Menu

SEND

We are pleased to welcome you to the SEND page at Aldborough School. These pages will give you an insight into the values and work within the area of SEND in the Primary. The SENCO, in collaboration with the head teacher and governing body, plays a key role in determining the strategic development of the SEND policy and provision in the school in order to raise the achievement of children with SEND. Role of SENCO

Role of SENCO

I am Miss R Dyer and my key responsibilities as the SENCO include:

  • Overseeing the day to day operation of the school’s SEND policy
  • Liaising with and advising teachers
  • Managing the SEND team of teachers and learning support assistants
  • Coordinating the provision for pupils with special educational needs
  • Overseeing the records on all pupils with special educational needs
  • Liaising with parents of pupils with special educational needs
  • Contributing to the in-service training of staff
  • Liaising with external support agencies

To get in contact, please ring the school reception, and then ask to be put through to SEND.

SENCO - Miss R Dyer

0208166 8348

Role of LSA

Learning Support Assistants make a valuable contribution to the achievements of pupils. They may attend a student’s care needs but a high proportion of their role is educational. The key responsibilities of the LSA include:

Support for Pupils:

  • To provide in class, small group or individual support
  • To offer help, as appropriate, to any student experiencing difficulties
  • To praise, encourage and develop positive relationships
  • To foster the participation of pupils in the social and academic processes of the school
  • To enable pupils to become more independent learners
  • To help raise the standards and achievement for all pupils

Support for Teachers: 

  • To help develop effective collaborative working across the curriculum to support SEND pupils
  • To assist in the preparation of teaching and learning materials for pupils with SEND
  • To assist in the development and implementation of appropriate systems for recording the progress of pupils with SEND
  • To assist in the management of the whole class
  • To assist with display work
  • To provide regular feedback to the SENCO

Support for the School: 

  • To promote home school liaison for pupils with SEND
  • To contribute to review procedures for pupils with SEND
  • To liaise with staff and other relevant professionals and provide information about pupils as appropriate
  • To contribute to the evaluation of the school’s SEND policy and practice through discussions with relevant staff
  • To attend appropriate in-service training provided by school or LEA
  • To be aware of and follow school policies and procedures
  • To participate in educational visits
  • To attend meetings required for information, planning and development
  • To respect confidentiality at all times

Aims and Ethos

At Aldborough School we value all pupils equally. Our guiding principle is one of Inclusion. We want to identify and break down possible barriers to learning. The aim of Aldborough SEND policy is to develop a system of support, which enables pupils with special educational needs to make the greatest possible progress. The support systems are based on comprehensive whole school systems of monitoring, assessment and intervention.

Objectives in making provision for pupils with SEND

  • To ensure that all pupils including those with difficulties and disabilities have equal access to a broad, balanced curriculum which is differentiated to identify individual needs and abilities.
  • To ensure that all teachers are aware it is their responsibility to meet the special educational needs of pupils. In this they can draw on the resources of the whole school.
  • To ensure that every student has his or her particular needs recognised and addressed.
  • To seek the views of the student and involve him/her in the process of support.
  • To offer the high quality support to ensure that all student needs are met.
  • To fully involve parents/carers in the process of provision for the student.
  • To acknowledge and draw on parental knowledge and expertise in relation to their child.
  • To ensure the aims of education for pupils with difficulties and disabilities are the same as those for all pupils.
  • To maximise the opportunities for pupils with special educational needs to participate in all the activities of the school.
  • To enable all pupils to experience success.
  • To ensure that consideration of SEND crosses all curriculum areas and all aspect of teaching and learning.
  • To ensure that all teachers encompass the good special needs practice which is beneficial for all pupils.
  • To ensure awareness amongst staff that any student may encounter difficulties at some stage.

SEND Policy

SEN Information Report (Local Offer)

Redbridge Local Offer

SEATSS Team Contracts 

SEND in the Primary

SEND monitoring Interventions – School Interventions – Outside Agencies

Reading Age – Salford,

English – York Assessment of Reading Comprehension (YARC & Early Years YARC)

Mathematics – Sandwell Early Numeracy Test (SENT)

SIMs – data analysis

SIMs Behave – behaviour analysis

Class teacher / year leader feedback

Feedback

LSA feedback

Weekly LSA / TA meetings

Early Warning Meetings

TA and Teacher Observation

English and Maths Interventions

EAL support

Behaviour Intervention

Social Skills Group

ICT Software:

  • Lexia
  • Communicate in Print
  • In class LSA

After school clubs

Lunchtime clubs

Educational Psychologist

Hatton Outreach

Early Years Support and Advisory Service

New Rush Hall Outreach

Newbridge Outreach

Speech and Language Therapy

Special Education Resource Centre

Roding Hearing Impaired Outreach Service

Joseph Clarke Vision Impaired Educational Welfare Service

Child and Family Consultation Centre

School Nurse

Social Services

Secondary Liaison

During the Summer Term liaison meetings will be held with the main feeder secondary schools. This allows information about Year 6 pupils with SEN to be transferred so that it can be used in setting targets and to inform the Year 7 grouping process.

Pupils with statements / EHCP of SEND

Following the Year 5 Annual Review the local authority receives the paperwork they need so that Secondary Schools can be consulted over secondary school placements.

Reading Recovery

During allocated times during the school day pupils use an age appropriate Lexia computer programme to improve reading, spelling, and comprehension.

In-Class Support

The majority of support takes place within the classroom. Support is prioritised for pupils with Statements of Special Educational Needs and EHC Plans. There is also general support for other pupils as well as those who are on SEN Support. Teaching Assistants in class provide additional support for pupils that require it.

Social Skills group

Pupils are identified through discussions with class teachers along with the analysis of SIMS data. Lunchtime and Afterschool Clubs Various clubs run either during at lunchtime or after school. Some pupils will be identified to attend these clubs.

Outreach for SEND

Outreach Agencies and what they do

Hatton Outreach Teacher

Hatton School is a Special Primary School for pupils with general learning difficulties and other more complex needs such as Autism/Asperger’s Syndrome. Some pupils have speech and communication difficulties. The Hatton Outreach Teacher supports pupils with Statements  of Special Educational Need and EHC Plans at Loxford School, as well as those SEN support children who are referred directly for advice and support.

The New Rush Hall Outreach Teacher

The New Rush Hall Outreach Service aims to provide a comprehensive service that will enable mainstream schools to meet the needs of pupils with BESD. This is accomplished through support for teachers and pupils in the context of the whole school, thus minimising the need for placement in a special school.

The New Rush Hall Outreach Teacher supports referred pupils at Loxford that need additional support.

Educational Psychologist

The Educational Psychology Service works with schools, families and others in the care of children and young people who experience educational difficulties.

The school’s Educational Psychologist (EP) visits the school for 20 hours per term. The EP completes assessments of pupils identified as causing a significant concern and liaises with the SENCO.

CAMHS

CAMHS Early Intervention in Schools Programme (CEIS) is aimed at children and young people between the ages of 5 – 18 years, at risk of and/or experiencing mental health problems, through the use of evidence-based models of therapeutic and holistic mental health support.

Speech and Language Therapy Service

This service monitors the progress of referred pupils and provides support programmes for school staff and parents to enable children to communicate to the best of their ability. The speech and language therapist may work with pupils who have eating and swallowing problems too.

Joseph Clarke – Visual Impaired Service

This service provides training to staff and consultation about school environment for visually impaired pupils. The outreach workers also develop specific programmes for pupils and work with class teachers to assist pupils reach their full potential. Team members make home visits in order to work with parents/carers on specifically designed programmes to stimulate their child’s use of vision or compensate for lack of vision.

Redbridge Hearing Impaired Services

Roding Primary School provides an outreach service to pupils which includes:

  • in-class support for pupils;
  • in-service training and deaf awareness sessions;
  • care and maintenance of audio logical equipment;
  • the practical aspects of hearing aid care and management;
  • play-based activities to promote language development;
  • support and advice for families;
  • monitoring and assessment of progress.

Newbridge Outreach Teacher

Newbridge School is a community special school catering for children and young people between the ages of two and nineteen years who have a complex learning difficulty, often accompanied by additional special educational needs, which may include; Physical disabilities; Sensory impairment; Autistic Spectrum disorders; Challenging behaviour; and Medical needs. The Outreach teacher from Newbridge provides advice and support for children who have statements of SEN of EHCP as well as those SEN support children who are referred directly.

Special Education Resource Centre

This Centre, based at Newbridge School, Barley Lane Campus, provides advice and support in the use of information and communication technology with pupils who have special educational needs.

The Centre provides:

  • Assessment of the ICT needs of individual pupils
  • Training for teachers and support staff who work with pupils with SEND
  • Support and advice to parents of children with SEND

COVID 19

Useful Links