Parkside Middle School SEND Information Report
SEND information report for Parkside Middle School
Parkside Middle School is a mainstream school committed to the inclusion of all pupils, including those with a range of special educational needs and disabilities. At Parkside Middle School we provide tailored support for pupils as necessary, recognising each pupil as an individual, to ensure every pupil achieves their full potential with us and develops the skills to live happy and fulfilled lives in their future. As a school we are committed to the integration and inclusion of pupils with Speech, Language and Communication needs, Autism Spectrum Disorder, Learning Difficulties, Social, Emotional and Mental Health Difficulties, Dyslexia, Dyspraxia and Physical Disabilities.
This document provides information about how staff at Parkside Middle School support pupils with Special educational needs and disabilities.
Who is responsible for SEND at Parkside Middle School?
The management and coordination of SEND (Special Educational Needs and Disabilities) at Parkside is the responsibility of the SENCo (Special Educational Needs co-ordinator) Mrs Moffatt with the support of the SEN Administrator Mrs Dallaway. If you believe your child may have a special educational need please contact your child's class teacher initially to discuss your concerns and implement an action plan. If further action or advice is required following this meeting an appointment can be made to meet Mrs Moffatt. Please call the school reception and ask to speak to the SEND department.
Mrs Moffatt will meet with all parents on the Additional Needs register termly in order to review their child's provision maps. Furthermore a termly coffee morning is organised for parents of children with SEND as an opportunity for parents to meet more informally with SENCo/Assistant SENCo, the team of teaching assistants and importantly meet with other parents at Parkside. Additionally, an appointment can be made to meet with Mrs Moffatt at parents evening.
How are pupils with SEND identified?
Sometimes pupils start at Parkside Middle School already identified as having a SEND by their first school. For these pupils a thorough transition plan will be in place to ensure the class teacher and SENCo at Parkside are fully aware of any difficulties they may be experiencing, any provision in place at first school continues at Parkside and that agency involvement is passed on. The SENCo values input from parents so do not hesitate to contact the school if your child is due to start at Parkside to discuss their needs.
On starting at Parkside all pupils will complete a baseline assessment to identify the child's ability. Regular teacher assessments will then continue to take place throughout the year to monitor progress and ensure your child is developing in all areas of the curriculum. This is discussed at pupil progress meetings. Any pupils that are not making the expected progress are highlighted and the necessary intervention and strategies will be put in place to support them. Monitoring of these pupils will continue and if, after the class teacher can evidence that intervention strategies have been used within the classroom, progress is still not seen the SENCo will complete an observation and more targeted intervention will be introduced. The SENCo will also conduct a learning conversation with the pupil to gain their insight about what they're finding hard and their aspirations for their education. At this point parents will be contacted to discuss their child's needs, the provision they feel would be beneficial and a provision map outlining their child's specific targets will be set up. Any decisions made will be informed by the insight of both parents and pupils. Furthermore, the child will be added to the Additional Needs Register.
Interventions typically run for 6 week intervals and are evaluated on a weekly basis to ensure they are having a noticeable impact on your child's development. The evaluation will include both the teacher's and pupil's judgement. Targets can be adapted regularly to make sure they are always ambitious, challenging yet achievable for the child. These will always be adapted in consultation with parents as at Parkside we recognise you, as a parent, may have a greater understanding of the barriers to your child's learning and often pupils are more comfortable to communicate their frustrations about learning to parents than teachers. Pupil voice is also essential in determining why an intervention has not been successful and establishing what is an educational priority in the child's eyes and therefore a meeting will be held with parents, pupils and teachers. On some occasions the pupil may provide a written statement of their views if they are more confident doing this than verbally communicating them.
In circumstances when progress is still not noted and a sufficient amount of time has been given for the intervention to have an impact then advice from outside agencies may be sought. Often agencies will provide resources, recommendations or strategies to use with the pupil. On some occasions they will come in to school to complete an observation or assessment of your child. Parents will always be notified of this and are encouraged to meet with the agency beforehand.
How will the school support my child?
At Parkside we pride ourselves on the high quality teaching delivered by all staff, which recognises the importance of different learning styles and is differentiated and personalised to meet the individual needs of all pupils.
It is the class teacher’s responsibility to adapt resources and set work that matches the learning needs of the children in the class, including showing an awareness of reading ages, language ability and level of challenge required. Subject leaders and SENCo can support staff as necessary with this. Wherever possible, children will be supported within the classroom using a range of interventions. Some practical resources available in all classrooms include task management boards, coloured overlays, writing slants, talking tins, emotive fans, visual instruction cards, sensory fiddlers, wobble cushions and ear defenders. These are provided to children at the class teacher’s discretion and in consultation with both the SENCo and agency recommendations.
In some cases specific, targeted, short term interventions may be put in place for a child to accelerate their learning and achieve the expected level in an area of the curriculum. At Parkside the interventions available include rapid reading, rapid writing, speech and language, gross and fine motor skills, social skills, mentoring, phonics and numicon / rapid maths intervention. All interventions run for 6 weeks and are evaluated on a weekly basis using a provision map.
Teaching assistants are allocated according to pupil requirements and can support individuals or small groups in lessons as well as tailoring resources to suit their needs. For more complex needs and a highly tailored programme of provision, support may be sought from a specialist service.
The SENCo will work alongside parents, the pupils and class teachers to put together a provision map outlining what support is required. During this meeting the level of intervention will be discussed and teaching assistant hours will be allocated as necessary.
How will Parkside Middle School support my child in moving between phases in education?
Parkside recognises that as a middle school, we have a very important role in transition for both those pupils coming to us and those leaving us. Communication between first and high schools is very comprehensive and thorough. The SENCo will hold detailed discussions with the SENCos from all feeder and high schools that our pupils have come from or are going to. In these meetings information regarding current provision, needs, anxieties and successes are highlighted so that they are known immediately following transition. The pupil’s future aspirations and career desires are also discussed with high schools to ensure support with subject choices is in place. All documentation and records are passed on to the feeder school and parents are encouraged to attend open evenings in order to meet the new SENCo and discuss their child's needs before the child begins. As part of the transition programmes several induction visits are in place, which will vary in quantity according to the pupil’s individual needs. Additional visits can be made at the parents' request or if the school feels it will be beneficial. These provide an opportunity for the pupil to meet support staff, ask any questions and get to know the school building. Furthermore transition booklets are provided to children with SEND with photographs of the school building, classrooms and teaching staff to enable the child to become familiar with places and faces in anticipation of starting their new school.
What training do staff have to support pupils with SEND?
Specific training for SEND is provided regularly both in and out of school for all teachers and teaching assistants. This is often delivered by the SENCo, or an outside agency within school or through a training course off site. Teaching assistants are also provided with training in a specific area of need or intervention to ensure they have an up to date understanding of the pupil’s needs that they are supporting. For example there is a member of staff responsible for speech and language, who has attended a variety of training courses and is highly skilled in this area. We also have teaching assistants with training in dyslexia, autism, attachment disorder, numicon, phonics, rapid reading and rapid writing. Teaching assistants regularly attend the courses provided by Rigby Hall outreach programme, which ensures their subject knowledge is up to date and refreshed.
Whole staff training is regularly delivered in behaviour management and staff meetings/training days are allocated to highlight high profile pupils, ensuring all staff are aware of their individual needs and how best to support them.
As there is a Mainstream Autism Base on site at Parkside, all staff have been trained to a high level in supporting pupils with autism, which is updated regularly.
Most teaching staff and Teaching assistants are trained in team teach, which provides strategies to de-escalate challenging behaviour calmly and ensures the child remains safe.
First aid training is also provided yearly for specific staff in both epilepsy and epi-pen training.
Can pupils with SEND engage in all available activities at Parkside Middle School?
At Parkside we will do what is necessary to enable your child to develop, learn, participate and achieve their full potential in all aspects of school life. This may involve reasonable adjustments to the school setting or resources or may require special educational provision for your child.
As the school building is across 2 floors a lift is in place to ensure pupils with physical disabilities can access all areas of the building. Selected staff are trained in wheelchair handling and the Evac Chair to ensure pupils in a wheelchair are evacuated from the building safely during a fire alarm and supported safely in all curriculum areas such as forest school and physical education.
The school site is wheelchair accessible, has designated disabled parking spaces and a disabled toilet on both levels. There are also disabled facilities for changing for PE lessons and trained staff to support with this.
At Parkside we aim to ensure all children have the opportunity to participate in all extra curricular opportunities on offer by investing in differentiated equipment or providing support as necessary. Risk assessments are carried out before off site activities take place and parents are consulted to discuss alternative arrangements if required.
Is there any pastoral support for my child at Parkside Middle School?
Parkside recognises the enormous importance pastoral support has to a child's development. Pastoral activities include friendship groups, social skills, 1-1 or group mentoring, toddler group and community workshops.
Furthermore, selected pupils will meet with a key mentor for the last 10 minutes of every school day to discuss their day and any issues that have arisen. This provides an opportunity to resolve any issues before home time preventing the pupil from dwelling overnight. During this time a home school communication folder is completed to inform parents of what has been discussed and inform them of any letters coming home or homework that's been set.
What specialist provision is available to the school?
If required the SENCo can access support from the following agencies:
Speech and Language Therapy (SALT)
Learning Support Team (LST)
Complex Communication Needs (CCN)
Integrated Specialist Support Services (ISSS) (Includes Hearing Impairment Team, Visual Impairment Team, Medical Education Team, Multi-sensory Impairment Team)
Behavioural Support Team
Disability Outreach Team
Children and Adolescent Mental Health Services (CAMHS)
School nurse/Community Paediatrician
What should I do if I'm not happy about the support my child is receiving?
At Parkside we are always striving to be the best that we can be. We welcome any feedback regarding support and will make every effort to work alongside you to put together a tailored support programme that best suits the individual pupil’s needs. We would encourage you to make an appointment with the SENCo to discuss any concerns immediately. At your request the Deputy Head teacher for Inclusion can also be present for this.
The Worcestershire Parent Partnership service has changed its name to reflect its wider responsibilities within the new code of practice. It is now called the Special Educational Needs And Disabilities Information, Advice and Support Service (SENDIAS) and is able to provide independent and neutral advice. You can access this information from their website www.ppsworcs.co.uk or call them on 01905 610 858.
Where can I access The Local Authority’s Offer?
Local authorities must publish a local offer, setting out in one place information about provision that is available for children and young people with Special educational needs and disabilities.
You can find this at:www.worcestershirelocaloffer.org.uk
This information report is reviewed and amended accordingly, on an annual basis