BOURNEHALL SEND INFORMATION REPORT 2020-2021
The SEND Code of Practice (2015) states that:
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 him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
Bournehall Primary School's Special Education Needs or Disability (SEND) Information Report is set out in a 'question and answer' format on this page (below). It is also available in PDF format.
It may be useful to you if your child has (or may have) a Special Educational Need or Disability.
PLEASE NOTE: Throughout the report, ‘parents’ - refers to ‘parents and carers’.
The new Code of Practice identifies four broad areas of need :
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
QUESTIONS AND ANSWERS
- Click on the questions in the boxes below to see the school's information.
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A child may already have an identified need when the join us. They may have a support plan or Educational Heath Care Plan.
Children are encouraged to seek help whenever they are worried about anything in school. They ‘self-assess’ their own learning and discuss what they are doing with teachers and teaching assistants. A trained counsellor and four ‘Thrive Approach’ practitioners form a part of our strong pastoral team.
Observation, learning conversations, questioning and listening to children, are essential classroom practice, through which children’s additional needs may be identified – any concerns will discussed with one of the SENDCos
Class teachers meet with the Senior Leadership Team (including the SENDCos) each half term, for a ‘pupil attainment and progress meeting’. Every child’s progress (academic and social) is reviewed, concerns/needs are considered and possible strategies talked through.
Where progress has not improved over an agreed period of time, or if additional provision is needed, parents will be consulted and an assessment for SEND support will be offered.
We have an ‘open door’ policy. If you have any concern about your child’s development (academic, social or emotional), we encourage you to call in, phone or email the school office to make an appointment to meet with us.
The SENDCos and school counsellor hold an informal ‘drop-in’ session each half term for parents and carers.
‘High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND. Additional intervention and support cannot compensate for a lack of good quality teaching’. (SEND CoP 0-25 2014)
Teachers are responsible for the progress and development of all of the children in their class. Quality first teaching is a key priority at Bournehall.
Reasonable adjustments may made to classroom practice e.g. individual visual timetables, frequent movement breaks.
All classes have a teaching assistant during morning sessions, as a minimum. Learning support assistants provide targeted support for those with SEND where there is an identified need for this.
Support, advice and training for teachers, teaching assistants and learning support assistants is provided in response to needs identified through this process.
As part of a support plan (are developed with and agreed by parents/carers), additional targeted intervention may be delivered by a teacher, teaching assistant, learning support assistant, the school counsellor, a Thrive practitioner or an external professional. This may be through one to one work, small group work or the provision of a specialist resource.
The SENDCOs oversee, coordinate monitor, evaluate and share best practice in provision.
Mr S Francis is our named governor for SEND - he specifically monitors SEND provision.
Parents evenings are held in the autumn and spring terms. There is an open afternoon during the summer when parents are invited to join us for classroom activities/challenges. A written report is sent home in July each year.
Parents, and wherever appropriate, the child, attend a termly SEND support review meeting with the class teacher, one of the SENDCos – and at least one update meeting with the class teacher between these.
Brief, informal meetings between parents of children and classroom staff may take place weekly. The office staff will make appointments for any longer meetings.
Other open afternoons to celebrate children’s work may take place at times throughout the year following a themed week or special event.
Learning is matched to children’s needs through quality first teaching,.
Through effective formative assessment teachers know children’s strengths and needs and make reasonable adjustments e.g. resources, use of the outdoors, pre-teaching vocabulary and concepts, the use of technology or any additional support agreed at SEND support meetings
Progress over the previous term is reviewed at each SEND Support Planning and Review meeting. Targets are set for the end of the next term and the appropriate provision is planned. Meetings are attended by the SENDCo, class teacher, parents/carers, child (wherever appropriate).
Mid-term meetings between the class teacher and parents - progress discussed and adjustments made if needed.
At Bournehall we believe that a child’s emotional well-being is fundamental to successful learning and overall development. Our school charter (as a UNICEF Rights Respecting School) is to ‘keep everyone happy, healthy and safe’.
Our Personal Development curriculum is delivered through every aspect of school life and includes PSHE whole class sessions (based on the PSHE Association programme of study, which include relationship and sex education).
Our Values based Education approach and our commitment to being a Rights Respecting School, are fundamental to our school ethos.
Specific praise and encouragement are given both in and out of class, identifying positive actions and behaviours wherever appropriate and as often as possible - linked to our value of the month.
‘Bucket–filling’ and ‘Protective Behaviours’ form the basis for embedding values, positive behaviours, self-respect and keeping safe.
Mind-Up curriculum is part of PSHE - mindfulness sessions are built into the school day
Achievements in and out of school are celebrated with the whole school during Friday assemblies.
A worry box is in place so children can ask to talk to staff discretely.
All children have access to free fruit during break time.
We work with parents to ensure that children with medical needs have the appropriate care and the least disruption to their learning.
Pupils are involved in decision- making and share their views on a weekly basis through ‘News and Views’ groups, led by Year 6 children and supported by a member of staff. They may also be involved in action groups e.g. eco-awareness, Rights Respecting School, healthy eating. Their views are sought through questionnaires and discussions with staff and governors.
There are many opportunities for learning to take place outdoors and offsite e.g. school trips, sporting events, joint events with other local schools. Themed weeks, a range of workshops and visiting theatre groups, sports people, musicians and artists are examples of ways in which the curriculum is enriched.
The Thrive Approach is used across the school to tailor the PSHE curriculum for classes and for early intervention in supporting individual children and groups.
The school counsellor works with children on an individual basis where a need has been identified, following a meeting with and the agreement of, parents. She works with groups of children and with whole classes where the need arises. Informal ‘drop in’ sessions are available to any child during lunchtimes in the Rainbow Room or in the Thrive Room.
The Bubble Room, a small sensory room, is a calm space which is available to any child, accompanied by an adult and may be timetabled as a part of personalised provision.
South West Herts Partnership family support workers and the DSPL (Delivery of Specialist Provision Locally) triage team provide advice and additional support for families of children with additional needs.
All members of staff hold a current first-aid certificate. There are a number of qualified paediatric first-aiders. A named first–aider is on call at all times. Epi-pen/JECT training is delivered annually.
Medication is stored and administered in line with the statutory guidance - ‘Supporting Pupils at School with Medical Conditions’ (April 2014, updated Jun 2014). Individual Health Care Plans are put in place wherever needed.
There is a Designated Senior Lead for Child Protection and also two deputies for this role. All staff attend annual Child Protection training and half-termly updates.
A young carers group is planned to begin in 2020-2021
First Aid lessons for children planned for 2020-2021
On our staff team we have a qualified counsellor/therapist, a trainee counsellor/therapist and four Thrive practitioners who work with children and their families.
The SENDCo and assistant SENDCo liaise with a range of external agencies e.g.
Educational Psychology Service
Specific Learning Difficulties Advisory Team
DSPL9 Behaviour Partnership
Communications and AutismTeam
Speech and Language Therapists
Sensory Impairment Team
DSPL9 Triage Team
Family Support Workers (SWHP)
Teachers, teaching assistants and learning support assistants consistently reflect on practice and continually work hard to develop their knowledge and understanding of SEND through formal and informal training and reading
Formal training includes:
Elklan speech and language level 3
Welcomm screening (3 staff)
Herts Steps (all staff)
Thrive practitioner (all staff plus 4 trained Thrive practitioners)
Protective Behaviours (2 staff – level 3, 2- level2, 2-level 1)
Drawing and Talking Therapy (3 teachers)
Trauma and attachment – all staff)
Individual training for staff based on child’s needs from external professionals e.g. educational psychologist, occupational therapist, physiotherapist, speech therapist
Parent information evenings, story sessions, the teddy bears’ picnic and home visits give parents an opportunity to talk with staff and to begin working together even before their child’s first day in the Reception class.
We invite parents to curriculum sessions and workshops to support parents in helping their children at home e.g. maths, reading, phonics
During the summer term open afternoon, we invite parents to join their children in their classes to participate in activities and challenges. Parents and grandparents are also encouraged to volunteer in school!
Our SENDCos and school counsellor offer termly ‘drop-in’ sessions
SEND support plans include strategies for home and school which are discussed and agreed
A school based family worker (from the South West Herts Partnership) can be made available to support with parenting challenges and to signpost classes, courses and other opportunities in the local area.
We are the lead school for DSPL Area 9 which has an excellent triage system to help and guide parents in accessing the specialist support needed
Parents evenings in autumn and spring terms and open afternoons in the summer term and following some themed weeks
End of year reports with the opportunity for feedback.
Parents are involved in the ‘assess plan do review process’ as soon as concerns have been raised
Where an SEND Support Plan is in place, parents meet termly with the class teacher, SENDCo and the child wherever appropriate and with the class teacher at least once between these meetings.
If you are worried or unhappy about your child’s provision, please contact one of the SENDCos (Miss Beasley or Mrs Litchfield)
A range of clubs are run during lunch time and after school and are open to all children. Some are run for particular year groups; others have no age limits – depending on the activity.
Steps are taken to ensure that all children are included in relevant trips/activities beyond the classroom unless doing so would endanger either themselves or others. We consider any potential barriers to children taking part and make effective arrangements for any trip to be fully inclusive e.g. an extra adult to support a child.
Risk assessments (both general and specific) are carried out.
Staff and parents work closely together to ensure that children with SEND can access the curriculum.
Bournehall is a single storey building, with one ‘mobile’ classroom. Both buildings are accessible to wheelchair users and there is a disabled toilet in the main building.
For children and parents for whom English is an additional language, we have a buddy system, additional resources to support children who are not yet fluent in English and make arrangements for translators at formal meetings wherever possible.
Teachers use highly visual and kinaesthetic approaches to teaching and learning.
Specialist equipment for those with hearing or visual impairment will be ordered/used where appropriate.
Our redecoration programme includes the requirement for a high degree of visual contrast in corridors and classrooms.
Our Accessibility Plan has been developed in compliance with paragraph 3 of schedule 10 to the Equality Act 2010
Key information can be found on the school website.
The school office is open from 8.30a.m to 4.00pm each day. Call in, phone us on 0208 950 4438 (messages can be left on the school answerphone out of school hours) or email us at firstname.lastname@example.org to talk to us or to make an appointment to meet us.
Before children join the school in the Reception class, they are be visited by their new teacher and teaching assistant in their pre-school/nursery setting and at home. The home visit gives parents the opportunity to express any concerns that they have.
There are taster days during the second half of the summer term for children and a meeting for parents.
Transition is staged – half-day sessions initially, building to whole days within the first 2 weeks. Some children may need a longer, personalised transition which will be planned in consultation with parents.
JOINING DURING THE SCHOOL YEAR (IN-YEAR)
Children joining Bournehall at other times are given a buddy from their new class to help them to familiarise themselves with the school and to settle in.
Transitions are personalised wherever needed – e.g. a staged transition, visiting school for short periods of time initially, building up to full time, a transition book or video, an opportunity to visit the school out of school hours to familiarise themselves with the building.
Information from a child’s previous school is shared with us. Where SEND Support or an EHCP (Education Health Care Plan) is in place, views of parents, the child and the previous school will be sought and a meeting will be held with parents (and the child if appropriate) to review this so that appropriate provision can be put in place as quickly as possible.
MOVING UP TO THE NEXT CLASS
As well as a ‘class swap’ day to meet their new teacher an teaching assistant, the new and current teacher ‘team teach’ a lesson before the end of term – which is followed up at the beginning of the new academic year as a ‘link’. Teachers meet to ‘hand over to discuss individual strengths and needs of all children in the class.
Some children need a more personalised transition – which may include:
a personalised transition book, with photos of their new staff and classroom, which are shared with the child and their parents – and taken home.
additional visits to the new classroom
a visit to the new classroom to meet with new staff before the beginning of term
involvement in designating and personalising their ‘safe space’
opportunities to talk about any worries with a key adult
MOVING ON FROM BOURNEHALL
Relevant information is shared with the new school. If a child has an SEND Support Plan or EHCP, personalised transition is discussed and planned with the new school. If children attend sessions with the school counsellor, transition may include a number of sessions with her in the new school at the beginning of the next year if the school is local.
Where the transition is mid-year, the school counsellor, Thrive practitioner or another trusted adult are available to talk through any worries and a ‘farewell’ to classmates is planned- to give closure for the child and their classmates.
The allocation of the delegated budget for SEND is agreed, following discussions between the Senior Leadership Team and the Governors.
Children’s needs are central to allocation of resources.
‘High Needs Funding’ may be allocated by the local authority through their newly introduced banding system for Educational Health Care Plans – to partially fund support and interventions identified in the plan. Funding may ONLY be used for this purpose.
Support is carefully matched to children’s individual needs. Decisions are made in consultation with parents, the child (wherever appropriate), the SLT (including the SENDCos) and class teacher and in some cases, external professionals.
Support is reviewed regularly.
Our aim is to develop independence for ALL of our children.
Hertfordshire County Council’s Local Offer can be accessed on line at https://www.hertfordshire.gov.uk/microsites/local-offer/the-hertfordshire-local-offer.aspx
In addition to this, there is a very valuable, solution- focused triaged directory of support and services in our local area (Three Rivers, Watford, Bushey and Radlett) which can be accessed at dsplarea9.org.uk. There is also a ‘Facebook’ page www.facebook.com/DSPLarea9, Jan Crook, the triage lead can be contacted directly on 07715 415894 or by e-mail: email@example.com