At Sinai Jewish Primary School we strive to support all children to enable them to achieve at school. In order to do this, many steps are taken to support them through their learning journey. For some children there are occasions when further additional support may be needed to help them to make the best possible progress in school.
Sinai is a fully inclusive school and aims for all pupils achieve their potential, personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs).
Children are identified as having SEND when they have a significant learning difficulty or disability which calls for provision to be implemented that is additional to, or different from, the provision that is typically in place for other children of the same age in a mainstream setting. The school then have specific needs based plans that help support their development and accelerate progress.
The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.
What is the Local Offer?
• 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 Special Educational Needs and Disabilities (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.
The School SEND Information Report
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.
If your child has Special Educational Needs, what can Sinai Jewish Primary School offer you?
We embrace the fact that every child is different, and, therefore, the educational needs of every child are different; this is certainly the case for children with Special Educational Needs.
Below are some questions you may have about SEND provision at Sinai Jewish Primary School. Please scroll down towards the end of the document for a Glossary of Terms and Abbreviations.
You can also follow the links below to read the main documents that have informed our SEND policy and Information report:
You can also follow this links to access the following relevant documents on our website:
- If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
- If you are not happy that your concerns are being managed and that your child is still not making progress you should speak to the teacher in charge of SEND (SENDCO).
If your child is then identified as not making sufficient progress the school will set up a meeting to discuss this with you in more detail and to:
- Listen to any concerns you may have too
- Plan any additional support your child may receive
Discuss with you any referrals to outside professionals to support your child’s learning.
- The school budget includes money for supporting children with SEND.
- The head teacher decides on the budget allocation for special educational needs and disabilities, on the basis of needs in the school.
- The head teacher and the SENDCO discuss all the information they have about SEND in the school, including:
- the children getting extra support already
- the children needing extra support
- the children who have been identified as not making as much progress as would be expected
and then decide what resources/training and support is needed.
- All resources/training and support are reviewed regularly and changes made as needed.
Directly funded by the school:
- Specialist subject staff ( Art, Music, PE, French)
- Trained Teaching Assistants and HLTAs (Higher Level teaching Assistants)
- TAMHS (Group Family Therapy in school with Clinical Psychologist)
- Student Art therapists (under supervision by qualified art therapist)
Other services used in school
- Brent , Harrow and Barnet Autism Advisory teachers
- Brent Inclusive and Alternative Education Service
- Direct involvement of CAMHS services
- Medical services, e.g. GP’s, paediatricians
- Educational Psychology Service (EPS)
- Speech and Language Therapy
- School nurse
- Occupational therapy
- LA Deaf and Hearing Impaired Service (BDHIS)
- LA Visual Impairment Service (BVIS)
- LA Complex Needs Consultant (Physical/medical disabilities)
- Norwood and other social care agencies
- The SENDCO’s job is to support the class teacher in planning for children with SEND.
- The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as autistic spectrum disorder (ASD) and speech and language difficulties.
- Brent School Improvement Services provide training to support a range of needs including literacy skills, numeracy skills, sensory needs, speaking and listening and social skills.
- Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. from Brent, Barnet or Harrow Autism Advisory Teams:
- Use of other specialist services as appropriate.
Use of on line training materials such as the Inclusion Development Programme.
- 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.
- Trained support staff can adapt or modify the teachers’ planning to support the needs of your child where necessary.
- Specific resources and strategies will be used to support your child individually and in groups.
Planning and teaching will be adapted if needed to meet your child’s learning needs.
- Your child’s progress is continually monitored against age related expectations (ARE) by his/her class teacher through on-going teacher assessment.
- His/her progress is reviewed formally every term and a level given in reading, writing and numeracy.
- At the end of Year 1, children are assessed in phonics and results are compared nationally.
- At the end of Key Stage 1 (i.e. at the end of Year 2) all children are teacher assessed and results are used to measure progress and are compared nationally.
- At the end of key stage 2 (i.e. at the end of year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and Year 6 results are published nationally.
- Children with a Statement of SEN/EHC Plan will have an individual support plan which will be reviewed with your involvement, every term and the plan for the next term made.
- The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an annual review with all adults involved with the child’s education.
- The SENDCO will also monitor that your child is making good progress towards individual targets and in any group that they take part in.
- 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 similar strategies can be used.
- The SENDCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
- All information from outside professionals will be discussed with you and with the professional involved directly, or where this is not possible, in a report.
- If your child is at ‘School Support’ and there is advice from external professionals, we will record this advice on an Individual Education Plan (IEP) which will be reviewed by teachers twice per year and shared with parents at Parents’ Open Evenings.
- Children with statements or Education and Healthcare Plans (EHCPs) will have a new IEP termly which will be shared with parents, in addition to the Annual Review.
- Some children may have a Positive Behaviour Plan to support the development of positive behaviours within the setting and at home.
- Homework will be differentiated for your child.
- A home/school liaison book may be used to support communication with you, when this has been agreed to be useful for you and your child.
- Parents are informed and actively encouraged to support shared goals at home.
Parents can access Parent Partnership and other parent support groups.
- We are an inclusive school; we welcome and celebrate diversity. The staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team of staff looking after our children, who constantly seek to promote the development of the children’s self- esteem and to recognise and develop individual strengths.
- The class teacher has overall responsibility for the pastoral and social welfare of every child in their class; therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENDCO for further advice and support. This may involve working alongside outside agencies such as Health and Social Care, and/or specialist educational services
- The school has a policy regarding the administration and managing of medicines.
- Parents need to contact the Mrs Helen Collins, the school’s welfare officer, if health professionals have prescribed medication to be taken during the school day. She will organise the appropriate administration of the medication and its safekeeping.
- If a child has a medical condition which requires long term medication, parents will be asked to complete a form which gives the school permission to administer the mediation over time.
- As a staff we have regular training and updates on conditions and medication affecting individual children, so that all staff are able to manage medical situations.
- All children will have an assessment on entry to the school.
- The building is accessible to children with physical disability via ramps. The ground floor of the building is accessible to those with physical disabilities.
- We ensure that teaching resources and equipment used are accessible to all children regardless of their needs.
- After school and extra-curricular provision is accessible to all children including those with SEND.
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.
- If your child is moving to another school:
- We will contact the school SENDCO and ensure he/she knows about any special arrangements or support that your child may need.
- We will make sure that all records about your child are passed on.
- When moving classes in school:
- Information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher. All support plans will be shared with the new teacher.
- All the children visit their new class at the end of the summer term. If you child would benefit from more than one visit, or additional meetings with their new teacher, this will be put in place, where possible, in consultation with you.
- If your child would be helped by a book to support them in understanding moving on, then it will be made for them.
- In Year 6:
- The SENDCO will meet the SENDCO of the relevant secondary school to discuss the specific needs of your child.
- Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.
- We run a transition programme in Y6 to support all the children to experience the transition to secondary school positively.
- We write social stories and offer 1:1 support with children, if transition is potentially going to be difficult.
- When children are preparing to leave us for a new school, we arrange additional visits where possible.
- We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
If your child has an Education, Health and Care Plan (EHC) Plan an annual review will be planned as a transition meeting during which we will invite staff from both schools to attend.
- We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has an open forum for any issues or viewpoints to be raised.
- Children who have IEPs or Positive Behaviour Support plans discuss their targets with their class teacher.
- If your child has a statement or EHC Plan their views will be sought before any review meetings and they will be invited to attend, if this does not distress them.
- As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils.
- If a child has behavioural difficulties, a Positive Behaviour Plan may be written together with the child and parents to identify the specific issues, put relevant support in place and set targets. We may seek the support of the Brent Inclusive and Alternative Education Team, if appropriate.
- After any behaviour incident we expect the child to reflect on their behaviour with an adult. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
- Attendance of every child is monitored on a daily basis by the attendance officer. Lateness and absence are recorded and reported upon to the head teacher. Good attendance is actively encouraged throughout the school.
- All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
- A risk assessment is carried out prior to any off-site activity to ensure everyone’s health & safety will not be compromised.
- We ensure that all children who have special educational needs have their needs met to the best of the school’s ability with the funds available.
- We have a team of Learning Support Assistants who deliver programmes designed to meet the needs of individuals and groups of children.
- The budget is allocated on a needs basis. The children who have the most high level and complex needs are given the most support often involving a Learning Support Assistant.
- Our SENDCOs are fully qualified.
- As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: educational psychologists, ASD specialist services, Inclusion specialist services, HI (hearing impaired)/VI (Visually impaired) specialist teams. Health services including – GPs, school nurses, clinical psychologists, paediatricians, CAMHS teams, Speech & Language therapists, Physiotherapists, Occupational therapists.
- Social Services including local authority and Norwood social workers.
- We have a member of staff trained as a specialist numeracy teacher.
- Reception staff and several LSAs have had training in delivering speech & language programmes from speech & language therapists.
- Several LSAs have had training in teaching children with Autism and the school has run in-house Autism training for all staff.
- Several of our LSAs have had training in teaching children with SPLD (dyslexia)
- Several of our LSAs are trained in implementing Precision Teaching intervention.
- Several of our LSAs have had training in supporting handwriting and fine motor skills.
- All of our LSAs have had training in delivering reading and spelling/phonics programmes.
We run an ongoing programme of training for LSAs in school and send our LSAs on appropriate external training whenever possible.
Parents have the following rights of redress, should the school, governors or LA fail in its duty to provide, or if the parent disagrees with a decision or feels that there is discriminatory practice:
- The school’s complaints procedure.
- The disagreement resolution service (for disagreements between parents/pupil and the LA or parents/pupil and the educational provider).
- Complaints to OFSTED (about whole SEN provision rather than in relation to individual children and where the complaints procedure has not resolved the complaint).
- An appeal to the SEND First-Tier Tribunal about EHC assessments/plans and/or disability discrimination. This must follow mediation, unless it is a complaint over the naming of a school placement.
- A complaint to the LA Ombudsman (for complaints against LAs if not resolved through the LA complaints procedure).
- Complaint to the Secretary of State (against schools or LAs).
SEN Information Report
Attached below is an outline of how Special Needs Provision is managed at Sinai, this is called our SEN Information Report. It is designed to help parents see how we manage the provision of children who may have a special or additional need. If you are unable to find the information you need in our local offer then please don’t hesitate to contact our school.
SEND Information report – 2017-18
Sinai SEND Policy – 2017-18
Please see ‘New developments in SEN and Disabilities’