Special Educational Needs Information Report
Buckingham Primary school is a maintained school and is supported by the Local Authority to ensure that all pupils, including those with specific needs, make the best possible progress in the school. Buckingham School adheres to ensuring that all children are given the opportunity to fulfil their potential. We are committed to raising attainment and promoting inclusion. The school will seek to identify and address all possible barriers to learning.
Information about Local Authority provision for children and young people with Special Educational Needs and Disability
Please click on the link for information: - https://www.afcinfo.org.uk/local_offer
How are pupils with special educational needs identified?
The principle of early identification and intervention underpins our approach to identifying those pupils who need extra help and those who might have special education needs. Extra help may be put in place, even if special educational need has not been identified. This additional support will enable the pupil to catch up.
The majority of pupils will have their needs met through appropriate classroom arrangements and suitable differentiation.
Despite high quality targeted teaching, some pupils may continue to make insufficient progress. For these pupils, and in consultation with parents, strengths and weaknesses are identified and used to identify an appropriate intervention programme. Additional assessments might be carried out internally by the Inclusion Manager (SENCO). These might include the Phonological Assessment Battery, York Assessment of Reading for Comprehension and others.
At times, it may be necessary to consult with outside agencies to receive more specialised expertise. External professionals, including Educational Psychologist, Speech and Language Therapist and Occupational Therapist, might carry out further assessments with a pupil. The purpose of these more detailed assessments and reviews is to understand what additional resources and different approaches are required to enable the pupil to make better progress. At this point, because the pupil requires additional and extra provision, we will have identified that the pupil has a Special Educational Need and he or she will be added to the school’s SEN Register.
If the pupil makes good progress using this additional and different intervention (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a Special Educational Need.
We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.
The impact of any additional provision made for a child will be measured and reviewed during the comprehensive termly pupil progress meetings with the Head Teacher, Deputy Head Teacher, Inclusion Manager and classroom staff.
Parents/carers are able to initiate the identification procedure by requesting an appointment with their child's class teacher. During the meeting any information provided and concerns raised by parents should be logged on a "Cause for Concern" form.
Who are the best people to talk to about my child’s difficulties, special educational needs and disability?
In the first instance, please talk to your child’s teacher about your concerns.
The class teacher may discuss your concerns with the school’s Inclusion Manager (SENCO).
If you wish to arrange a meeting with the Inclusion Manager (SENCO), please call the school office and the Reception staff will put you in touch. You can also send an email to firstname.lastname@example.org
The Inclusion Manager at Buckingham School is Mrs Shah. Within this position, Mrs Shah also fulfils the role of the Special Education Needs Co-ordinator- SENCO.
If you continue to have concerns, you may wish to discuss these with the Head Teacher- Mrs Boyle.
See below the staff roles and responsibilities
Staff – roles and responsibilities
Class teachers are responsible for:
High quality targeted classroom teaching.
For your child this would mean that:
The teacher has the highest possible expectations for your child and all pupils in their class.
The teacher plans lessons taking into account the needs of all groups of children in their class, starting with what they already know, can do and can understand.
Teaching is adapted so that your child is fully involved in learning in class. This may involve things like using more practical learning.
Additional strategies may be put in place to support your child to learn.
The teacher may, if necessary, work with the support staff to meet the needs of your child.
Specific resources and strategies may be used to support your child individually and in groups.
The teacher will meet with you to provide feedback on progress.
The Inclusion Manager (SENCO) is responsible for:
Coordinating all the support for children with special educational needs or disabilities (SEND)
Developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
Ensuring that you are:
involved in supporting your child’s learning
kept informed about the support your child is getting
involved in reviewing how they are doing
Ensuring that your child is involved in setting and reviewing targets.
Liaising with other professionals who may be coming into school to help support your child’s learning e.g. Speech and Language Therapist or Educational Psychologist.
Updating the school’s Special Educational Needs and Disability register (a system for ensuring all the SEND needs of pupils in this school are known).
Keeping up to date records of your child’s progress, needs and support.
Providing specialist support for teachers and support staff in the school so that they can help children with Special Educational Needs and Disability in the school achieve the best progress possible.
Maintaining resources to enable appropriate provision to be made.
Managing and arranging the allocation of additional support staff-teaching assistants.
The Head teacher is responsible for:
The day to day management of all aspects of the school, this includes the support for children with Special Educational Needs and Disability (SEND).
Making sure that the Governing Body is kept up to date about any issues in the school relating to Special Educational Needs.
Liaising with the Inclusion Manager to ensure that suitable provision is made for every child with Special Educational Needs.
She is responsible, together with the Inclusion Manager and class teacher, for ensuring that your child’s needs are met.
The Governing Body are responsible for:
Ensuring that the special needs provision is made for any pupil with additional needs and that it complies with the current legislation.
Regularly reviewing the Special Needs Policy and approach to Special Needs provision.
Ensuring that the school is committed to inclusive education and that due regard is given to The SEN and Disability Code Discrimination Act.
Responding, when deemed necessary, to concerns from parents of pupils with special educational needs regarding provision.
Teaching Assistants are responsible for:
Assisting in the provision for pupils with additional needs
Liaising with the Inclusion Manager (SENCO) to ensure that suitable provision is made for every child with additional needs.
Keeping records of aspects of child's progress.
How will the school prepare and support my child when joining Buckingham School or when transferring to a new year or school?
At Buckingham School, we work closely with the educational settings used by the pupils before they transfer to us in order to seek the information that will make the transfer as successful as possible.
Initial admission to Buckingham Primary School
As with all admissions, please refer to the school and borough policies.
We would encourage all parents of children with additional needs to visit the school and discuss the child’s needs with the Inclusion Manager (SENCO) in order to inform your choice of school for your child.
It is important that all information regarding your child’s needs is included in the school application. The Inclusion Manager (SENCO) will use this information to support a smooth transition.
Once your child has been allocated a place, the Inclusion Manager (SENCO) will contact you to plan your child’s transition into our school. Where possible, your child’s previous school will be contacted.
Moving to next year in school:
Information will be passed on to the new class teacher IN ADVANCE. A planning meeting will take place and all records will be shared with the new staff. The shared information includes pupils’ strengths, interests and successes; pupils’ areas for development and additional needs, and advice on necessary interventions and adjustments to support pupils’ learning.
Children will have an opportunity to meet their new teacher and spend time in their new classroom before the end of the summer term.
Some children may benefit from additional support to help them understand moving on and this will be made available for them.
If you have any concerns or questions when your child starts the new academic year, you may wish to discuss these with the class teacher or the Inclusion Manager (SENCO).
Please note, that the whole school Parent/Teacher Consultation meetings also take place in the first half term.
Moving on to Secondary School:
Your child’s transition will be carefully planned and managed by staff from both schools. You and your child will be involved in this process.
Where necessary, the Inclusion Manager (SENCO) will offer additional support to parents regarding transition and choice of school.
Few pupils may require additional support during their transition to secondary school. The identified pupils may be included in the additional transition project which runs in partnership with Hampton Juniors, Hampton Hill Juniors, Buckingham and Hampton High.
Once Secondary School places are allocated, the relevant Inclusion Managers are invited to attend the Annual Review of any Year 6 child who has an Education Health and Care Plan.
At the time of transfer to secondary school, relevant records are passed on to the receiving school. Where appropriate, direct contact is made with the receiving school’s Inclusion Manager (SENCO) and /or the teacher responsible for pastoral care. The shared information includes pupils’ strengths, interests and successes; pupils’ areas for development and additional needs, and recommendations on adjustments necessary to support learning. When necessary, additional visits may be arranged to their next school.
All SEN documentation is sent on to the receiving school of any child who transfers mid-year.
How is my child’s progress measured?
If you or staff have any concerns about your child’s progress or age appropriate development, a meeting will be arranged. Additional strategies will be implemented to support your child’s identified need.
Your child’s progress is continually monitored by the class teacher.
Child’s progress is reviewed formally every term and a National Curriculum standard is given in reading, writing, mathematics and science. The school uses the Target Tracker assessment tool to track progress of all pupils.
At the end of each Key Stage (at the end of Year Two and Year Six), all children are required to be formally assessed using the Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results are published nationally.
Some pupils with additional needs may need additional adjustments to support them in taking part in the tests. Such arrangements may include access to 25% of additional time, a reader or a scribe where appropriate, and rest breaks.
Some pupils may not be able to access the tests despite the provision of additional arrangements, and can be withdrawn from taking part.
The class teacher and the teaching assistant will also monitor closely the progress within any individual or group interventions.
Additionally, members of senior staff monitor progress of pupils through lesson observations, learning walks and observations of additional intervention.
Where outside professionals are involved, regular progress review meetings will be arranged. You will be invited to these meetings.
If a pupil continues to remain a significant cause for concern despite the additional measures taken, a request to the Local Authority for an Education Health Care Plan may be made.
The progress of children with an Education Health and Care Plan is formally reviewed at an Annual Review together with parents and all adults involved in the child’s education.
What types of support may be suitable and available for my child?
The type of support will depend on the nature of your child’s needs and difficulties.
Our education provision will support the four broad areas of need:
Communication and Interaction
Cognition and Learning
Social, emotional and mental health
Sensory and/or physical needs
Once concerns about pupil’s progress have been expressed, the Inclusion Manager (SENCO) will start gathering information from all involved (i.e. class teacher, parents, support staff, pupil). The information gathered will then help the school to decide on appropriate type and level of support needed.
The school uses a graduated approach to respond to pupils’ needs and learning:
1. High quality classroom teaching with appropriate differentiation to meet the needs
of all learners in the classroom including those with Special Educational Needs.
2. For some identified pupils, a targeted short term provision may be appropriate.
This may involve specific one to one or small group interventions.
3. In a small number of cases, advice and support from outside agencies may be
requested. This may trigger additional or different intervention for a child with
identified special needs.
4. If a pupil continues to remain a significant cause for concern despite the additional
measures taken, a request to the Local Authority for an Education Health Care
Plan may be made.
5. The progress of children with an EHC Plan is formally reviewed at an Annual
Review together with parents and all adults involved in the child’s education.
What type of support will be available to a child with social and emotional needs?
Buckingham Primary School recognises the significant impact that adversity, social and emotional difficulties, and low self-esteem can have on a child’s learning and emotional well-being. We are committed to providing a caring and nurturing environment where children feel safe and supported in developing positive strategies to cope with challenges, build their resilience, confidence and self-esteem; and to improve their emotional well-being.
The school offers a variety of nurture and social skills provision which help children with understanding, discussing and managing feelings, and support them in developing resilience, confidence and greater self-esteem.
The provision may include:
Bright Eyes Programme for Early Years children
“Fun Friends” programme delivered by trained and experienced Teaching Assistant
Resilience programme delivered by the school’s experienced Arts and Well-being Consultant
Social skills groups which use programmes such as “Zones of Regulation”
One to one counselling/art therapy by the Arts and Well-being Consultant (through the referral process)
Whole school “Adult Mentors” initiative which enables a child to have a regular one to one access to a trusted adult.
Harlequins Foundation Resilience Programme
Regular initiatives run by the school’s Personal, Social and Health Education Co-ordinator.
Where appropriate, school can also refer children (with parental consent) to external services like the Emotional Health Service.
Children’s social and emotional needs are discussed and reviewed regularly by the relevant staff. Advice and training on supporting individual pupil’s needs is provided by the Inclusion Manager (SENCO) and, where necessary, by other professionals like the Educational Psychologist.
The school will always show due regard to special educational needs when considering applying sanctions for behaviours which relate to the child’s individual special need. The school will ensure that reasonable steps have been taken to respond to the pupil’s difficulty and that the pupil is not treated less favourably for reasons related to his or her special need.
If you have any concerns or questions regarding your child’s emotional well-being, you may wish to discuss these with the class teacher or the Inclusion Manager (SENCO).
How are the staff supported to work with pupils with Special Educational Needs and Disability?
The Inclusion Manager (SENCO) supports class teachers in planning suitable provision for children with Special Educational Needs and Disability.
The school has a training plan for all staff to improve the teaching and learning of children, including with Special Educational Needs and/or Disability. The Inclusion Manager (SENCO) is responsible for monitoring the training requirements with regards to Special Educational Needs, and ensuring that the necessary staff training takes place.
Staff development also takes place during:
regular meetings between the Inclusion Manager (SENCO), teachers and support staff with regards to individual pupils
Weekly training meetings with all Teaching Assistants
Induction meetings for new staff members
Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
Below are some examples of the staff training which took place most recently at Buckingham School:
Training on language development and language difficulties
Training on Autism Spectrum Disorder
Training on Attention Deficit Hyperactivity Disorder
Training on Specific Learning Difficulties
Attachment Theory training
What specialist services and expertise are available at or accessed by the school?
Families and Schools are able to access the following additional external professionals through a referral process.
The role of external agencies is broad, varied and crucial in providing for children with Special Educational Needs.
The school works collaboratively and effectively with the following external specialists:
Educational Psychologist (EP)
An educational psychologist supports children or young people who are experiencing difficulties (e.g. learning, social, emotional) within an educational setting with the aim of enhancing their learning and emotional well-being.
Speech and Language Therapist (SALT)
A speech and language therapist supports children who have speech, language and communication difficulties.
Occupational Therapist (OT)
An occupational therapist helps children with physical and motor difficulties.
A school nurse looks after the health and wellbeing of children and young people of school age. She offers support and advice on a range of issues relating to health.
Multi-Sensory Support Service
The service supports children and young people with hearing or visual impairments.
Educational Welfare Service
An Education Welfare Officer works with schools, pupils and families to support regular school attendance.
Social Services support families and safeguard children who may be at risk of harm. They provide support to families who are in need of additional help which is not available from schools.
Family Support Service
This service gives emotional and practical help and advice to families which are experiencing long or short-term difficult circumstances.
Parents can contact the service directly.
Parents can ask the Inclusion Manager (SENCO) to contact the service.
Emotional Health Service
This service provides early intervention and prevention for children and young people experiencing difficulties which may include anxiety, low mood, emotional/behaviour problems or eating problems.
Child and Adolescent Mental Health Services
This service supports children and young people with mental health problems, and
their families. It promotes mental health and improves awareness of its importance.
Mental health refers to the way we feel and how we cope with our emotions. Mental
health problems range from the worries we all experience as part of everyday life to
serious long-term conditions. The majority of people who experience mental health
problems can get over them or learn to live with them.
Referrals to this service can be made by the Inclusion Manager (SENCO) or a GP.
Arts and Wellbeing Consultant
The Art Therapist uses art and psychology to help pupils feel more emotionally empowered, confident and resilient. She can achieve this in a variety of ways, including working individually or with groups of pupils as part of an art therapy based intervention.
In order to access individual or group Art Therapy sessions, there is a referral process which also includes an assessment. Pupils can be identified by a member of staff or parents/carers.
Other support and advice to parents/carers outside of school:
Richmond SEND Family Voices
This is a voluntary parent community group which works in partnership with families of children and young people with SEND and professional services. They offer time to the families, provide advice and guidance to parents, and represent the views of the wider group of parents.
This is an independent Information, Advice and Support Service which offers advice on a wide range of subjects relating to SEND- signposting to relevant services, advice on transition and many others.
These are support programmes for parents and carers, offering advice and guidance on strategies and approaches for dealing with young autistic children. Both programmes work on understanding autism, building confidence to encourage interaction and communication and analysing and managing behaviour.
For information about the programmes in the Richmond Borough, please use the contact details below
Tel: 020 8487 5464
Ruils is a local charity that supports children and adults with disabilities to live independently, be part of their community and to live life to the full. It provides information, advice and activities to the children and their families.
Tel: 020 8831 6083
How is additional support allocated to meet pupils’ Special Educational Needs?
The school budget, received from Richmond LA, includes money for supporting children with Special Educational Needs.
The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
The Head Teacher and the Inclusion Manager discuss all the information they have about Special Educational Needs and Disability in the school, and decide what resources, training and support is needed.
All resources, training and support are reviewed regularly and changes made as needed.
Additional funding and resources may be available for children with more complex needs.
How is Buckingham School accessible to children with SEND?
All teaching and learning areas in the school are accessible to pupils with physical disabilities. The second floor of the building can be accessed by a lift. School has a disabled toilet.
We ensure that equipment used is accessible to all children regardless of their needs.
Breakfast Club and After School provision are accessible to all children including those with Special Educational Needs and Disability.
All extra-curricular activities are accessible for children with Special Educational Needs and Disability.
Please refer to the Accessibility Plan by using the link below: http://www.buckingham.richmond.sch.uk/school-policies/
For additional helpful downloads, use the link below. You will find the downloads at the end of the report.
Initially reviewed by Inclusion Manager and parents/carers: June 2015
Updated: June 2017
Reviewed and updated by the Inclusion Manager and the Parent Working Party: