RATIONALE 

It is a legal requirement that every 12 months we produce a SEND Information Report which supports our school SEND policy. Our SEND policy is also reviewed and updated every 12 months. This can be found on our website.   

THE LOCAL OFFER 

Springdale SEND provision is part of the Lykos Trust and is supported by the city as a whole. On the City Council website you can find full details of the WOLVERHAMPTON LOCAL OFFER which includes groups and support for young people with SEND needs and their parents/carers: Local Offer 

TYPES OF SEND WE PROVIDE FOR 

Children are identified as having SEND when they have a significantly greater difficulty in learning than the majority of children the same age or have a disability which prevents or hinders them from making use of education facilities of a kind generally provided for children of the same age in schools within the area of the Local Authority (SEND Regulations 2014).  

Children at Springdale Primary School have a range of difficulties relating to Communication and Interaction; Cognition and Learning; Social, Emotional and Mental Health difficulties and Sensory or Physical difficulties. 

HOW DO WE IDENTIFY AND ASSESS CHILDREN WITH SEND?

The SEND Department at Springdale Primary School work closely with class teachers and parents to monitor the progress and attainment of all children; including those who have or may have had SEND. The continuous monitoring of children during their time at Springdale Primary will  highlight children with a special educational need that has not been identified.  

This identification may come from the SEND team, class teachers, outside agencies or parents/carers. If your child needs to be assessed, we will gather evidence and make a referral to our specialist teacher so an assessment can be carried out.  

We follow a graduated approach to identifying and assessing needs. Suitable and effective interventions will be put in place if your child is not making expected progress, despite receiving adapted learning opportunities. Your child’s progress within interventions will be monitored regularly.  Intervention will come first, but if progress is still not made then children will be entered onto the SEND register and an ILP can be developed focusing on areas of need. Parents will be included in this process.

All students with SEND are placed on the SEND register which is accessible to all staff. Staff use this information to inform their lesson planning and to ensure that they meet students’ needs. 

WHAT IS OUR APPROACH TO TEACHING STUDENTS WITH SEND? 

All teachers at Springdale Primary School have high expectations of all children, including those with SEND. The SENDCO will inform all teachers of your child’s needs, will support teachers in using the graduated response document and will involve parents throughout the process. At Springdale Primary we adopt an ‘Every Teacher is a Teacher of SEND’ approach, thus meaning that all staff need to ensure that lessons are fully accessible for all children with SEND.  

We offer a range of interventions at Springdale, to help fully support your child if necessary. We will inform you if we feel that your child needs to be part of an intervention, and you will be invited to a SEND meeting every term to discuss the progress and create an Individual Learning Plan (ILP) with the class teacher.  

HOW DO WE ADAPT THE CURRICULUM AND LEARNING ENVIRONMENT? 

Our resource base is organised into a ‘Stage not Age’ approach and the classrooms reflect the learning styles, and needs, of the children. These children have an individualised curriculum ensuring we meet the needs of the children and fulfil their EHCP requirements.  

Most mainstream children with SEND follow the schools curriculum however, a small number of learners have a personalised timetable to match their individual needs, interests and abilities. This may include sensory breaks, nurture sessions and intervention groups.  

To ensure children with SEND feel happy and safe during lunchtime, the pastoral team run a social time club. A small number of children with SEND attend this club daily and socialise with peers and play games over lunch.  

We work hard to ensure that Springdale Primary is as safe and accessible as possible. It is welcoming to our children, parents and the community. All safeguarding procedures and risk assessments are in place and adhered to by all staff. We have a range of different facilities to help SEND students throughout our school including specialised changing facilities for all ages, showering facilities and disabled toilets.   

An Accessibility Plan is in place and available from our school website. 

HOW DO WE ENABLE STUDENTS WITH SEND TO ENGAGE IN ACTIVITIES WITH OTHER STUDENTS WHO DO NOT HAVE SEND? 

All mainstream children, with and without SEND, are encouraged to work together and partake in a range of activities together. Lunchtime club is offered to children throughout school for varying needs. Some children that are in the resource base do spend break times, afternoons or lessons in mainstream, where possible, depending on the individual needs of the children.  

We also offer a ‘Buddy’ scheme to support some students, and several of our Buddies have SEND. 

HOW DO WE CONSULT PARENTS/CARERS OF STUDENTS WITH SEND AND INVOLVE THEM IN THEIR CHILD’S EDUCATION? 

Every term we have a SEND parents evening. This is a chance to spend time with the class teacher to discuss your child's needs and targets. It is really important that parents are involved in all decisions and plans, ensuring effective communication and understanding. In these meetings, we will inform you of any intervention that your child needs to support their progress. Your support is crucial; it is important that you encourage your child to fully engage with their learning and with any support/interventions offered.  

The SENDCO and/or SEND Department can be contacted via email and/ or telephone and will return any messages that you leave. The SENDCO will also be available for appointments at all Parents Evenings. 

HOW DO WE CONSULT STUDENTS WITH SEND AND INVOLVE THEM IN THEIR EDUCATION? 

The child’s voice is very important at Springdale. Students have time with the pastoral team to discuss their feelings and to receive support where necessary.  

Children with an Education, Health and Care Plan are invited to share their views for the Annual Review meeting. Some older pupils, if applicable, may also attend parts of the meeting in person, to give their views. 

HOW DO WE SUPPORT STUDENTS MOVING BETWEEN DIFFERENT PHASES OF EDUCATION? 

We liaise closely with secondary schools and specialist settings and provide personalized transition packages, if needed. Some children take part in the ‘Bridge’ programme, which is supported by the Educational Psychologist to ensure effective transitions to secondary school.  

All children with SEND visit their new secondary school with their mainstream peers, but will also take part in further team building days, developed around their personal needs. Springdale will meet with secondary schools to discuss SEND children in detail before they arrive so that strategies to cope with potential anxieties can be planned for.  

HOW DO WE SUPPORT OUR PUPILS TO PREPARING FOR ADULTHOOD? 

At Springdale we aim to equip our children with the skills and emotional resilience to enable independence and employment. We ensure that throughout our Learning Plans, Interventions and Annual Reviews we prioritize skills that will be needed for future development and achievement.  Parents and children share their aspirations during SEND parents meeting and when giving their views on the Learning Plans.   Our PSHE curriculum also supports this preparation.  We have both a Pastoral Support worker, Child and Parent Worker who provide advice on accessing Social, Emotional and Mental Health Support. Springdale offers emotional coaching in our pastoral room and provides a lunchtime club to further support these needs. We have a sensory circuit, a sensory room and a soft play area. All classrooms are equipped to support sensory needs and enable regulation. There are a number of interventions and provisions that are available to support your child’s emotional and social needs such as: Buddies, Counselling, Zones of Regulation, Behaviour Therapy, and Resilience Programmes. If we have shared concerns we adopt a ‘Team Around the Child’ approach and will work closely with outside agencies such as  Reflexions, CAMHS and Base 25 to best support your child’s needs.  

HOW DO WE ENSURE OUR CHILDREN FEEL SAFE?  

Springdale is an inclusive school where everyone is treated with respect and all our abilities are valued and celebrated. This is reflected in our values: 

Springdale Primary School is committed to working with staff, pupils and parents and carers to create and maintain a school community where bullying is not tolerated. At Springdale we define bullying as 

 ‘The repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying can be physical, verbal or psychological. It can happen face-to-face or online’.   

All incidents of bullying are monitored on CPOMS and reported to the Senior Leadership Team. Sanctions, support and restorative practices are discussed with parents as outlined in the schools anti-bullying policy.   

WHAT EXPERTISE AND TRAINING DO OUR STAFF HAVE TO SUPPORT PUPILS WITH SEND? 

The SEND team is made up of the SENDCO, Assistant SENDCo and  lead Teachers for our Resource Bases with a wealth of SEND experience.  As many of our SEND needs are part of the mainstream and needed and adaptive approach, all of our teaching staff are teachers of SEND and have staff who have a range of experience and training covering various SEND needs   

All Staff have received training on Supporting Individual Needs in the classroom which includes ASD, ADHD, Visual and Hearing Impairments awareness and Attachment. This training has been delivered by Specialist Teachers, Outreach Teams, Occupational Therapy and Education Psychologists. Training on specific issues such as Masking or Sensory Mapping is provided as needs arise  

All new staff receive SEND support training as part of their induction and will be given specific training as required to enable effective learning.  

HOW WILL WE SECURE SPECIALIST EXPERTISE? 

We access a range of support services when necessary such as: Specialist teacher, Outreach,  SEND Nursing Service Educational Psychologist, Educational Welfare Officer, Speech and Language Therapists, Occupational Therapy, Physiotherapy, Visual and Hearing Impaired Teachers. These services are accessed via a referral made by the SENDCo with input from the teacher and agreed by parents.  

HOW WILL WE SECURE EQUIPMENT AND FACILITIES TO SUPPORT STUDENTS WITH SEND? 

If you feel that your child needs specialist support and or equipment that hasn’t already been provided to support their needs then please contact your child’s class teacher through the year group email or the SEND Team springdalesend@wolverhampton.gov.uk,to discuss this. 

HOW DO WE INVOLVE OTHER ORGANISATIONS IN MEETING THE NEEDS OF STUDENTS WITH SEND AND SUPPORTING THEIR FAMILIES? 

In some cases, we adopt a ‘Team Around the Child’ approach to best support your child. This means that outside agencies may be invited to provide interventions and support for your child. As interventions are put in place there will be review meetings where professionals will discuss support and any future  actions. 

HOW DO WE EVALUATE THE EFFECTIVENESS OF OUR SEND PROVISION? 

We evaluate the effectiveness of our SEND provision via the following methods:  

• All of our provisions are recorded on a Provision Map. All provisions have a baseline assessment to ensure progress towards targets can be measured.  

• Learning plans are written based on individual needs and expert advice. These are reviewed and updated at least three times a year with the support of parents.  

• Children are assessed regularly throughout the year and you will have a formative assessment each term. The SENDCO and Senior Leadership Team analyse this data through pupil progress meetings to measure the effectiveness of interventions and provisions. 

• The SENDCO will also use national data to compare the progress and outcomes of students with SEND at Springdale  to those nationally. 

• Pupil voice, gathered from Learning Plans to monitor provision, extra-curricular activities and the culture of engagement and involvement of students with SEND. 

• Evidence and feedback from child and parental questionnaires. 

• The Annual Review and Transition Plans are produced for students with an Education, Health and Care Plan. 

HOW DO WE HANDLE COMPLAINTS FROM PARENTS OF CHILDREN WITH SEND ABOUT PROVISION MADE AT THE SCHOOL? 

Any complaints that parents/carers may have should be directed to the SEND Team in the first instance. Should the matter fail to be resolved the issue can be dealt with through the School’s Complaints Procedure. 

You can find the procedure here 

WHAT SUPPORT SERVICES ARE AVAILABLE TO PARENTS? 

Wolverhampton Information, Advice & Support Service ‘for special educational needs and disability - IASS 

WHERE CAN THE LOCAL AUTHORITY LOCAL OFFER BE FOUND? 

City of Wolverhampton Council’s Local Offer – Local Offer