Navigation
Home Page

Additional Educational Needs

Information Report

Information Report 1

I have concerns about my child's progress, what should I do?

 

If you wish to discuss your child's progress please make an appointment to see their class teacher initially.

 

Each school within the Federation has a SENDCo who coordinates the provision for pupils who require additional support.

If you have any concerns or wish to discuss your child further, please contact the SENDCo for your school.

 

The SENDCo's for Rosehill Infant and Nursery School is:

 

Mrs S Kavanagh, 01332 229229, senco@rosehill.derby.sch.uk

 

Our SEND Governor is Mr Mark Booton.

These are some of the lovely comments we have received:

 

no Great school, great staff.

no Happy with school policy.

no Teachers and staff are very cooperative.

no I feel my child is safe.

no The school is doing really well in supporting parents with SEN.

Admission to School.

 

The admission arrangements for ALL pupils are in accordance with national legislation, including the Equality Act 2010.This includes children with any level of SEND; those with Education, Health and Care Plans and those without.

 

In common with other maintained schools, the Local Authority (Derby City Council) administers admissions into the school.

 

If you have any questions you can contact the admission's team on 01332 642730.

What facilities do you have?

 

Each school has different facilities and staff trained in different areas of SEND.  For more detailed information please read our Accessibility Policy or speak to the school SENDCo.

 

Rosehill Infant and Nursery School is a split level building with classrooms upstairs and downstairs.  It has a disabled toilet for adults and one for children and young people.   The one used by pupils has a height adjustable bed and ceiling hoist.  Classrooms are fitted with blinds.

 

Accessibility Plan - ratified Jan 2016.

 Inclusive Practice:

 

At Rosehill Infant and Nursery School we have adopted a whole- school approach to SEND policy and practice.  All staff are committed to the principles and aims of this policy.  Pupils identified as having SEND are, as far as is practicable, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum and Early Years Foundation Stage Curriculum and are integrated into all aspects of the school.

 

All teachers are responsible for identifying pupils with SEND and, in collaboration with the SENCO, will ensure that those pupils requiring different or additional support are identified at an early stage. Assessment is the process by which pupils with SEND can be identified. Whether or not a pupil is making progress is seen as a significant factor in considering the need for SEND provision.

 

Early Identification

Early identification of pupils with SEND is a priority. The school will use appropriate screening and assessment tools, and ascertain pupil progress through:

  • Evidence obtained by teacher observation/ assessment.
  • Foundation Stage profile scores and their progress against the criteria contained in the ‘Ages and Stages’ documentation
  • Their performance in National Curriculum subjects judged against assessment requirements.
  • Pupil progress in relation to the National Curriculum objectives in English and Maths
  • Concerns shared by parents/carers.

 

Assessments

Assessments made will be through:

  • Observations
  • Records from feeder schools, etc.
  • Information from parents
  • Information from outside agencies
  • Foundation stage assessments
  • Foundation stage profiles
  • Target setting
  • Pupil tracking

 

 

CODE OF PRACTICE GRADUATED RESPONSE

 

The school adopts the levels of intervention as described in the SEN Code of Practice. 

The Code of Practice advocates a graduated response to meeting pupils’ needs. 

 

SEND MONITOR

 

  • Any pupils who are falling outside of the range of expected academic progress will be monitored and assessments will be made as described above to determine if further intervention is required.
  • The class teacher will take steps to further differentiate the learning to better support the pupil and this may require an adjustment in the style of teaching adopted with that pupil.
  • The SENCO should be informed and consulted to provide support and advice and may wish to observe the pupil.
  • Parents will be fully informed so they can share information and knowledge with the school to help better understand the needs of the child.
  • The child is recorded as being monitored; this does not mean they will automatically be placed on the SEN register.

 

 

SEND SUPPORT

 

Where it is determined that a pupil does have SEND, parents will be formally advised of this and the decision to add the pupil to the SEND register is made.  The aim of formally identifying a pupil with SEND is to help school ensure that effective provision is put in place and so remove any barriers to learning.  The support provided consists of a four part process.

  • Assess
  • Plan
  • Do
  • Review

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows.  This cycle enables identification of those interventions which are most effective in supporting the pupil to achieve good levels of progress and outcomes.

 

Assess

 

This involves clearly analysing the pupil’s need using the class teachers’ assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of the parents.  Advice from external support services and staff will be sort if appropriate and with the agreement of the parents.

 

Plan

 

Planning will involve consultation between the teacher, SENCO and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and/ or behaviour that is expected and a clear date for review.  Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home.  This plan with be recorded in the form of a Target Planning and Reviewing document which will be shared with staff, parents and the pupil.

 

 

Do

 

The class teacher remains responsible for working with the child on a day to day basis.  They will retain responsibility even where the interventions may involve group or one to one teaching away from the main class teacher.  They will work closely with teaching assistants to plan and assess the impact of support and interventions and ensure links with classroom teaching.  The SENCO will

support with further assessment of the pupils strengths and weaknesses.

 

Review

 

Reviews of a child’s progress will be made regularly.  The review process will evaluate the impact and quality of the support and interventions.  It will also take account the views of the pupil and their parents.  The class teacher, in conjunction with the SENCO, will revise the support outcomes and based upon the pupils progress and development make any necessary amendments going forward, in consultation with parents and pupils.

 

 

REFERRAL FOR AN EDUCATION, HEALTH AND CARE PLAN

 

 

If a child has lifelong or significant difficulties they may undergo an Education, Health, Care Needs Assessment which may be requested by the school, parent, health or social care.  This will occur where the complexity of need or lack of clarity around the need of the child are such that a multi-agency approach to assessing that need, to planning the provision and identifying resources is required.

 

The decision to make a referral for an Education, Health and Care plan will be taken at a progress review. 

 

The application for an Education, Health and Care Plan will combine information from a variety of sources including:

 

  • Parents
  • Teachers
  • SENDCO
  • Social Care
  • Health Professionals

 

Information will be gathered relating to the current provision provided, action that has been taken, and the preliminary outcomes of targets set.  A decision will be made by a group of people co-ordinated by Derby City Council (including professionals from education, health and social care) about whether or not the child is eligible for an EHC Plan.  Parents have the right to appeal against a decision made by the Education, Health, Care panel.

 

Further information about EHC Plans can be found via the Derby City Website

 

http://www.derby.gov.uk/education-and-learning/special-educational-needs-assessment/

 

Click below to view Derby City Council's Local Offer

 

http://www.derby.gov.uk/education-and-learning/special-education-needs-disabilities/

 

Click below to go to the Derby Family Information Service page.

 

http://www.derby.gov.uk/community-and-living/childcare/information-for-parents/#page-contact-details

 

 

What is the process if parents or school have a concern?

SENDIASS (Parent Partnership) are a great way to seek independent advice and support. They can be contacted on 01332 641414. Click below for more information in Urdu and Punjabi.

What should I do if I have a complaint?

 

We value working with parents and pupils, if you or your child is unhappy or has a complaint please come and speak to us.

 

Initially the class teacher or SENDco will be happy to discuss your complaint.

However if you wish to speak with the Headteacher then please ring 01332 229229 to make an appointment.

 

If your concerns have not been resolved then please find further information in the complaints policy available from the school admin team.

Ask the SENDco!

Do you have any concerns over your child's progress or wish to meet the SENDco? Fill out the contact form below with any questions you may have, your name and contact details and I will get in contact with you. Kindest regards Mrs Kavanagh

We have achieved the Families First Quality Award for SEND

We have achieved the Families First Quality Award for SEND 1
Top