Corsham Primary School
Caring Positive Stimulating
"Pupils with speech, language and communication difficulties make outstanding progress."
Ofsted - Outstanding School

SEND at Corsham Primary School

Equal Opportunities at Corsham Primary School

In accordance with the school's Equal Opportunities, SEN and Inclusion Policies (see school policies), all children at Corsham Primary School will be given full access to the National Curriculum/Early Years Foundation Stage Curriculum. Staff will endeavour to help all children to reach their full potential irrespective of race, physical ability, gender, age or learning ability.

Please follow the link below for a detailed report on Special Educational Needs and Disability at Corsham Primary School.

SEN Information Report - click here to read

The New Special Educational Needs and Disability Code of Practice

In September 2014 the government published a new SEND Code of Practice, which sets out statutory guidance for schools. This can be downloaded by following the link below.

New SEND Code of Practice

The new Code of Practice covers the 0-25 age range. There is greater emphasis on children and parents being part of the decision-making process. The categories of School Action and School Action Plus are replaced with one category of SEN. Statements are being replaced with Education, Health and Care plans (EHCPs), which in Wiltshire are being introduced as ‘My Plans’. Local Authorities must publish the ‘Local Offer’, which sets out the full range of provision for children with SEN and disabilities. The Wiltshire Local Offer can be found by following the link below.

Corsham Primary School follows the guidelines set out in the new Code of Practice.

https://www.wiltshirelocaloffer.org.uk/

 

What are Special Educational Needs?

Under the new Code of Practice, a child is deemed to have Special Educational Needs, or SEN, if he or she has ‘significantly greater difficulty in learning than the majority of others of the same age’, or his or her disability ‘prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school’. Special educational provision is needed for him or her, over and above that which can be met through good quality classroom teaching and differentiation.

Broad areas of need are identified as communication and interaction; cognition and learning; social, emotional and mental health difficulties and sensory and/or physical needs. They may be for a short period or throughout a child’s educational life. They may be identified before a child has even entered school or they may come to be recognised at a specific point in their education.

 

Corsham Primary School – An Outstanding Approach

Corsham Primary School is proud of the work it does with all its pupils and we have significant strengths working with children with special needs. We build self-esteem with positive learning experiences and successfully involve children with whole school life. The school has a robust Inclusion Policy that has been acknowledged externally through the Inclusion Mark award. We celebrate the fact that all children are different and have diverse needs and we make sure that we tailor learning opportunities to meet the needs of individual children. We aspire to enable children with SEN to access and engage with all aspects of the curriculum, and develop the skills and knowledge to achieve, succeed and even excel beyond their potential across all areas of the curriculum.































In June 2013 Ofsted graded the quality of learning for pupils with SEN and their progress Outstanding: ‘Pupils with disabilities and/or special educational needs thrive in this school and make outstanding progress...As a result of this excellent support the gap between their attainment and that of other pupils is beginning to close.’

 

Specialist Intervention within the mainstream school

The school follows the Wiltshire Indicators and Provision Document (WIPD) guidance, to ensure that when we identify pupils with SEN we are comparable with other Wiltshire schools and there is parity of identification.

Under the new Code of Practice, the current categories of School Action (SA) and School Action Plus (SA+) are being replaced with one category of SEN. As part of our SEN review process, we are phasing in the new category. We currently have 35 children at School Action (SA) on the SEN register, and 49 children at School Action + (SA+). The distinction between these two categories has been that children at SA generally have their needs met using the knowledge, skills and resources available within school, whereas those at SA+ generally need a higher level of intervention and may require specialist support and advice. As for all schools, we are giving careful consideration as to which children should be identified as having special educational needs, and which children are falling behind for other reasons, and need support but do not meet the criteria for having SEN.

Within the mainstream school there are currently 11 pupils with statements or My Plans. These children have the most complex needs and the provision offered is dependent on their learning objectives. At our Pound Pill site, the school has a small nurturing teaching group known as the Ivern Room for children with the most complex needs, and a small number of children have opportunities to receive teaching within our specialist unit (the Brook Centre). At both sites there are specialist teachers and Teaching Assistants to facilitate specialist educational programmes for our children with significant cognition and learning needs. Our pupils with statements also require one to one work and the opportunity for support to access whole class learning.

 

Specialist Provision – The Brook Centre

Corsham Primary School has an integrated specialist unit, the Brook Centre, for 14 pupils with specific speech, language and/or social communication difficulties. The Centre supports children throughout the school from Foundation Stage and in both Key Stages (4-11). All these pupils have a statement of SEN and are offered a place in the Centre by the Local Authority. The children access specialist therapeutic and educational work in the Centre, helping them to develop key communication skills and access a full curriculum. The ultimate aim is reintegration into main stream at a future date appropriate to the individual child.

 

Parent-School partnership

We are always open to parents contacting the SEN team. Children’s needs are most effectively met by working closely with parents to ensure we offer the best possible outcomes for their child. This may take many forms, for example: individual review meetings; multi-agency meetings; parent support linked with our Family Support Officer (FSO); parent workshops; or home-school liaison books/ emails.

Other specialists involved with SEN at Corsham Primary School

We are fortunate to have an excellent relationship with the local authority SEN Advisory team and Educational Psychologist; our Speech and Language Therapist (SALT) and Occupational Therapist (OT); and we collaborate closely with a range of other agencies to ensure Corsham Primary School delivers SEN interventions designed to have a positive impact.

 

Teaching Team working within SEN

Staff have a wealth of experience in the field of SEN, facilitated in particular by the embedded work with the Brook Centre. We have a wide range of specific initiatives designed to meet the differing needs of pupils and children may take part in a single, or many different interventions. Differentiated learning is supported by a team of twenty-four skilled and trained teaching assistants (TAs). Pupil progress is tracked and evaluated. Movement in/out of these programmes is flexible and responsive to pupil need. All children follow school procedures for literacy and numeracy targets. In addition, children with statements/My Plans and children with complex SEN, have Individual Education Plans (IEPs) which focus on children’s specific areas of difficulty and seek to address their underlying causes. Those with significant SEN but not yet in receipt of a statement/My Plan may have a non-statutory My Support Plan, which clearly sets out their strengths and needs, and what should be in place to support them.

 

People supporting SEN

  • Ms Liz James: Deputy Headteacher (acting SENCo, Inclusion Team Manager, Brook Centre Manager)
  • Mrs Jenny Hole: Inclusion Manager (Assistant Headteacher, Inclusion Manager, Pupil Premium Manager, SENCO on maternity leave)
  • Mrs Sara Stone: Senior Specialist Brook Centre Teacher
  • Mrs Sam Cottrell: SEN Teacher
  • Mrs Becky Lambert: SEN Teacher
  • Mrs Jo Smalley: Pupil Premium and SEN Teacher
  • Mrs Suzette Perry and Mrs Lucy Smith: Teaching Assistant Managers at Pound Pill and Broadwood
  • Mrs Ghika Savva-Coyle: SEN Governor

Useful Website

SEN Jargon Buster written by Wiltshire Council

Department for Education, SEN information:















http://www.education.gov.uk/schools/pupilsupport/sen 

Wiltshire Council, SEN webpages:















http://www.wiltshire.gov.uk/schoolseducationandlearning/specialeducationalneeds.htm

Wiltshire ‘ask’ parent information and advice service:















http://www.askwiltshire.org/

Wiltshire Parent Carer Council (services for children with SEN) website:















http://wiltshireparentcarercouncil.co.uk/en/Home_Page

I CAN (The children’s communication charity) website:















http://www.ican.org.uk/

Afasic (Support for parents/carers of children and young people with speech, language and communication needs) website:

http://www.afasic.org.uk/

NHS website:

 http://www.nhs.uk/conditions/autistic-spectrum-disorder/pages/introduction.aspx