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SEND

Special Educational Needs and Disability (SEND) 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.

 

What provision is in place for children with SEND during Covid 19 school closure (January 2021)?

 

  • Although Buckingham School is closed for the majority of pupils who are accessing remote learning, there is in-school provision for certain vulnerable children.

 

In the group of vulnerable children we include:

  • those  who have Education Health and Care Plans
  • those  who have  involvement of Children’s  Services - Social Care
  • at the school’s discretion, those who have SEND with additional contributing factors which make them  particularly vulnerable
  • Children with SEND who are also clinically extremely vulnerable are advised not to attend the school.
  • If the parent/carer of a vulnerable child wishes their child not to attend the school’s provision, members of the SEND team will be in weekly telephone contact with the family to support with the child’s access to appropriate education and to provide further advice and differentiated resources where necessary.
  • The vast majority of children on SEN support will be educated at home. We recognise that some pupils with Special Education Needs and Disabilities (SEND) may not be able to access remote education fully or without adult support. Buckingham School therefore offers support which is additional to and different from the support within the remote learning package.

 

This might include:

  • Additional resources and tasks which cater to individual needs of pupils. These are provided by the school’s Inclusion Team through a purposefully designed Inclusion Google Classroom platform. The resources are different to what is offered to pupils across the school through remote learning, and are aimed at supporting a variety of special education needs. They also include a range of practical activities which support a child’s learning in a real, “hands on” context. 
  • Additional support from teachers and /or teaching assistants through increased interaction with parents/carers.
  • Reasonable adjustments, for example, reducing the time the child spends on tasks.
  • An opportunity to access additional interventions, for example, from the school’s Specialist Teacher or Art Therapist.
  • Provision of additional tools and equipment that offer a reasonable adjustment to support learning.
  • Ongoing input and support from external professionals like the Speech and Language Therapist, Occupational Therapist or Educational Psychologist.

 

  • Where parents/carers of a child with an EHCP decide to keep them at home, the expectation is that those children access remote learning.

 

           The school ensures that pupils with EHCPs are receiving the high-quality

           provision and additional support where necessary through:

 

  • weekly support calls from the Inclusion Team
  • ongoing risk assessments
  • offering personal video messages from the class teacher
  • ensuring that the work set is differentiated to meet the pupil’s needs
  • providing a range of optional practical activities and resources via a personalised Inclusion Google platform
  • providing learning packs where access to remote learning is a challenge
  • delivering additional tools and equipment that offer a reasonable adjustment to support their learning
  • virtual provision from external services

 

  • The school also ensures that annual reviews take place virtually in a timely manner.

 

Buckingham Primary School places particular importance on the emotional well-being of parents/carers and pupils in these very challenging times. Where there are concerns around anxiety or poor mental health, parents/carers and children can access support through telephone consultations with the school’s Educational Psychologist or Art Therapist.

Parents/carers can inform teachers during their weekly telephone communication whether they would like to access this support or they can email the Inclusion Team.

 

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 a member of the school’s Special Educational Needs and Disability (SEND) team.

The SEND team includes:

  • Mrs Shah - Inclusion Manager (Her working days are Tuesday, Thursday and Friday).
  • Miss Morris – Special Educational Need and Disability Coordinator (Monday – Friday)

If you wish to arrange a meeting with Mrs Shah or Miss Morris, please call the school office or send an email to info@buckingham.richmond.sch.uk

  • If you continue to have concerns, you may wish to discuss these with the Head Teacher- Ms Boyle.

 

See below the staff roles and responsibilities in relation to Special Educational Needs and Disability

 

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 SEN team to ensure that suitable provision is made for every child with Special Educational Needs.
  • She is responsible, together with the SEND team 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.

 

 The SEND team are responsible for:

  • Coordinating the support for children with special educational needs and disability (SEND).
  • Monitoring the progress of all children with SEND and ensuring that communication with parents is accessible and frequent.
  • Developing the school’s SEND provision 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, and ensuring that the targets/outcomes are clear and shared with parents, children and teaching staff.
  • Updating the school’s Special Educational Needs and Disability register (a system for ensuring that the SEND needs of pupils in this school are known).
  • Keeping up to date records of your child’s progress, needs and provision.
  • Providing specialist advice, support and access to continuous professional development for teachers and support staff in the school so that they are equipped to meet the needs of children with Special Educational Needs and Disability in the school.
  • Maintaining resources and managing the financial provision to ensure the appropriate support for children with Special Educational Needs and Disability.
  • Ensuring that access to technological and physical aids as well as appropriate resources are in place and that staff are confident in using these.
  • Where appropriate, overseeing and managing the risk assessments for children with SEND.
  • Managing and arranging the allocation of additional support staff-teaching assistants.

 

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.

 

Teaching Assistants are responsible for:

  • Assisting in the provision for pupils with additional needs
  • Liaising with the SEND team to ensure that suitable provision is made for every child with additional needs.
  • Keeping records of aspects of child's progress.

 

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, 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 SEND team. These might include the Phonological Assessment Battery, YARC 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.

 

What is the school’s ethos/approach to teaching pupils with Special Educational Needs and Disability?

  • We are an inclusive school and have high expectations for all our pupils, including those with additional needs. 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. The school has a disabled toilet.
  • Pupils with Special Educational Needs and Disability (SEND) are included in every aspect of school life, including trips and clubs, and, where necessary, reasonable adjustments are made to make this possible. Children with SEND regularly attend our wide range of school clubs.
  • We ensure that equipment and resources used are accessible to all children regardless of their needs.
  • Breakfast Club and After School Club are accessible to all children including those with Special Educational Needs and Disability and, where necessary, reasonable adjustments are made to ensure that pupils can access this provision.
  • All extra-curricular activities are accessible for children with Special Educational Needs and Disability and, where appropriate, additional risk assessments are carried out to ensure safe access.
  • Please refer to the Accessibility Plan by using the link below: http://www.buckingham.richmond.sch.uk/school-policies/  
  • The school monitors the impact and effectiveness of what it does on the outcomes for pupils with SEND very carefully, for example:
  • The Headteacher and the Deputy Headteacher scrutinise the data on attainment levels during termly pupil progress meetings.
  • The class teachers and SEND team meet every term to review the targets for children in their class and to agree the necessary provision.
  • Parents can book appointments with the SEND team via email or by phoning the school’s office. During parent/teacher consultations, the SEND team offers additional appointments for parents of children with SEND.
  • Children with SEND are supported in a number of different ways. There may be strategies that can be used in class to support them, such as visual timetables or a task checklist. They may receive one to one support or work in a small intervention group. The children are carefully monitored and the support given is based on the child’s level of need.
  • A number of different resources and programmes are used for intervention support such as the “Five Minute Box” or “Catch Up Reading”.
  • Some of the intervention work is bespoke and designed to meet the needs of specific children. Support staff are highly trained to effectively deliver the additional interventions.
  • In terms of pastoral care, the school offers Art Therapy to children and their families who are facing difficult or stressful times. Resilience groups are also run following programmes such as “Friends for Life” and “Zones of Regulation.”
  • Class teachers, leaders and support staff work closely to ensure that lessons are differentiated appropriately to meet the needs of all the children.

 

 

 

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. http://www.richmond.gov.uk/school_admissions   
  • We would encourage all parents of children with additional needs to visit the school and discuss the child’s needs with the SEND team 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 SEND team will use this information to support a smooth transition.
  • Once your child has been allocated a place, a member of the SEND team (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 SEND team.
  • 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 SEND team 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 SENDCos are invited to attend the Annual Review of any Year Six 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 SENDCo 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.

 

Mid-year transfer:

  • Should a child transfer to our school mid-year, we strive to make them feel as comfortable as possible. Children are given a ‘buddy’ to help them navigate around the school.
  • All SEND information is shared between the relevant schools for 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. The teaching and support staff also monitor closely the progress within any individual or group interventions.
  • Each 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. Children in Year One sit for the Year One Phonics Screening check.

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.

  • Additionally, members of senior staff monitor progress of pupils through lesson observations, learning walks and observations of additional interventions.
  • Where outside professionals are involved, regular progress review meetings are arranged. You will be invited to these meetings.
  • If a pupil’s rate of progress 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 SEND team 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 or Disability.

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 an additional or different intervention for a child with identified special needs.

4. If a pupil’s rate of progress 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
  • 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.
  • 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 SEND team and, where necessary, by other professionals, for example, 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 a member of the SEND team. https://www.buckingham.richmond.sch.uk/school-policies/

 

What expertise, training and experience do school staff have to effectively support pupils with Special Educational Needs and Disability (SEND)?

  • The SEND team support 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 SEND. The SEND team are 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 SEND team, 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 Achieving for Children or outside agencies that are relevant to the needs of specific children in their class, for example, the Speech and Language Service or the Educational Psychology Service.

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

 

Within the SEND team:

  • Mrs Shah, the Inclusion Manager, has over twenty years of experience of working within SEND as a special needs teacher and SENDCo.
  • Ms Morris, the SENDCo, has completed Masters in Psychology and has a  range of experience of supporting children with SEND.
  • The SEND team have been continually accessing and completing a range of trainings to keep abreast of new knowledge and developments within all areas of SEND.

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.

 

  • School Nurse

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

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 or can ask the SEND team 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 positive 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 SEND team or a GP.

 

  • Art Therapist

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.

 

Who, outside of school, can I turn to for advice and support?

  • SENDIASS / Kids

Richmond and Kingston Special Educational Needs and Disabilities Information Advice and Support Service or SENDIASS is a free, confidential and impartial service for parents and carers, children and young people (up to twenty five years). https://www.kids.org.uk/richmond-and-kingston-sendiass

The type and range of support offered includes:

  • Information regarding the local offer, local policy and SEN/ disability law from independently trained staff.
  • Advice for parent/carers, children and young people on gathering, understanding and interpreting information and applying it to their own situation.
  • Personalisation of personal budgets.
  • Information on the local authority’s processes for resolving disagreements, its complaints procedures and means of redress.
  • Signposting children, young people and parents to alternative and additional sources of local and national information, advice and support.
  • Individual casework and representation where needed including support in attending meetings, contributing to assessments and reviews and participating in decisions about outcomes for the child or young person.
  • Support for parents and young people in managing mediation and appeals to the SEND Tribunal.
  • Jonathan Rourke is a SENDIASS coordinator for Richmond and Kingston based at the Windham Croft Centre, Windham Road, Richmond TW9 2HP 020 8831 6179

Other voluntary and charitable groups include:

SEND speak

This is a local charity for families of children and young people with SEN and/or disabilities.

www.sendspeak.org.

 

Skylarks:

This is an independent Richmond upon Thames based charity that provides activities and therapies for children with disability and additional needs. They also support and provide therapies, courses information for whole families.

www.skylarks.charity

 

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:

Course Coordinator: Beth Hitchens, Phone: 020 8547 6698/6799 or 020 8487 5464

Email: beth.hitchens@achievingforchildren.org.uk

  • Ruils

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: 0208 831 60 83

Email: info@ruils.co.uk

 

 

Young Carers:

The school can refer children for support to Richmond Young Carers: info@richmondcarers.org

https://www.richmondcarers.org/services/services-for-young-carers/

For other support groups and information about the Local Authority provision for children with Special Educational Needs and Disability, please look on the Local Offer:

www.kr.afcinfo.org.uk/local_offer

This section of the Achieving for Children (AfC) website provides information on local services and support available for families including children and young people aged 0–25 years with special educational needs or disabilities.

How will I know how my child with SEN is doing in school or if they may have SEN?

  • The school uses the Target Tracker assessment tool to closely monitor and track progress of all pupils including the ones with Special Educational Needs and Disability.
  • Every term the SEND team meet with class teachers and support staff to review children’s targets and set new ones following the graduated approach with an “assess, plan, do, review” cycle.
  • Teachers and parents meet on a regular basis and the SEND team are available to meet with parents whenever needed to discuss any concerns or pupils’ progress.
  • If a teacher is concerned about a pupil’s progress, he or she will discuss this with the SEND team and parents, and steps will be put in place to support the child’s learning. Depending on the level of need, these may be additional in class strategies or interventions outside of the classroom.
  • The leadership team and the SEND team carry out regular book scrutiny, learning walks and lesson observations.

How will I be involved in discussions about, planning for, and involvement in, my child’s education?

 

  • We place the utmost importance on positive working collaboration between school and home, and keeping parents informed on their child’s progress.
  • We include parents in every part of the ‘assess, plan, do, review’ cycle by inviting them in to meet with teachers on a regular basis. Parents meet with the class teacher at least twice to three times a year but more frequently with parents of children with SEND.
  • Some children with SEND have a home-school communication book which is used to pass on key information.
  • The teachers and the SEND team are happy to arrange a meeting with parents to discuss their child’s progress at a mutually convenient time. Staff across the school see parents at dismissal and short key messages may be conveyed as their child arrives at school to a designated staff member. As these are busy times, they are not suitable for longer discussions. If a meeting is necessary, staff will agree a more convenient time to meet.
  • The SEND team is available, with prior notice, to meet at a range of different times to suit parents.

 

 

How does the school involve children/young people with SEND in their education and in the decision-making process?

  • At Buckingham, pupils’ opinions and thoughts are at the heart of their learning process.
  • Every term, class teachers, support staff and the SEND team meet to discuss individual children and to review their progress. Whilst it might not be appropriate for some children to attend the whole meeting, their targets and progress are discussed with them and their views are shared at the meeting.
  • All Annual Reviews are person centred. Children are invited and supported to make age appropriate presentations and contributions.

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 and Disability.
  • The Head Teacher decides on the budget for Special Educational Needs and Disability in consultation with the school governors, on the basis of needs in the school.
  • The Head Teacher and the SEND team discuss all the information they have about Special Educational Needs and Disability in the school, and decide what resources, training and support are 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 Disabilities. Where necessary, reasonable adjustments are made to make this possible.
  • All extra-curricular activities are accessible for children with Special Educational Needs and Disabilities.
  • Please refer to the Accessibility Plan by using the link below: http://www.buckingham.richmond.sch.uk/school-policies/

How should complaints regarding SEND provision be made and how will they be dealt with?

  • We hope that your child is happy at our school. Occasionally, however, a problem may arise. We hope that we will be able to resolve any concerns speedily, in a helpful, informal manner. We accept that, on occasions, the person raising the concern may wish to take the matter further. To ensure that all problems and difficulties are resolved successfully, a staged procedure for dealing with complaints has been agreed and is summed up below:
  • 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 SEND team.
  • If you wish to arrange a meeting with the SEND team, please call the school office and the Reception staff will put you in touch. You can also send an email to info@buckingham.richmond.sck.uk
  • If you continue to have concerns, you may wish to discuss these with the Head Teacher- Ms Boyle.

https://www.buckingham.richmond.sch.uk/school-policies/

 

          When was this information last reviewed and when will it be updated next?

 

Initially reviewed by Inclusion Manager and parents/carers: June 2015

Updated: June 2017

SEN Information report reviewed and updated by the Inclusion Manager and the Parent Working Party: March 2019

SEN Information report reviewed by SEND team: April 2020

Reviewed – June 2020

Next review: June 2021

SEND team:

Mrs Ewa Shah (Inclusion Manager)

Miss Maire Morris (SENDCo)

This report is written in line with the requirements of:

  • Part Three of the Children and Families Act 2014
  • SEN Code of Practice 2014
  • The Special Educational Needs and Disability Regulations 2014
  • The Special Educational Needs (Personal Budgets and Direct Payments) Regulations, Section 49
  • The Order setting out transitional arrangements, Section 137
  • The Equality Act 2010

This report should also be read in conjunction with the following policies:

Behaviour Policy, Complaints Policy, Accessibility Plan, Admissions Policy.