admin@fi.ebor.academy | 01723 513077
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All Ebor Academy Trust schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the local authority (LA) to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.

The North Yorkshire local offer can be found here

Download a copy of our SEN policy for 2017-18 here
  • What is the local offer?

    The Local Authority (LA) local offer for North Yorkshire The local offer provides useful information for children and young people with special educational needs and disabilities (SEND) and their families. It provides help to families, individuals, groups and organisations to find information so they have more choice and control over what support is right.

    The local offer covers services available within:
    • education, such as nurseries, playgroups, schools and colleges as well as support services like educational psychologists, early years and early intervention workers;
    • health, such as local doctors, paediatricians, school nurses and therapists;
    • social care, such as respite services and children's disability services; and
    • support and services in the voluntary and private sector across North Yorkshire.

    The local offer is intended to help you make informed choices about things that are important to you, such as:
    • where to live;
    • transport;
    • social activities;
    • options after school, such as continuing your education, apprenticeships and supported employment; and
    • making the transition from services provided for children to those for adults.
  • Our Environment

    What kinds of SEND are provided for in your school? Special educational provision is educational provision that is additional to or different from that made generally for others of the same age. This means provision that goes beyond the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching. It may take the form of additional support from within the setting or require the involvement of specialist staff or support services.

    All Ebor Academy Trust schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the local authority (LA) to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.

    At Filey CE Nursery and Infants Academy, there is a continuous cycle of planning, teaching and assessment within our broad, balanced and enriched curriculum which is accessible to all and promotes inclusion.  In order to support children who have special educational needs and/or disabilities and for supporting children who are looked after by the local authority, the school has adopted a graduated response that recognises a continuum of need in accordance with the DFES Code of Practice, 2014.

    All staff at Filey CE Nursery and Infants Academy are committed to providing quality first teaching that reflects our Christian values of Friendship, Compassion and Community, whilst being committed to providing excellent targeted classroom teaching to ensure that all pupils, regardless of their specific needs, make the best possible progress in our school. Staff use a variety of teaching styles and resources in lessons to support children’s learning. All children are equally valued in school and have access to an environment where they can flourish and feel safe. We are committed to the achievement of every child. The school places great importance on the fact that children learn in different ways.

    Classroom environments are resourced to meet this range of needs. All classrooms provide:
    • Visual Supports, including visual timetables, task plans and communication friendly signs and notices
    • Access to multi-sensory and ‘hands on’ learning
    • A Restorative Practise approach
    • A proactive approach rather than a reactive approach
    • Use of de-escalation strategies
    • Use of Sensory Processing strategies
    • A distraction free learning zone
    • Use of IT and alternative methods of recording where needed
    • Staffing ratios appropriate to the level of support needed
    • Positive praise - and lots of it

      At Filey CE Nursery and Infants Academy we are working with Leeds Communication Trust over 2017 - 2019 to become a Communication Friendly School. Our progress can be seen displayed in the School Reception area.
  • School SENCo

    What is the SENCo’s name and how can I contact them? 

    The named SENCo for our school is Mrs Julie George.

    Mrs George holds the National Award for SEN (NASENCo award) and can be contacted on the school telephone number: 01723 513077 

    or via email: admin@fi.ebor.academy.
  • Identification and Intervention

     What policies do you have for identifying children and young people with SEN? How do you assess their needs?
    Every member of staff at Filey CE Nursery and Infants Academy is working towards the achievement of every child through excellent quality first teaching. We have a clear approach to identifying and responding to SEND. The benefits of early identification and effective provision improves long-term outcomes for our children. This is part of our Universal provision.

    If any child is struggling in any aspect of school life for any reason, strategies and/or interventions will be put in place as part of our Additional provision. This provision would be discussed with parents/carers and their views along with the views of the child would be sought. The progress would be tracked and the impact would be discussed with parents/carers with next steps identified. If a child continues to need additional support we would look at more Personalised provision and seek advice and support from outside agencies.

    The specialist professional will work with your child to understand their needs and make recommendations, which may include:
    • Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better.
    • Support to reach appropriate outcomes which will include their specific expertise and work towards the ambitions of the young person.
    • A group run by school staff under the guidance of the outside professional e.g. social singing.
    • The school may suggest that a child needs some agreed individual support in school. They will offer advice about how the support will be used and what strategies will be put in place. This may include a modified curriculum for some children. 

    This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. 

    All provision, whether additional or personalised will be recorded on a Provision Plan. If a child is in one of our Early Years classes an Individual Learning Provision Plan (ILPP) will be compiled with parents/carers which describes the child’s individual strengths and needs and the type of support that they will need to help them make progress. In Key Stage 1, an Individual Provision Map (IPM) or an Individual Behaviour Plans (IBP) will be used for children who are receiving additional support with their learning or emotional/behavioural needs. This will be designed around a child’s individual needs and will include strategies to support the child in class, during interventions and sometimes at home. Clear steps to success are identified so the parents, child, teachers and support staff are all clear about desired outcomes. It will also include the date when the child’s progress will be reviewed. 

    If a child has been identified by their class teacher and SENCo as needing a particularly high level of individual support, the school (or the parent) can request that the Local Authority carry out a statutory assessment of the child’s needs. This is a legal process, which sets out the amount of support that will be provided for the child. 
    • We would meet together to complete a Comprehensive Assessment of Needs (CAN-DO) and Education Health and Care Plan Request (EHCAR) which is paperwork used to assess the individual level of need. It is designed to be a process, which keeps children at the centre of the assessment and involves parents and all agencies working with the child.
    • After the school have sent in the request to the Local Authority (LA), the LA will decide whether they think the child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will write an Education and Health Care Plan (EHC Plan).
    • The EHC Plan will outline the number of hours of individual/small group support the child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short-term goals for the child.
    • The additional adult may be used to support the child with whole class learning, run individual programmes or run small groups including the child. The child will remain a part of the class, under the direct responsibility of the class teacher.
    • This type of support is available for children whose learning needs are severe, complex and lifelong.

    The assessment for additional/personalised support is broken down in Bandings 1-6. Each pupil is placed at the banding level that meets the description of their need – the SENCO will be able to discuss this in more detail with you. This would mean that they may need:
    • Extra help from a teaching assistant in class
    • Small group or individual support in or out of class
    • Alternative resources.

      If a pupil/student continues to have difficulty even with this additional support and intervention in place, we will seek advice from outside agencies such as: 
    • Health professionals
    • Primary Mental Health Workers (PMHW)
    • Visual/Hearing Impairment teachers
    • Educational Psychologists
    • Speech and Language Therapists
    • Physical and Medical Disabilities Teachers
    • Pupil Referral Services 

    If a child’s needs are complex or severe, we may suggest that we ask the Local Authority for a Statutory Assessment which usually means that the LA provide extra resources to help the child. If a child has this additional provision, this will lead to them having an EHCP (Education Health and Care Plan) which parents will be involved in writing alongside the class teacher, SENCO and other professionals involved with the child.
  • SEND support: Defining SEND and SEND Provision

    What arrangements do you have in place?
    The new SEND Code of Practice (2014) defines children as having special educational needs (SEN) if: A pupil has SEND where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.
  • Consulting with parents of children with SEND

    What arrangements do you have for consulting with parents of children with SEND and involving them in their child’s education?

    All provision plans are discussed and produced with the child, parents, class-teacher and SENCo. Once in agreement the plan is signed and implemented. Plans are evaluated regularly by the class-teacher and amended if necessary.

    For some children, regular communication with parents takes place through the use of:
    • home/school book
    • contact with the class teacher before or after school.
    • ILPPs/IPMs/IBPs
    • School arranged review meetings, or meetings requested between parents and staff through the school office.
    • Information booklets

      These communication systems are in addition to:
    • Parent Teacher Consultation evenings – in which pupil progress is discussed and targets shared and discussed
    • Annual reports
    • Regular newsletters
    • Class blogs on the school website, which are updated regularly
  • Arrangements in place for consulting with young people with SEND

    What arrangements do you have in place in your school to consult with young people with SEND and how do you involve them in their education?

    At Filey CE Nursery and Infants Academy all children are equally valued in school and access an environment where they can flourish and feel safe. We have a whole school team committed to inclusion who ensure that all pupils are happy, safe and achieving at school both academically and emotionally. We listen to children’s views in order to ensure provision within school supports their views and aspirations.

    Each child’s views are recorded on entry to and on exit of all interventions as ‘pupil’s voice’. Should outside agency support be requested through the new EHCAR and/or Single Point of Access (SPA) referral, the pupil’s voice is recorded on the application form to ensure the child’s views are taken into consideration.
  • Assessing and reviewing progress towards outcomes

    What arrangements are in place for assessing and reviewing children and young people’s progress towards outcomes?

    Regular, on-going assessments provide class teachers and teaching assistants with day-to-day successes and next steps. PIVAT and SCERT’s assessments can be used to show smaller steps of progress for children who make less progress than their peers.

    In-school tracking systems are used to identify children not making the expected progress or who are working below national expectations. These children are discussed at pupil progress meetings which are held termly and as a result of these discussions they may receive an intervention. All children at Filey CE Nursery and Infants Academy receiving additional or different provision will then have documents in place that are jointly written by parents, the child and professionals.

    Depending on the level of need this may be called a ‘Condensed My Support Plan’, a ‘Full My Support Plan’ or an ‘Education Health Care Plan (EHCP).’ An EHCP is a statutory document that is written alongside the SEND Panel at the Local Authority. The Plan will follow the child as they move on to their chosen Junior School.

    All children receiving support which is additional or different from universal provision will also have an Individual Learning Provision Plan, Individual Provision Map, or an Individual Behaviour Map.

    Attainment of all children is reviewed by the Senior Leadership Team every term at which time provision may be adjusted and put in place to meet identified needs. Further information about each individual intervention will be discussed with parents/carers if a child was to access them.
  • Supporting children and young people in moving between phases of education

     What are the arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood?

    Transition reviews for children with SEND are organised before moving schools. Staff from the receiving school are invited to transition reviews. If they are unable to attend, the SENCo will contact the child’s new school with the relevant information. Transition visits are arranged for pupils moving to another Primary school. Additional visits can be arranged should these benefit your child. Year Three teaching staff and the SENCo from Filey Junior School visit our school throughout the year and spend time with the children during the Summer term as part of the transition process.
  • What is your School’s approach to teaching children and young people with SEND?

    All children at our school have access to Quality First Teaching which includes personalised, targeted support. If a child requires further support they are added on to an additional provision overview for their year group. These are updated regularly (at least termly) depending on the duration of the intervention or support and the impact this has on the child. If a child is being considered for extra support, parents/carers will be informed of this by the child’s class-teacher. Teaching assistants support class teachers, enabling more targeted group work throughout the day. This support is evidenced on each class teacher’s planning and aims to support groups across the ability range, therefore encouraging growing independence within lessons.

    An Individual Learning Provision Plan (ILPP), Individual Provision Map (IPM) or an Individual Behaviour Plans (IBP) will be used for children who are receiving additional support. This will be designed around your child’s individual needs and the intervention will be delivered by a fully trained, experienced teaching assistant or specialist teacher. At all times class teachers are responsible and accountable for the progress and development of all their pupils.

  • Adaptations made to the curriculum and the learning environment

    What sort of adaptations are made to the curriculum and the learning environment of children and young people with SEND?

    The school’s Christian values of Friendship, Compassion and Community, are reflected across all areas of Filey CE Nursery and Infants Academy. Our school has quality first teaching and differentiated lessons which cater to the need of every child. Interventions are identified on additional provision overviews and each child’s IPM/IBP.

    They have clear objectives and outcomes and focus on accelerating pupil progress. These are shared with the child’s parents. Interventions are delivered by fully trained teaching assistants and monitored closely by the class teacher and SENCo. Regular discussions ensure that skills are reinforced/transferred back into the classroom and built upon. Regular assessments and close monitoring, enables staff and pupils to evaluate the effectiveness of interventions.

    Health care plans and risk assessments are implemented for children who have a high level of need in discussion with parents and relevant professionals.
  • Our expertise for supporting children and young people with SEND

    What sort of expertise for supporting children and young people with SEND do you currently have in school?

    How do you ensure that the expertise and training of staff to support children and young people with SEND is current? How do you access and secure further specialist expertise?

    All staff receive regular training to enable them to meet a range of SEND. Teachers and teaching assistants have regular Continuous Professional Development (CPD) training to meet individual needs as necessary. If a pupil has particular needs and the school has exhausted its repertoire, specialist support is sought promptly from relevant professionals.

    The school SENCo attends all SENCo network meetings, both with EBOR and with the Local Authority to ensure that our practice is up to date and any new information is shared with all staff.
  • Effectiveness of the provision

    How do you evaluate the effectiveness of the provision made for children and young people with SEND?

    The progress and attainment of all children is carefully monitored and reported to parents. If a child is provided with any additional and different provision, we carefully monitor the impact by a variety of methods such as; measuring how the intervention accelerated progress over a given period of time. During the planning meeting with parents and, where possible, the child, the teacher will explain what the expected impact will be by the time the intervention is reviewed and how this will be measured. Our school uses Individual Provision Maps (IPMs) to capture this information, which are written during the first meeting between the parent and the class teacher/SENCo. This meeting is often described as a ‘learning conversation’.

    The school evaluates the impact of all interventions and whether they have a strong evidence base of effectiveness. Other universal provision, for example, provision regularly used in-class is evaluated regularly by the Senior Leadership Team.
  • Engaging in activities available to them

     How are children and young people with SEND enabled to engage in activities available to children and young people in the school who do not have SEND?

    All children at our school are equally valued and access an environment where they can flourish and feel safe. All children are fully included in all aspects of school life. All children are welcome to join in all extra-curricular activities with support being made available if required.
  • How does the School involve other bodies?

    How does the School involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEND and supporting their families?

    Sometimes it will be helpful for school to request some additional support from an outside agency. Filey CE Nursery and Infants Academy has established excellent working relationships with professionals from the following agencies:
    • The Educational Psychologist
    • School Nurse and Health Visitor
    • Educational Social Worker
    • Sensory, Physical and Medical Teaching Team
    • Speech and Language Therapist
    • Physiotherapist
    • Occupational Therapist
    • Paediatrician
    • EMS schools for Speech, Language and Communication, Social, Emotional and Mental Health difficulties and Specific Learning Difficulties.
    • SSA – Specialist Support for Autism Outreach Service
    • Portage support

    School would only contact an outside agency after consultation with parents. We will take the advice and implement it in order to meet the individual needs of our children and will provide the resources required to develop understanding and learning for particular children's needs.
By clicking on each area below you will see more detail and examples of interventions that we run for our pupils. Some children will need support in more than one area of need so we will personalise their learning to encompass this. At Filey Church of England Nursery and Infants Academy, we strive to support children with a wide range of special educational needs in each of these areas.
  • 1. Communication and Interaction Interventions

    6.28 Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

    6.29 Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

    Communication and Interaction Interventions
    • Every Child a Talker (ECAT)
    • Pre teaching vocabulary
    • Lego Therapy
    • Delivery of individual speech and language programmes
    • Talk Boost
    • Talking Partners
    • Talk Mats
    • ELKLAN strategies
    • Time to Talk
    • Musical Interaction
    • Communication in Print
    • Colourful Semantics
    • Social Singing Club
  • 2. Cognition and Learning

    6.30 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where 98 children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

    6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

    Cognition and Learning Interventions
    • Phonics Booster Groups
    • Pre teaching vocabulary and concepts
    • 1:1 reading
    • Phonics Bug
    • Handwriting and sentence development boosters
    • Precision teaching (bespoke to child’s needs)
    • Read, Write Inc
    • Reading Intervention
    • Numicon
    • Numbers Count
    • Use of specialist equipment
  • 3. Social, Emotional and Mental Health Difficulties

    6.32 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

    6.33 Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools – see the References section under Chapter 6 for a link.

    Social, Emotional and Mental Health Interventions 
    • ELSA intervention
    • SEAL intervention
    • Playtime support plans
    • Lunchtime Nurture Club
    • Gardening Club
    • Peer Buddies
    • Emotional Scales
    • Social Singing Group
    • Visual Timetables
    • Task Plans
  • 4. Sensory and/or physical needs

    • Busy Finger / fine motor resources
    • Handwriting groups – multi sensory or alternative methods
    • Delivery of 1:1 Physio and OT programmes (under guidance of Hospital therapists)
    • Use of sensory resources
    • Sensory profiling
All pupils with SEN at Filey Church of England Nursery and Infants Academy have a document in place that is jointly written by parents, the child and professionals. Depending on the level of need, this may be called a ‘Condensed My Support Plan’, a ‘Full My Support Plan’ or an ‘Education Health Care Plan.’ An EHCP is a statutory document that is written alongside the SEN Panel at the Local Authority.
  • Family and Pupil engagement

    Communication is Key

    We pride ourselves with strong links with parents/carers and the child. We will always keep you part of the process when planning for provision for your child. We have introduced comprehensive documentation for all our SEND children receiving support. We know that by working together, we have a much greater chance of getting it right for your child. There are dedicated sections within your child’s plan for parents/carers to complete. We welcome yours and your child’s input into their plan, not just at their review meeting but on a more regular basis as things arise.
  • Staff and SEND Team

    To view our SEN Information Report September 2016/17, click here To view our SEN Information Report September 2017/18, click here   As part of the Ebor Academy Trust, we are committed to providing high quality training and support to all our staff.  Our staff access in house training as well as a wide range of external courses from other professionals and agencies.

    Examples of recent staff training include;
    • RPI training
    • Language friendly classrooms
    • Autism Awareness training
    • Lego Therapy training
    • Musical Interaction Training
    • There are also ELSA and ELKLAN trained staff in school to support children with social and emotional aspects of learning and speech language and communication strategies.

    Within our school, we have a team committed to inclusion to ensure that all children are happy and safe and are achieving both academically and socially.
    All staff in school are made aware of individual children’s specific needs and training/ support will be put in place as needed.

      SEND staff include;
    • Mrs J George – SENCo
    • Mrs C Hudson – Numbers Count teacher
    • Miss C Taylor – SEND specialist teaching assistant
    • Miss S Hiley – SEND specialist teaching assistant
    • Mrs S Egan – Class at Numbers, Musical Interaction
    • Mrs L Gough – 1st Class at Numbers
    • Mrs D Raper – ELSA, Musical Interaction

What are the arrangements for handling complaints from parents of children with SEND about the provision made at the school?

Should parents of children with SEND have any complaints about the SEND provision they should follow the school’s general complaints procedure. It is always best to approach the class-teacher or the Headteacher first, to see if your concerns can be immediately addressed. If you still feel that your view has not been listened to or answered to your satisfaction you can make a formal complaint by writing to the chair of governors at the school.

  • Mrs D. Crosier – Headteacher. (Deputy Designated Safeguarding Lead)
  • Mrs C Wilson – Chair of Governors.
  • Mrs A Clark – Deputy Headteacher / Designated Safeguarding Lead.
  • Mrs J George – SENCo / Deputy Designated Safeguarding Lead/LAC

 

School contact number: 01723 513077

 


Parent Partnership, North Yorkshire

A parent partnership coordinator can be contacted through North Yorkshire’s education offices or on 01609 536923.

The parent partnership coordinators offer impartial advice and support which could include making a home visit to listen to any concerns families may have, or attending meetings with them. They can also be able to put families in touch with other organisations or parent support groups.

The Parent Partnership Service will work closely with independent supporters locally commissioned by the Council for Disabled Children to provide advice and support for parents of children and young people with special educational needs through the statutory assessment and Education, Health and Care Plan processes.

 


SENDIASS, North Yorkshire

The SEND information, advice and support service (SENDIASS) provides free and impartial information, advice and support for children, young people and young adults (up to 25 year old) with special educational needs and / or disabilities as well as their parents or carers.

https://www.northyorks.gov.uk/send-information-advice-and-support-service

 



Useful information

The North Yorkshire local offer can be found here
Code of Practice 2014 can be found here
Children and Families Act 2014 can be found here