Please see both the SEND Policy and the School Information report. The SEND policy is available under policies. The School Information Report is available below.
The Special Educational Needs Co-ordinator (SENCo) is Tina Norton and can be contacted by:
phone: 01249 813505
Marden Vale Academy Special Educational Need and Disabilities (SEND) Information Report
In what ways does Marden Vale Academy School provide for children with Special Educational Needs and Disabilities? (SEND)
About Marden Vale Academy Primary school
- Marden Vale Academy has 265 Children currently on roll.
- In September 2017 47 % of children at school were designated as having some form of Special Educational Need or Disability.
- This can be broken down as follows:
- 21% In Foundation Stage and Key Stage 1
- 26% In Key Stage 2
- There are 26 children on roll who have a statement of SEN or and Education, Health Care Plan.
Resource Base for children designated as having Complex Needs.
We have a 18 place Resource Base on site for children who have complex needs. All children who have a place within the resource base have a Statement of SEN or an Education Health Care Plan (My Plan in Wiltshire). Each child follows a personalised timetable and the aim is always for every child to be included within their mainstream class during the course of the day. The Resource Base is split into two rooms called Rainbow Room and Sunshine Room. They cater for children across the primary age range and the rooms are located within the main body of the school. Each classroom has its own small playground and outside area. There is wheelchair access to both rooms. The resource base is currently staffed with two teachers and the equivalent of three full-time Teaching Assistants and three Teaching Assistants who support individual needs. Children who have particular funding attached to their My Plan or Statement may also have a Teaching Assistant supporting them.
There is a nurture class within the school located in the Key Stage 2 area. This caters for children across the primary age range, who have social and emotional difficulties. The children work within the Nurture classroom in the morning and return to their mainstream class in the afternoons. There are additional Nurture interventions that are in place for children across the school in the afternoons. The room is staffed with one teacher and one full-time Teaching Assistant. Attached to the Nurture Room is Fry’s Farm which accommodates several rabbits, guinea pigs, goats, chickens, ferrets and gerbils! Children across the school access the farm at different points throughout the year. Children who attend the Nurture Room use the farm to develop their social and emotional needs daily.
·We have a full time pastoral Teaching Assistant who is non-class based and supports children individually, in small groups both within and outside of the classroom.
·There are a number of intervention programmes which the Nurture group teacher and Pastoral TA implement linked to developing self esteem, confidence, social skills and enabling children to manage their emotions. All children across the school can access these programmes of intervention
·Children who have Special Educational Needs and Disabilities who remain within their mainstream classrooms can also access intervention programmes linked to literacy and numeracy.
Outside Agency Support:
There are a number of different services outlined below which the school is able to call upon who offer advice and support to manage a variety of SEND and ensure each child is able to achieve their potential.
1. Behaviour Support Service
2. SEND lead workers specialising in physical and sensory needs, social communication difficulties, as well as difficulties with cognition and learning.
3. Speech and Language Therapy. - We have a therapist who visits the school weekly assessing and reviewing the needs of individuals. She liaises with class teachers, TAs and specifically one specially trained Teaching Assistant employed within the school who support children with speech and language difficulties across all classes.
5. Occupational Therapist
6. School Nurse and Community Nurse. The school nurse trains all staff annually in areas of epilepsy and the use of the epi-pen for children who have severe allergies. Training occurs to meet the needs of the children within the school. Last year regular training was also in place for staff, linked to allergies, diabetes and muscular dystrophy.
7. Social Care when appropriate
8. Family Learning Programme.
9. Relate Counsellor - the Relate counsellor visits the school weekly for one morning and meets with children referred by the SENDCos individually for 6 sessions.
10. Learning Disability Nurse
11. Wiltshire Parent and Carer Council representatives – Regular meetings are held with parents to explain what support is available to parents and families of children with SEND.
12. Looked After Children’s Service
13. The Gateway Panel - This is a panel which is referred to in order to gain support for families within the home and school environment.
14. Educational Psychologist
15. Paediatrician and other medical professionals linked to children’s individual needs
16. Local GPs linked to families.
17. Educational Welfare Officer.
18. Ethnic Minority Service.
19. CAF co-ordinator. – This person co-ordinates the Common Assessment Frameworks through which some children are supported.
Staffing, Training and Qualifications
- The SENCo manages the provision for children with SEND across the school
- She continually updates her training in SEND to ensure new initiatives and research is put into place to benefit the children within the school.
- The SENCo can be contacted by email: email@example.com or by phone 01249 813505.
Resource Base Staff
- Miss Tina Weidner Resource Base Manager and Teacher. She holds the ELKLAN training supporting children with Social Communication difficulties.
- Mrs Pauline Heaton, TA in the Resource base and has completed the Derbyshire Language Programme and a 5 day speech and language course run by the County Speech and Language Service
- Mrs Heather Foden, TA in the Foundation stage have completed the Derbyshire Language Programme
- Six TAs and teachers have carried out the online training supporting children on the autistic spectrum. Four TAs have accessed the SWAPP course September 2017.
- The majority of staff have accessed professional development linked to supporting children on the Autistic spectrum. This is continually revisited
- There is regular professional development for all staff across the school including midday Supervisors (MDSAs), termly linked to a variety of aspects of SEND, including attachment difficulties and de-escalation strategies to help manage behaviour.
Identification and Assessment Children are identified as having SEND through a variety of ways.
- Standardised assessments where children are assessed against set criteria in a test format and compared with children who are the same age.
- Work scrutiny – where children’s books are looked at regularly to see how a child is progressing and whether or not they are meeting targets set by the teacher.
- Observation in class and around school. Changes of behaviour may be identified which may indicate a need.
- Use of the Graduated Response Document used in all Wiltshire Schools which has criteria against which a child can be assessed in different areas of need:
- Communication and Interaction
- Social emotional and mental health
- Cognition and Learning
- Sensory and Physical
- Checklists are completed with the class teacher and parents to identify what level of need a child has.
- If, using the Graduated Response and taking into consideration all other areas described, a child is placed as having a Special Educational Need or Disability needing SEN Support then Smart Plan will be drawn up by the class teacher which sets a maximum of four targets in areas of need which a child will work towards. A Smart Plan identifies that a child requires support which is additional to or different from that which is provided within the mainstream classroom.
- Children with a Smart Plan may receive additional support through differentiated tasks, support from the class Teaching Assistant, working outside the classroom or accessing an intervention group.
- If after this support is put into place a child continues to encounter difficulties then advice may be sought from an outside agency as outlined previously. A My Support Plan may be formulated in liaison with the class teacher, parents, SENDCo and any outside agencies. A My Support Plan is reviewed at least three times a year and can be used as a basis for a possible application for a My Plan previously known as a Statement. At this point a SEND lead worker will be assigned to support this application. Please contact the Inclusion Manager/SENDCO for further information. This Information report will be updated regularly in line with new legislation and initiatives both county and nationwide.
Written: January 2018
Next Review: January 2019