Special Needs at Gilbert Heathcote School is currently being overseen by Mrs Joanne Mappin (our Executive Headteacher) who can be contacted via the school on 01246 472540. Our SEN Link Governor is Mrs Barbara Walsh.
At Gilbert Heathcote Nursery and Infant School our guiding principle is one of inclusion. We seek to identify, break down and remove barriers to learning to ensure that every child takes an active role in our school community.
The Government's SEND Code of Practice requires a graduated approach to special educational needs. The early stages are school based, and may involve your child receiving extra help from the school. If your child does not make the expected progress with extra help from within the school, it might be recommended that a detailed assessment of your child is considered. This will only happen after discussion with you.
The Role of the SENDCO
The Special Educational Needs Co-ordinator (SENDCO) at Gilbert Heathcote Nursery and Infant School is currently overseen by Mrs Joanne Mappin. They are responsible for:
The Role of the Class Teacher
The Code of Practice 2014 clearly acknowledges the importance allocated to the class teacher, whose responsibilities include:
The Role of the Child
All young people should be involved in making, decisions where practicable, right from the start of their education. The ways in which young people are encouraged to participate should reflect the young person’s evolving maturity. Participation in education is a process that will necessitate all young people being given the opportunity to make choices and to understand that their views matter. Confident young people, who know that their opinions will be valued and can practise making choices, will become more secure and effective students during their school years.
Where appropriate, children are encouraged to help set and evaluate their own targets within review meetings.
The Role of the Parent/Carer
The school recognises that parents have a unique overview of their child’s needs and will have their own views on how best to support their child. This gives them a key role in partnership with the school in delivering an appropriate education. Parents will take on an active role and help co-produce new targets at their child’s review meetings.
Categories of Special Educational Need
The SEND Code of Practice 2014 does not assume that there are hard and fast categories of special educational need, but recognises that these young people’s needs and requirements fall into four broad areas. These are the areas referred to in the Code of Practice 2014
Children are referred to the SENDCO by the class teacher, the pre-school advisor or the child’s parents. If a child is making little or no progress the school will take steps to remove barriers to learning through a graduated response. The class teacher will discuss these concerns with the parents. The SENDCO will arrange for an assessment of the child’s needs to take place.
Only a few pupils will require interventions which are additional to and different from the differentiated curriculum provided for all pupils. This forms part of the Graduated Response.
The school follows the Derbyshire model of Provision Mapping for Intervention Programmes. The waves of Intervention are as follows:-
A child that receives Wave 3 intervention will have regular review meetings. The SENDCO and class teacher, parents/carers and the child meet to decide on agreed outcomes, the next steps and a date for the next review. They meet at least three times a year.
Review meetings are person centred, placing the child at the centre of the review. Consideration will be given to the following key questions:
What is important to the child now?
What will be important to the child in the future?
What is working well?
What is not working?
What are the agreed outcomes/actions?
A one-page profile will be formed using the input from the review meetings. Provision and SMART targets will also be implemented to enable the child to meet the agreed outcomes.
Requests for Education, Health Care Assessment (EHC)
The school can request an EHC assessment if the child has not made progress with the above support in agreement with parents/carers.
The LA must determine whether an EHC plan is needed by reviewing information about the child’s progress over time. This information may include:
Allocation of resources
The base school budget covers teaching and curriculum expenses for ALL students.
The school’s more targeted SEND budget covers the cost of additional support required by students identified as SEND pupils.
Targeted funding (known as GRIP funding- Graduated Response for Individual Pupil) can be obtained from the LA if a student is felt to be a ‘high needs’ student due to an underlying ‘learning need’ but is not subject to a Statement of Special Educational Needs (Statement) or an Education & Health Care Plan (EHC)
Targeted funding (known as TAPS funding – Temporary Additional Pupil Support) that can be obtained from the LA if a student is felt to be a ‘high needs’ student due to an underlying social, emotional or mental health need but is not subject to a Statement of Special Educational Needs(Statement) or an Education & Health Care Plan (EHC). Students eligible for this support have no underlying learning difficulties.
Targeted funding (known as ETAEYS funding- Enhanced Temporary Additional Early Needs Support) is available from the LA for Early Years children after their second birthday until they start Reception. It is available for those children that are experiencing specific barriers to learning.
Specific funds are allocated to high-needs students with Statements or EHCs (this sum covers the educational additional cost for these individual students above the Government’s notional figure) who will have life-long needs.
Links with other schools
Our school will ensure that all transfers between schools are planned, monitored and supported to ensure the successful outcomes for children. We will collaborate with all other support services and agencies involved with the child and with parents and where appropriate make joint planning arrangements.
Working with External Agencies
The school has arrangements for securing access to external support services for pupils with special educational needs. This may include liaison with other schools and other specialist provision.
Any complaints regarding the Special Educational Needs and Disabilities Policy or the provision made for children with special educational needs should be addressed in the first instance to the class teacher.
If parents need further advice, they are welcome to arrange a meeting with the SENDCO. If they feel their child’s needs are still not being met they should make an appointment to see the Head of School.
If, however, parents are still concerned they may contact the Special Educational Needs Governor and/or the Derbyshire Information, Advice and Support Service for SEND who may allocate an individual parent supporter or refer to the mediation service. The school will inform parents of these services.