SEND Information Report

Special Educational Needs and Disabilities Information Report    (updated Sept 2023)                                   

Grove Street Primary School is an inclusive school.

We look at each child as an individual and cater to their specific needs to ensure they thrive and achieve to the best of their ability.

This report explains what Grove Street Primary School can offer to all children, particularly those with special educational needs and disabilities (SEND). In relation to this, information can also be sought from Wirral’s SEND Local Offer (SENDLO) which highlights the services and available to young people.                         

SENDLO - Click here

What SEN are provided for at Grove Street Primary School?

Special Educational Needs and Disabilities consists of four categories:

• Cognition and Learning
• Communication and Interaction
• Physical and/or Sensory
• Social Emotional and Mental Health (SEMH)

Grove Street Primary School provides provision for all of these areas.

The SEND register accounts for 29% of children on roll.

Approximately 40% of our SEND children have a Speech and Language need, falling under the category of Communication and Interaction. In order to support this area, school works closely with a designated Speech and Language Therapist who assess and reviews individual children. Children are often reviewed every 4-6 months depending on their need; resources and programmes of study are provided for school and home to follow

Approximately 33% of our SEND children have Social, Emotional and Mental Health needs. The SEN Code of Practice describes SEMH as the manifestation of a wide range of behaviours from being withdrawn, difficulties in self-regulation to anxiety and self-esteem. Other children may have Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD).

We have 17% of SEND children diagnosed with ADHD. If a child displays behaviours that can be associated with ADHD for example, school follows certain procedures to ensure the right pathway is followed.  Before a referral can be made, both school and parent/carers need to have seen characteristics of ADHD.  The SENCo will liaise with the class teacher and parents to complete the necessary paperwork to support the referral process. Strategies and resources will be shared to support the child both at home and in school.     

Grove Street has four trained Emotional Literacy Support Assistants (ELSA) who support children who may be anxious or have a poor self-image.  Along with this, we also work closely with the ADHD Foundation who provide 1:1 or group therapy sessions and advise and support staff and parents. Support is also sought from a Local Authority Educational Psychologist as well as Gilbrook Outreach Service.  The Zones of Regulation have also been introduced across school to support children in developing their ability to regulate their emotions effectively. This is something that is used throughout the day by all staff to build up essential skills to allow our children to understand how to overcome challenges.

Approximately  23% of our SEND children have a Cognition and Learning need. In order to support these children, we fund a specialist teacher who works with a select number of children each week. Additional to this, assessments can be carried out to identify if a child has a specific learning need.

Approximately 3% of our SEND children have Autism. We work closely with the ASC Team who observe both in school and at home to provide tailored targets. Regular meetings are held to discuss specific children and parents are invited to participate in all forms of communication.

Approximately 9% of our SEND children have Sensory or Physical needs. Most of these are supported through Individual Health Care Plans (IHCP) which are produced with the parents and any other health professionals, if required. Those children with complex medical needs are also supported by Jayne Catton, Wirral Local Authority Specialist Teacher for children with medical and physical needs. We are visited regularly by the Vision and Hearing Team and Physiotherapist.

Those receiving additional funding through Pupil Funding Agreements makes up 9% of SEND children.

What are the policies for identifying children with SEND?

If parents/carers think their child may have special educational needs, they should contact their class teacher in the first instance to discuss the matter. Depending on the need, the class teacher will follow a set procedure to provide support in the classroom and if further support is required, the SENCo will be informed. 

Teachers follow the Graduated Approach to identify and support specific needs. Discussions are held with the SENCo to determine the level of support required, this is based on a tiered system. 

Class Teachers and the Senior Leadership Team meet every half term to discuss each individual child to identify any specific needs and support that may be required.

A copy of the SEND Policy can be found on the school website.

What are the arrangements for consulting parents?

The child and his/her parents are always at the centre of any decision. This may be an informal discussion with the class teacher or the SENCo may invite parents to school to discuss the next steps in supporting their child.  

Parents are also encouraged to contact the SENCo if they have any questions or want to discuss what is available for their child.

What are the arrangements for consulting young people?

Where appropriate, children are included in discussions and procedures in order to ensure the right support is provided.

If a child has a Pupil Funding Agreement, they may be invited to review meetings to ensure their input is included. If it is not appropriate for the child to attend due to their age or understanding for example, then the SENCo or familiar adult will work with them to gain their contribution

Pupil voice is an important part of our school and this includes the SEND offer available to them at Grove Street. The information collected is shared with Senior Leaders and discussions are had to ensure all children, regardless of their needs, are catered for and encouraged to achieve.

What are the arrangements for assessing and reviewing progress?  

At the beginning of every academic year, each child is assessed and a baseline is set. Their progress is then reviewed using our online assessment tool every term. The information collated is shared with Senior Leaders in Pupil Progress Meetings, where each child in the class is discussed. If a child does not appear to be making suitable progress then a discussion is had and agreements are made as to the next steps required to support their individual needs.

Certain groups of children are discussed to see how they compare, for example: the children born in Autumn and how they compare to those born in Summer (the youngest in their class); how boys are achieving compared to the girls in their class. Depending on the information collated, targets are set to support specific groups. These targets are then analysed and reviewed in the next meeting.

Those children that are identified as having SEND have a support plan that highlights their specific need and how they are supported in the classroom. Each term, previous targets are reviewed and new ones set.

What are the arrangements for supporting movement between phases of education?

When a child starts in Little Learners (our two year old setting) or Nursery, arrangements are made for the child and their parents to visit, enabling a smooth transition into school. These visits allow the child to explore the setting with their parents in a calm and relaxed manner and for staff to get to know the family. If a child is identified as having SEND, the class teacher will inform the SENCo and an additional meeting maybe arranged.

Transition into F2

In the summer, before a child is due to start F2 in September, the Headteacher and Early Years staff hold a meeting for parents to explain how their child will transition into the classroom and the learning that will take place.

In September, a staggered transition takes place over three to four weeks to allow each child to settle into the classroom. This time allows children, parents and staff the opportunity to get to know each other and develop positive relationships.

If a child has special educational needs, the SENCo will liaise closely with the previous setting and any other professionals involved with the child to ensure an enhanced transition is arranged to suit their individual needs.

Transition between Key Phases

In the summer term, all children have visits to their new classes to meet their new teacher and to see their new classroom. Those children with SEND may need more enhanced transitions and they are arranged on an individual basis, depending on the child’s specific needs. Multi-agency meetings may be arranged prior to the transition.

Before a child begins their transition, the child’s current class teacher meets with the new class teacher to share information and support plans.

Transition to Secondary School

When a child with SEND transitions to Secondary School, an enhanced transition is completed to ensure their needs are met. The SENCo and Year 6 teachers liaise closely with the high school to organise individualised programmes to support those with SEND. Parents are included in any communication to enable a smooth transition for their child.

Grove Street’s aim is to ensure that all children are well prepared for the next stage in their education, regardless of their individual needs or the stage of their schooling.

What is the approach to teaching?

At Grove Street Primary School, a fun, inclusive and creative curriculum is planned and delivered to allow all children to achieve their full potential. Each child learns differently and a variety of teaching strategies, interventions and resources are implemented to enable all children the opportunity to access the curriculum.

Quality First Teaching ensures all children have access to high quality, inclusive teaching.

Child Centred Profiles are completed by the teacher to identify specific targets for those children with SEND.

How are adaptations made to the curriculum and learning environment?

Grove Street Primary School adapts its curriculum to suit the needs of each individual child through differentiated activities, adult support and/or tailored targets. Teachers take in to account the child and their specific needs when planning activities and makes the necessary amendments to provide the most suitable curriculum.

Sensory based resources are provided for all children, regardless of their needs, along with specific learning tools to support children with the daily activities. 

All the display boards throughout school are covered in neutral colours to create a calming environment for the children to work. The area around the Interactive Whiteboard is kept clear to minimise distractions for the children and to prevent sensory overload.

During the Summer Term (2022) all staff received a high level of training on the school and classroom environments. Adopting a therapeutic approach (guided by the Therapeutic Schools Award) has ensured that all children are able to access their learning due to the calm, homely surroundings. All classrooms have a quiet, cosy area that is accessible to all children if/when they need time to calm, space to think or time alone. Staff encourage children to utilise this resource to help to develop their ability to self-regulate their emotions.

What are the expertise of staff and what training have they received?

Staff at Grove Street Primary School have a wide range of skills that are utilised to upskill and support colleagues throughout school. Regular staff meetings provide opportunities to share resources, ideas and provide feedback to enhance the delivery of the curriculum.

Staff have been trained in a range of areas related to SEND. This may have been individual training, in groups or as a staff.

• National SENCo Award
• ELSA (Emotional Literacy Support Assistant)
• ADHD Foundation training
• Zones of Regulation
• Autism
• ADHD
• Speech and Language
• Neurodiverse classrooms
• Neurodiversity in the Early Years
• Dyslexia
• Gilbrook Outreach
• Lego Therapy
• Mental Health First Aid
• Team Teach Strategies
• Working memory
• Therapeutic Schools Programme (ongoing)

How is specialist expertise secured and funded and evaluated?

Class teachers follow a set protocol in ensuring the needs of each child are met. If it is deemed that a child requires more specialist support, consultation takes place with the SENCo, class teacher, parents and any other professionals (if necessary). Decisions are made to ensure the best outcomes are provided for the child to meet their full potential.

Some children require additional adult support to enable them to access the curriculum. Where this is the case, the SENCo will request additional funding from the Local Authority using what is referred to in the SEND Code of Practice as a graduated response. The Assess, Plan, Do, Review approach is used to draw on more detailed methods and expertise of others as well as being reviewed more frequently to ensure progress is made. If progress is not made, despite the additional funding and regular review of outcomes, an Education Health and Care Plan (EHCP) can be requested. Once the plan has been finalised, often a more specialist provision is named. Parents have a right to specify a particular school to be identified.

A child with an EHCP is entitled to attend a mainstream setting, if it remains appropriate. An annual review takes place with the parents, SENCo and other professionals working with the child, to ensure progress continues to be made. If it is deemed that a more specialist setting is required to meet the child’s needs, the SENCo will provide evidence using the graduated approach and submit this to the Local Authority.

How are children and young people with SEND enabled to engage in all activities?

Grove Street Primary School is an inclusive school. All children are encouraged to participate in all areas of the curriculum; however the level of participation depends on their individual needs and/or need for additional adult support. The class teacher will provide a tailored curriculum to suit the specific requirements for children with SEND to enable them opportunities to engage in an enriched curriculum.

For those children who access individual interventions or small group interventions, there are areas set up in the middle bay areas of each classroom. These areas are inkeeping with the therapetic approach seen in the main clasrooms and around school. 

School trips are an important part of the curriculum and all children are provided with the opportunity to attend. Risk Assessments are completed using the Evolve system and where necessary, individual risk assessments are completed for specific children. The information compiled provides staff with important details allowing the full participation of SEND children.

What support is provided for improving emotional and social development?

At Grove Street Primary School, the well-being of all the pupils is paramount. All staff are committed in ensuring that children feel happy and safe, thus enabling them to engage positively with the curriculum.

During Pupil Progress Meetings, the mental health and well-being of each child is discussed. Actions are identified and put into place to ensure the right support is provided. This is then reviewed in the next meeting and further actions are determined where needed.

The Zones of Regulation have been implemented throughout school to support children in developing a firm understanding of their emotions and how to regulate them effectively. This resource is used daily by all staff whether it is in the classroom, in the corridor or in the lunch hall.

We have four trained ELSA’s in school who work closely with children, staff and parents to provide a safe, nurturing, non-judgemental environment that targets specific areas of a child’s development from self-esteem to anxiety.

All children are encouraged to identify a ‘safe adult’ they can speak to if/when required, promoting an open, approachable environment for the children to learn. Along with this, every classroom has a cosy area that is available for those children who may find certain times of the day difficult or simply just need some time alone.

At lunchtimes, there are different activities on offer for the children such as Full of Beans support workers on the playgrounds, computer club, colouring club, the Bungalow for Year 6 children and ELSA club. These areas provide those children who may find the playground very overwhelming, an opportunity to engage in something more relaxed and quiet.

We work with the Mental Health Support Team (MHST) who support individual children and their families to promote positive mental health. This is facilitated by the Mental Health and Well-Being Lead.

How does Grove Street Primary School involve external agencies and services?

Grove Street liaises closely with a wide range of agencies and professionals to support children with variety of needs such as:

• Speech and Language Therapist
• ADHD Foundation
• Orrett’s Meadow Outreach Team
• Educational Psychologist
• Gilbrook Outreach
• School Nurse
• Paediatricians
• Vision and Hearing Support
• Physiotherapists
• Specialist Teacher for children with medical and physical needs
• Autism Social Communication Team (ASC)
• CAMHS (Child and Adolescence Mental Health)
• MHST (Mental Health Support Team)
• SEND Partnership (Wired)
• Wirral Social Care/Family Support Workers
• Local Authority SEND Managers (Inclusion, Early Years)
• Hayfield Outreach
• Elleray Park Outreach

If a child is identified as having special educational needs or requires more specialist support, the SENCo will contact the parents to discuss this further. Consent will be gained from the parents to proceed with any necessary referrals.

The SENCo often contacts other professionals to seek advice, refer children for support or to share information in order to support individual children. It may also be appropriate to invite such agencies to multi-agency meetings.

What are the arrangements for handling complaints about the provision?

If a complaint relating to SEND should arise, it will be deal with internally where possible, following school’s complaints procedure.  Parents will be signposted to the Wirral Disagreement Resolution and Mediation Service (WIRED).

Involvement from Wirral SEND Partnership is expected

More information regarding complaints procedures can be found on the Local Offer

https://www.sendlowirral.co.uk/complaints-policy-and-procedure 

What are the arrangements for supporting SEN pupils who are looked after?

Children who are looked after have a Personal Education Plan (PEP) which highlights areas of need and strength. Along with the class teacher, the Designated Teacher creates targets and with the use of Pupil Premium Plus Funding, interventions are provided to ensure the child is given every available opportunity to succeed. The Designated Teacher shares the plan with the child’s social worker and discusses progress during PEP meetings. PEPs are written every Autumn Term and reviewed in the Summer Term .

Who is the named school contact for pupils and parents with concerns?

If a parent has a concern about their child they should contact the class teacher in the first instance. Parents and carers are encouraged to communicate any concerns they may have throughout the year rather than waiting for the next Learning Review.

Parents are also welcome to contact the SENCo, Jenny Dinning, on 01516452170