Communication and interaction

Speech & Language and Communication Needs (SLCN)

Speech & Language Impairment (SLI)

Autism Spectrum Disorder (ASD)

Cognition and learning

Moderate Learning Difficulties (MLD)

Severe Learning Difficulties (SLD)

Profound and Multiple Learning Difficulties (PMLD)

Specific Learning Difficulties (SpLD) Dyslexia, Dyscalculia, Dyspraxia

Social, Emotional and Mental Health Difficulties

Mental Health Difficulties

Attention Deficit Hyperactive Disorder (ADHD)

Attachment Disorder (AD)

Sensory and/or physical needs

Vision Impairment (VI)

Hearing Impairment (HI)

Multi-Sensory Impairment (MSI)

Physical Disability (PD)

Mr Graham Shore

Telephone: 01249 81 24 24

Email: sen@holytrinitycalne.wilts.sch.uk

Mrs Kate Horner

Telephone: 01249 81 24 24

Email: sen@holytrinitycalne.wilts.sch.uk

Identification of students with SEND results from:

• Information from previous setting

• The school's own baseline assessments

• Early Years Profile or KS1 SATs scores

• Progress based on data collections

• Teacher referrals

• Parent referrals

• Referral from an outside agency

• Health diagnosis through paediatricians

• Using Graduated Response to SEND support (GRSS)

Holy Trinity SEND Information Report (link)

As part of inclusion, teachers at Holy Trinity endeavour to make suitable provision within the main classroom setting to ensure children with SEND are accessing Quality First teaching.

Depending on an individual's need and the lesson content and context, differentiation and support strategies may be employed.

If support beyond Quality First Teaching (Universal Provision) is needed, children with SEND may also benefit from specific targeted interventions either as an individual or as part of a group. Parental permission will need to be agreed before enrolling children for interventions.

Where it is deemed necessary and practicable (often in consultation with specialists), equipment may be purchased, and learning areas adapted for children with SEND.

• A teaching assistant may be deployed to support a child's learning in the classroom. This will be directed by the teacher.

• Specific resources and strategies will be used to support a child individually and/or in groups as is judged appropriate to meeting their needs.

• We will be implement advice from specialist services.

• Children with an EHCP or additional funding may receive additional support from a Teaching Assistant.

• Learning environments may be adapted with regard to an individual’s sensory need if needed.

• Learning environments may be adapted with regard to an individual’s social and emotional need if they find it hard to regulate their feelings.

• Bespoke training needs are identified to support children with SEND

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• Staff meetings and training delivered by the SEND and Family Support Manager, SENDCO or specialists provide staff with the knowledge, understanding and skills to help pupils.

• Individual staff are appropriately trained to deliver interventions relating to a group or a specific child

• Part of induction for new staff focuses on SEND training as necessary.

As a church school we seek to bring out the best of any individual, providing them access to a large range of opportunities. We aim to be inclusive so that every child has access to a full curriculum.

As part of Quality First teaching, we will make reasonable adjustments to facilitate all pupils – including those with SEND - taking part in activities and feeling valued in our school community.

To do this, we will:

• Complete individual risk assessments as necessary

• Make reasonable adjustments to encourage children with SEND to participate in school clubs.

• For non-routine events – e.g. school trips, sports’ day and school visitor sessions – brief the children beforehand and make arrangements for them to engage fully in all experiences.

Where children need extra support with their social and emotional development, we may:

• Use social stories as part of a targeted intervention.

• Use de-escalation plans.

• Create social skills groups/interventions.

• Use an ELSA (emotional literacy support assistant).

• Use advice from CAMHs or other external agencies.

• Provide calm spaces for children for whom this is recommended within the classroom.

As a church school, we encourage strong working relationships for all pupils.

We make sure that we consult pupils with SEND by:

• Opting to have class-based Teaching Assistants throughout the school.

In Reception and KS1, class-based TAs are present throughout the school day; in KS2, they are present for the entire morning, before delivering interventions in the afternoons.

• At the outset of each academic year, children on the SEND register have the opportunity to share their views on a one-page profile. This can be looked at by anyone working alongside the child.

• Children with SPs are part of the review process and have opportunity to review their targets and progress.

• Students with an EHCP have the opportunity to tell us their views as part of the review process.

One of the keys to improve pupil outcomes, attendance and behaviour is to have effective engagement between Holy Trinity and parents. This should take place on a regular basis.

For pupils with extra support, parents will visit the school at regular intervals to discuss the pupil’s progress.

For children with Support Plans this entails:

• Meeting to agree relevant and achievable targets for the child.

• Planning activities and support for children to make progress toward these targets.

• Identifying the views and responsibilities of the parent, the pupil and the school. This is recorded in the child's Support Plan which is reviewed and updated three times a year.

For parents of pupils with an EHCP:

• Meeting for an Annual Review. This is in addition to parents’ evenings.

If you wish to discuss your child’s learning, or progress towards a target, it will be possible to speak to staff (the class teacher is the first point of contact) to make an appointment to do this.

Progress is continually monitored by the Teachers, Deputy Headteacher, SEND and Family Support Manager and the Headteacher/SENDCO. This is achieved by:

• Class teachers make ongoing assessments against targets set in individual Support Plans. When a target is achieved, a new one is agreed, and provision planned.

• At any time, a pupil with SEND should only have three targets on their Support Plan. This keeps the focus tight and means progress can be measured.

• The progress of children with an EHC Plan is formally reviewed at an Annual Review with all adults involved with the child's education.

• The SENDCO and Deputy Headteacher will review the progress of pupils on the SEN register after relevant data drops (termly).

• Class teachers and the SENDCO discuss progress towards outcomes set in individual Support Plans at least termly.

• Teachers are expected to provide feedback for children to work on during the course of lessons, and by marking for the next lesson.

• Curriculum assessments are discussed with parents at Parents evenings.

• Parents are invited to reviews and to discuss assessments with outside agencies such as the Educational Psychologist or specialist Outreach teams.

• For pupils with Support Plans (SPs) or Educational Health Care Plans (EHCPs), pupil and parent voice are captured ahead of and during reviews to assess targets and establish any new ones.

• Pupil voice is recorded on One Page Profiles.

• Annual audits to evaluate SEND provision are completed.

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• There are regular meetings of the SEND and Family Support Manager with the Headteacher/SENDCO, Senior Leadership Team, Teachers and Governors, as required.

• To monitor provision and measure its impact, Holy Trinity tracks pupil data and uses lesson observations, learning walks, scrutiny of books and pupil conferencing.

• Interventions are also monitored for their impact. Data analysis looks at progress of children with SEND. Governors are presented with this data, and it may be judged by external moderators such as Ofsted.

On entry to Holy Trinity Academy:

• Nurseries and pre-school settings are visited by Holy Trinity teaching staff prior to the arrival of new pupils. Details on provision and where the child measures against age-related expectations are shared.

• Days for children to visit Holy Trinity prior to joining the school are offered. This allows all children and their parents/carers to start familiarising with the setting and staff, which is particularly useful for children with SEND.

• Planning for children known to have SEND will start in the Summer Term before their arrival to Holy Trinity. This will involve considering the environment that will best support them and the deployment of support staff.

• Parent/carers are invited to meetings at the school at the start of the academic year and are provided with a range of information to help them settle into Holy Trinity.

• The SEND and Family Support Manager is available to meet with all new parents of pupils who are known to have SEND to allow concerns to be raised and to discuss steps moving forward.

• If pupils are transferring from another setting, the previous school records will be requested to arrive as soon as possible and, if required, a meeting will be held with parents to identify and reduce any concerns.

• The Year 6 teacher holds transition meetings with teachers at local secondary schools. The SEND and Family Support Manager at Holy Trinity will also share pupil information with the secondary school’s SENDCO and, if necessary, plan any extra transition visits. Secondary school SENDCOs are invited to Y6 annual reviews for children with an EHCP.

Holy Trinity Academy uses the following bodies to help in its delivery of SEND:

• Educational Psychology

• Educational Welfare Services

• Social Emotional Mental Health (SEMH) Support

• Speech and Language Therapy

• Wiltshire SSENS Service

• Wiltshire SEND team

• School Nursing Team

• Visual Impairment Team

• Hearing Impairment Team

We are also able to refer pupils with additional needs to:

• Occupational Therapy

• Community Paediatrics

• NSPCC

• Wiltshire Council Family Hub

SEND Guide for Parents

· Talk to us – Telephone: 01249 81 24 24 Email: sen@holytrinitycalne.wilts.sch.uk

It is best to contact one of the following:

· The child's class teacher

· SEND and Family Support Manager (Mrs Kate Horner)

· The SENDCO (Mr Graham Shore)

Holy Trinity endeavours to have a family-feel and a strong sense of community. Our staff have good working relationships with each other, with relevant agencies and with the children. We will be honest with parents, so relationships are strong here too. Please be honest and open with us.

We seek to promote an active partnership with parents/carers and to involve them fully at every stage. Most concerns and complaints can quite properly be resolved on an informal basis by contacting your child's class teacher, the SEND and Family Support Manager or the Headteacher/SENDCO.

Formal complaints are resolved through our complaints process.

SEND - Special Educational Needs and Disability

SENCo - Special Educational Needs Coordinator

TA - Teaching Assistants work with children in small groups or individually as directed by the class teacher or SENCo

SP – Support Plan. A system of bespoke targets for children who may require an EHCP in the future. These targets are determined and reviewed by the setting, parents and child.

EHCP – Educational Health Care Plan.

AfL – Assessment for Learning. A system of teaching and learning where feedback is used to improve pupil performance. Pupil feedback will help determine next steps in the learning journey.

HLTAs - Higher Level Teaching Assistants who oversee the other TAs, support parents and cover for class teachers when necessary.

SEN List - This is a list of children who receive additional support in school, they can be on this list because they have difficulty with their learning, social communication, behaviour, or they have physical difficulties.

Education Health and Care Plan - This is a process that is used to assess children who have complex SEND needs.

Team Teach - This is training that is given to those who may need to physically restrain or move children.