SEND at William Byrd Primary Academy
At William Byrd we believe that children with Special Educational Needs and/or a Disability should be identified and appropriately supported in order for them to thrive in all aspects of their lives, prioritising the well-being of the child being at the ‘heart’ of our practice. We believe that children should be offered full access to a broad, balanced and inclusive curriculum to enable them to become valuable citizens and reach their full potential. We also ensure that all staff are aware of the needs of individual children and receive up-to date information and training wherever necessary.
It is through a commitment to work together with those within our school community, and other relevant external agencies, that we ensure that our children receive the best provision to be able to successfully participate fully in all aspects of school life.
1. School SEND provision
William Byrd Primary Academy is an inclusive school which will consider all pupils regardless of their Special Educational Needs. Admissions for SEND pupils follows the same route as all pupils’ admissions in agreement with the Academy policy, based on the principles of equality of opportunity and access for all. We are able to support pupils with a range of needs including:
- Specific Learning Difficulties
- Autism Spectrum Condition
- Attention Deficit Hyperactive Disorder
- Speech, Language and Communication difficulties
- Social difficulties
- Physical and medical needs
- Social, Emotional and Mental Health concerns
We also support pupils with undiagnosed but apparent difficulties and advise parents/carers in order to gain a diagnosis when appropriate. Some pupils without a statement or EHCP also have access to the Specialist Teaching Services and other Professionals according to their needs.
2. School SEND Policy
A variety of factors are considered when identifying and assessing a pupil with SEND. Pupils would likely be assessed for SEND if they:
- Are working at National Curriculum levels significantly below those designated for their age;
- Make little or no progress despite receiving a differentiated curriculum;
- Display poor communication skills, expressive and/or receptive skills;
- Require greater attention than most in the class;
- Require specialist equipment or support for sensory/ physical difficulties;
- Score poorly on group tests or individually administered standardised tests of attainment and/or ability;
- Display a specific difficulty in an area of the curriculum;
- Transfer from a different school with a previous SEND status;
- Have concerns that a parent/carer, teacher or other professional alerts us to.
All lessons are adapted to support the needs of all pupils. However, despite an adapted curriculum, some pupils struggle to make sufficient progress. Identification of these pupils and their area of need is initially done by the class teacher. The pupil’s progress is then monitored and supported by the SENDCo using relevant assessments including reading and spelling tests and additional information may also be collated from teachers’ feedback, liaison from outside agencies, parents/carers, observations etc. All staff follow a reflective cycle called the Assess-Plan-Do-Review graduated approach, whereby each child’s provision and progress are reviewed termly.
Pupils identified as having a SEND need are included, with parents’ consent, on the school SEND register, and are either allocated school support (SEN) or, if a successful application of an Education Health & Care Plan is obtained, EHCP targets and provision.
Annual Review Meetings and Parents Evenings are other opportunities to reflect on progress and feedback to pupils, parents and carers. In order to evaluate the effectiveness of the provision for all pupils with SEND, all interventions and support offered to pupils is regularly monitored and evaluated by the SENDCo along with class teachers and members of the Pastoral Team.
3. School approach to teaching pupils with SEND
William Byrd’s approach to teaching pupils with SEND is to recognise the students’ individual strengths and difficulties, meet their individual needs and take positive actions to ensure that they have equal and inclusive access to the educational opportunities offered by the school. It is recognised that the needs of pupils are best met alongside their peers and the school encourages all pupils to take a full and active part in the life of the school, following the curriculum and also extracurricular activities before school, at break or lunch times and after school. Pupils with a Statement/EHCP may also benefit from dependent on their needs:
- In-class learning support from dedicated LSAs;
- Specific, non-classroom-based interventions;
- Recommendations and support from relevant external agencies, such as the Speech & Language therapist
The school promotes a mainstream inclusive education for all pupils. Teachers are encouraged to use adapted and extension activities for all lessons to promote a positive learning environment for all pupils through quality first teaching. Teachers have access to all information and files for SEND pupils in their classes and are involved in the termly creation and update of One Page Profiles or Learning Plans. Pupils are taught in both mixed attainment groups and attainment sets where appropriate, using a ‘stage not age’ approach. Where groups are set this is reviewed regularly by Year Group Leaders and SENDCo and changes made when appropriate.
4. School facilities and resources for supporting SEND
The SEND Department is led and managed by the SENDCo. The SENDCo reports directly to the Deputy Head (Inclusion). William Byrd Primary Academy is DDA compliant in terms of its building and service. Pupils with a physical disability are able to access all lessons.
5. School staff development and training related to SEND
The SENDCo is an experienced teacher and is currently completing a National Award for SEND Coordination course.
- Teachers and new staff are trained as part of their induction package on:
- Inclusive teaching for all pupils
- Effective use of support staff in lessons
- SEN information
- Strategies to support SEND students
Training is delivered by:
- The SENDCo
- The Deputy Head
- External agencies
6. School consultation arrangements for pupils with SEND
Each pupil who has been identified as having a special need will have a SEND Learning Plan or One Page Profile written and reviewed by the class teacher in collaboration with the SENDCo, the pupil and the parents/carers. Pupils will also have their provisions mapped out and these will be shared at parents at least twice each academic year.
All pupils and parents/carers have the opportunity to discuss progress or raise issues during the school year through:
- Parent evenings
- Informal ‘drop in’ sessions
- Pupil or parent/carer surveys
- Email or phone call to the SEND department
- Home-school contact book
- Annual Review or SEND support meetings
7. School partnerships
Staff at William Byrd Primary Academy work closely with the following agencies:
- Hillingdon Inclusion Team
- Speech and Language Therapists
- Occupational Therapist
- Educational Psychologist
- Social Care
- Child and Mental Health Service (CAMHS)
8. Support for parents
Hillingdon SENDIASS is a free, confidential and impartial support service for parents and carers, children and young people up to 25 years where the child or young person has or may have special educational needs.
Support available for children and young people awaiting an ASD diagnosis or for those that already have an ASD diagnosis
Arts for Life Project
Activities for Children with Additional Needs
The Doodle Den, St Matthews Church Community Hall Annexe, Hallowell Road, Northwood, HA6 1DW
Telephone: 020 8064 0822
Website: Doodle Den – Arts for Life Project
Triple P Positive Parenting Program
Parent and Carer Support
Telephone: 0207 987 2944
Hillingdon Autistic Care and Support (HACS)
Parent and Carer Support
Dudley Place, Off Pinkwell Lane, Hayes, Middlesex, UB3 1PB
Telephone: 020 8606 6780
Frequently Asked Questions (Local Offer)
What is SEND?
A Special Educational Need (SEN) is a difficulty or barrier that affects a child's ability to learn and to access the curriculum. A Disability is a long-term health condition which causes a difficulty or barrier to learn or to access the curriculum.
Who determines that a child has Special Educational Needs and how do they know?
The Special Educational Needs Co-ordinator (SENDCo) in agreement with the Head Teacher will make the decision that a child has SEND and needs extra support to help them to learn. This is not a medical diagnosis, only a recognition that the child is finding it harder to learn than other children of the same age. They will then be placed on our 'Special Educational Needs and Disability' (SEND) Register in discussion with parents/carers.
What is the SEND Register?
This is a list of all the pupils in the school and class who have special educational needs (SEN) and/or a disability. This makes it easier for the SENDCo and staff to monitor those pupils who need extra help.
Why is my child on the SEND Register?
Any pupil on the SEND register has been identified as having a special educational need and/or disability. Extra help will be given to these pupils to help them to make progress
What does this mean for my child?
If your child is placed on the SEND Register, then they will start to receive extra help. They will have a One Page Profile which outlines the child’s strengths and difficulties, and strategies to overcome barriers to learning. Some children will also have their strengths, needs and targets set out on a Learning Plan and Provision Map. This enables you to see what help your child is receiving and how often.
Will my child always be on the SEND Register?
This can vary. Some pupils with significant needs will always be on the SEND Register because their need is a long-term or permanent one, or if they have been set out in an Education, Health & Care Plan. Other pupils may only need help for a short amount of time, and if they no longer need any help, then they will be removed from the SEND Register in discussion with parents/carers.
How does William Byrd Primary Academy know if my child needs extra help?
- Parents notify us as part of the School Induction process
- Information is passed on from previous school
- Regular analysis of children’s progress
- Discussions with parents when concerns arise
- School pastoral and safeguarding team and processes
What should I do if I think my child may have special educational needs?
Make an appointment to meet with the class teacher. The class teacher will liaise with the school’s Special Needs Coordinator and if necessary arrange for a meeting to discuss further.
How will William Byrd Primary Academy support my child?
- The first priority is to ensure that all children are receiving Quality First Teaching within the class that is differentiated to meet the needs of all pupils.
- Additional resources, training and support from the school’s SENDCo will be provided in order to meet the needs of children with additional needs.
- A range of academic and specialist interventions are run to provide additional support outside of class lessons to meet the specific needs of the children where a concern has been identified.
- Parents will be informed of any concerns and additional in class support/intervention that is being put in place and will be consulted about the inclusion of their child on the school’s SEND Register.
- A child on the SEND register will have a One Page Profile and a provision map outlining specific targets and the intervention/support that child will be receiving. Some pupils will also have a Learning Plan which is reviewed termly with parents.
- Pupils working below pre-Key Stage descriptors are offered an alternative provision and bespoke for part of the day to focus on core areas of development, such as speech, language, communication and motor skills.
- Governors are responsible for monitoring the effectiveness of the provision in place for pupils identified with SEND and they will receive an annual report from the Special Needs Coordinator (SENDCo).
How will parents/carers and staff at the school know how my child is progressing?
- Progress data is collected and analysed at least termly. Children with SEND are highlighted in data analysis to monitor progress
- Pupils are identified as working within their Key Stage expected level, within pre-Key Stage standards, or working below this on a SEND-specific framework that measures incremental steps of progress
- Individualised provision maps will be reviewed termly to monitor progress on set targets
- Pupils with EHCPs have these reviewed annually; all other pupils have their SEND One Page Profile or Learning Plan reviewed termly
- All interventions are monitored for impact and outcomes are defined at the start of any intervention which will show if the intervention is meeting your child’s need
How will you involve me in supporting my child? Will my child be involved?
- We will arrange a meeting with you if we have any concerns or suggestions on how you can help us to help your child with their learning.
- Parents are encouraged to chat with the class teacher during the ‘soft start’ period each morning if further ideas and advice are wanted on how to support your child’s learning; this is also a time to arrange a further meeting.
- Annual reports and Parents’ Evenings give all parents and carers regular feedback on their child’s up to date academic levels, individual reading, writing and maths targets and any behavioural, emotional or social difficulties.
- Pupils’ views will be obtained and when appropriate, they may attend all or part of any meeting.
What support will there be for my child's overall well-being?
- Regular curriculum activities, assemblies and lessons in Personal, Social, Health & Relationships Education;
- Citizenship and British Values aspects of the curriculum, including Online Safety through weekly Computing lessons;
- Additional support from a school ELSA or the Pastoral Team can be arranged as needed for individual children; a tailored plan may be put in place for pupils with the highest need;
- Attendance is monitored daily to support families to prevent unauthorised absence;
- Our Behaviour Policy includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff;
- Relevant staff are trained to support medical needs. We have a medical policy in place;
- Pupils’ views are sought through school parliament and other forums;
- Pupils are encouraged to apply for leadership roles throughout the school;
- Our school’s Pastoral Manager may be able to assist you in gaining access to appropriate agencies.
What specialist services and expertise are available at or accessed by William Byrd Primary Academy?
Educational outside agencies include:
- Educational Psychology (EPS);
- Behaviour Support Team;
- Specialist Resource Provisions at other settings;
- Special Educational Needs Consultants;
- Participation Officer (PO);
- Specialist health services through Children’s Integrated Therapies Services (CITS): Speech and Language Therapy (SALT), Physiotherapy (PT), Occupational Therapy (OT); Physical and Sensory Support Service (PSSS), which includes Hearing Impaired Service (HI) and Visually Impaired Service (VI); Child and Adolescent Mental Health (CAMHS); the School Nurse, Health Visitor (EYFS only) and other health professionals;
- Community based support agencies include: William Byrd Children’s Centre, Social Services, Special Educational Needs and Disabilities Information and Advice Service (SENDIAS) and Community Police.
What training have the staff supporting children and young people with SEND had or are having?
- Our Special Educational Needs Co-ordinator (SENDCO) is a qualified and experienced teacher and is currently undertaking the National Qualification in Special Educational Needs, as well as receiving ongoing SEND training in specific areas.
- All staff members, including TA, HLTAs and SMSAs receive regular training to best support our pupils with SEND, for example in dyslexia, Autism, Social, Emotional and Behavioural difficulties and Speech and Language needs.
- Our Equality/Inclusion Policy promotes involvement of all of our learners in all aspects of the curriculum including activities outside the classroom.
- Where there are concerns for safety and access, a personalised risk assessment is carried out to consider if reasonable adjustments can be made to meet any additional needs; if appropriate, parents/carers are consulted and involved in planning.
How accessible is the school?
- We have an Accessibility Plan (Linked here) in place and where feasible, make reasonable adjustments to improve the accessibility of our environment to meet individual needs. Our policy and practice adhere to The Equality Act 2010.
- Our school makes use of translation sites via our website and endeavour to arrange for a translator to attend meetings when necessary
How will the school prepare and support my child to join William Byrd Primary Academy?
- We have an Induction programme in place for welcoming all new learners to our school.
- When necessary, we will contact a new child’s previous school to gain further information in order to provide appropriate support promptly.
- We contact previous settings for the sharing of any relevant information, including Safeguarding data, which is transferred and handled confidentially.
How will William Byrd support my child's transfer to Secondary School?
- We have very good relationships with our feeder settings.
- Information is shared to support pupils’ learning and well-being at transition.
- Enhanced transition programmes are developed for identified children that may require additional support.
How are William Byrd Primary Academy's resources allocated and matched to children's special educational needs?
- Finances are monitored and audited regularly.
- Resources are utilised to support the strategic aims of our setting as well as individual learner needs.
- Interventions are costed and evaluated to ensure a ‘value for money’ service, and are identified on pupil provision maps.
How is the decision made about what type and how much support my child will receive?
- It is an expectation that all children receive Quality First Teaching within the class that meets children’s needs.
- Should additional support be required, this is undertaken after consultation with the relevant staff, the learner and their families as necessary.
- The SENDCo oversees all additional support and regularly shares updates with the SEND Governor.
How are parents involved at William Byrd Primary Academy and how can I be involved?
- William Byrd Primary Academy strives to work in partnership with parents to support each child/young person’s well-being, learning needs, progress and aspirations.
- William Byrd Primary Academy has an open-door policy to allow parents to contact their child’s class teacher with ease.
- Parents are invited to become involved in school-life through a number of means such as ‘soft start’ each morning, ongoing invitations to school events throughout the year, volunteering, consultations and completing parent view surveys.
- Parent workshops and/or in class visits to model our approaches to learning in various subjects, giving parents the confidence to support their child’s learning at home.
- Our Governing Body includes Parent Governors/representatives.
Who can I contact for further information?
- In the first instance, parents/carers are encouraged to talk to their child’s class teacher.
- For students with SEND, further information and support can be obtained from the SENDCo, Ms. Mulligan
If your child has special educational needs and/or a disability and you would like to know more about what we offer at William Byrd Primary Academy please contact us on 01895 462394 or e mail the SENDCO at email@example.com