SEN

Special Educational Needs Information

We hope this information is helpful please contact the school with any other questions and for further information.


How are pupils indentified as needing extra support?

We know when pupils need help if:

  • Concerns are raised by parents/carers, teachers or the child
  • Limited progress is being made and there is poor attainment
  • There is a change in the pupil’s behaviour or progress
  • Poor performance on tests


What should parents do if they think their child may have special educational needs?

The class teacher is the initial point of contact for responding to parental concerns.  The class teacher will consult Mrs Chilvers, the Special Educational Needs Coordinator (SENCo) , if concerns continue. Alternatively, parents may wish to raise concerns directly with Mrs Chilvers.


How are parents are informed about how their chid is being supported ?

Each pupil’s education programme is planned by the class teacher. It is differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher, or teaching assistant in class.

If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy & literacy skills etc. then the pupil may be placed in a small focus group. This will be run by the Teacher, Higher Level Teaching Assistant (HLTA) or Teaching Assistant. The length of time of the intervention will vary according to need. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. Parents are informed of their child’s inclusion at the start of each intervention.

Pupils receiving interventions will be monitored by the SENCO. Pupils that need long term educational interventions will be given a Benhall Personal Oportunityl Plan (B-POP). This will contain individual targets and will be reviewed termly by the class teacher, SENCO, pupils and parents.

These interventions are recorded on the school provision map and in the class intervention folder which the class teacher will complete.   The class teacher will be up dated every time a pupil is out of class. If parents have any queries related to the interventions they are encouraged to contact the class teacher or SENCo.

Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the Head Teacher /Assessment coordinator discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.

Occasionally a pupil may need more expert support from an outside agency such as, for example, Speech and Language Therapy, Behaviour Support and Dyslexia Support and then a referral will be made, with parental consent, and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.

The Governors of Benhall Primary School are responsible for entrusting a named person to monitor Safeguarding and Child protection procedures and this is the Acting Head Teacher Mrs Jenkins.  She is also responsible for the monitoring and correct administration of the Disclosure and Barring service procedures and the school’s Single Central record.  In a support and challenge role the Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way.  They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.


How is the curriculum is matched to individual children’s needs?

When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.

Higher Level Teaching Assistants (HLTA) or Teaching Assistant (TAs) may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs. Parents will be informed of any extra help or focussed activities their child is involved with.

If a child has been identified as having a special educational need, they will be given specific targets according to their individual needs.   These will be monitored by the class teacher fortnightly and by the SENCo three times per year.  Targets and progress be will be discussed with parents at Parents’ Evenings. The class teacher and he SENCo will be present at these meetings.

If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors. This equipment maybe recommended by Occupational Therapists.


How are parents informed of their children’s progress?

Parents are able to discuss their child’s progress at Parents’ Evenings. If their child has a B-POP they will be able to discuss this and take a copy home.

The pupil’s class teacher will be available at the end of each day if you wish to raise a concern. Appointments can be made to speak in more detail to the class teacher or SENCo by visiting the school office.

How are parents encouraged to support their child’s learning?

The class teacher may suggest individual ways of how parents can support their child, including daily reading!

Mrs Chilvers may meet with parents to discuss how to support their children, with strategies to use if there are difficulties with a child’s behaviour/emotional needs.

There are sessions for parents to help with aspects of homework during the year as well as workshops on maths and reading.  These are aimed at helping parents understand some of the ways children are learning calculation in maths or the best way of teaching reading.

If outside agencies, such as a Speech and Language therapist, or the Educational Psychologist have been involved, suggestions and recommendations are normally provided that can be used at home.

How the pupils consulted and involved with their education?

Pupils are involved with reviewing and setting targets every fortnight within their class.  Once a term pupils fill in a questionnaire with a Teaching Assistant and they are able to record their view on how they feel they are progressing. This is shared with the parents and the class Teacher.

How is the pupils overall well-being supported?

The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include:

    • Along with a C.I.S.S we offer the Thrive Approach to which supports  social and emotional development in a targeted way. This is currently limited to selected children.
    • Members of staff such as the class teacher and SENCo are readily available for pupils who wish to discuss issues and concerns. Where appropriate mediation sessions are carried out.
    • We hold a V.I.P nurture group 3 mornings a week. The aim of the group is to raise self-esteem and children are invited to attend after recommendation by their class teacher.
    • We hold a ‘Listening Ear’ group at lunch time. Children are invited to attend or are invited. There is a trained member of staff to listen to any concerns or worries.
    • Clubs are available for those who find lunchtimes a challenge and are often run by the older children. These include art, games club, athletics and Lego club.
    • We hold a nurture type afternoon every Friday afternoon. The aim is to address the rising number of anxieties that are presenting themselves in pupils. The program will look at relationships, coping strategies and relaxation yoga.

What happens when a pupils has medical needs?

If a pupil has a medical need then a detailed Care Plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.

Staff receive appropriate medicine administration training (such as Epi-pen/Jext administration) delivered by the school nurse.

Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed Medicine consent form is in place to ensure the safety of both child and staff member.

A selection of school staff have basic first aid training including the mid day supervisors.

Specialist services and expertise are available at or accessed by the school?

At times the school consult with outside agencies to receive more specialised expertise.  The agencies used by the school include:

    •  County Inclusive Support  Service (C.I.S.S is a Suffolk County Council outreach service for Suffolk mainstream schools seeking additional support for pupils with: a diagnosis of ASD, traits of ASD but no diagnosis, social and communication difficulties, social, emotional and mental health difficulties and all associated behaviours) https://www.suffolk.gov.uk/children-families-and-learning/schools/county-inclusion-support-service/
    • Educational Psychologist
    • North Suffolk Dyslexia Support
    • CAMHS (Child & Adolescent Mental Health Service) http://www.youngminds.org.uk/for_parents/services_children_young_people/camhs
    • Educational Welfare Officers
    • Hearing Impaired and Visually Impaired Advisors to support pupils with hearing/visual Impairment
    • Inclusion Team
    • Social Services
    • Speech & Language Therapy
    • Occupational Therapy
    • School Nurse

An Educational Psychologist is allocated to each school area.  He/she will only usually be involved with children when they have a Statutory assessment or Education, Health and Care Plan or are about to be assess for one. The school will buy in the services of an Educational Psychologist when it is felt the needs of the individual pupil would benefit.

Staff training for staff supporting children and young people with SEN.

Members of staff have received training related to SEN.

    • Ficher Family Trust Wave 3 reading intervention.
    • Reading recovery
    • Picture Exchange Communication System (P.E.C.S)
    • Autistic  Spectrum Awareness
    • Lego Therapy
    • Gym trail
    • How to support pupils with Dyslexia (teaching staff)
    • Makaton training
    • Talking Maths
    • Attachment disorder (all staff)
    • Supporting pupils with hearing impairment

How are pupils included in activities outside the classroom including school trips?

Activities and school trips are available to all.

Risk assessments are carried out and procedures are put in place to enable all children to participate.   However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.

Accessibility in the school environment

As a school we are happy to discuss individual access requirements.

Facilities we have at present include: ramps into school to make the building accessible to all and sound field.

How does the school prepare and support pupils when joining Behall Primary School or transferring to a new school?

Many strategies are in place to enable the pupil’s transition to be as smooth as possible.

These include:

    • Discussions between the previous or receiving schools prior to the pupil joining/leaving.
    • Additional visits are also arranged for pupils who need extra time in their new school.
    • Mrs Chilvers is always willing to meet parents/carers prior to their child joining the school.
    • High school staff visit pupils prior to them joining their new school and pupils have many opportunities to spend time in their new setting.
    • Mrs Chilvers liaises with the SENCos from the secondary schools to pass on information regarding SEN pupils.
    • Where a pupil may have more specialised needs, a separate meeting may be arranged with Mrs Chilvers, the High school SENCo, the parents/carers and where appropriate the pupil.

How are the school’s resources are allocated and matched to children’s special educational needs?

The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.

The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.

Resources may include deployment of staff depending on individual circumstances.

How the decision is made about how much support pupils will receive.

These decisions are made in consultation with class teacher and the SENCo.  Decisions are based upon termly tracking of pupil progress and as a result of assessments by outside agencies.

During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.

How are parents involved in discussions about and planning for their child’s education?

All parents are encouraged to contribute to their child’s education.

This may be through:

    • Discussions with the class teacher
    • During parents evenings
    • During discussions with Mrs Chilvers or other professionals

Parents are encouraged to comment on their child’s individual targets/ intervention. This is discussed at parent’s evening. The parents will be encouraged to share what they feel is going well and what they feel more support is needed.

Benhall St Mary’s Special Educational Needs provision contributes the Local Offer made by Suffolk County Council.  This can be found at: http://infolink.suffolk.gov.uk/kb5/suffolk/infolink/localoffer.page?localofferchannel

Our SEND policy can also be found on our website at: www.benhallschool.co.uk/wp-content/uploads/2014/11/SEN-POLICY.pdf

Date: October 2018


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School Lane, Benhall, Saxmundham, Suffolk IP17 1HE

Headteacher: Katie Jenkins

Email: admin@benhallschool.co.uk • Tel: 01728 602407

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