Nansen ACCESSIBILITY PLAN 2020 2023
SEND Policy 2021-22
SEND Code of Practice DFE
Welcome to the Nansen Primary School information page for Special Educational Needs and Disability (SEND)
The Inclusion Manager for Nansen Primary School is Cathryn Thomas.
You are most welcome to discuss any matters related to SEND. Please call the school office on 0121 389 3787 or send an email to firstname.lastname@example.org. Please read this information page and look at the links below to learn more about provision for SEND pupils at our school.
Suggestions for any further information on this page will be gladly received.
A child with a Statement of Special Educational Needs or an Education Health Care Plan is required to be admitted to Nansen Primary School if that is the named school in their Statement or Education Health Care Plan. This does give a child an overall priority for admission to Nansen Primary School.
Inclusion at Nansen Primary School
We pride ourselves on being an inclusive school. We are determined that every child has every possible opportunity to succeed. We ensure that children with SEN or disabilities are not treated less favourably than other pupils. An inclusion team strive to give the pupils as much support to ensure they can achieve progress. For different reasons some pupils need extra support to help them achieve their potential.
A number of pupils will not make as much progress for their age as they need to. Therefore they need some extra help for a set period of time. There are also pupils who have a specific learning or emotional need. The different kinds of special needs at Nansen Primary School are described here:-
Communication and interaction
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Cognition and learning
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Social, emotional and mental health difficulties
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Sensory and/or physical needs
Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age-related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning.
Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers. The environment has been adapted as much as possible to provide access to facilities for many children. The building is two-storey and does contain many staircases. Where we can adapt the environment for sensory needs we do such as blinds in classrooms and visual timetables in every classroom.
Education Health Care Plans (EHCP)
Some children’s needs cannot be addressed through just interventions and extra support. They may need an EHCP. This is a legal document which sets our a description of your child's needs (what he or she can and cannot do) and what needs to be done to meet those needs by education, health and social care.
Transition from Nansen Primary School
When a pupil with SEND moves from Nansen Primary at the end of Year 6 or before then it is highly important that all information is communicated to the receiving school. This takes place via visits to Nansen by the receiving school or from Nansen to the receiving school. This will include members of staff and of course the pupil.
Working in Partnership with Parents/Carers
As part of the Local Offer we are keen to work with parents/carers to support the needs of your children. Parents/carers identify their own child’s needs and are encouraged to discuss them with the Inclusion Manager. We like to meet with parents/carers regularly to review pupil progress. For children to make most progress they need to have the support strategies in place at home as well as at school therefore the meetings at parents evening are very important to attend.
How we identify SEN at Nansen Primary School
At Nansen Primary School the Inclusion Manager strategically leads the provision for children with a SEN.
We encourage parents/carers to discuss any concerns they have about their child’s learning and social needs with the class teacher and/or the Inclusion Manager.
Teaching staff are continually assessing the needs of all pupils. If a child has not made expected progress or is significantly behind their peers starting from the same baseline then staff will assess using the ‘Language and Literacy Toolkit'. This identifies the stage of learning that children are at and what the next stage of learning needs to be.
Planning for SEN pupils
Teachers plan the pupils learning activities to ensure that SEN pupils can access as much as possible. They use the pupil’s targets from the Language and Literacy Toolkits so that they can develop their individual key skills linked to the main learning objective for each lesson. Teachers will also adjust their learning environment to support the needs of pupils.
Support in Class
Inclusion team support staff work with groups of children with similar needs to ensure they can achieve their key skills. This is done within the pupils own class.
Pupils will be given extra support for particular key skills during other parts of the day as well as their usual English and mathematics lessons.
The Inclusion Manager works with a network of outside agencies:-
- Communications and Autism Team
- Pupil Support Services including support for hearing and visually impaired pupils.
- West Midlands Speech Language Therapy
- Educational Psychology Service
- Wilson Stuart Physical Disability Support Services
Training and Guidance for Staff
The specialist support services offer guidance and training to teaching staff as how to support individual children’s need so that they can develop emotionally, socially and academically. As well as individual training for staff managing specific needs all staff receive training for teaching pupils with communication and autism needs.
Evaluating the progress made by SEN pupils
All teachers are accountable for the progress made by SEN pupils. Although the children may not always make age related expectations they will be expected to make good or better progress from their starting point. The overall progress of SEND pupils is monitored by the Inclusion Manger with the Senior Leadership Team. Actions are taken to ensure pupils make as good or better progress than their peers in the local community and nationally.
Information about SEND pupils who are also in receipt of Pupil Premium or are Disadvantaged Pupils is collated by the SLT to ensure these pupils have appropriate provision and measure the impact that the support is having.
Concerns about SEND Provision
If you have discussed your child’s SEND provision with the class teacher and the Inclusion Manager and you are still concerned about your child then please contact the Head Teacher via the school office.
If following this procedure you are still not satisfied with the provision then please contact the Chair of Governors via the school office.
Enrichment for SEND Pupils
At Nansen we want ALL our children to achieve the best possible outcomes. We understand that enriching experiences are part of the journey to achieving those outcomes. We ensure our curriculum offer and wider opportunities are Nansen are open to all children – regardless of need. Many of our SEND pupils become student leaders; this can be on our school council, prefects, play leaders or one of our subject ambassadors. We also offer the chance to take part in out of school activities and clubs, our pupils who may have learning needs are also encouraged to take up these opportunities.