All Lambeth local authority maintained schools have a similar approach to meeting the needs of pupils with special educational needs and are supported by the local authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
All schools are supported to be as inclusive as possible, with the needs of pupils with special educational needs and disabilities being met in a mainstream setting wherever possible.
The four broad ‘areas of need’ are communication and interaction, cognition and learning, social, emotional and mental health difficulties, and sensory and physical needs.
What is the local offer?
The Lambeth Local Offer - https://www.lambeth.gov.uk/send-local-offer
The intention of the local offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.
The School SEN Information Report
This utilises the local authority local offer to meet the needs of SEN pupils as determined by school policy, and the provision that the school is able to meet.
SEN Information Report
Your child has special educational needs: What can we at Telferscot Primary School offer you?
At Telferscot Primary school we embrace the fact that every child is different, and, therefore, the educational needs of every child are different; this is certainly the case of children with special educational needs.
Please click on the 13 questions below for more information about the Local Offer from Telferscot Primary School and how we can support your child.
1. Who are the best people to talk to in this school about my child’s difficulties/special educational needs or disability? The class teacher
- Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.
- Personalised teaching and learning for certain children in their class as identified on the school’s provision map and child’s individual SEN Summary sheet
- Writing Learning Report Cards and sharing and reviewing these with parents 3 times a year.
- Identifying, planning and delivering the additional help individual children may need in liaison with the SENCO.
The Inclusion Leader and SENCo: Jenny Martin firstname.lastname@example.org & Sarah Brogden email@example.com
- Developing, reviewing and adhering to the school’s SEN policy.
- Coordinating all the support for children with special educational needs or disabilities (SEND)
- Ensuring that you are
i) involved in supporting your child’s learning
ii) kept informed about the support your child is getting
iii) involved in reviewing how they are doing.
- Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapist, Educational Psychologist.
- Updating the school’s SEN list (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
- Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.
The Head teacher: Ms. Jenny Martin
- The day-to-day management of all aspects of the school; this includes the support for children with SEND.
- The Head teacher will give responsibility to the SENCo, Inclusion Leader and class teachers, but is still responsible for ensuring that your child’s needs are met.
- The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND.
The SEND Governors work as part of the Inclusion Committee are:
Amy Burns-Thomson, Peggy Froerer, Tia O’Flaherty, Mark Pettitt, Izabella Knights and Celia Barrett
- Making sure that the necessary support is given for any child with SEND who attends the school.
- Helping to raise awareness of SEND issues at Governing Body meetings
- Ensuring that the school's notional SEN budget is appropriately allocated to support pupils with SEN
- Giving up-to-date information to the Governing Body on the quality and effectiveness of SEN and disability provision within the school
- Helping to review the school's policy on provision for pupils with SEND
- Assuring the Governing Body that the school website publishes the school’s SEND offer in accordance with the new Code of Practice
School contact telephone number: 02086737362 If you wish to contact our SEND Governors, please email the PA to the Governing Body, Caroline Siggers – firstname.lastname@example.org
2. What are the different types of support available for children with SEND in our school?
Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).
For your child this would mean
- That the teacher has the highest possible expectations for your child and all pupils in their class.
- That all teaching is built on what your child already knows, can do and can understand.
- That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning, giving longer processing times, the pre-teaching of Key Stage vocabulary and reading instructions aloud for example.
- That specific strategies are in place to support your child to learn, this might include the provision of recommended aids such as laptops etc.
- Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
Specific group work
Intervention / Targeted support which may be
- Run in the classroom or a group room.
- Run by a teacher, teaching assistant or a specialist (e.g. speech therapist)
Specified Individual support
This type of support is available for children whose learning needs are significantly different to their peers; often severe, complex and lifelong.
- This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.
- This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
- Your child might also need more regular specialist support in school from a professional outside the school.
As a parent of a child with SEN, you will always be asked to give your permission for the school to refer your child to the appropriate specialist professional. Most commonly this might be:
- Speech and Language therapist
- Educational Psychologist
- CAMHS (Children and Adolescent Mental Health Services)
- Occupational therapist
This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school. The specialist professional will meet with you and work with your child to understand their needs and make recommendations as to the ways your child is given support.
3. I’ve heard about Statements of SEN (now they are called Education Health Care Plans). What would this mean for my child?
- The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
- After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.
- After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write a Statement of Special Educational Needs or an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support.
- The Statement or EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used, and what strategies must be put in place. It will also have long- and short-term goals for your child.
- An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.
4. How can I let the school know that I am concerned about my child’s progress in school?
If you have concerns about your child’s progress, you should speak to your child’s class teacher initially. We are committed to an open dialogue with families to ensure that:
- Everyone develops a good understanding of the child’s areas of strength and difficulty
- We take into account the parent’s and carer’s concerns
- Everyone understands the agreed outcomes sought for the child
- Everyone is clear on what the next steps are
If you continue to be concerned that your child is not making progress, please do not hesitate to speak to the SENCo or Headteacher. The school SEND Governor, Amy Burns-Thomson can also be contacted for support via the PA to the Governing Body,
Caroline Siggers – email@example.com.
5. How will the school let me know if they have any concerns about my child’s learning in school?
If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to
- Listen to any concerns you may have.
- Plan any additional support your child may need.
- Discuss with you any referrals to outside professionals to support your child.
6. How will school measure the progress of my child?
- Your child’s progress will be continually monitored by his/her class teacher.
- His/her progress will be reviewed formally with the Headteacher, the Inclusion Leader and the SENCo every term.
- At the end of each key stage (i.e. at the end of year 2 and year 6), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results are published nationally.
- Where necessary, children will have an IEP, outlining specific targets related to their needs. Targets will be designed to accelerate learning and close the gap. Progress against these targets will be reviewed regularly, evidence assessed and a future plan made.
- The progress of children with a statement of SEN/EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.
- The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in.
- Regular book scrutinies and lesson observations will be carried out by the Headteacher, the Inclusion Leader and other members of the Senior Management Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.
7. How is extra support allocated to children and how do they progress in their learning?
- The school budget, received from Lambeth LA, includes money for supporting children with SEN.
- The Head Teacher, the Inclusion Leader and SENCo decide on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.
- The Head Teacher, Inclusion Leader and the SENCo discuss all the information they have about SEND in the school, including
-the children getting extra support already,
-the children needing extra support,
-the children who have been identified as not making as much progress as would be expected.
From this information, they decide what resources/training and support is needed.
- The school identifies the needs of SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.
8. How do we measure the effectiveness of the provision made for pupils with SEN at Telferscot?
- We use reports from teachers, any adults working with the child and parents alongside the data we collect in school to evaluate how effective the interventions and support for learning is.
- We meet regularly as a SEN team to discuss pupil support and to make adjustments accordingly.
- We report to governors on the progress and attainment of pupils with SEN so that we can be accountable for their achievements.
- We liaise with parents to evaluate how the support is best impacting on the child.
- Most importantly we use the pupil voice, listening to the child’s view of what is working and how we can best support their learning and emotional resilience.
9. Who are the people providing services to children with SEND at Telferscot?
Key SEN staff at Telferscot:
- Jenny Martin (Headteacher and Inclusion Leader)
- Sarah Brogden (SENCo)
- Angela Giuliani (Behaviour and Learning consultant)
- Susan Bowman (Specific Learning Difficulties Tutor for English)
- Laura Turner (Specific Learning Difficulties Tutor for English)
- Patricia Mavimbela (Speech therapist)
- Susan Williams (Play therapist)
- The Lambeth Educational Psychologist
Local Authority Provision delivered in school
- Autism Outreach Service
- School nurse All staff employed by the school have training particular to their area of expertise. More information on this can be gathered by contacting the SENCo, Sarah Brogden.
10. How are the teachers in school helped to work with children with SEND in our school, and what training do they have?
The SENCo’s job is to support the class teacher in planning for children with SEN.
The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEN. This includes whole school training on SEN issues, such as Autism Spectrum Disorder (ASD) and speech and language difficulties.
Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from the Autism Outreach Team.
11. What support do we offer for you as a parent of a child with SEN?
- The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.
- The Inclusion Leader and SENCo are available to meet with you to discuss your child’s progress or any concerns/worries you may have.
- All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
- Personal IEPs will be reviewed with your involvement every term.
- Homework will be adjusted as needed to your child’s individual requirements.
- A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.
Angela Giuliani (Learning and Behaviour consultant) provides individual advice and support to parents. Please enquire at the school office.
12. How do we accommodate children with disabilities?
Admissions for any disabled child will work in the same way as a child with an EHCPlan. The school can be contacted to discuss any specific needs that a child has in order to assess whether Telferscot is the right place for them. Please contact the SENCo in the first instance.
The needs of all pupils are met in a fair and equitable way. Care is taken to ensure that we do not treat disabled pupils less favourably than others as we value everyone’s presence at the school and believe that a diverse school community is a strong one.
Wherever possible we will ensure that our facilities are DDA friendly and we will make local adjustments to accommodate specific needs. These could include changing classroom furniture and layout, providing alternate space for a child or adjusting timetables or teaching methods. These will all depend on the needs of an individual child.
All of this can be referenced in Question 13 below and in our Accessibility Policy and Access Plan.
13. How is Telferscot Primary School accessible to children with SEND and disabilities?
- The school is fully compliant with DDA requirements.
- The school has access and ramps
- The front desk has a wheel-chair height section and is DDA compliant.
- We ensure where ever possible that equipment used is accessible to all children regardless of their needs.
- Before and after-school provision is accessible to all children, including those with SEN and disabilities.
- We actively encourage all children to participate in school trips, including residential trips, and no child is ever excluded from taking part in these activities
14. How will we support your child when they are joining this school? Leaving this school? Moving to another class?
We recognise that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.
If your child is joining us from another school:
- All children joining Telferscot have an admissions meeting prior to starting. This gives parents the best opportunity to share information about their child’s additional needs.
- If your child could be helped by a book/passport to support them in understand moving on, then one will be made for them/with them.
- Your child will be able to visit our school and stay for a taster session, if this is appropriate.
- The SENCo or Inclusion Leader will liaise with your previous school.
If your child is moving to another school:
- We will contact the school SENCo and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCo from the new school.
- We will make sure that all records about your child are passed on as soon as possible.
- If your child could be helped by a book/passport to support them in understand moving on, then one will be made for them.
When moving classes in school:
- Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. IEP s will be shared with the new teacher.
- If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.
- Whenever possible new teachers meet their new classes prior to September and often spend additional time with the children with SEN.
In Year 6:
- The SENCo will discuss the specific needs of your child with the SENCo of the child’s secondary school. In most cases, a transition review meeting to which you will be invited will take place with the SENCo from the new school.
- Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
- Where possible, your child will visit their new school on several occasions. Telferscot staff are happy to accompany them if parent wish it and in some cases staff from the new school will visit your child in this school.
- If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.
15. How will we support your child’s social and emotional development?
We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative.
All classes follow a structured PSHE (Personal, Social, Health end Economic education) curriculum to support this development. However, for those children who find aspects of this difficult we offer
- On-going support from Teaching Assistants.
- Lunchtime and playtime support.
- Available time with our Behavioural and Learning Consultant, Angela GuIliani.
If your child still needs extra support, with your permission the SENCo will access further support from external agencies.
16. Concerns or Complaints Complaints about SEN provision in our school should be made to the Headteacher or Deputy Head in the first instance. Responses to children’s behaviour within school is consistent, in line with our Behaviour Policy, although reasonable adjustments are made to accommodate individual needs The school has a zero-tolerance approach to bullying, especially towards children with SEN and disabilities, please refer to our anti-Bullying Policy. We will actively investigate all allegations and, if there is a case, work with both the bully, the victim, parents and carers and staff to affect a change.
17. Contact details of support services for parents of pupils with SEN Should you wish to liaise with external agencies, listed below are some additional services available in the local area. Should require any further support, please contact the SENCo, Sarah Brogden.