At Churchfield we are committed to our role in ensuring that all children are able to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. We recognise our responsibility to make sure that children’s needs are identified as early as possible and to remove any barriers to learning through prompt and appropriate provision, so that all children are helped to achieve their potential. The implementation of clear procedures for early identification and assessment of special educational needs, involvement of parents and pupils in a cycle of systematic planning, action and review, appropriate allocation of resources, regular monitoring and efficient record- keeping are all critical to meeting our aims.
Please see here for our inclusion policy.
The Inclusion Team
|Role||Name||Area of responsibility|
|Inclusion Leader/SENCO ||Jackie May||SEND
Lead Child Protection
|Specialist LSA for Autism||Sabba Hussein||Autism Spectrum Disorder (ASD)|
|Learning Mentor||Leonna Granum|
|Social, Emotional and Mental Health (SEMH)|
|Sports Development Officers||Lucy Michael|
|Core Value Groups
Social, Emotional and Mental Health (SEMH)
What is the school’s vision and mission statement?
At Churchfield, we have aspirations for all children. We strive to ensure every child enjoys learning, makes progress and achieves excellence. Central to our vision is all stakeholders demonstrating awareness of our Core Values and modelling positive relationships. We are committed to being inclusive and making a positive difference to the lives of those we work with.
Our Core Values are:
Kindness, Responsibility, Respect, Determination and Honesty
EVERY CHILD, EVERY OPPORTUNITY
At Churchfield Primary School, all staff work together to ensure children are healthy, safe, and follow our Core Values and to ensure they achieve their potential – both socially and academically.
All staff at Churchfield are committed to meeting the needs of all children with SEND and the school will make reasonable adjustments to accommodate all children where practical. Churchfield Primary School ensures that provision reflects the SEN Code of Practice 2015 and the Disability Discrimination Act 2005.
At Churchfield Primary School, we:
· Treat children fairly and value them equally
· Do all we can to ensure every child makes progress – both academically and socially
· Work in close partnership with parents/carers
· Identify SEND as early as possible
· Provide early intervention strategies to meet the needs of children with SEND
· Keep children safe
· Ensure all children have access to a broad and balanced curriculum
· Work in partnership with external agencies including Social Services, Educational Psychology Services, NHS Speech and Language Therapy and Occupational Therapy.
· Maintain and develop a team of skilled Inclusion Team staff
Monitor, review and update policies and procedures on a regular and systematic basis.
What type of school are you?
What age children does the school admit?
Churchfield Primary School:
- accepts children from 3-11 years old
- is 3 form entry
- has an integrated 60 place nursery
What is your current Ofsted rating?
The current OFSTED rating for Churchfield Primary School can be found on the statutory information page.
How does your school ensure that children who need extra help are identified early?
At Churchfield Primary all children are carefully and regularly monitored:
- Concerns can be highlighted through tracking of attainment and progress and observations of social interactions. They are also raised during conversations with parents/carers, Class Teachers, Learning Support Assistants, Inclusion Leader or Achievement Leaders.
- If a Class Teacher has concerns about a child, the teacher will meet with the parent/carer in the first instance. An initial concern form will be completed and given to the Inclusion Leader. The Inclusion Team meet to discuss any new concerns and a lead professional is decided (depending on identified primary need). These areas of need are: cognition and learning, Communication and Interaction; Social and Emotional Needs and Physical and/or Sensory needs.
- The child will be monitored for half a term in class by the class teacher and lead professional. During this stage, classroom strategies will be implemented and reasonable adjustments made to the classroom environment. Observations and additional assessments may also take place.
- After the review period, if the child has not made progress in the areas of concern, then the Inclusion Leader will meet with parents/carers and class teacher to draw up an Individual Educational Plan (IEP) with clear targets and strategies for the child. If further understanding of the child’s needs is required, parents/carers will be consulted and a child may be referred to the external professionals such as the Educational Psychologist, the Behavioural Support Service or the Speech and Language Therapist via the Enfield Multi Agency/ Local Offer Referral system.
- We ensure parents/carers are informed at all stages by having regular meetings, telephoning home and having informal conversations before and after school, where necessary.
- IEP targets are reviewed with parents/carers and class teachers on a termly basis. Parents/carers can raise concerns at any time by making an appointment with the class teacher or contacting a member of the Inclusion Team.
- A child may have a Home/School Communication Book to aid communication between home and school.
What should a parent do if they think their child may have special educational needs?
- If a parent is concerned that their child has special educational needs they should at first speak to their child’s teacher. If they are still concerned then they can arrange to discuss their concerns with our Inclusion Leader, Jackie May, by contacting the office to make an appointment.
What does the school/college do to help children/young people with special educational needs?
Churchfield Primary School has :
- Individual class Provision Maps which are updated annually by the Inclusion Leader.
- Class Teachers add to these as new children are identified or any provision changes.
- Interventions that are carefully chosen by the Inclusion Team and are closely monitored to determine suitability and impact.
- IEP targets are reviewed and amended/changed termly. It is the responsibility of the Class Teacher to maintain these and ensure they are up to date.
Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.
- Class teachers have high expectations for every child in their class
- Teaching and learning builds on what children already know, can do and can understand.
- Different learning styles are catered for by including a variety of activities in lessons. This will involve opportunities for practical activities.
- Specific strategies (which may be suggested by the Inclusion Team or external agencies) are incorporated to support teaching and learning.
- The class teacher will carefully and regularly check progress and will adapt lessons to support every learner.
- Learning Support Assistants will be directed by the class teacher and used to support individual children and groups where necessary.
- Additional Teachers or Learning Support Assistants run groups across the school for children who have specific gaps in their learning or specific areas of need – academic or social.
- Groups include Maths Booster, Daily Supported Reading, Read Write Inc,
- All staff running interventions have been trained to do so.
- Reception – Year 2 have full time Learning Support Assistants in each class.
Specialist Intervention Groups
- There are members of the extended Inclusion Team who run specialist intervention groups such as Speech and Language Therapy groups, Social and Emotional Development groups, Core Value Groups, Gross Motor Skills groups and 1:1 sessions for several areas of need as identified in individual Educational Health Care Plans.
Intervention from external providers
Churchfield is supported by many external agencies, including Occupational Therapy, NHS Speech and Language Therapy, Educational Psychology, Parent Support, Behaviour Support Service and Child and Adult Mental Health Services (CAMHS), Cheviots and SENDIASS.
Referrals to external providers may be appropriate if a child has been identified as needing more specialist input instead of or in addition to High Quality Teaching and/or Intervention Groups.
The specialist professional will work with the child and possibly the family in order to understand the needs and to make recommendations, which may include:
- Making changes to the way a child is supported in class e.g. individual support or changing some aspects of teaching and learning to support the child more effectively
- Support to set targets which will draw on specific expertise
- Group work or individual work with a professional from an outside agency
The school may suggest that a child needs some individual support in school. They will tell parents/carers how the support will be used and what strategies will be put in place.
- This type of support is available for children with specific barriers to learning that cannot be overcome through High Quality Teaching and intervention groups and identified in Educational Health Care Plans.
To receive external agency support, a child must be referred by a member of the Inclusion Team via Enfield Multi-Agency Local Offer Referral system
(All referrals are agreed and signed by a parent/carer. Parents/carers will be invited to a meeting to discuss the needs of the child and possible ways forward. It is very helpful if parents give information which will help to present the needs of the child as a complete picture.
Specified Individual Support
This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means a child will have been identified by the Inclusion Team as needing a particularly high level of individual or small group teaching which cannot be provided from the budget available to the school.
Usually, the child will also need specialist support in school from an external agency. This could include Educational Psychology, NSH Speech and Language Therapy and Behaviour Support Service – depending on their primary need:
Cognition and Learning; Communication and Interaction;
Social and Emotional Needs and Physical and/or Sensory needs
How do teachers match the curriculum to an individual child’s needs?
At Churchfield Primary School, all teachers and Learning Support Assistants:
- Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
- Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
- Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
- Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.“
Churchfield’s approach to differentiation:
- Class teachers plan lessons according to the specific needs of all groups of children in their classes and ensure that learning tasks are adjusted in order to enable children to access their learning as independently as possible.
- Lessons include equipment which has been carefully chosen to suit specific learning needs.
- Teachers are supported by members of the Senior Leadership Team, Inclusion Team and Achievement/Subject Leaders to ensure all lessons are appropriately pitched and differentiated.
How are your school’s / college’s resources allocated and matched to children’s/young people’s special educational needs?
The school budget, received from the Local Authority, includes money for supporting children with SEND.
- The Head Teacher decides on how the budget for Special Educational Needs and Disabilities is spent in consultation with the school governors on the basis of needs across the school.
- The Head Teacher and the Inclusion Team discuss the needs of children with identified SEND and allocate the budget accordingly. This is regularly reviewed.
- Updates regarding specific needs of individual children with SEND needs alongside group or whole school development of SEND provision are discussed weekly at SLT meetings of which the SENCO/Inclusion Leader is a member..
- Specific resources and strategies will be used to support children individually and in groups.
- All resources/training and support are reviewed regularly and changes made as needed.
Members of the Inclusion Team can support children on an individual basis and/or as part of a group. Their timetables are based upon the needs of their caseloads at any given time and are flexible.
How do you monitor a child/young person’s progress and how do you communicate with parents about their child’s progress?
A child’s progress is continually monitored by his/her Class Teacher.
- His/her progress is reviewed formally every term in Reading, Writing, Maths and Science during termly Pupil Progress Meeting between the Class Teacher and Achievement Leader. This attainment is identified as Below, At or Above Age Related Expectations – in line with the new National Curriculum. Progress in other areas, such as attendance, engagement in learning and behaviour are also monitored.
- If a child is in Year 1 and above, but is not at Age Related Expectations, a more sensitive assessment tool can be used which shows their levels in more detail and will also show smaller but significant steps of progress.
- For child identified with autistic needs, the Autism Education Trust’s Progression Framework is used to track progress outside of the National Curriculum.
- Progress for children with SEND is also assessed through ipsative assessments, achieving against their own targets through termly analysis of IEP targets and where they have been met, partially or not met.
- At the end of each key stage (i.e. at the end of Year 2 and 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 the results from these tests are published nationally.
- The progress of children with an Education, Health and Care Plan or a Statement of Special Educational Needs is formally reviewed at an Annual Review with all adults involved with the child’s education, including parents/carers. Depending on the needs of the child, they may also be present for some of the annual review meeting. If a child is not able to attend, their views are gathered in advance and shared with the group.
- If a child is not making expected progress the school will discuss with parents/carers, including any concerns they may have. Further interventions or referrals to outside professionals may be appropriate to support the child’s learning and development.
- A range of ways may be used to keep parents/carers informed, which may include:
– Home School Communication Book
– Telephone calls and texts
– Letters/certificates sent home
– Additional meetings as required
It is important for there to be a strong link between home and school.
Parent Training and Learning Opportunities
- ESOL Pre Entry Level English
- ESOL Entry Level English
- Strengthening Families, Strengthening Communities – delivered in Turkish
- Coffee Mornings
- Resource Library
What support does the school offer for children and young people’s overall health and wellbeing?
All sensitive information is confidential and only shared with relevant professionals.
· If a child has any medical needs the Welfare Officer will invite the parent/carer and School Nurse into school to create a care plan.
· The plans will be updated regularly and parents/carers are able to contact the school Welfare Officer at any time.
· A child’s social and pastoral care is very important and sharing of your concerns with their Class Teacher/ Learning Support Assistant or Inclusion Team will help us all to work together.
· All medicines are carefully monitored and recorded.
- · If there are any concerns the School Welfare Officer will ring parents/carers and discuss any issues. If needed the School Nurse will be contacted.
· Dietary needs are discussed and any allergies shared with relevant staff.
The Pastoral Support Leader supports children pastorally, promotes and develops Social, Emotional and Mental Health (SEMH).
Strategies in school include:
- Action Stations in every classroom
- Weekly circle time in every class
- Core Values groups
- Lunchtime activities and clubs
- Extended school opportunities
- Calm Room provision at lunch
- School farm visits
What specialist services and expertise are available at or accessed by the school / college?
Specialist services and staff at Churchfield:
· Speech and Language Therapy
· Gross Motor Skills Group
· Learning Mentor
· Talk and Draw – Art Therapy
· Calm Room lunchtime provision
· Sensory Room
· Sensory Therapy (weekly)
· Action Station comment boxes
· Core Value Groups
· School farm visits
External services available for children and families at Churchfield:
· Educational Psychologist
· Speech and Language Therapist
· Parent Counselling Support
· Social Services
· Children and Adolescent Mental Health Service (CAMHS)
· Outreach: Joseph Clarke – (Visual Impairment), Hearing Impairment Service,
· Occupational Therapy
· Physio Therapy
· Foundation Support Service
· Joint Services for Children with Disabilities
· Behaviour Support Service
· Family Support Service
· School Nurse
· Citizens Advice Bureau
AAS Outreach – Autism
What training have the staff supporting children and young people with special educational needs and disabilities had?
The Inclusion Leader and team attend regular training re SEND developments.
The school has a training plan for all staff in order to improve the teaching and learning of children, including those with SEND..
Members of the Inclusion Team meet with school staff regularly to support them in implementing class based strategies which support children with SEND.
Individual teachers and support staff are given the opportunity to attend training sessions that are relevant to the needs of specific children in their class. This can include training courses run by outside agencies where necessary.
Identified members of staff have medical/health training to support staff in implementing care plans.
All staff have access to training around Special Educational Needs and further INSETs are planned according to training needs.
All Learning Support Assistants have access to training. During their Professional Development meetings, team members indicate their area of interest and any relevant training needs.
Continued Professional Development (CPD) opportunities are linked to Performance Management reviews.
How are children/young people included in activities outside the classroom including school trips?
Safety is a priority at all times. Risk assessments are completed prior to all trips and submitted to the Educational Visits Coordinator.
All children are included in all activities with their peers.
Before any trip or activity an assessment is completed to ensure accessibility for all.
Strategies are provided and shared with parents to prepare pupils for visits and activities.
Social stories are worked on in and out of school to ensure the child has a good understanding of what is going to happen.
How accessible is the school environment?
The classrooms and corridors are clearly lit and kept clear to ensure children with visual difficulties are catered for.
The school has disabled changing and toilet facilities.
When each child with special needs enters the school their needs are carefully reviewed and any necessary equipment is provided. When agencies advise additional equipment, it is provided where possible.
The school is secure and has restricted access. Only members of staff have access keys.
The school is on two levels; the ground floor has ramps in order for safe access for all.
There is a lift for access to the 1st floor rooms and Easy Access Chairs available to ensure safe exit in an emergency from the 1st floor for children/staff with physical needs.
How does the school prepare and support children when they join?
The first introduction to the school is carefully planned. Key members of staff will meet with parents/carers and a programme of support will be discussed if required. Staff will liase with previous schools / childcare providers, if relevant, and follow any advice from other agencies.
How does the school support children/young people when they transfer to a new school or the next stage of education and life?
We recognise that transitions can be stressful for parents and children with SEND and take steps to ensure that any transition is a smooth as possible.
If your child is moving to another school:
If a child has been identified as having SEND, a member of the Inclusion Team will contact the receiving school to pass over any relevant information. If necessary, a transition meeting will be held with members of staff from both schools. We will ensure that all records about your child are passed on as soon as possible.
When moving classes in school:
· Information will be passed on to the new class teacher in during handover meetings.
· Some children are given transition books with information about their new class and teacher to take home over summer.
In Year 6:
· The Inclusion Leader will invite secondary staff to a meeting in order to discuss the needs of the child and share what relevant strategies and support has been given.
· A child may do focused learning about aspects of transition to support their understanding of the changes ahead.
· Where possible, a child will visit their new school. In some cases, a member of the Inclusion Team will accompany a child.
· A Year 6 transition programme is formally delivered to all Year 6 children in the summer term.
How are parents involved in school/college life?
Parents/Carers are encouraged discuss any concerns whenever they arise.
· Churchfield holds weekly coffee mornings which give parents/carers the opportunity to meet with school staff and other parents in an informal setting.
· As a child’s first educator, the views and opinions of parents/carers are very important and welcomed by all staff.
· A home-school communication book may be used, where necessary.
· Parents/carers are supported by translators where necessary.
· An interpreter will be provided by the school when necessary.
· Churchfield has several members of staff that are able to translate.
· The Community Liaison Officer is available to discuss any adult learning opportunities.
· All literature sent from school is reader friendly and translations can be arranged.
· Information is available on request and is kept up to date, e.g. the menu
· Curriculum meetings are held to inform all parents.
Who can a parent contact for further information?
Who to contact for more information or to discuss a concern
- We encourage parents to talk to Class Teachers regularly to ensure communication is open. This ensures parents/carers are fully aware of the school support in place.
- A member of the Inclusion Team will be available to meet with parents to discuss a child’s progress or any concerns parents/carers may have.
- All information from outside professionals will be shared with parents/carers by the professional involved, or, where this is not possible, in a report. A member of the Inclusion Team will also arrange to meet with parents/carers to discuss any new assessments and ideas suggested by outside agencies.
- Homework will be differentiated to meet the needs of all children.
For any additional questions, please contact the Inclusion Leader/SENCO, Jackie May,
on 0208 807 2458.
If a child is undergoing statutory assessment, parents/carers will be supported by the Children’s Services SEN Team and SENDIASS who will ensure that parents/carers fully understand the process. The first point of contact to discuss any concerns is with the Inclusion Team/SENCO.
The School Offer can be found by clicking here
What are the arrangements for parents of children with SEND who wish to make a complaint regarding provision available at the school?
In the first instance parents are to first speak to their child’s class teacher. If this doesn’t resolve the complaint parents can contact school directly for an appointment with the Associate Head teacher, Mrs Jaeggi, or with Mr Matthew Kleiner-Mann , Executive Head teacher. If the complaint is not resolved parents can write directly to the Chair of Governors, Ms Louise Rae, c/o the school office. You can find our complaints policy by clicking here.
Some additional useful links:
Independent Parent Special Education Advice https://www.ipsea.org.uk/
Information and contact details on advice, assessment and support services for children, parents and providers who support them: http://www.enfield.gov.uk/if/downloads/file/765/blue_booklet_contact_list_may_2015