‘The School’s Information Report’
At Gilbert Scott Primary School we strive to support all children to enable them to achieve at school.
In order to do this many steps are taken to support them through their learning journey.
Quality teaching is vital; however for some children there are occasions when further additional support may be needed to help them to achieve their potential.
Arrangements to meet the Needs of Pupils with Special Educational Needs and Disabilities
All Croydon schools are committed to and adopt a similar approach to meeting the needs of all pupils, including those with special educational needs. There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which enables them to make the best possible progress in school and ensures they can actively participated in the wider aspects of school life.
At Gilbert Scott Primary School we aim to be a truly inclusive school. We provide education for all abilities, develop the potential of every pupil, in a learning environment where fairness, understanding, success and discipline are pursued, within an atmosphere which promotes racial and social equality.
The school’s Inclusion Quality Mark was renewed in 2016.
The Special Needs Co-ordinator is:
Jan West. Contact - email@example.com
Other support staff for pupils with SEND are:
At Gilbert Scott Primary School we are able to offer mainstream education, with high levels of knowledge and expertise in special educational needs, as well as a variety of enhanced learning provisions (ELP).
On site there is a nursery (Willow Tree Nursery) for children with severe and complex needs – 6 children in the morning and 6 children in the afternoon. Placement here is through the Local Authority panel system.
There are two facilities for Enhanced Learning Provision. One is for pupils in years R, 1 and 2 and the other for pupils in years 3, 4, 5 and 6. The two ELPs cater for a total of 14 pupils. Pupils in the ELPs are placed at Gilbert Scott through the SEN placement panel and have either an Education, Health and Care Plan or have a statement of special educational needs.
Gilbert Scott Primary School will use its best endeavours to ensure the necessary provision is made for any pupil with SEN. In doing so, the school will fulfil the statutory duties and best practice guidelines set out in the Department for Education Code of Practice for SEND.
Roles and Responsibilities of the Class Teacher
The class teacher is responsible for:
- adapting and refining the curriculum to respond to strengths and needs of all pupils;
- monitoring the progress of each child, identifying, planning and the delivery of any additional support required to aid progress;
- contributing to devising personalised learning plans / individual education plans to prioritise and focus on the next steps required for each child to improve in their learning and make progress.
If you have concerns about your child you should speak to your child’s class teacher first. Depending on the outcome of these discussions you may have follow up meetings with the school’s SENCo.
Roles and Responsibilities of the Special Needs Co-ordinator (SENCO)
Our SENCO is responsible for the operation of the Special Educational Needs Policy and the co-ordination of specific provision to support individual children with SEND.
The SENCo liaises with staff to monitor pupil progress and to plan further interventions where progress is slower than expected.
The SENCo has regular contact with a wide range of external agencies that are able to give more specialised advice.
If you have any concerns regarding SEND matters do not hesitate to speak initially with the class teacher who will liaise with the SENCo.
Roles and Responsibilities of the Head Teacher
The Head Teacher is responsible for the day to day management of all aspects of the school, including the provision made for pupils with SEN.
Roles and Responsibilities of the SEND Governor
This governor is responsible for supporting the school to evaluate and develop quality and impact of provision for pupils with SEND across the school.
Children and Families Bill 2013
The Children and Families Bill takes forward the Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill reformed the systems for adoption, looked after children, family justice and special educational needs.
The Government is transforming the system for children and young people with special educational needs (SEND), including those who are disabled, so that services consistently support the best outcomes for them. The Bill extends the SEND system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met.
It takes forward the reform programme set out in Support and Aspiration: A new approach to special educational needs and disability: Progress and next steps by:
- replacing statements and learning difficulty assessments with a new birth-to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training;
- improving co-operation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
- requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.
- What is the School’s Information Report?
The School’s Information Report (known as the Local Offer) was first introduced in the Green Paper (March 2011) as an offer of all services available to support children with disabilities and children with SEND and their families. The following information will set out what is normally available in schools to help children with lower-level SEND as well as the options available to support families who need additional help to care for their child.
- What Will it Do?
Croydon’s framework will allow the Local Offer to provide parents/carers with information about how to access services in their area and what they can expect from those services. With regard to Education, it will let parents/carers and young people know how school and colleges will support them and what they can expect across the local settings.
Below are some frequently asked questions:
How does Gilbert Scott Primary School know if children need extra help?
We know when pupils need help if:
- concerns are raised by parents/carers, teachers or the child;
- limited progress is being made;
- there is a change in the pupil’s behaviour or progress.
What should I do if I think my child may have special educational needs?
- The class teacher is the initial point of contact for responding to parental concerns.
- If you continue to have concerns then contact the SENCO.
How will I, as the parent or carer be kept informed?
- Following identification of SEN, a meeting will be held to which you will be invited. At this meeting discussions will take place regarding your child receiving SEN support. This means the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour along with a clear date for review. This is known as an additional support plan and is reviewed termly. Parents / Carers have input into such plans. If appropriate, the child’s views are also included.
- Staff at Gilbert Scott Primary School will talk with parents / carers at least 3 times a year to set clear outcomes and review the progress towards these. At these meetings, the activities and support that will help achieve them will also be discussed along with the identification of the responsibilities of the parent, the pupil and the school.
How will I know how Gilbert Scott Primary School supports my child?
- Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.
- If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy and literacy skills, etc., then the pupil will be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need, but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on the class provision map (this is a record of the interventions, timings, cost and impact of the intervention). If you have any queries related to the interventions, please contact the class teacher or the SENCO.
- Pupil Progress meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
- Occasionally a pupil may need more expert support from an outside agency such as the Children’s Therapy Team, Paediatrician, etc. A referral will be made, with your consent and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
- The Governors of Gilbert Scott Primary School are responsible for entrusting a named person, Mrs Liz Hodgman, to monitor Safeguarding and Child Protection Procedures. She is also responsible for the monitoring and correct administration of the Disclosure and Barring Service Procedures and the school’s Single Central Record. In a supportive, yet challenging role, the Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.
How will the curriculum be matched to my child’s needs?
- When a pupil has been identified with special needs, their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
- Teaching Assistants (TAs) may be allocated to work with the pupil in a 1to 1 or small focus group to target more specific needs.
- If a child has support from outside agencies, a Special Educational Support Plan (SENDSP) will be written for them. Targets will be set according to their area of need. These will be monitored by the class teacher weekly and by the SENCO three times per year. SENDSPs will be discussed with parents and a copy given to them.
- If appropriate, specialist equipment may be given to the pupil, eg. writing slopes, concentration cushions, pen/pencils grips, easy to use scissors, etc.
How will I know how my child is doing?
- You will be able to discuss your child’s progress at Parent Consultation Sessions.
- Your child’s class teacher will be available at the end of each day if you wish to raise a concern. Appointments can be made to speak in more detail to the class teacher or SENCO by visiting the school office.
How will you help to support my child’s learning?
- The class teacher may suggest ways of how you can support your child.
- The SENCo may meet with you to discuss how to support your child with strategies to use if there are difficulties with a child’s behaviour/emotional needs.
- If outside agencies or the Educational Psychologist have been involved, suggestions and programmes of study are normally provided that can be used at home.
What support will there be for my child’s overall wellbeing?
- The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include:
- Members of staff, such as the class teachers, Pupil & Family Support Worker (P&FSW) and SENCO who are readily available for pupils who wish to discuss issues and concerns. Where appropriate, mediation sessions are carried out.
- Clubs which are available for those who find the start of the day or lunchtimes a challenge.
Pupils with medical needs
- If a pupil has a medical need then a detailed Care Plan is compiled with support from the Health Service in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.
- Staff receive Epipen training when required.
- Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed Medicine consent form is in place to ensure the safety of both child and staff member.
- A number of staff have basic first aid training, including specialism in first aid at work or paediatric first aid.
What specialist services and expertise are available at or accessed by the school?
- At times it may be necessary to consult with outside agencies to receive their more specialised expertise.
The agencies used by the school include:
- Autism Support (Castle Hill)
- Child Protection Advisors
- Educational Psychologist
- CAMHS (Child and Adolescent Mental Health Service)
- Educational Welfare Officers
- PASS (Physical and Sensory Service) to support pupils with hearing/visual impairment
- Inclusion Team
- Outreach support from Chaffinch Brook
- Red Gates outreach support
- Social Services
- Speech and Language
- Occupational Therapy
- School Nurse
An Educational Psychologist is allocated to each school. He/she would normally only work directly with pupils whose needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them.
In order to help understand the pupil’s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed. He/she will offer advice to the school and parents/carers on how to best support the pupil in order to take their learning forward.
What training are the staff supporting children and young people with SEN had or are having?
- Different members of staff have received training related to SEND.
These have included sessions on:
- How to support pupils on the autistic spectrum.
- How to support pupils with social and emotional needs.
- How to support pupils with speech and language difficulties.
- How to support pupils with physical and co-ordination needs.
- How to restrain children in a way that is safe to all.
How will my child be included in activities outside the classroom including school trips?
Activities and school trips are available to all.
- Risk assessments are carried out and procedures are put in place to enable all children to participate.
- However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.
How accessible is the school environment?
As a school we are happy to discuss individual access requirements.
Facilities we have at present include:
- Ramps into school to make the building accessible to all.
- 2 toilets adapted for disabled users.
- Wide doors in all parts of the building.
- Stair lift.
- Chair lift access into swimming pool.
- Curriculum adaptation.
How will the school prepare and support my child when joining Gilbert Scott Primary School or transferring to a new school?
Many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include:
- Discussions between the previous or receiving schools prior to the pupil joining/leaving.
- All pupils attend a Transition Session where they spend some time with their new class teacher.
- Additional visits are also arranged for pupils who need extra time in their new school.
- The SENCo is always willing to meet parents/carers prior to their child joining the school.
- Secondary school staff visit pupils prior to them joining their new school.
- The SENCo liaises with the SENCOs from the secondary schools to pass on information regarding SEND pupils.
- Where a pupil may has more specialised needs, a separate meeting may be arranged between the SENCo, the class teacher, the secondary school SENCO, the parents/carers and, where appropriate, the pupil.
How are the school’s resources allocated and matched to children’s special educational needs?
- At this moment in time, the SEND budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.
- The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.
- Resources may include deployment of staff depending on individual circumstances.
How is the decision made about how much support my child will receive?
- These decisions are made in consultation with class teacher and Senior Leadership Team. Decisions are based upon termly tracking of pupil progress and as a result of assessments by outside agencies.
- During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.
How will I be involved in discussions about and planning for my child’s education?
All parents are encouraged to contribute to their child’s education.
This may be through:
- Discussions with the class teacher
- During parent consultation sessions held twice yearly
- During discussions with the SENCo or other professionals
- Parents are encouraged to comment, with possible suggestions that could be incorporated, if their child has a SENDSP.
Who can I contact for further information?
If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s education please contact the School Office to arrange a meeting with the SENCO.
I hope these have answered any queries you may have but do not hesitate to contact the school if you have any further questions.
Current SEND Updates
What is Pupil Premium?
The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM). Schools also receive funding for children who have been looked after continuously for more than six months and children of armed service personnel.
Why has it been introduced?
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
Who decides on how the money is spent?
In most cases the Pupil Premium is paid direct to schools, allocated to them for every pupil who receives free school meals. Schools decide how to use the funding, as they are best placed to assess what their pupils need.
How are schools accountable for the spending of Pupil Premium?
They are held accountable for the decisions they make through:
- the performance tables which show the achievement and attainment of disadvantaged pupils compared with their peers;
- the Ofsted inspection framework, under which inspectors focus on the attainment of pupil groups, in particular those who attract the Pupil Premium.
There are many SEND terms that are abbreviated
which can lead to confusion
(even for us!)
Below is a glossary of the most used SEND terms
Attention Deficit Disorder
Attention Deficit and Hyperactivity Disorder
Autistic Spectrum Disorder
Behavioural Emotional and Social Difficulties
Common Assessment Framework
Child and Adolescent Mental Health Service
Child, Looked After
Code of Practice
Developmental Co-ordination Disorder
Disability Discrimination Act
Department for Education
English as an Additional Language
Education, Health and Care Plan
Enhanced Learning Provision
Education Welfare Officer
Free School Meals
In School Review
|MLD||Moderate Learning Difficulty|
|PEP||Personal Education Plan|
|PSP||Pastoral Support Programme|
|P&FSW||Pupil and Family Support Worker|
|SaLT||Speech and Language Therapy|
|SEND||Special Educational Needs & Disabilities|
|SENDSP||Special Educational Needs & Disabilities Support Plan|
Special Educational Needs Co-ordinator
Specific Learning Difficulty