SEND Information Report
All children have the right to achieve their maximum academic and social potential. At Van Gogh Primary we believe that all children have different learning needs rather than learning difficulties. Our objective is to identify and assess these needs and then ensure that learning is supported and differentiated to ensure children make excellent progress in learning.
We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We believe that many pupils, at some time in their time at school, may experience difficulties which affect their learning, and we recognise that these may be long or short term.
If you have any additional questions or comments around Additional Educational Needs (AEN) or Special Educational Needs and/or Disabilities (SEND) then please feel to contact us
The Special Educational Needs and/or Disabilities Coordinator (SENDCo) is:
020 7735 8348
Van Gogh Primary School is an inclusive school and we may offer children a following range of provision to them with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory or physical needs.
The range of support deployed will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote pupils working towards becoming independent and resilient learners and should not be seen in isolation.
Who should I contact to discuss the concerns or needs of my child?
Class teacher is responsible for:
- Adapting and refining the curriculum to respond to strengths and needs of all pupils. Checking on the progress of your child and identifying, planning and delivery of any additional support.
- Contributing to devising personalised provision maps to prioritise and focus on the next steps required for your child to improve learning
- If you have concerns about your child you should speak to your child’s class teacher first. You may then be directed to the SENDCo.
SENDCo is responsible for:
- Coordinating provision for children with AEN such as SPLD (specific leaning difficulties), MLD (moderate learning difficulties), SLCN (language and communication), ASD (Autism Spectrum Disorder) SEMH (social emotional and mental health difficulties) VI (visual impairment),HI hearing impairment and physical disabilities any other AENs. This will also include developing the school’s AEN policy.
- Ensuring that parents are:
- Involved in supporting their child’s learning and access
- Kept informed about the range and level of support offered to their child
- Included in reviewing how their child is doing
- Consulted about planning successful movement (transition) to a new class or school
- Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties
- Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.
Senior Leadership Team, including Governors are responsible for
- evaluating and developing the quality and impact of provision for pupils with AEN across the school.
How can I find out about how well my child is doing?
Ongoing monitoring takes place by class teachers to identify pupils who are not making progress or who have behaviour needs which are affecting their ability to engage in learning activities.
After discussions with key staff at half termly review meetings additional support will be put into place to provide enhanced resources and targeted small group and / or individual support to help overcome any difficulties. The views of the pupil or young person about their support will be given consideration at this stage.
This additional support is documented in a class personalised provision map / pupil support Agreement or behaviour support plan. Short term targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties. Impact is measured half termly and shared with parents at parent’s evening/s.
In some cases teaching assistant support may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.
Formal review meetings are held as required. Parents, relevant external agencies and when appropriate, pupils are invited to this review and their contribution is valued. The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded.
If your child is continuing to have significant difficulties, further external expertise may be requested. Additional funding is available for children who meet the criteria. This can be accessed using the Local Authority process and the guidance in the Banded Funding Criteria. Where this is agreed, a Pupil Resource Agreement will be drawn up and implemented with the school’s Educational Psychologist and other professionals where appropriate. Further details about this process will be explained in the LA Local Offer.
Tests and Examinations: Access Arrangements
For some pupils additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. The Inclusion Manager will inform you about eligibility and applications for these arrangements. Only tests and assessors authorised by the school and recognised by JCQ can be accepted for access arrangements for public examinations.
How will teaching be adapted to meet the needs of my child?
Teachers are expected to adapt teaching to meet the diverse range of needs in each class. Daily planning takes into account individual pupil’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning.
Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.
Additional adults are used flexibly to help groups and individual pupils with a long term goal of developing independent learning skills. Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support.
What support from outside does the school use to support my child?
The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:
Educational Psychologist, Social and Communication difficulties outreach, Behaviour outreach service, Sensory support team, Speech and Language, CAMHS, School Nursing Team.
Referrals to: Community Paediatrician, Occupational Therapy, Physiotherapy for assessment and advice/support as applicable.
You can see information about the Local Offer from Lambeth: https://www.lambeth.gov.uk/send-local-offer
Who do I talk to if I am unhappy with my child’s support or progress?
In the first instance a meeting should be requested with the pupil’s class teacher.
After that either a discussion with the Year Leader and/or the SENDCo would be appropriate.
Finally, with the Deputy Headteacher or Head of School could be arranged.
An Informal procedure will take place initially.
Initial complaint will be dealt with the Head of School.
Formal procedure- please follow the complaints policy