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20 Daws Lane, Mill Hill, London, NW7 4SL

020 8906 2983

admin@etzchaim-primaryschool.org.uk | Contact: Mrs Fraser, School Administrator |

Etz Chaim Jewish Primary School

Inclusion and SEND

Please click here to find details of the Barnet local offer.

Please click here for further information on how these changes might affect your child can be found in this useful publication.

Please click here to view our Accessibility Plan

 

Welcome to our SEN Information Report

Etz Chaim Jewish Primary School is a mainstream Free School.  We value all members of the school community and we embrace the fact that every child is different, and, therefore, the educational needs of every child are different.  We ensure that all pupils have equal access to a broad and balanced curriculum which is differentiated to meet individual needs and abilities. The SENCo is Mrs Sharon Mullish.

 

Questions

School Response

1

Identifying the particular special educational needs of a child or young person

  • We receive information from previous settings/schools
  • We will ensure thorough and individualised assessment of children, including:  observation, termly class-based assessment, diagnostic assessment
  • We are committed to communicating and consulting effectively with all stakeholders, including: Pupil Progress Meetings, Parent’s meetings, target setting with children, Early Years Foundation Stage home visits, Individual Education Plan meetings, involvement of Outside agencies
  • The progress of all pupils is monitored regularly by class/subject teachers and the senior leadership team, so that when a pupil is not making expected progress in a particular area of learning the school can quickly identify the need for additional support
  • If parents  have concerns about the progress or attainment of their child they should in the first instance make an appointment to speak to the class teacher to discuss their concerns, who will then liaise with our Special Needs Coordinator (SENCo) as appropriate

2

Consulting/working in partnership with parents of children with special educational needs and with young people with special educational needs

 

  • We enable parents to contact their child’s class teacher with ease
  • We provide Termly Parents meetings with the class teacher
  • We acknowledge and draw on parents’ knowledge and expertise in relation to their own child
  • We hold at least termly Individual Education Plan parents’ consultations for children identified as having a SEN; we work closely with parents to obtain their views and help shape provision for children
  • We have  Home/School communication books
  • We provide relevant information about how parents can support their child at home
  • We provide and annual reports to parents          
  • We work in partnership with parents to support each child/young person’s well-being, learning needs, progress and aspirations
  • Parents are invited to become involved in school-life through a number of means e.g. the PSA, hearing children read and ongoing invitations to school events throughout the year
  • We host regular programmes covering various subjects, giving parents the confidence to support their child’s learning at home
  • Our Governing Body includes Parent Governors/representatives

3

Consulting young people with SEN and involving them in their education

  • We take a supportive approach to encourage young people to take on an increasingly active role and develop their voice and participate in their review cycle in line with their readiness to do so
  • We regularly ask all children their views through means of a pupil questionnaire

4

How the progress towards any of the outcomes identified for children and young people with special educational needs will be assessed and reviewed, including information about how those children, their parents and young people will take part in any assessment and review

 

  • We use appropriate, intervention-specific assessment tools when children have taken part in an evidence-based intervention
  • We ensure that assessment levels are tracked each term
  • We hold termly Pupil Progress Meetings, involving the Class Teacher, Head Teacher and SENCo, during which we review the progress of children with SEN
  • We hold at least Termly Individual Education Plan meetings with staff and parents, along with the school Parent’s Evenings; we work closely with parents to obtain their views and help shape provision for children
  • We monitor that staff review progress with children and seek their views
  • Our Governors are responsible for monitoring the effectiveness of the provision in place for pupils identified with SEND and they will receive a report from the SENCO on the progress of pupils with SEND

5

Supporting children and young people with special educational needs in moving between phases of education, and in preparing for adulthood

 

  • We share information to support pupils’ learning and well-being at transition
  • We offer interventions for children who need additional support for transition as appropriate
  • We will liaise with local Secondary schools and offer additional meetings, visits and preparation for children who find transition more difficult
  • We incorporate the teaching of basic key skills necessary for a successful educational career and future adult life

6

The school’s approach to teaching/ learning and development of children and young people with special educational needs;

 

  • Children with SEN are inclusively educated within an age appropriate classroom with their peers most of the time
  • We ensure all teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all pupils are able to make progress
  • Teaching and resources are differentiated within the classroom to ensure children are able to achieve objectives.  For example, for a child who has Speech, Language and Communication Needs (SLCN), teachers will use simplified language and/or pictures to support them to understand new vocabulary
  • Our classroom and table-top displays support children’s independence
  • Where additional support is identified as necessary, children take part in planned, evidence-based intervention and are provided at a time to suit need
  • Support is personalised and targeted
  • Adults working with a child with SEN communicate regularly to ensure a consistent approach to teaching and learning

7

How the school adapt the curriculum/provision and additional learning support available to children and young people with special educational needs

 

  • We expect our Class Teachers to plan lessons according to the specific needs of all groups of children in their class, and will ensure that the child’s needs are met
  • Class work is differentiated in small groups and individually when required, Class-based Learning support assistantswork alongside the class teacher to support children with SEN individually/in small groups and to facilitate the class teacher working with children with SEN
  • Links are forged between classroom and intervention to ensure continuity
  • Provision, targets and outcomes are discussed termly and recorded on an Individual Education Plan, which is subsequently reviewed at the end of term
  • We use specific resources and strategies to support your child individually and in groups

8

How expertise in supporting children and young people with special educational needs is secured for teaching staff and others working with those children and young people

 

  • We seek to develop our provision and practice through engagement with Barnet and with our different network schools.         
  • We are committed to investing and developing the knowledge and skills of all staff to manage the challenges of the range of needs in the school, and to ensure that all support is of high quality
  • We provide regular training opportunities, which is disseminated to all staff
  • We invite Outside  Agencies to deliver whole staff training
  • We hold regular Learning support assistants meetings and training sessions
  • We ensure our liaison with SENCo, and Learning support assistants is effective 
  • We support individual teachers and support staff to attend training courses run by outside agencies that are relevant to the needs of specific children in their class

9

How the effectiveness of special educational provision will be assessed and evaluated, including information about how children, their parents and young people will take part in any assessment and evaluation

 

  • The SENCo and/or other member of the SLT hold termly Learning Walks/Observations to review effectiveness of provision
  • The SENCo produces a termly then annual summary report with regards to progress for children with SEN
  • Parents’ and Pupils’ views are sought verbally and through surveys
  • We hold multi-agency meetings as required
  • Progress is reviewed termly with pupils, parents and relevant staff through, for example, Parent Consultation Meetings and Pupil Progress Meetings

10

The additional learning support available to children and young people with special educational needs; 

 

  • Class-based Learning support assistants work alongside the class teacher to support children with SEN individually/in small groups and to facilitate the class teacher working with children with SEN
  • Differentiated resources to support children with SEN’s independence
  • Support from outside agencies when necessary
  • Access to evidence based SEN interventions in very small groups or 1-1
  • Specialist staff in school: SENCo

11

What activities are available for children and young people with special educational needs in addition to the curriculum

 

  • Our Equality/Inclusion Policy promotes involvement of all of our learners in all aspects of the curriculum including activities outside the classroom.
  • Where there are concerns for safety and access, a personalised risk assessment is carried out to consider if reasonable adjustments can be made to meet any additional needs; if appropriate parents are consulted and involved in planning.
  • We offer targeted extra-curricular activities, such as ball skills and choir – these are accessible to all children in selected year groups
  • We seek to ensure  other extra-curricular after school activities e.g. football or dance are accessible to all

12

What support is available for children and young people with special educational needs?

 

  • Our school provision map shows the range of interventions in place in our school which may be used when we identify a need for additional support
  • We support our teachers and Learning support assistants in developing classroom based support
  • We implement specific learning/social development interventions as appropriate according to specific need
  • We provide adapted resources e.g. practical resources, displays, table top reminders, visual timetables
  • We actively seek support from Outside Agencies (direct working and advice for staff)
  • We encourage and promote peer support e.g. Lunchtime Buddies
  • Personalised support, based on an Individual Provision Map
  • We will monitor the progress of all children receiving additional support to ensure that the provision we have put in place is having the impact we are expecting

 13

How is the decision made about what type and how much support my child/young person will receive?

 

  • We expect all staff to deliver Quality First Inclusive Practice (Wave 1) and this is clearly defined in our setting
  • Should additional (Wave 2 or 3) support be required, this is undertaken after consultation with the relevant staff, the learner and their families as necessary
  • We monitor all interventions for impact and outcomes are defined at the start of any intervention
  • Our SENCo oversees all additional support and regularly shares updates with the SEN Governor

14

How the emotional and social development of children and young people with special educational needs will be supported and improved.

 

  • We believe that the well being of all our children at Etz Chaim is paramount
  • We support our children with their social and emotional development throughout the school day, through the curriculum and a wide range of extra-curricular activities
  • Our SENCo facilitates communication to ensure all those working with the child, including the child themselves and the family, are aware of the support being implemented
  • Our children are educated for the vast majority of the day in their class with peers, including opportunities for mixed-ability collaboration
  • We have Foundation Stage Early Years Key workers who provide access to 1-1 emotional support throughout the day
  • We arrange additional support from specialist staff as needed for individual pupils
  • Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff
  • We regularly monitor attendance, support pupils returning to school after absence and take the necessary actions to prevent prolonged unauthorised absence.
  • We have a medical policy in place.

15

How facilities that are available can be accessed by children and young people with special education needs

 

  • We meet the requirements of the DDA Act , 1995
  • We meet the requirements of the Equalities Act (2010)
  • We have a number of toilets with disabled access
  • We have a toilet and wet room that can be accessed easily
  • We have a school where all our classrooms have wheelchair access
  • Although dogs are exempt from school, Guide Dogs are welcomed.
  •  We carefully consider the accommodating of children with needs each year when children move classes

16

How are the schools resources allocated and matched to the children’s special educational needs?

  • Where children have an Education, Health and Care plan we allocated resources appropriately and carefully.  If your child has an Education, Health and Care Plan it will specify how much support time your child will need. This will include the allocation of support, allocation of specialist support (Outside Agencies, for example, Speech Therapy).
  • We also fund specialist equipment and resources and work carefully with outside agencies.
  • We send our Learning support assistants and teachers on courses to support their work with pupils

17

Who can I contact for further information?

                 

 

  • We actively encourage parents in the first instance to talk to their child’s class teacher.
  •  For students with SEND, further information and support can be obtained from the SENCo, Mrs Sharon Mullish