Red Barn Primary School is a one-form entry mainstream school located in Portchester, Fareham. As part of our school vision, we strive to ensure that your children achieve well in both progress and final attainment whilst ensuring a stimulating and nurturing environment. We hope that the information outlined in this Information Report explains how we cater for our children with special educational needs or disabilities.
We understand that Special Educational Needs and Disabilities (SEND) covers a range of needs: cognition and learning; communication and interaction; social, emotional and mental health difficulties and finally sensory and physical disabilities. We value the relationship between the parents/carers, children and the school to ensure that a child’s education is a successful experience.
How does Red Barn Primary School know if children need extra help?
We constantly observe and monitor children’s welfare and behaviour as indicators for a child requiring additional help as well as listening to children and/or parents’/carers’ opinions. Within school, regular, rigorous monitoring of performance is paramount to ensure that children are best supported to make good or better progress. Class teachers are responsible for reviewing the progress of their class and each half term there is a formal Pupil Progress Review. Teachers will update their class tracking documents and, for any child whose progress is not in line with school expectations, will complete a Pupil Progress Review document in discussion with the Head teacher, Special Educational Needs Co-ordinator (SENCo) and colleagues. If your child’s progress is slower than expected, additional provision will be planned in at the start of each term, depending on levels of attainment. Details of how you as parents are involved in this process are found under ‘How will you help me to support my child’s learning?’
The school also conducts assessments on children whose progress is slower than expected or if parents and staff feel there is an underlying barrier to the child’s learning. These may be in the form of Reading (Salford Reading test), Spelling (Vernon Spelling test) or specific learning difficulties tests. For other areas, including Speech and Language, we refer to the Schools Therapy Pack for advice. Regular, honest discussions with parents as well as in-school observations are used as the indicators for emotional and behavioural difficulties.
We also work with Hampshire Educational Psychology (HEP) who assist us in helping diagnose and cater for special educational needs and disabilities.
Our class teachers will meet with you at least twice a year and welcome contributions from parents in terms of communicating any issues that the child may have. There is always an opportunity for you to meet with staff between these formal meetings and these can be arranged through the school office.
External agencies, such as doctors, physiotherapists, speech and language therapists and CAMHS (Child and Adolescent Mental Health Service) will also inform the school if there has been diagnosis and/or interventions that require school action.
A child’s needs will be cross-referenced against the SEND Criteria booklets to ensure consistency.
What should I do if I think my child may have special educational needs?
We recognise the key role that you, as parents and carers, play in the education of your child and encourage you to contact your child’s class teacher, the SENCo or the Headteacher at Red Barn Primary School if you have concerns. Details of how to contact HEPS are available from the SENCo. Depending on the nature of the concern, parents may also seek the advice of their doctor.
How will school support my child?
Cognition and Learning needs:
Wave 1: All children at Red Barn Primary School receive differentiated teaching in the core subjects, meaning that teachers use appropriate techniques to endeavour that all children can access the curriculum and this is known as ‘Wave 1’. In Reading, Writing, Numeracy and Spelling, children are taught in attainment groups meaning that the teaching input is at an appropriate level for the children. The teachers use thorough assessment strategies to identify the next steps for the children and these are planned on a daily basis with the aim of providing your child with an appropriate level of input the following day.
Wave 2: We recognise that, for some children, a greater level of differentiated input is required to ensure that they make progress in line with their peers. Children who have been identified as requiring additional help are recorded on a Provision Map which outlines the extra support they will receive. Depending on the need of the child, this may be in the form of an additional group session from the class teacher and we refer to this as ‘Wave 2’.
Wave 3: If the need is greater, a more personalised intervention programme is implemented and we refer to this as ‘Wave 3’. These programmes differ in their frequency and their duration and the Learning Support Assistants and class teachers work in partnership to review the targets regularly so that the next steps can be identified. A child is never withdrawn from their Literacy, Numeracy, Spellings or Science lessons to undertake these sessions – they are in addition to the Wave 1 and (possibly Wave 2) sessions from the class teacher.
Any child who receives additional intervention (Wave 3) for Reading, Writing, Numeracy and Spelling will have clear, focused targets identified by the class teacher in liaison with the Learning Support Assistant and SENCo. These targets are shared with both the child and the parent/carer on a termly basis and parents are welcome to contribute to this process if they wish to.
Social, Emotional and Mental Health:
We employ two Emotional Literacy Support Assistants (ELSA) who receive regular training on how to support and improve the welfare of vulnerable children. The ELSAs work with children who are experiencing emotional and behavioural difficulties on a weekly basis and are also deployed at lunchtimes to teach children strategies for positively interacting with their peers and resolving conflict. Within school, our ELSAs provide a one to one opportunity for children to address issues they may be experiencing and provide strategies for the child to use. You are encouraged to contact your child’s class teacher if you have any concerns over your child with regards to their emotional well-being and a request for the support of the ELSA may be made. The SENCo and ELSAs prioritise the referrals. Staff will contact you and a brochure outlining the role of the ELSA will be provided if your child is to work with the ELSA. On occasions, we also offer Therapeutic Storywriting.
Sensory (Hearing and Visual) and Physical:
Through discussion with you, we will follow the advice offered by external agencies on how best to provide for your child’s needs. This could take the form of following personalised programmes from health agencies and providing your child with appropriate equipment and resources. Assessments and changes to the programmes are carried out by external agencies and they will liaise with both you and the school to inform of any changes.
Communication and Interaction:
We can refer to the Speech and Language Therapy Service if there are concerns over a child’s ability to communicate and interact effectively. The SaL service will assess and may leave a programme of activities for the school to administer.
The Speech and Language Therapist (SaLT) will arrange a review of your child’s progress towards their targets and this can take place at school. You are encouraged to attend. You will be informed of progress through contact from the SaLT.
How will you help me to support my child’s learning?
Parents of children receiving individual programmes will receive a copy of their child’s targets recorded on an Individual Education Plan along with a letter from the SENCo explaining the provision in place and celebrating successes from the previous term. These letters are written on a termly basis.
There are two Parents’ Evenings each year (Autumn and Spring Term) which provide an opportunity for parents to discuss the progress of their child and teachers can explain how parents can support at home. We are happy to arrange further meetings for parents and these should be arranged through the school office. The SENCo and Head, if available, would be happy to attend these meetings.
The school is able to offer details of relevant agencies for parents to contact for further support.
The school is able to provide parents with details of how to support the teaching of Phonics, Spellings and Numeracy in the form of a booklet. Workshops on these areas may also take place and be led by the Headteacher and subject co-ordinators within school.
Class teachers will set homework that is differentiated accordingly so as to allow all children to access it at their level. We also have subscriptions for online programmes such as TT Rockstars (for Key Stage 2 children) which will provide your child with the opportunity to practise literacy and numeracy skills at home as well as in school.
What support will there be for my child’s overall well-being?
All staff at Red Barn undertake annual training on Child Protection and are clear on the signs and strategies for dealing with children who are experiencing issues. There are four trained Designated Safeguarding Leads in place and these are the Headteacher, the Deputy Headteacher/SENCo and two senior teachers. Children have received talks from Childline and feel comfortable about talking to an adult if they have a problem. The annual questionnaire to children indicates that an overwhelming proportion of children feel that there is an adult for them to talk with in school should they have a need.
The ELSAs attend ELSA supervision to share good practice with colleagues from different settings and these meetings are facilitated by an Educational Psychologist. Regarding needs of a medical nature, there are thirteen staff members trained in the delivery of First Aid and four Paediatric trained First Aiders in conjunction with our Health and Safety Policy.
We appreciate that lunchtimes can be a challenging time for children so we have taken measures to ensure that this is as well managed as possible. Some of our Learning Support Assistants are deployed to be pro-active in ensuring that your child experiences a positive lunchtime. The lunchtime staff are aware of the specific needs of pupils and are able to monitor and target intervention as and when is needed and would also monitor the ‘Friendship Stop’ with the aim of ensuring that children are happy through the lunch hour. Provision is made in the lunch hour so children have the opportunity to partake in sporting activities, use of the computers and supervised use of the Adventure Trail. There is a ‘Change for Life’ club run by school staff after school. The Personal Development Learning (PDL) curriculum is delivered at Red Barn Primary School and Relationships and Sex Education is taught in conjunction with the related policy.
We also support children of Service families to help them cope with the demands of deployment. For children from Service families, we also offer a weekly opportunity to e-mail and send photos to any parent on deployment. We greatly appreciate our Service families informing us of when deployment is taking place in order for us to make the appropriate provision within school. Our SENCo attends a termly Forces Network meeting.
What specialist services and expertise are available at or accessed by the school?
Depending on the nature of your child’s need, the Headteacher, SENCo or staff could seek advice from the following agencies:
Hampshire Educational Psychology (HEP)
Speech and Language Therapy (SLT)
Specialist Teacher for Visual Impairment (STAVI)
Primary Behaviour Support Team (PBST)
School Nursing Team
Occupational Therapy / Physiotherapy
Child and Adolescent Mental Health Team (CAMHS)
Locality Team e.g. to offer Positive Parenting
What training are the staff supporting children and young people with SEND had or are having?
The SENCo attends regular network meetings with other SENCos to share good practice and offer support and advice to each other as well as attending the annual SEN Conference in order to be familiar with the latest updates from the Hampshire SEN team.
The Headteacher is responsible for determining the training needs of staff. The Headteacher and SENCo facilitate a half termly meeting for all Learning Support Assistants. These meetings are used as an opportunity to share good practice such as activities and resources as well as disseminating any new ideas from external training opportunities. All staff who receive training are expected to share this with other members of staff where relevant.
In recent years, members of Red Barn Primary School have attended training on the following themes:
|Resiliency||ELSA Conference||Counselling Skills||Understanding Behaviour|
|Therapeutic Storywriting||Catch Up Numeracy||Catch Up Literacy||Manual Handling|
|Precision Teaching||Autism for LSAs||Toolkit for LSAs||Difficult Behaviours|
|Supporting Speech and Language in the Primary School||SENCo Circles||ELSA Network Meetings|
How accessible is the school environment?
The school site is a one story building so the vast majority of areas are accessible to all. The Key Stage 1 playground and independent working area in library are on a different level and accessed via steps only. The school can be accessed using a gradual path as an alternative to steps. The school has a fully accessible disabled toilet. The Year 6 classroom is only accessible via steps however alternative arrangements would be made if the need arose.
With inclusion at the heart of our practice, risk assessments are carried out ahead of school trips with the aim of ensuring risks can be minimized sufficiently to allow all children to participate. We endeavour to use transportation with wheelchair access where possible. When relevant, we would liaise with you about transportation to and from an event.
How will the school prepare and support my child when joining Red Barn Primary School or transferring to a new school?
We understand that transition can be an anxious time for both you and your child and we place great importance on knowing and understanding your child’s needs before they start with us. Your role in helping us achieve this is very important and greatly appreciated.
If your child is joining Red Barn Primary School from a different setting, we will offer a tour of the school at a time that is convenient to both parents/carers and staff. If your child has existing needs identified, we will attend transition meetings with the current setting to ensure a smooth transition.
Children joining our Reception class will be invited to a series of ‘Stay and Play’ sessions where they will meet the key members of staff working with them as well and become familiar with the layout of their new setting. You will be invited to attend an evening meeting to be informed of all arrangements regarding joining the school and meeting all members of staff at Red Barn Primary School. Children attending the attached Red Barn Pre-School will undertake sessions with the Reception staff on a weekly basis in the Summer Term. Reception class staff are happy to visit children either at home or in their nursery setting and will liaise with you to arrange this if requested.
For parents with children with an Education, Health and Care Plan (EHCP) who wish for their child to join Red Barn Primary School, we would offer to meet you to discuss how we would be able to meet the needs of the child. We may seek the advice of Hampshire SEN team to ensure that we could best provide for your child.
It may be that the Local Authority have determined the level of support a child must receive, in terms of equipment and hours, and Red Barn Primary School will adhere to this.
When your children leaves Red Barn Primary School, the level of need will determine whether an Transition Partnership Agreement (TPA) is required to ensure that the next setting will be familiar with the needs of the child ahead of their move. Parents will attend this meeting as will staff from the next setting to agree the provision that will be in place. If you have concerns over your child’s transition from Red Barn Primary School to a different setting, you are welcome to discuss these with the class teacher, Headteacher and SENCo.
The school also conducts Transition Partnership Agreement meetings for children who would benefit from a more structured transition either into Red Barn or onto their next setting. For these TPA meetings, parents are invited to meet the professionals from both settings and targets and actions are agreed.
How is the decision made about how much support my child will receive?
With children in receipt of an EHCP, the Local Authority in which you reside has determined the level of support a child must receive, in terms of equipment and hours, and Red Barn Primary School will adhere to this. Parents will be invited to attend Annual Review meetings where the long term objectives are reviewed and specific targets are set. Professionals from other agencies are invited to attend or contribute to these meetings to ensure a full picture of the progress and future needs are discussed.
Red Barn Primary School’s class teachers will carry out half termly reviews of pupil progress and can request additional support for children that are making slower progress than expected. This support may take the form of additional hours from our Learning Support Assistants. Each term, the SENCo will review the needs of the school and determine the deployment of the Learning Support Assistants accordingly. Depending on the level of need, the SENCo and class teacher may seek the advice of an external agency for advice on how to best support the child. This is also the case for visual, hearing, physical and emotional and behavioural difficulties.
How will I be involved in discussions about and planning for my child’s education?
Your child’s class teacher will invite you to attend two Pupil Progress Reviews a year. If you wish, you may request additional meetings to discuss their child’s progress and provision with either the class teacher, SENCo or Headteacher and these can be booked through the school office. The SENCo will write to parents of children receiving personalized programmes to inform them of the progress that has been made and share the new targets that have been identified by the class teacher. Through the meetings offered, parents are able to offer suggestions as to areas that they would like addressed and the school will act accordingly if in agreement.
Who can I contact for further information?
In the first instance, we encourage you to contact their child’s class teacher or SENCo or the Headteacher. We aim to be able to answer any questions you have or signpost you to external agencies for additional support or advice. The Governor responsible for overseeing SEND or Chair of Governors can be contacted through the school office.
Parents can also access Hantsweb, a website with further information and links.
The new Hampshire SENDIASS (Special Educational Needs and Disability Information, Advice and Support Service) can be contacted via the website: www.hampshiresendiass.co.uk; email: firstname.lastname@example.org or telephone: 0808 164 5504.