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1. Name of the establishment

Springfield Primary School  Broomspring Lane  Sheffield  S10 2 FA  Tel: 0114 272 3455e- mail: enquiries@springfield.sheffield.sch.uk

SEN Governor : Vacancy-  Contact via Chair of Governors through school                 SENCO: Sally Holder-  Contact via school

2. A brief overview of the educational provision

We are a one form entry mainstream school with a nursery. The nursery offers flexible provision for 3 and 4 year olds.

3. Current Ofsted rating

 Ofsted Inspection Oct 2015: Good

4. Eligibility for the educational provision

We offer mainstream educational provision for children aged 3-11years.

The provision primarily supports (or has supported) learners with:We have a high turbulence, so numbers on roll and average class size change frequently. There is a Designated Teacher for children who are in Local Authority Care.

Social & communication difficulties including Autism

Behavioural Emotional or Social Difficulties

Mental Health Difficulties

Moderate Learning Difficulty

Specific Learning Difficulty (e.g. Dyslexia

Speech, Language & Communication Needs

5. Identification of learners with SEN

We monitor children’s academic progress and emotional well-being closely and offer a range of interventions within school. If these are unsuccessful, we contact external specialists. We also use the Every Child Matters agenda and a range of assessments, including FCAF, to ensure all children are achieving to their full potential.

We are concerned with more than the academic progress of a child.

6. Physical access of setting to all learners

Springfield Primary School was opened in 1875 and is a typical Victorian building. It is one building with numerous stairs, corridor, floors and sub- levels. It is a Listed Building.

Wheelchair accessibility is extremely limited and there is no child disabled toilet.

Each phase has its own playground. EYFS is totally enclosed, inaccessible from outside and partly undercover. The KS1 playground has a wall with iron railings and the KS2 playground has a fence all the way around the perimeter. The gates to both are locked during the school day. There are rooms/ spaces available as and when required- depending on the needs of our children. The dining room operates on a rota basis as it is not possible to seat everyone in one sitting. Visual timetables are used; with some children have their own personal timetable. The resources we provide for learners with SEND depend on the needs required and available budget.

7. Adaptation of the curriculum for learners with SEND

The classteacher is primarily responsible for meeting the needs of all the learners in their class. Where a child requires further support, the SENCo is on hand to advise and liaise with external specialists if required and oversee the provision required. The curriculum is differentiated to meet the needs of all learners and we respond to the needs of the children as far as is practically possible. The Learning Mentor supports children both academically and socially and also liaises with outside agencies.

8. Training staff have undertaken in order to support learners with SEND

Springfield was a pilot school for Achievement for All and achieved the Quality Mark. It also Healthy Schools status. Staff receive regular training, with some staff specialising in different areas of need eg Speech & Language, Dyslexia, Team Teach. All staff have de-escalation skills. TA’s work closely with teachers so that in the event of absence, someone who knows the child well is on hand. Visiting staff are briefed as to the nature of any children with SEND.

We take advice from the Educational Psychologist. Learning Support Service, Speech Therapist, Social Communication Teams and other specialists as and when required.

With regard to administering medication, a plan is drawn up with the family as and when required. Some staff have been trained to administer Epi- pens, but currently we have no pupil requiring regular medication.

9. Communicating with and involving families

School communicates to parents in a variety of ways; letters are sent, there is daily contact between teachers and parents, phone calls are made, bi and tri- lingual staff are available. There are weekly parent and Family Learning sessions that address a range of topics as requested by parents and as school determines. Parent- Teacher meetings are held regularly. The progress of all children is monitored each half term, with class provision maps drawn up in response to the needs of the class. Structured conversations are also held termly for identified pupils and in there are more regular updates and contact between home and school as the need arisies.

10. Evaluating the effectiveness of the provision for learners with SEND

The progress of all children is rigorously monitored each half term, with class provision maps drawn up in response to the needs of the class. However, if a particular intervention is unsuccessful/ further need identified, the school will act. We are in a constant cycle of Assess, Plan, Do & Review, according to the needs of the child.

11. Support provided for the learners’ overall wellbeing

The Learning Mentor provides support to children who we assess as vulnerable. We call on external professionals as and when required eg Speech and Language Therapists, Educational Psychologists. At Springfield Primary School we currently we employ an Art Therapist one afternoon per week to work with children as required. Each teacher uses the Every Child Matters checklist for every child in their care as this provides an assessment of the whole child. The SEAL programme is used throughout school. Anti-Bullying week is run annually and the school has an Anti- Bullying policy and this includes E- Safety. If a child has SEND and is under the care of the Local Authority, regular meetings are held. We are also part of a project whereby a member of the Multi- Agency Support Team (MAST) is on site one morning each week to enable early intervention work and assist with parental support. As part of this, there are regular themed parental support sessions as well as providing a parental Drop-in’ service.

12. Behavioural interventions used

We have a whole school and consistent approach to behaviour as outlined in the behaviour policy and Springfield Primary School staff are very experienced in behaviour management. There is a system of positive reinforcement and rewards within school. These can be adapted when necessary to suit particular situations and particular times. School makes immediate contact with parent if behaviour is giving cause for concern. The Learning Mentor works closely with our Attendance Officer and there is a weekly Attendance Assembly as well as Attendance Panels to which Parents / Carers are invited.

13. Inclusion of learners with SEND in non-classroom based activities

We aim to make all our activities available for all our learners.Where we have concerns, we discuss with the family prior to any trip/ specific activity.We offer extra-curricular After School and Lunchtime Clubs. The Learning Mentor arranges activities for targeted children in conjunction with external providers.

14. Consultation with and involvement of learners in their education

Pupils are involved in all stages of their learning, through discussion with teachers in class and parent & teachers at Parent- Teacher meetings where appropriate. We conduct pupil surveys and we have a School Council. Pupils with SEND complete a Pupil Profile together with their parents and classteachers.

15. Preparation of learners with SEND to progress to, from and within your setting?

We undertake transition work and activities prior to the summer holidays, in advance of a child’s move to a new class. Additional transition activities are offered to those who require it at whatever stage of transition. The Learning Mentor runs sessions on transition from KS2-3 in order that all our children are fully prepared for the next phase of their education. This involves close liaison with the secondary schools. The SENCO meets with all the secondary SENCOs prior to children leaving KS2.  We normally send children to 7 or 8 settings so each has different requirements.

16. Online prospectus and open days for families and learners

Due to the high numbers of children we admit throughout the year, once we receive an allocation, the Learning Mentor initiates contact with the family and invites them to visit.

Any other interested/ prospective families should contact school for further information and to request a visit.

17. Outreach to home educating families

We are not aware of any home educating families within our area.

18. Additional services for learners with SEND

The SENCO works closely with schools in the TRIAD (A group of school with a similar context and setting) and other schools in the locality.

Both these groups offer training/ advice and support as often there will be siblings from one family across different settings and sometimes families move within the area, which entails a move of school. This also aids transition from Primary to Secondary.

We also welcome visits from other professionals who feel we may be able to offer them some professional development.

Complaints

Any complaints regarding the provision for SEND should be made in the first instance to the SENCo.  If the issue remains unresolved, then it will be dealt with under the school’s complaints policy. Copies of this policy are available upon request from the school office.

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