out through a cycle of monitoring.
  • Further information is available in the assessment policy on the school website.
How we ensure the effectiveness of provision
  • There is a designated governor who has termly meetings with the SENDCo. During that meeting an evaluation of provision across school is completed, this is then fedback to governors in the form of a termly SEND report.
  • The SENDCo will meet teachers to ensure the targets from previous meetings have been completed.
  • Learning walks and work scrutiny are completed by the SENDCo to ensure children are achieving their potential.
  • The assessment co-ordinator completes half termly data collection of children with SEND and feeds back to the SENDCo.
How we ensure equal opportunities
  • There is full disabled access to the building.
  • There is a fully equipped disabled toilet facility.
  • There is disabled access to all parts of the building.
  • When planning visits out of school, companies with accessible vehicles are hired if necessary.
  • All letters sent home are available in large print format.
  • Children’s learning is designed to accommodate any disabilities. For example: specialist equipment is deployed to support children with physical difficulties. Claypool is an autistic friendly and dyslexic friendly school and specialist support services are employed to support children’s Special Educational Needs.
  • All learning materials purchased reflect a range of disabled characters and address a range of experiences specific to those with a disability.
  • The PSHCE curriculum teaches children about disability from emotional, physical and personal perspectives.
  • When collecting and interpreting data, disability is recognised as one of the comparative criteria considered, alongside race and gender. Data on children with Special Educational Needs is collected and analysed separately but children who are disabled are not necessarily within this group.
  • When appointing staff and governors all applicants are treated equally regardless of disability, race or gender in line with all other school policies.
How we cater for children’s social and emotional health (SEMH)
  • All children are monitored through a concern log and this is updated whenever issues arise or parents/carers inform school of worries/anxieties. This is monitored by the Headteacher and passed onto the SENDCo if needed.
  • Some children are placed on the SEND register if they require additional SEMH support.
  • Strategies are put into place for children who need additional help and reviewed termly.
  • On occasions outside agencies are involved through the Early Help system.
Agencies who support school
  • Woodbridge Outreach School
  • Behaviour Support Service
  • Educational Psychologist
  • Speech and Language Therapy
  • School Nurse
  • Children’s Opportunity Group (COG)
  • Schools Advisory Service
  • Mental Health Support Team (MHST)
What to do if a parent has a concern
  • Contact the class teacher initially and explain the concerns which will then be passed on to the SENDCo.
  • If the concern has not be addressed to your satisfaction contact Mrs Hulme, the Headteacher.
Additional Support and Guidance
  • School Advisory Service are always available to help parents who need extra support to ensure their child’s needs are fully catered for. Contact them on 01204 848722.