Our Special Educational Needs Coordinator (SENDCo) is
The Beeches Community Primary School values the abilities and achievements of all of its pupils and is committed to providing each pupil the best possible environment for learning.
One Page Profiles
Each child on the special educational needs or disability (SEND) register will have a ‘One Page Profile’, written by the child in collaboration with parents/carers and school staff. It helps us ensure that all adults working with the child is aware of the important information about them and how best to support them. We’ll send each child’s one page profile home from time to time for parents or carers to add/ change/ update bits.
SEN Support Plans
Most of our children on the SEND register will also have an SEN Support Plan which details SMART (specifc, measureable, achievable, realistic and time based) targets that the child is working towards each term. The ‘strategies/ resources’ section will explain the extra provision the child is receiving to support them. Parents/ carers please look out for the ‘What parents/carers can do to help at home’ section. This will give you specific activities to try at home with your child to help them to achieve their target. Your child's teacher will often send home resources to support with the activities (as well as sending you a copy of the support plan to keep at home).
In addition, Mrs Cullimore monitors and tracks every child on the SEND register and the impact their interventions are having by using provision maps. These simply identify the child’s SEND need, what intervention they are having, how often, for how long and with who. These provision maps also track the child’s progress detailing their start and end data so that the impact of the intervention can be measured and contribute towards the review process for that intervention and child. Ultimately we want to ensure the intervention is having a good impact on learning and is helping the child to progress and achieve their targets. If for whatever reason the intervention is not having a good enough impact then we will stop it and change it for something different that hopefully will.
Please also read our school SEND Information Report and our SEND policy (both below) for further information about how we support our children at The Beeches with their SEND.
For parents/ carers please remember that the first port of call for any concerns is your child’s class teacher. However, Mrs Cullimore is also available to discuss matters or meet with you. Please talk to your child’s class teacher about this, call the school on 01473 741225 or book a meeting via the school office. Additionally you can also submit a comment using our website – click on ‘About us’ and then ‘Contact details’ and scroll down to the contact form.
An overview of our school's SEND provision
We are an inclusive school and may offer a range of the following provision as set out below to support our children with communication and interaction, cognition and learning difficulties, social, emotional and mental health, sensory and/or physical needs or medical conditions. The range of support deployed will be tailored to individual need following assessment by internal or external agencies and discussions with staff, children and parents or carers.
- High quality teaching and differentiation.
- Whole class screening, assessment and data analysis to support identification of children needing more support and to closely monitor progress.
- Pupil progress meetings with each teacher to support identification of pupils needing additional support.
- Highly trained and skilled staff.
- Continuous professional development and training for all teachers, teaching assistants and learning mentors including Speech and Language led by our NHS therapist, Autism Spectrum Disorder led by Specialist Education Service(SES), effective target setting and monitoring for SEN support plans led by Mrs Cullimore (SENCO) to name a few.
- Teaching Assistant (TA) support in class, in small group work or on a 1:1 basis.
- Home School Liaison Manger – support through Family Network Meetings (FNM).
- Learning Mentors working with individual and small groups of children and their families.
- One page profiles written in collaboration with children and parents.
- Specific targets set through a SEN Support Plans.
- Regular reviews of targets and provision.
- Interventions linked to classroom practise and in response to assessment in the classroom.
- Referrals to, and involvement from, an Educational Psychologist.
- Working closely with specialist schools or units e.g. Thomas Wolsey School or dual placements.
- Streaming for phonics teaching from Reception to Year 2.
- Conversations with parents/ teachers/ SENDCo.
- Working closely with our local Children’s Centres and High Schools to ease transition.
- Transition meetings between staff (teachers, SENDCo and Home School Liaison Manager) to ease movement of children from one year group to the next.
- A range of resources e.g. writing slope, pencil grips, adapted equipment.
- Visual timetables / support used.
- Range of lunchtime groups e.g. social skills, EAL support, speech and language.
- Afternoon nurture sessions (KS1 and KS2).
- Supporting statements / letters written for referrals to outside agencies/ GPs/ Paediatricians.
- Attendance and contributions to a range of multi-agencies meetings.
Communication and Interaction
- WellComm Speech and Language screening tool and Language Link
- Assessment on the Renfrew Language Scales tests.
- Speech and Language therapy (NHS) and specialist TA in school follow up work.
- Thrive intervention and individual targets set for these sessions.
- Picture Exchange Communication System (PECS).
- ‘Now and Next’ boards.
- 1:1 and small group support from specialist TAs trained in WellComm, Elklan etc.
- Involvement of County Specialist education Service (SES) to support children with ASD and social and emotional difficulties.
- Lego therapy.
Cognition and Learning
- Dyslexia screening
- Irlen’s syndrome screening
- Screening/ assessment on the British Picture Vocabulary Skills test (BPVS) and specific English/ maths assessments.
- English support – Stiles phonics, Scaffold Sentences, Cracking the Code, 1:1 additional Teacher and TA sessions, Basic Support for Grammar.
- Additional 1:1 reading sessions.
- Maths support- Numicon intervention, Plus One, Power of 2, 1:1 additional Teacher and TA sessions.
- Involvement of dyslexia specialist team- SES
Social, Emotional and Mental Health
- Specialist Education Service.
- Thrive groups - an afternoon session once a week per group.
- Referrals to mental health services for children and young people via the The Emotional Wellbeing Hub and/or Educational Primary mental Health Workers.
- Social skills/ self esteem groups.
Sensory and/or Physical
- Specialist equipment
- School nursing team involvement.
- Referrals to OT.
- Fine motor skills development through ‘Write from the Start’ programme.
- Involvement of Sensory and Communication team.
- Care plans.
- Wheelchair access to most areas of the school (via a lift and temporary ramps).
- School nursing team involvement.
- Specialist trained staff to support specific conditions e.g. epi pen/ diabetes training.