Lawley Primary School

LAWLEY PRIMARY SCHOOL

SEND INFORMATION REPORT 2023 - 2024

The SEND Information Report is updated annually to reflect changes and plans within the school. This report states the current provision within Lawley Primary School.

What types of Special Educational Needs does Lawley Primary School provide for?

Lawley is a two-form entry, mainstream Primary school for children from 5 to 11 years old, providing wrap around care in the form of Breakfast and After School club. We offer a broad and creative curriculum that is exciting and engaging and we are proud of our inclusive environment. Our school is physically accessible with an access ramp to the playground, electronic door systems around school and disabled toilet facilities, including a shower room.

Provision is made at Lawley Primary School to ensure children identified as having additional needs in the four areas specified in the SEN Code of Practice 2015 receive appropriate additional support.

These four areas are:

• Communication and Interaction (CI)
• Cognition and Learning (CL)
• Social, Emotional and Mental Health Difficulties (SEMH)
• Sensory and/or Physical Needs (SPN)

Children are supported through Quality First Teaching and interventions such as: SALT (Colourful Semantics, Contrasting Pairs, Language for Thinking, specific vocabulary, Blank Levels, Information Carrying Words and Talk Boost), ELSA, L’explore, Precision Teaching, NELI (Reception), specific afterschool tutoring and Phonics Hubs (during and after school).

We also respond to the needs of the children on roll at any one time, ensuring that we can fully support them using the best strategies and systems.

Academic year 2022-2023:

More detail about our educational provision for all our children can be found in our Teaching and Learning Policy.

How do we identify and assess pupils with SEND at Lawley Primary School?

We assess each pupil’s current skills and levels of attainment on entry and all pupils at Lawley Primary School are carefully monitored through a pupil progress process.

Class teachers make regular assessments of progress for all pupils and identify those whose progress:

• is significantly slower than that of their peers starting from the same baseline
• does not match or better the pupil’s previous rate of progress
• does not close the attainment gap between the pupil and their peers
• is raised as a concern by a parent or carers

This may include progress in areas other than attainment, for example, social and emotional or sensory needs.

During a half-termly SEN staff meeting, teachers will work alongside the SENDCo to review current support plans in place for pupils on the SEND register. During this time, staff reflect and evaluate the strategies and interventions being used and provide an update on progress towards each target. At the end of each term, new support maps are produced, which are then shared with parents/carers.

In addition to this, teachers can discuss any concerns about additional pupils in their class who may need to go on to our monitoring cycle. These pupils will then be monitored closely and if necessary, internal specialist staff (SALT/ELSA) or external professionals will be consulted.

To support children with SEMH (social, emotional and mental health) needs, the SENDCo and Pupil and Family Support Officer (Mrs Robinson) liaise closely with parents, class teachers and Teaching Assistants to identify any additional needs to discuss how best to support each individual child.  

Further information can be found in our SEND policy and Teaching and Learning policy on our website.

What is our approach to teaching pupils with SEND at Lawley Primary School?

Children on the SEND register at our school are entitled to Quality First Teaching and will follow the National Curriculum offer, wherever possible.

Our aims:

• To provide a happy and secure learning environment, where all needs are met, and all successes are praised.
• To ensure staff follow the National Curriculum and EYFS guidance when planning and delivering lessons, alongside our own progression documents.
• Building Learning Power is embedded in our practice and celebrated each week during an assembly.
• To offer engaging and practical lessons that allow all learners to develop their knowledge and skills, whilst increasing their confidence.
• Pupils have experiences of their own and other religious and cultural backgrounds and values.

If needed, additional adaptations will be made to support individual pupils further, for example individualised timetables and specific interventions or adult support.

Through our website you can find more information about our school vision and ethos and detailed information on each strand of the curriculum we offer.

Teachers are responsible and accountable for the progress of all the pupils in their class and wherever possible, ensure barriers are reduced and every pupil is achieving.

How will we involve other organisations in meeting the needs of pupils with SEND and supporting their families at Lawley Primary School?

Our SENDCo and Inclusion Manager seek advice and support from external professionals and agencies in line with our school SEND policy.

The external agencies provide support through school observations, assessments of individuals, attendance at annual reviews where necessary and written reports. They will also discuss their observations and assessments with parents.

Examples of external support include:

• Educational Psychologist
• Occupational Therapist
• Physiotherapists
• School Nurse
• Strengthening Families
• Social Workers
• Family Support Workers
• Learning Support Advisory Teacher (LSAT)
• Sensory Inclusion Service (SIS), working with children with visual impairment and hearing loss
• Behavioural Support Advisory Teacher
• Early Years Consultant
• Speech and Language (SALT)

We also carry out Early Help Assessments to access further support from health care professionals, Family Connect, Strengthening families and BeeU.

What training do staff have in relation to the needs of pupils at Lawley Primary school?

Our SENDCo attends regular training and updates and shares information with staff at regular staff meetings.

This year, staff have accessed training for supporting pupils presenting with or diagnosed as ADHD, delivered by our learning support advisory team. Our educational psychologist has delivered PACE training to a small group of key workers, including our SENDCo, and we keep up to date with our ‘Crisis Prevention Institute (CPI) safety intervention training. TA supervision has been set up this year with our school SENDCo and Pupil and Family support officer, and our SENDCo has been part of a termly solutions circle programme with the educational psychologist.

How do we adapt the learning environment at Lawley Primary School?

Lawley Primary School is fully accessible for wheelchair users, and we have disabled toilets as well as a shower room and electronic door systems. We have also made necessary adaptations to meet pupils’ needs, including:

• adapting the curriculum to ensure all pupils can access it, for example, 1:1 support, teaching style, content of the lesson, multi-sensory learning, group work.
• adapting resources and staffing.
• using recommended aids, such as laptops, iPads, Bluetooth keyboards, coloured overlays, visual timetables, larger font, Pelican pencils/pens, U-shaped pens, pencil grips, looped scissors, support cushions, fidgets, kinetic sand and individual workstations.
• adapting our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, additional videos on iPads.
• modification of the environment to meet physical, sensory and medical needs of a child if required.
• use of smaller rooms for specific interventions.
• use of a sensory room to provide a calming environment where pupils can regain control of their emotions while enjoying sensory tools and toys or spend time decompressing before moving on to a new task or going home/after school club.
• having a Safe-Guarding Team on the playground to help with social support.
• developing our outdoor provision, following the OPAL guidelines, to develop different areas of play that support a variety of interests. We also have a smaller area of play, with a higher staff - child ratio, to support pupils who require additional modelling of turn taking and communication and interaction with their peers.

Where a pupil requires equipment, such as specific furniture, or adaptations to the building such as handrails or ramps, the school will liaise with the appropriate outside agencies or Local Authority.

Where necessary, further funding will be sought through application to the Inclusive school Forum as outlined in the SEND policy.

How do we enable pupils with SEND to engage in activities with other pupils who do not have SEND?

Our aim is that all pupils have the same opportunities in school, and we will make reasonable adjustments to make this so.

• All extra-curricular activities and school visits are available to all pupils.
• All pupils are encouraged to go on residential trip(s).
• All pupils are encouraged to take part in sports day/school plays/special workshops etc.
• Pupils are not excluded from activities because of their SEND. Some activities may need adaptions. If there are concerns about the participation of a pupil with SEND, schools will complete a risk assessment (involving parents and carers) to identify risks and plan reasonable adjustments to meet needs and protect the pupils’ safety and the safety of others (if appropriate).

What are the arrangements for consulting pupils and the parents/carers of pupils with SEND at Lawley Primary School and involving them in their own education, or the education of their child?

At Lawley Primary School, parents/carers are fully included in the education of their child. This includes:

• Termly parent/teacher meetings to review and discuss the termly School Support Maps.
• Parents/carers sign the termly School Support Map and take a copy home to ensure they know the targets their children are working on and support how they can help at home.
• Parents/carers of pupils with an Education, Health and Care Plan are also invited to attend an annual review meeting, at least once a year.
• Support and inclusion in assessments and on-going support provided by professionals from outside of school.
• Parental representation on the Governing Body.
• ELSA leaflets to support parents whose children are struggling with their Social and Emotional Mental Health.
• Regular Facebook updates and photos to share school information.
• Regular Facebook posts to share Local Offers to support parents.
• Open-door policy ensures that the class teacher and the SENDCo are available to discuss any worries and concerns.
• Pupils at Lawley are fully involved in their learning education. Each support map for SEND children is discussed with the pupil and their views are recorded.
• This year, we started a termly SEN coffee morning where parents/carers were invited to come in and speak to the SENDCo and other members of staff who may be working alongside their child. During 2021-2022, we had a focus session on ELSA and SALT support offered in school.
• other members of staff who may be working alongside their child.
• A termly SEND newsletter.
• The SENDCo and pupil and family support officer are available during parents' evenings to come and talk to.

How do we assess and review pupils’ progress towards their outcomes?

We follow the graduated approach and the four-part cycle of assess, plan, do, review.

The class teacher works with the SENDCO to carry out a clear analysis of the pupil’s needs.

This draws on:

• the teacher’s assessment and experience of the pupil
• the pupil’s previous progress, attainment and behaviour
• other teachers’ assessments, where relevant
• the pupil’s development in comparison to their peers and national data
• the views and experiences of parents
• the pupil’s own views
• advice from external support services.

The effectiveness of support and intervention, and the progress of pupils is reviewed regularly by the SENDCo, class teacher and external professionals where required.

How do we evaluate the effectiveness of our SEND provision at Lawley Primary School?

The effectiveness of provision for pupils with SEN is evaluated by the class teacher, SENCo and SLT by:

• reviewing pupils’ individual progress towards their goals each term
• reviewing the impact of interventions after an agreed number of weeks
• capturing pupil voice by talking with SEND pupils
• data analysis
• using School Support Plans and EHCP individual education plans to measure progress towards goals
• holding annual reviews for pupils with Education Health & Care Plans.

What are the arrangements made by the governing body for dealing with complaints from parents/carers of pupils in relation to the provision made at Lawley Primary School?

We advise parents/carers about how to make a complaint about SEND provision. The Headteacher will then discuss the complaint with the class teacher and SENDCo. If the matter is not fully resolved parents and carers will follow the school’s complaints policy, which can be found online.

The parents/carers of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEN and/or disabilities tribunal if they believe that the school has discriminated against their child. They can make a claim about alleged discrimination regarding:

• Exclusions
• Provision of education and associated services
• Making reasonable adjustments, including the provision of auxiliary aids and services

How do we support pupils transferring between phases of education or in preparing for adulthood?

We plan carefully for transition between different stages of education (transition from Nurseries, between year groups and transition to Secondary school) to be a positive experience that helps pupils to feel safe and continue to progress. Parents/carers always have the opportunity to meet the new teacher and class staff.

We share information with other schools at transition points. We will agree with parents/carers and pupils what information will be shared. Social stories are used to help children with transition, and these can be taken home, with specific photos, to aid families over the holidays.

Transition involves a range of activities including:

• all pupils taking part in a ‘moving up day’ with their peers to their new school
• where necessary, SEND pupils have additional visits to the school
• The SENDCo has a conversation with the SENDCo at the receiving school for all pupils on the SEND register if requested
• The SENDCo from the receiving school is encouraged to visit pupils with an EHCP or complex needs in school to meet them and the class teacher prior to transition.

We encourage these meetings to be face to face.

See what people think about us

Testimonial and feedback:

“Dear Jen and Katie,

It’s been a real pleasure working with you this year as your Link EP and inspiring to work alongside professionals who are so passionate about inclusion, and so skilled at facilitating positive outcomes for the children. You’ve demonstrated your values in your work with me and in openly and bravely facing and attempting to overcome the real challenges and limitations you have faced in supporting children with special educational needs and disabilities. Throughout the year the team has gone from strength to strength from my perspective, the consultation models we were able to implement allowed us to provide advice and support to more children with our limited time and to build capacity within the school to respond to SEND needs. It was also evident in the staff I have met in the wider school that your team is sowing the seeds of inclusion in all areas of teaching practice and pedagogy throughout the school (together I am sure with Carol’s leadership vision). I will look forward to supporting you to further these developments next year.

My highlights this year have been developing our strong working relationships, particularly with Jen and Katie, around ELSA work and consultation. I have found you both to be collaborative, determined, open, honest, reflective, creative and fiercely inclusive throughout your work. A testament to anti-oppressive practice and the facilitation of social justice for children with SEND in these challenging times.

I look forward to working with you further next year in developing your capacity to meet the needs of children with SEND and enabling them to flourish in your inclusive school. I am also looking forward to more of the delicious coffee that Jen so often thoughtfully provides 😊

Many thanks

Dan

Dr Daniel Cumber

Educational and Child Psychologist”

As a parent of children that have attended Lawley Primary School for over 7 years now, I cannot speak highly enough of the teachers and support staff that work tirelessly for the students that attend. In particular, I am so grateful for the support that has been put in place for my son, currently in year 3. As a parent I had some concerns about his needs and as soon as I spoke to his teacher about it at the beginning of year 2, he was given support immediately. They then went on to help his wellbeing by giving him one to one help and support with a key worker and this has been incredibly helpful not only to * but for us as a family too. I have been amazed at the amount of effort that has gone into helping my son through his sensory and emotional needs and am so pleased with the progress he has made since the support has been in place for him. As a parent I am delighted and so thankful to the school as a whole and appreciate all the extra time they have put into helping my son navigate his needs and find solutions to some of his barriers.

Parent of a child with SEND

What can I say....I'm so pleased with the level of support * receives in school, he is thriving!

The SEN coffee morning was really insightful,  and it was lovely to meet other parents who have similar experiences with their children. A really great idea to help us as parents feel more involved with our children's school life!

 - Parent of a child with SEND who attended our first coffee morning in the Autumn term 2022

Where is the information on the Telford and Wrekin’s local offer published?

There is further information on our website of our school offer for SEND and this links to the Local Offer on Telford and Wrekin’s website http://www.telfordsend.org.uk/

If you have any questions or requests for policies or information relating to this report please contact either Carol McQuiggin or our SENDCo Jennifer Olenik- Pritchard on 01952 388410.

Changes planned for 2024 – 2025

To be part of the ELSEC (Early Language Support for Every Child) pilot run by the Local Authority. This project is part of the West Midlands Change Programme and will focus on children in our Early Years and KS1, offering universal and targeted support for speech and language until March 2026. The programme will work with our staff and parents to increase confidence and skills in relation to speech and language and directly with children to increase their communication skills. Primarily, this will be through small group interventions, support in class, whole class approaches and training where needed. It will also include parent sessions and support. The impact of interventions and support will be measured, and all approaches will aim to be embedded and sustainable.

To develop a small SEN class, led by the school SENDCo and a class teacher, that runs twice a week in the afternoon to support a focussed number of pupils in communication and interaction, speech and language and social development.

To develop our outdoor play space for our SEN pupils that require a quieter and more supported play environment.