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Guru Nanak Multi Academy Trust

SEND - Primary Phase

Local offer for Children with Special Educational Needs or Disability (SEND)

Primary Phase 2018

At Guru Nanak Sikh Academy-Primary Phase (GNSA-Primary Phase), we believe that all pupils should have access to an education that affords them the opportunity to achieve their maximum potential.  The school aims to provide a broad and balanced curriculum for all pupils, which is differentiated to meet individual needs and abilities.  We aim to encourage all pupils to have an equal opportunity to contribute fully to the life and work of the school. We believe that with the right strategies and support, nearly all pupils with Special Educational Needs can be successfully included in mainstream education.

Our SEND Team consists of:

Miss O’Leary (Special Educational Needs Coordinator, SENCO)

Mrs Grewal (SEN Learning Support Assistant and Child Protection Officer)

Ms Rai (SEN Learning Support Assistant)

This is in addition to an allocated Learning Support Assistant for each class who receive regular training and advice from the SEND Team, through sharing or strategies, resources and modelling of interventions. As well as this, our LSAs receive training from the Hillingdon Inclusion Team as part of the two year Inclusion Commitment we have signed up to.

Frequently Asked Questions

How does GNSA Primary Phase identify if a child requires extra help?

 

  • Termly pupil progress meetings to track progress; a lack of progress would be the indication.
  • Concerns raised by parents/carers, teachers, Learning Support Assistants, previous school or nursery.
  • A student performing significantly below age expected levels.
  • A student asks for help.
  • Termly inclusion meetings where any change in behaviour or learning is discussed with the SENCO.

 

What should I do if I think my child may have special education needs or needs extra help?

How will I know how GNSA Primary Phase supports my child?

 

  • A student with SEN will have an Individual Education Plan with specific targets for that child, this will be decided through meetings with the parents, student, the class teacher and where necessary the SENCO.  Within this plan it will state the student’s targets, how they are going to achieve the targets and who will help them achieve the target. This may include additional support from either the teacher or Learning Support Assistant (LSA).
  •  If a student has needs related to specific areas of their learning then the pupil may be placed in a small focus group run by the teacher or Learning Support Assistant.
  • Pupil progress meetings are held each term; this is a meeting where the class teacher meets with a member of the Senior Leadership Team to discuss the progress of the students in their class. This discussion can highlight potential areas of difficulty for a student which allows further support to be planned. Examples of further support could be an intervention group led by either the Learning Support Assistant or the class teacher in areas such as Numeracy and Literacy.

How will the curriculum be matched to my child’s needs?

 

  • All work set within class is aimed at an appropriate level that allows all students to access the learning according to their specific needs. Typically this may mean that in a lesson there would be three different levels of work set for the class. However, it may be differentiated further to ensure inclusion for everyone, this can include individual differentiation.
  • Learning Support Assistants are used within lessons to work with a small focus group or 1:1 with a pupil to target specific needs.
  • Where required specialist equipment may be given to a pupil to allow them to access the learning e.g. writing slopes, adjustable tables, pen/pencil grips etc.
  • Targets set through the Individual Education Plan will be specific to that student’s needs and will be regularly reviewed to ensure to meet their needs.

How will I know how my child is doing?

 

  • We have a Parent Consultation Week every term where parents are invited in to meet with the class teacher to discuss their child’s progress. This may also be when a student’s Individual Education Plan is discussed, although this can be reviewed more regularly depending on each student. Where this is the case, parents will be invited in at a time that is suitable to them to review previous targets and set new ones.
  • Parents are welcome to make an appointment with the class teacher or the SENCO to discuss their child’s progress by visiting the school office.
  • At the end of the academic year each student will receive a school report, detailing levels, progress in all subject areas and a general comment from the class teacher.

How will you help me to support my child’s learning?

 

  • The class teacher may suggest ways of supporting your child through Parent’s Consultation Week and parent meetings or parent workshops.
  • The Primary SEN team runs regular parent workshops; these provide opportunities to find out how we are meeting your child’s needs in school and how this can be reinforced at home. We welcome feedback from every session to help us plan future sessions depending on you, as a parent.
  • Each term curriculum maps are sent home so parents are aware of the areas of learning being covered in school.
  • Each parent will be aware of their child’s learning targets; this may be through an Individual Education Plan or their targets which are recorded in their homework diary and handed out during parent consultation.
  • Where outside agencies have been involved through working with or assessing your child then suggestions and programmes of work/activities are usually provided that can be used at home.
  • SENCO or an assistant in SEND team may meet with you to discuss strategies when working with your child that have proved successful in school and therefore can be used at home. This may be on a one-to-one basis or through our SEN workshops.

What support will there be for my child’s overall well-being?

 

  • Members of staff such as the class teacher, Learning Support Assistants and members of the SEND Team are readily available for students who wish to discuss issues and concerns.
  • Our Child Protection Officers’ work closely with class teachers, Learning Support Assistants and families to support student’s well-being on an individual basis.
  • The school provides programmes which support students to cope with significant change in their lives, such as the Seasons for Growth programme.
  • Social interaction and attention groups are run by our LSAs.
  • Access to a regular member of the Child Protection Team who has also received further training in student wellbeing.

Pupils with medical needs

 

  • A student with diagnosed medical needs will have a detailed Care Plan which is compiled with support from the school nurse and in consultation with parents. These are discussed with all staff who are involved with the student.
  • Every year all staff receives epipen and asthma training delivered by the school nurse.
  • Other training to support medical needs is provided for staff as and when it is needed.
  • Where necessary, and in agreement with parents, medicines are administered in school but only where a signed consent form is in place to ensure the safety of both pupil and staff member.
  • There are named members of staff with first aid qualifications.

What specialist services and expertise are available at or accessed by the school?

 

At times it may be necessary to consult with outside agencies, the agencies used by the school include:

  • Hillingdon Autistic Centre
  • Child Protection Advisors
  • Child & Adolescent Mental Health Service (CAMHS)
  • Social Services
  • Children’s Therapy Team (Speech and Language / Occupational Therapy)
  • School Nurse
  • Hillingdon Inclusion Team

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

How accessible is the school environment?

 

As a school we are happy to discuss individual access requirements. Facilities we have at present include:

  • 2 disabled toilets
  • A lift to access the first floor
  • Level access to the main reception.
  • Wider access doors

How will the school prepare and support my child when joining GNSA Primary Phase or transferring to a new school?

 

As an all through Academy the students in the Primary Phase are guaranteed a place in the Secondary Phase this allows for a smooth transition in the following ways:

  • Children enjoy several trips to Secondary in the summer term of year 6, where they have ‘taster lessons’ in addition to the taster day.
  • Secondary teachers visit the Primary phase.
  • Primary phase teachers visit the Secondary teachers.
  • Inclusion manager of the Academy regularly meets with the Primary SENCO.
  • Cross phase teaching for Science, Languages, Music, PE and Art.
  • Head of Transition who teaches across both phases.

For those pupils who are moving to a different Secondary school or are transferring to GNSA from another school we will ensure a smooth transition by:

  • Discussions between the previous or receiving school prior to the child joining/leaving.
  • Secondary school staff visit the children prior to them joining their new school.

How are the school’s resources allocated and matched to the children’s special educational needs?

 

  • The Academy ensures that the needs of those students who have Special Educational Needs are met to the best of the school’s ability with the resources available.
  • Students with an ECHP may receive funding that will be used to provide additional support; this will be dependent on the pupil’s specific needs.
  • Interventions can be run by the class teacher or Learning Support Assistants.

How is the decision made about how much support my child will receive?

 

  • This is decided through consultations with the class teachers, the SEND Team and the Senior Leadership Team.
  • Different students will require different levels of support, this is identified through regular pupil progress meetings and inclusion meetings to ensure the level of support an individual child  is receiving is meeting their needs.

How will I be involved in discussions about and planning for my child’s education?

 

  • Discussions with the class teacher throughout the year, including those during parent consultation week.
  • Discussions with the SEND Team.
  • When IEP’s are being introduced or reviewed we ask for parent’s comments and possible suggestions for their child’s individual targets.

Who can I contact for further information?

 

If you wish to discuss your child’s educational needs then please feel free to contact the class teacher or the SENCO via the school office.