Our SENDCo & Inclusion Manager is Rasheeda Lisak-Khan.

At Colegrave, pupils are engaged in lessons that are stimulating and given targets that are challenging, but achievable. We provide high quality support through ‘Quality First Teaching’ – the effective inclusion of all pupils in high-quality everyday personalised teaching. As part of this, activities are differentiated to meet the needs of individual pupils.

Teaching and learning is monitored through the observations of activities and lessons. Teaching staff are supported by a planned programme of continuing professional development, which includes in-school and external training and bespoke support from a team of assistant head teachers.

Pupil progress is monitored regularly through half termly assessments and, shortly after, the progress of individuals is discussed at pupil progress meetings. This early identification of pupils not making satisfactory progress enables next steps to be considered and pupils will receive targeted catch up provision. If by the next half-termly progress meeting the pupil has not made sufficient progress, the Special Educational Needs and Disabilities Coordinator (SENDCo) will arrange a meeting with parents/carers and the class teacher to share concerns and obtain further background information. During this meeting, actions are decided and, with the permission of parents/carers, referrals to outside agencies may be made. These outside agencies work closely with the school and parents/carers to provide strategies to support the learning of the pupil.

In some cases a Personal Learning Plan will be written by the SENDCo in the presence of the parents/carers, class teacher and pupil, providing focused learning targets and details of support and resources required. A copy of this is provided for parents/carers to support their child’s learning at home. These plans are reviewed each term and parents/carers are invited to discuss their child’s progress and achievements.

Parents/carers may raise concerns about their child through discussions with the class teacher, Family Support Worker and/or the SENDCo.

How is the curriculum matched to pupil’s needs?

At medium term planning, the curriculum is adjusted to engage and motivate the particular pupils in a cohort. Individual lesson plans are differentiated to match the needs and abilities of the pupils; in English and Mathematics pupils are grouped according to their level of attainment.

How are parents/carers informed about how their child is doing?

– Parent’s evenings are held every term providing an opportunity for parents/carers to discuss their child’s progress and achievement.

– Parents/carers are encouraged to approach the class teacher should they wish to discuss/ask anything and the class teacher would be available to meet after the school day has finished.

– A school report is provided to parents/carers during the summer term.

– Home/school books are a means of communicating with parents/carers of pupils with more complex needs.

– For all pupils that receive High Needs Funding, an annual review is undertaken. The pupil, parents/carers, school staff and external agencies (where appropriate) attend this meeting to ensure the needs of the pupil are being met and that he/she are meeting the targets set.

What arrangements does the school make to support pupils transferring to/from another school?

Pupils transferring to another school:

– In consultation with the parents/carers, the SENDCo will set up transition visits to the new school (pupils with SEND)

– Transition booklets (with photographs) are made for identified pupils to take home at the end of term

– All year 6 pupils, moving on to Secondary School, are offered a transition day by their new school. The SENDCo will agree additional transition days prior to this, to familiarize pupils with SEND before they meet all their new peers

– The SENDCo will pass on pupil records to the appropriate member of staff at the new school

 

Pupils transferring from another school:

– Initial meeting with SENDCo and a look around the school (parents/carers and pupil)

– A member of Colegrave staff will observe new pupil in their current setting (where possible)

– SENDCo will obtain pupil records from old setting to familiarize herself with the needs of the pupil

– Two to three transition visits to Colegrave

How does the school know if the extra support is helping pupils to make progress?

Teachers will meet and discuss in Pupil Progress Meetings, Learning Mentor Meetings and with class teachers to assess pupils’ progress.

What expertise and training do the staff who support SEND pupils have?

Category

Type of Training

Medical Epilepsy
Epipen
Enteral Feeding
First Aid
Paediatric First Aid
Diabetes Type 1
Physical Needs Hoist training
Load Assessor training
Health and Safety TeamTeach
Promoting Positive Behaviour
Load Assessors training
Speech and Language Communication Box Clever
Colourful Semantics
PECS
What is communication?
Foundation course in Communication
Teaching and Learning Autism – ASD awareness
Dyslexia Awareness and Strategies for the Classroom
Multi-sensory approach to Maths
Effective Literacy Intervention
Drop in for strategies for pupils with Moderate Learning Difficulties
Social and Emotional Mental Health THRIVE
Final Year Training for Child Counselling through the Arts
Safeguarding Designated staff Safeguarding training
Advance E-Safety for designated staff
Stonewall – Diverse families
Safeguarding/Child Protection training for all staff
eSafety training for staff
Family Support NVQ Level 4 Working with Parents
Domestic Violence Awareness
Childhood Bereavement
Other SENDCo Course
Assessment BSquared/CASPA training

What specialist support or services does the school access for pupils with SEND?

The following services have supported us at Colegrave:

School Nurse, Nurse specialized in Epilepsy, Nurse specialized in Diabetes, Newham Smiles, Complex Needs and Dyslexia Team, Sensory Service, Educational Psychologist Service, Speech and Language Service, Community Nutrition Service, Community Heath Newham, Play Therapy Service, Music Interaction therapy, Visually Impaired Service, Physiotherapy Service, Wheelchair Services, Occupational Therapy Service; Language, Communication and Interaction Service; Behaviour Support Service, Reintegration into Education Team, School Counsellor, Child and Family Consultation Service, Child Development Centre, Developmental Advisory Service, Alcoholics Anonymous, Dazzle – Drugs and Alcohol Services, Aanchal- Asian Womens’ Service, Newham One Stop Shop – Domestic Violence, Families First, Family Action, Attendance Management Officer, Newham Triage, Social Care, Newham Children Looked After Support Project, Young Carers, Shelter, Local GPs and Childrens’ Centres  and Metropolitan Police.

How are classrooms and other areas of the school adapted to meet pupil’s individual needs?

– Colegrave is wheelchair accessible

– The whole site is on ground level

– Wheelchair accessible playground activities

– Three disabled toilets (one with shower facilities)

– A medical room

– A sensory room

– A quiet room

– A specialised teaching area for pupils with Profound and Multiple Learning Difficulties

– A specialised teaching area for pupils with Autism Spectrum Conditions

What arrangements are made to support pupils with SEND taking part in after school activities outside the classroom?

– All off-site visits are risk assessed and reasonable adjustments are made to include all children, regardless of need, on visits.

– Individual risk assessments are produced as necessary for pupils that require adaptations.

– 1:1 support offered to ensure accessibility to breakfast club and after school activities.

– Pupils with significant or chronic medical conditions (e.g. anaphylaxis, Diabetes Type 1, Epilepsy) have individualised Care Plans (drawn up in liaison with school staff, parents/carers and our school nurse).

How does the school support pupil’s overall well-being?

We are embracing Thrive in our school. This approach addresses emotional developmental needs, builds resilience, decreases the risk of mental health and prepares and equips them to be ready and willing to learn.

After the termly class Thrive assessments, class teachers will have strategies and activities derived from Thrive assessment that they will implement in class. Complimenting this approach will be the Learning Mentors, who will be timetabled to work with pupils who need to develop their social skills, build their self-esteem and develop their emotional resilience. This could be in a variety of settings; Lunch club, 1:1 Thrive sessions, in class support and Nurture groups.

How does the school prepare their pupils for their next stage of education and for adult life?

At each stage, including the transfer to secondary school, teachers liaise with the staff of the next stage to ensure a smooth transition for each pupil.

Who can parents/carers contact to talk to about their child’s special educational needs?

The SENDCo/Inclusion Manager, Rasheeda Lisak-Khan, can be contacted by phone or via the school office.

Who should parents/carers contact if they have a complaint about the SEND provision in the School?

The Head Teacher, Ms Hussain can be contacted via the school office.

What provision has been made for disabled pupils?

Colegrave Primary school is an inclusive school within the London Borough of Newham and follows the inclusive policy of all Newham schools.  Our Resource Base for children with Profound and Multiple Learning Difficulties (PMLD) is part of Newham’s local offer.

We believe that all teachers are teachers of children with SEN and focus on staff training that will provide a range of strategies to creatively differentiate curriculum objectives so that all learners experience a broad balanced curriculum and make progress in their learning. Therefore, we are fully committed to working together to meet the statutory requirements of making ‘reasonable adjustments’ to ensure disabled students are not discriminated against. We aim to reduce and eliminate barriers so that all children can access a curriculum that meets their teaching, learning and physical needs.  Our inclusive ethos aims for meaningful participation and valuing the rights of each individual within our school community. Our school clubs offer equal opportunities and access for all children. Our school has good accessibility features: eg ramps so that students can enter every classroom, specialist equipment for physical mobility including transfer procedures, adapted classrooms; the use of Augmentative and Alternative Communication aids; special hygiene rooms; a medical officer, and specialist support staff who are trained to meet each child’s individual needs. Additionally, we work closely and collaboratively with a team of multi agencies including specialist Speech and Language Therapists, Dietitions, the school nurse, Hearing and visual impairment services, an Educational Psychologist, Occupational Therapists and Physiotherapists to support our staff to deliver a bespoke programme to meet each child’s education and health needs.

Every child has an individualised Care Plan so that everyone who works with them understands their physical and medical needs and knows how to meet them.  Children are also able to enjoy the benefits of our Sensory Room. All children have a communication profile and pupil voice is valued in all reviews.

What provision has been made for looked-after pupils?

At Colegrave we take our duty and accountability to the Local Authority under the Children Act 1989 ‘to safeguard and promote the welfare and educational achievement’ of each looked-after child very seriously.

A Looked-after child is a child who is looked after by a local authority as defined in section 22 of the Children Act 1989 and means a child who is subject to a care order (or an interim care order) or who is accommodated by the local authority.

We have a strong and experienced safeguarding team on site who foster excellent working partnerships with parents, carers, social services, Newham’s Virtual School Head, school admission officers and the special educational needs department to ensure that the educational provision for each looked-after child is monitored and evaluated by Social Services in collaboration with the education team (internal and external) regularly.

All looked-after children have a Personal Education Plan (PEP) which is part of the child’s care plan and specifies the child’s educational targets and progress.  The school and Children’s Services prioritises closing the attainment and progress gap between looked-after children and their peers by creating a culture of high aspirations for the children’s future outcomes. We use the Thrive Approach as part of ongoing assessments which enables us to work with carers and parents to implement strategies that invests in the emotional development and well-being of the children. Learning Mentors are part of the team around a child and they are able to provide additional in class and nurture group support. The school endorses a caring, Rights Respecting ethos that is embedded in its community. We offer Breakfast club, lunch club, after school club, homework club and professional therapeutic interventions.

As with all our vulnerable children, we make sure that all transitions are handled confidentially and that there is an informed discussion about  future placements that will best meet each child’s needs. Personal budgets are carefully managed to secure resources that will enhance a child’s quality of education and well-being.