Tewkesbury Church of England Primary School is an inclusive Christian School where we strengthen our relationship with God and each other.
Every child is valued, challenged and nurtured to aspire to reach their full potential as a responsible member of the local and global Community.
We are a school, which develops each child’s self-esteem and self-confidence by providing a variety of educational, creative and social opportunities, and experiences, which embrace their passion for learning in the world of technology and competition.
Key to our success is the contribution of staff, parents, governors and the community in assisting each child’s journey.
At Tewkesbury C of E Primary School, we welcome everybody into our community. The Staff, Governors, pupils and parents work together to make Tewkesbury C of E Primary School a happy, welcoming place where children and adults can achieve their full potential and develop as confident individuals.
Our SEND provision aims to address each individual child’s needs and support their development in the most appropriate way possible and celebrate effort as much as achievement. This report works alongside the SEN School Local Offer and the SEN policy along with other relevant policies which are all available on our website and which detail our philosophy in relation to SEND.
What kind of special needs are provided for in this school?
At Tewkesbury C of E Primary, we believe that every pupil, regardless of gender, race or disability, has a right to equal access to a broad and balanced curriculum. We remain at an average level for SEN in our school, with only 15% of our school remaining on our SEND register at the time of printing. However, we must remember numbers fluctuate on a termly basis as children start to diminish the divide; therefore, figures are subject to change.
Additional and/ or different provision is currently being made in school for children with a range of needs, including the four main areas of SEND.
|Need||Covers the following|
|Communication and interaction||Autistic spectrum conditions, PDD NOS, Mutism, Verbal Dyspraxia along with other speech and language difficulties.|
| Cognition and learning||Moderate learning difficulties; specific learning difficulties- dyslexia, dyspraxia.|
|Social, mental and emotional health||Attention deficit hyperactivity disorder, social anxiety, looked after children and supporting families who are receiving support and advice from external services.|
|Sensory, medical and/or physical||Hearing impairment, visual impairment, sensory processing difficulties, epilepsy and physical disabilities, long term health and personal care issues.|
Tewkesbury C of E Primary School’s SEND Information Report is written with full regard to the United Nations Convention on the Rights of the Child.
What are the school’s policies with regard to the identification and assessment of children with SEN?
The school now uses ‘INSIGHT’ along with using formal assessments such as ‘The White Rose Maths assessments’,’ Rising Stars and TESTBASe, NFER tests as a way of confirming Teacher Judgements whist building up evidence against the new Curriculum expectations.
SEN team currently use a variety of additional and different assessment tools when children are making less than expected progress, which can be characterised by progress which:
is significantly slower than that of their peers starting from the same baseline.
fails to match or better the child’s previous rate of progress.
fails to close the attainment gap between the child and their peers.
widens the attainment gap.
As a pro-active school, we are aware that progress in areas other than attainment needs to be considered e.g. where
a child needs to make additional progress with social needs, life skills, sensory or physical needs in order to be fully integrated into school life. This year at Tewkesbury C of E Primary School a range of specific, more specialised tests are used (usually by the SENCO or SEN team) to assist in the identification of an individual child’s needs in order to plan targeted programmes for them and to use as a benchmark for measuring the impact of subsequent interventions:
To obtain further understanding of a child’s learning difficulties, we may use:
|Area of Need||Published assessments.|
|Reading||§ Salford Sentence Reading and Comprehension Test|
|§ Hodder reading test|
|Phonics and spellings||§ SWT Spelling Test|
|§ Phonological screening|
|Memory, sequencing and processing||§ Lucid COPs and LASS|
|§ Nessy Dyslexia Quest|
|Early Needs||§ Early Years Screen (EYFS)|
|Maths||§ Maths Screening Assessment by Numicon|
|§ GCC screening|
|Communication and language||§ Talk boost baselines|
|§ SALT Key concepts|
|Nurture, social and emotional needs||§ THRIVE/|
|§ BOXHALL Nurture group baseline|
|§ General wellbeing Scale strengths and Difficulties Questionnaire|
|§ South Hampton Emotional literacy scales.|
|§||§ IPP observation schedules.|
|Fine Motor control||§ Clever hands assessment.|
|Gross Motor Control skills||§ ‘Get set 4 PE’ PE assessment|
|Sensory needs||§ Sensory Processing Measure|
Parents are informed within parents evenings, if school staff consider that their child has an additional need or if an extra intervention has been needed. Parents and children (as appropriate, depending upon age and capability) are involved in the planning to meet the need. We often recommend initially that eyesight and hearing be checked to discount these aspects as possible underlying causes of learning issues.
For further information related to the identification and assessment of children with SEN can be found in our Policy document and the School Local Offer.
What is our approach to teaching children with SEN?
At Tewkesbury C of E Primary school we follow the guidance given by Gloucestershire LEA, within the given guidance booklet. We are committed to working together to provide this graduated approach.
“Applying a graduated approach is about giving the right level of support at the right time. If more or different support is needed, it builds onto the support already in place and what has worked/ not worked in the past.”
GCC Guidance booklet (2016 ) ’Additional Needs including Special Educational Needs and Disabilities’.
Therefore all children are entitled to quality first teaching, which takes place in all classrooms with the high setting of expectations and planning of opportunities to enable all to achieve. Special educational needs students will benefit from the same engaging, exploratory and investigative approach.
For some children these approaches will not be sufficient to diminish the divide between them and their peers both academically and socially. Therefore, additional focused and targeted interventions are needed; which are different from the provision made for other children. Provision for SEND is a matter for the whole school; all staff members have important day-to-day responsibility of diminishing the divide and progress for all. These activities are carefully planned, managed and delivered by staff within the child’s year group. The majority of our children will learn and progress within these arrangements within the targeted section of the Graduated pathway.
Within the continuous cycle of plan, do and review, we may find some children may need specialist advice and support to create bespoke targeted interventions. All the teachers and SEN team take account of the child’s needs and abilities when planning and assessing; noting all senses, interests and experiences that can used to encourage enthuse and inspire. There are only a few children from within the school, whose needs are specific, where academic progress is limited and hinders them from accessing the curriculum.
Although our general approach and fundamental aim is to enable each child to be all that they can be, to full fill their potential by removing barriers to learning. Setting high aspirations and having specific pride when being role models; and giving a variety of exciting opportunities to learn.
How do we adapt the curriculum and learning environment?
At Tewkesbury C of E Primary School, we have an immersive and fully inclusive approach to learning. We believe all children learn best when they can be engaged in exploration and real life experiences, many themes across the school focus on the children’s interests and needs. However, some children may need extra support or alternative teaching strategies to get the most out of these experiences.
Extra support might include
- Modelled tasks, scaffolded activities and other types of differentiation to meet the child’s needs
- Content and pace of the lesson might vary along with the teaching style to take into account the child’s needs, and the ‘make up’ of the cohort
- Small group support or individual support to diminish the divide with pre teaching techniques
- Use of additional adults within the classroom
- Multi-sensory methods and use of the light room and quiet safe areas.
- Access to specific resources from use of technology to specific aids such as braille machines and wobble cushions , the school tries as best as it can to act on specialist advice from external agencies.
- Attendance with specific workshops held within in reach and outreach programmes.
Working environments are SEN friendly too!
We endeavour to ensure the school is user friendly; including carefully chosen colour schemes to clearly labelled areas and resources that are easy accessible.
- This year we have ensured that classrooms are ADC/D friendly including revising and reemphasising visual timetables, now and next prompts, task boards as part of a class’ working wall and quiet workstations.
- For children with SEMh needs we have enlarged our independent study rooms to include a nurture study area and intervention areas around the school.
- The advice and support from the physical disability team, with an annual walkabout ensures our knowledge and requirements are still up to date and relevant for our children, prioritising wheelchair friendly and visual access arrangements.
How do we enable pupils with SEN to engage in activities with other pupils who do not have SEN?
Disabilities and medical needs
The school is committed to providing an environment that allows all children access to all areas of learning. The reasonable adjustments duty for schools and education authorities includes a duty to provide aides and services where appropriate for children with disabilities. This act identifies the fact that some children with disabilities may have learning difficulties that call for special educational provision. However, not all children defined as disabled will require this provision. A child with Asthma or diabetes for example may not have special educational needs but may still have right under the Equality Act. We will access each child as an individual and create a myplans, care plans, risk assessments or medical administration documents as required.
Tewkesbury C of E Primary School is a relatively new building. The school architecture and design has been tailored and complies with new building regulations and requirements of the Equalities Act 2010 for accessibility. The school is on a flat site, with no steps and a gradual slope access for wheelchairs in the main entry point. The quadrant shape of the school gives easy and quick access to all areas. Internal doors are all one meter wide with each corridor 2.9m wide to enable free movement of wheelchair users. We encourage these spaces to be clear of furniture and equipment for comfort and ease. Pupil corridors are fitted with lino and an contrasting colour on the walls for visual impairments, which also supports those at the early stages of walking. There are facilities for disabled toilets and intimate care sited within the building. Signage and lighting is regularly; checked for clarity, accessibility and effectiveness.
Discrimination and Inclusion
The school has a policy of inclusion and no child is ever prevented from taking part in activities, excursions or residential trips. Reasonable adjustments are considered in all situations and a comprehensive risk assessment completed where there are concerns for safety and accessibility. Further thought and consideration by group leaders may lead to a discussion with parents where all situations are looked at individually to ensure needs are met. Many excursion activity providers already have adaptations and provision for children with physical disabilities or special educational needs and staff liaise closely with parents, specialists and the excursion providers when planning these activities.
Looked After Children
The school has previously been part of a working party to provide wrap around care to safeguard and promote the welfare of a looked after child, ( A child which is placed up for adoption or a child in foster care) -which includes a duty to promote the child’s educational achievement. Therefore the teacher, SENCO, and senior leader as safeguarding officer has worked closely with the virtual school and social care to provide the best support possible for the child’s needs.
The working party initially creates a Personal Education plan ( PEP) which includes not just educational needs but also broader needs in regards of the child’s placement, welfare, social skills areas. The team meets regularly to ensure the PEP is up-to-date, effective with outcomes being met and educational progress being made. As a school we complete regular reports and invite the virtual schools members to events in loco-parentus, and ensure comfortable surroundings for different agencies.
What arrangements for consulting parents of children with SEN and how do we involve them in their child’s education?
Tewkesbury C of E primary has an ‘open door’ policy, parents are able to make an appointment to see teachers, the SENCO, the head teacher or any other member of the school team. Teachers escort children out of school each day making themselves visible and approachable to parents for small queries where necessary. Our parents appreciate the ‘open door’ policy whereby the SENCO is easily contactable via the school office/telephone/ email. Although in line with the school’s policy, we do consult parents of progress and needs in a variety of ways:-
|TYPE||Who||Reason/ Purpose||How often?|
|All staff, Parents
|Parents of all children at Tewkesbury C of E are invited to
attend this celebration to meet new teachers to introduce
themselves and their child to prospective teachers. Along
with discussing and celebrating work with their current
|Once a year
|Parents of children with special educational needs are
invited to review their child’s progress and more specific
outcomes to their needs – Parents are warmly encouraged
to recommend new outcomes and discuss suggestions for
supporting their child in the home setting.
|Three times a year ( once a term)|
|All staff, Parents
|Parents of children attending Tewkesbury C of E are
invited to review their child’s progress and celebrate
work completed each term.
|Three times a year ( once a
|C and I
children with C
and I difficulties
|Parents of children with ASD or communication and
interaction difficulties are invited to a jigsaw meeting where
parents and staff can discuss upcoming events and
strategies to overcome difficulties as well as an opportunity
to network and find out about local support groups.
|EAL Parents||EAL parents are invited into school, to introduce them to
The English Education System. Support translations of
documents and understand events and processes of school
life in an informal setting.
|once a month
and hand up
|Parents may be invited into school to discuss their child’s
progress at any time and additional meetings are set up as
required or as requested by parents to discuss particular
aspects of a child’s SEN; we particularly welcome
information from parents about how their child learns best
in order that it can be shared with those people who teach
Once a year.
SEN team (ATS)
|Opportunity to meet keyworkers and parents from Preschool
to ensure a smooth transition.
|Once a year
Class TA, (ATS)
|Opportunity for staff at this school to meet SENCO and
Keyworkers at the Secondary schools.
|Once a year
|Progress and outcomes of children with high
needs are assessed and reviewed regularly
throughout the year within consultation
meetings with external services such as the
educational psychologists, advisory teaching
services, the school nurse and speech and
Invites as required.
|The progress of children holding a statement of
SEN or an EHC plan is discussed at their annual
review (interim reviews may be called as
necessary). At this meeting a member of the LA
|Once a year.
Within the classroom environment
Children’s self-evaluation is actively encouraged throughout the school and children are supported where necessary to think of areas for development and how best to develop in these areas, Children are aware of the national curriculum Objectives and the class teacher’s expectations. One way this is demonstrated is noted within the schools marking policy, where it states the requirement to:-create next steps to improve learning, explaining these verbally or in a written form within the child’s exercise books. Teachers and teaching assistants spend time with children on a regular basis reviewing self-assessments; next steps in guided maths sessions; Talk for writing targets alongside the children within class lessons.
The class teacher holds regular discussions with children, SEN team and parents, to discuss outcomes, targets, and progress and next steps. Many teachers, where appropriate, set these outcomes alongside the children with small group or 1:1 sessions before the structured conversation within the meeting to explain the meaning or give examples as well as giving the child ownership of their learning. Many teachers, where appropriate, set these targets alongside the children with small group or 1:1 sessions to explain the meaning or give examples as well as giving the child ownership of their learning.
The SEN team
The SEN Team, support the teacher, with 1:1 nurture sessions and by completing a few of the Gloucestershire’s ‘My profiles’, which run alongside the’ My Plan’ reviews. These help the team around the child to plan next steps in terms of effectiveness of interventions from a child’s point of view taking into consideration the child’s interests, feelings and strategies the child feels are helpful.
The school also has a post box system where children with social needs can request time with Mrs Wiggins, the assistant SENCO. Depending on the need, a letter or a face to face chat is agreed at a convenient time with the child, the child’s teacher and the SEN time to review the child’s needs and try and use a coaching strategy to resolve, create a plan to resolve or just let off steam which will then enable the child to be in a frame of mind and ready to learn.
Children also have a voice in regards the school setting; the school frequently has asked children to complete pupil surveys, along with SEND children being represented in proportion to their numbers in the school council.
How do we assess and review pupils’ progress towards their education?
We use the Gloucestershire Intervention Guidance for Special Educational Needs and Disability to guide our assessment, planning, intervention, support and review of children and their progress.
In accordance with the 2014 SEN code of practice, only after high quality teaching and additional approaches and interventions within the classroom are attempted and monitored, that extra provision is defined and discussed. This regular dialogue across the school contributes to our termly provision maps. A whole school approach of regular reviews and record keeping enables a thorough review of needs. These discussions also embed high expectations and personalised approaches through next steps being verbally discussed or written within books.
Within general discussions cause for concern meetings are held, when through regular class reviews demonstrate the rate of progress is inadequate, Parents and staff note concerns due to behaviour and progress demonstrating sudden changes. Following this discussion issues may be raised with the child and parent in an informal after school meeting, a parents evening or in some cases invites from the SENCO to a provision and intervention review.
We have internal processes for monitoring quality of provision and assessment of need. These include termly reviews of teaching and learning and an additional review of support and provision. We also review each of the interventions with assessments to measure progress. This helps to underpin all our provision in school within the graduated approach of ‘PLAN-DO-REVIEW and assess’ framework.
Assessment of need is monitored through the Pupil Progress Meetings, which review the needs of the child.
How do we support pupils moving between phases of education?
School Partnerships and Transitions
For those children joining us from preschool/nursery or at any point during the school year we liaise closely with the feeder schools/nurseries to ensure that we have a clear picture of the child’s needs. This enables us to put support and provision in place when they join us. We also welcome any input from parents and regularly meet with individual parents before the children join us. Additional visits are set up for children who we feel would benefit from an extended transition programme.
For those children moving on to their secondary schools we have an extended programme of transition involving the following elements:
- We liaise closely with feeder schools to share information regarding pupils’ strengths and needs. We also share information on what provision has been in place for the pupil at Tewkesbury C of E Primary School. We meet with the Year 7 leaders, transition teams and SENCO at the feeder schools to share this information.
- For specific children, particularly those with a Statement or Education, Health and Care Plan, we ensure that extra visits are arranged during the Summer Term to prepare them for their transition.
We support all children whether this is moving to our school or transferring to another school.
- encourage all new children to visit the school prior to starting
- creating social stories for children if transition is likely to prove challenging
- for children starting in reception, the head teacher and early years phase leader holds a meeting for parents in addition to planning a series of visits for children throughout the second half of the summer term, in order for to help children, parents and staff get to know each other.
- a transition meeting is held with preschools and other schools prior to children transferring to Tewkesbury C of E primary school. The head teacher/ Teacher/ Senco will visit settings where it is felt there is a need.
- We liaise closely with staff when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood.
- if the child has complex needs, then a TAC, statement or EHCP review will be used as a transition-planning meeting to which we will invite staff from both schools.
- Transition between year’s groups and key stages within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher. Which includes hand over discussions, children visiting their new classroom, transition passports, social stories and booklets where necessary.
- At any point where a child with SEND is preparing to leave our school, we would seek to arrange additional visits for the child in question to support a smooth transition. Many secondary schools also run specifically tailored sessions to aid transitions for the more vulnerable children at the end of the primary stage of education.
How do we support pupils with SEN to improve their emotional and social development?
Regular team meetings between pastoral care and the SEN team ensure good information sharing. Staff are equipped and trained in safeguarding and welfare issues to ensure relevant and skilful observations are empathetically viewed. This ensures that your child’s well-being is carefully monitored from the initial point of contact at the door, welcoming children and listening to any concerns. Bubble time conversations are a normal part of any member of staff’s day to resolve issues, enhance confidence and boost self-esteem. Any concerns not met by the classroom team are then raised to the Deputy Head, SENCO or Assistant SENCO where discussions can be continued or followed up without major disturbance to the classroom teaching.
For more in-depth needs, Nurture and social skills activities are offered by Mrs Wiggins to promote resilience, persistence, social skills, patience, tolerance, independence, confidence and generally discuss children’s points of view. To do this -we plan small group games and activities, which support, develop and desensitise children to certain aspects of socialisation. Our priority is to help your child make good relationships with adults and school so they feel safe and secure, and to help them make friendships with other children so they feel confident and happy.
What expertise and training do our staff have to support pupils with SEN?
- Our SENCO is an experienced SENCO with over 5 years, experience of this role and is presently employed full time to fulfil this role, she has completed her postgraduate certificate ‘National award for SENCO’s at Gloucestershire University, alongside with completing a Diploma in Psychology and counselling with the Open University. Her specialism within Autism, which has been acknowledged through Degree level units in the theory of Autism; which equates to a level 3 specialist.
- Our assistant SENCO has over 20 years, experience working in a pastoral role, first as a youth worker and now with general nurture activities within school. She has attended and completed the basic mental health first aid course, Winston’s wish training and works closely with the Educational Psychology service and Behaviour consultants to keep abreast of new developments.
Our team of 20 teaching assistants have a wide range of experience and depth of knowledge in planning, delivering and assessing intervention programmes for a wide range of special educational needs. SEND training forms part of the continuing professional development of all teachers and TAs, is organised in accordance with the needs of our children, and has worked closely with other local schools to share training and expertise.
How will we secure equipment and facilities to support pupils with SEN?
The school buys an external support package from specialist services annually; this includes Educational Psychology; Hilda Webb, specialist literacy support; Liane Taylor, Play therapist; TiC, Ben Bishop, Gloucestershire Behaviour consultant. Whereas some specialists are provided by the LEA or through contact with The NHS such as Advisory Teaching teams, Speech and Language Therapists; Occupational Therapy and CYPs.
The school also pays specialist packages to gain access to equipment and facilities such as Alderman Knight IN reach, riding for the disabled sessions; The Local Library and Museums along with annual subscriptions to a range of specialist organisations to aid training and specific programmes of work for children.
We are able to request additional funding for individual students from the Local Authority when necessary, in terms of ‘top up’ funding, adoption funding or funding for training, all of which has been requested this year. We have also used Local Charities to support our endeavours; which have paid for transport, accessibility or specialist excursions.
How do we involve other organisations in meeting the needs of pupils with SEN and supporting their families?
Social and Emotional Support Specialists
Where needs have arisen, the school has worked closely with Ben Bishop from Gloucestershire Behavioural solutions; Liane Taylor, Marie Lloyd; play therapisst, And Ali fro bricks to learn and we are presently working with two key workers from CYPS and Teens in Crisis.
External Support Services
External services play an important part in helping school identify, assess and make provision for children with more severe Special Educational Needs, who meet the given criteria. Our school receives regular visits from members of the educational Psychology Services, Advisory Teaching Services and a variety of Speech and Language Therapists.
Speech and language Therapy, Children’s Occupational Therapy Services and The Locality School Nurse Team ( NHS) are often in contact with the school and involved with individual children which have been seen at ‘Clinic’, they are very supportive and have helped the school in the implementation of specific programmes and advised us with how to baseline specific needs. The School SENCO has attended many appointments with Paediatricians, GPs and other clinics this year to review and monitor the progress of children as a Team of professionals around the child.
Who can young people and parents contact if they have concerns?
For general SEN advice
Tewkesbury C of E Primary School
Special Educational Needs and Disability Information Advice and Support Service
35 St Michael’s Square
|SEN Casework Team/ Additional needs service
For specialist Educational Advice
|Advisory Teaching Service
Battle down Centre
|National Autistic society Gloucestershire Branch
Janet Davies – Branch Officer
Gloucestershire Dyslexic Association
Helpline: 079 639 329 66
If you wish to purchase the expertise of a Private Educational Psychologist in the past, we have used the following, find them to be of a high quality, and reasonably priced.
|LEA Educational Psychologists
Royal Forest Centre
Educational Psychology Service
|Private Educational Psychologist
The Malt House
|Private Educational Psychologist
Mrs Emily Vincent
14 Copt Elm Road
For medical advice
|The School Nurse Locality Team
0300 421 1795
|Children’s Occupational Therapy Team
0300 421 6988
Parents can make referrals online.
2gether NHS Foundation Trust Children and Young People Service
Child & Adolescent Mental Health Service, Acorn House
Although the Gloucestershire Council’s website below has many more agencies and support groups that may be useful.
How do we evaluate the effectiveness of our SEN provision?
Each term the Special Educational Needs team and Senior Leadership Team evaluate the effectiveness of interventions in terms of cost effectiveness, application of skills to the classroom and progress within interventions.
To do this, analysis of provision maps measuring effectiveness of interventions, number of outcomes achieved on MYPLANs, costings, SPTO for evidence of transference of skills to the classroom, TA intervention notes, pupil/parent questionnaires, observations and experiences, book trawls, outside agency notes and any other evidence from the plan do and review model.
How do we handle complaints from parents of children with SEN about provision made at the school?
We hope that concerns and complaints are rare, However initially if a parent is concerned about anything to do with the education that we are providing at our school, they should, in the first instance, discuss the matter with their child’s class teacher. In our experience, most matters of concern can be resolved positively in this way.
All teachers work very hard to ensure that each child is happy at school, and is making good progress; they naturally want to know if there is a problem, so that they can take action before it seriously affects the child’s progress.
Where parents or carers feel that a situation has not been resolved through contact with the class teacher or SENCO, or is of a sufficiently serious nature please follow the guidance , if there should be a concern the process to follow is outlined in the School’s complaints policy should be followed.
Relevant school policies underpinning this SEN Information Report include:
- SEND Policy
- SEND School Local Offer
- Teaching and Learning Policy
- Complaints policy
- Disability and Equality Policy
- Behaviour Policy
- Child Protection
- Safeguarding Policy
- Intimate and personal care policy
- PE Provision
Legislative Acts taken into account when compiling this report include:
- The Children and Families Act 2014 – Part 3;
- The Special Educational Needs and Disability Regulations 2014 (amended twice in September 2014 and March 2015) – the main set of Regulations underpinning the Act);
For the law which still applies to children with statements/ EHCP of SEN:
- The Education Act 1996 – Part IV
- The Education Act 1996 – Schedule 27
- Education (Special Educational Needs) (England) (Consolidation) Regulations) 2001
For the law relating to Disability Discrimination: