At Stondon Lower School we believe in giving everyone, every chance, every day to achieve his or her full potential in all aspects of school life, through a topic based curriculum that is rich, varied and challenging. We aim to raise the aspirations, and expectations for all pupils regardless of gender, race or ability.
Stondon Lower School follows the Special Educational Needs and Disabilities Code of Practice (2014) for children who have special or additional needs. The four broad ‘areas of need’ identified by the Code are Communication and Interaction, Cognition and Learning, Social, emotional and Mental Health Difficulties, and Sensory and Physical needs.
All classes in school are of mixed ability. We are sensitive to the needs of every child and seek to provide a targeted educational provision for pupils, alongside a differentiated curriculum. We also endeavour to ensure that achievements by all children are appropriately recognised and celebrated. If a child has special or additional needs, parents will be informed that their child is being registered on the special needs register. These children will have an individual education plan (IEP), which will be reviewed regularly with both the child and their parents/carers.
For a small proportion of children, the school may need to involve the use of advice of specialists outside of school. Parents will always be informed of this in advance so that they have the opportunity to ask questions and raise any concerns.
There is a member of staff in school who is responsible for children on the SEN register and to support staff and parent: Mrs N Foxall is the school SEND co-ordinator. The Governing Body has appointed Debra Ellison as their representative to provide a critical friend to the school with special responsibilities for SEND.
Central Bedfordshire Council SEND Parent and Young Person Parent Partnership Service (PYPPS) is a statutory service who work at arm’s length from the authority and offer a free confidential support service for parents and carers of children with special educational needs. For further information about this service and other relevant documentation please contact the link below.
All Central Bedfordshire Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities (SEND) and are supported by the LA 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 SEND being met in a mainstream setting wherever possible.
Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with SEND aged 0-25. This is the 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.
For further information about the Central Bedfordshire Local Authority offer click on the following link:
This utilises the LA Local Offer to meet the needs of SEND pupils as determined by school policy, and the provision that the school is able to meet.
The following are some key questions you may ask about your child. We hope these outline the provision available at Stondon Lower School for children with SEND. Please click on any question to view an answer. If you need any more information about SEND support at Stondon Lower School please contact Mrs Foxall on firstname.lastname@example.org
Click a question to read the answer:
Q1. What does 'special educational needs and disabilities' (SEND) mean?
Some children find it more difficult to learn and make progress. Children can have needs and difficulties that affect their ability to learn. For example, a child with emotional and social difficulties may have problems making friends or a child may have specific difficulties with reading, writing or maths. A child may have a disability such as a hearing or sight impairment. Children who are identified as having significant difficulties in school are categorised as having special educational needs or disabilities or SEND.
Q2. Who are the best people to talk to at Stondon Lower school about my child's difficulties with learning, special needs or disabilities? (SEND)
If you have any concerns regarding your child's progress or ability to adapt to the school structure you should arrange an appointment to speak with your class teacher initially. They will be able to listen to your concerns and consider any adaptations to teaching and learning provision within school to support your child.
There are a number of communication mechanisms open to you:
The class teacher is responsible for:
The Head teacher is Miss S Woodham who is responsible for:
SENCO (Mrs N Foxall) will:
The SEND Governor is Debra Ellison who is responsible for:
Q3. How does the school identify children with SEND?
Approximately 1 in 5 children nationally are identified as having SEN but many more children will have special educational needs of some kind during their education.
A pupil is considered to have Special Educational Needs if they have either a learning difficulty or a disability and they need special educational provision to be made for them. Special educational provision is defined as any education provision which is additional to or different from that generally made for others of the same age in mainstream school.
At Stondon Lower School we believe that class teachers are teachers of all children. It is their responsibility to meet the needs of all pupils within their care. They do this by employing high quality teaching strategies which acknowledge the individual needs of each pupil in their class. Teachers continuously monitor the progress and attainment of every pupil in their class. When a pupil does not make adequate progress this is identified, and provision is put in place within the classroom setting to try to address this. The Code of Practice suggests that pupils are only identified as having a Special Educational Need if they continue to fail to make adequate progress once they have had all the appropriate Wave 1 interventions/adjustments and quality personalised teaching.
At Stondon Lower School if this is the case the pupil is then identified as having a Special Educational Need.
Staff may use a variety of assessments both formal and informal to help them reach judgements about your child's individual needs. The SENCO, in collaboration with yourselves may also facilitate a referral to specialist support services, such as Speech and Language therapy, to enable the best possible provision for your child.
Q4. How will the school let me know if they have concerns about my child's learning?
Every child's progress is measured continuously throughout each academic year in reading, writing, maths and science. Whilst there are times when all children's learning slows or accelerates, we use this information to identify any children who may have difficulties. Children's progress is discussed at school pupil progress meetings held half termly. Any children not making expected progress will be discussed and a plan will be put into place. This may be to provide them with some extra support in a particular area (e.g. a reading intervention).
If concerns persist and your child is identified as not making progress, the school will set up a meeting to discuss this with you more detail and to:
Following this discussion a decision will be agreed as to how we can support your child more effectively. At this stage they may be listed on the school's Special Needs register.
Q5. How is extra support allocated to children and how do they progress in their learning?
Quality First Teaching is funded through the school budget, received from Central Bedfordshire LA which is based on pupil numbers. This includes money for supporting children with SEND.
From this information, they decide what resources/training and support is needed.
Q6. What are the different types of support available to children with SEND in Stondon Lower School?
a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).
For your child this would mean:
Specific group work
Intervention which may be:
b) School Support
If your child continues to progress at a slower rate than their peers, and attain at a lower level despite the intervention outlined above, or continue to struggle to overcome barriers to learning, the school will identify your child as having Special Educational Needs, and will place your child on the SEND list at School Support level. This will happen in collaboration with yourself and your child. When your child is placed at School Support, the class teacher remains responsible for monitoring, evaluating and delivering provision for your child, in collaboration with yourselves, your child, other staff within school and the SENCO.
Typically your child will:
c) Specialist groups run by outside agencies, e.g. Speech and Language therapy
This means a pupil has been identified by the SENCO/class teacher as needing some extra specialist support in school from a professional outside the school. This may be from
What could happen?
d) Specified Individual support
This type of support is available for children whose learning needs are 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 may also need specialist support in school from a professional outside the school. This may be from:
For your child this would mean:
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
Q7. How will we support your child when they are joining this school? Leaving this school? Or moving onto another class?
We recognise that transitions can be difficult for a child with SEND, and we take steps to ensure that any transition is a smooth as possible.
If your child is joining us from another school:
If your child is moving to another school:
When moving classes in school:
Transfer to Middle School at the end of Year 4:
Q8. Who are the other people providing services to children with SEND in Stondon Lower School?
Local Authority Provision delivered in school
Health Provision delivered in school
Q9. How are the teachers in schools helped to work with children with SEND and what training do they have?
The SENCO's role is to support the class teacher in planning for children with SEND.
Q10. How will teaching be adapted for my child with SEND?
Class teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child's needs are met.
Q11. How will we measure the progress of your child in school?
As with all children in the school the class teacher will continually monitor his/her progress and routinely review their overall progress against targets.
His/her progress will be reviewed formally with the Head teacher and SENCO every term in reading, writing and maths.
Q12. What support do we have for you as a parent/carer of a child with SEND?
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. All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report
Q13. How is Stondon Lower School accessible to children with SEND?
The playgrounds and the field are fully accessible to wheelchair users or those with physical difficulties.
Q14. How will we support your child's emotional and social 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 and anxiousness.
Other useful information and advice on a range of issues from ‘looking at schools’ and ‘understanding the jargon’ can be found by following the link below.
Details of Free Drop In Information sessions for parents/carers and young people regarding Special Educational Needs and Disability in an educational setting can be found by following the link below.
Stondon Lower School