SEND and Inclusion

Nelson Primary School is a large school in the London Borough of Newham. We have 4 classes for each year group, as well as 2 part-time nursery classes. We also have a limited number of 30 hour nursery places. Our school has Resourced Provision for children with Developmental Language Disorders (DLD). Children in our Resourced Provision learn alongside peers in the classroom.

We are an inclusive school and we pride ourselves on including children with additional needs in all aspects of school life. All children work together in a range of settings to meet their individual needs. Pupils with SEND are provided with support and interventions aimed at developing their skills, whatever their starting point and accelerating their learning. The support we provide to children with SEND is underpinned by our core values.

We have a growing number of children attending our school with exceptional needs.  These children receive a high level of support and interventions from the school’s budget and ‘top-up’ funding from Newham’s high needs funding allocation or an EHCP. While some of these children may have additional adult support all or most of the time, we continue to strive to develop their skills and increase their independence.

Early Identification and Intervention

Our aim is to provide support for children with additional needs at the earliest opportunity. To this end, we employ a ‘Buy-in’ Speech and Language Therapist to work, primarily, in early years in order to identify additional social or communication needs as soon after admission as possible. This Therapist also provides training to school staff.

We carefully track the progress of all children in our school in order that any needs are identified as quickly as possible. Any children who are falling behind are provided with interventions and programmes to meet their needs, either 1:1 or in small groups. Any children causing concern are discussed at a senior leadership level with the AHT inclusion/SENCO. The leadership team discuss individual children in Pupil Progress Meetings in order to decide on the right course of action to support their needs. At Nelson Primary, we understand that underachievement or lack of progress and the provision of intervention are not necessarily indicators of a special educational need.

School Support

When children are continuing to fall behind, for any reason, including speech and language difficulties, learning difficulties, sensory or physical difficulties, we may consider referring for external assessment and advice. A range of professionals are available to give this assessment and advice including: Educational Psychologists; Occupational Therapists; Speech and Language Therapists; Physiotherapists and specialist teachers for sensory impairments.

Throughout the year, we organise training and support for teachers and Teaching Assistants in order that they can differentiate their own teaching and plan appropriately for a child’s inclusion in classroom lessons. Teaching Assistants support individual children with visual prompts and practical resources, alongside the strategies that they have been trained to use.

In addition to classroom support, we also have a sensory room and a hygiene room. Our music co-ordinator provides Music Interaction to individual and small groups of children and we have a SEN teacher who works with our neediest children for part of every day.

SEN Information Report 2020

As part of the Children and Families Act 2013, Local Authorities are required to publish a ‘Local Offer’ which sets out support that is available for children and young people with SEN in the local area.

Newham’s Local Offer is available here. This informs parents on how to access services in their area and what to expect from these services.

Alongside this, schools are required to publish information about their arrangements for identifying, assessing and making provision for pupils with SEN. Nelson Primary School SEN Information Report March 2020 ( please see useful links).

 

Nelson Primary School Offer

At Nelson Primary School we believe that all children are entitled to have their needs met and to have access to high quality teaching within the mainstream.

ALL pupils will access: High quality teaching and enrichment activities within the school day, as well as access to clubs, trips and residential visits.

Some pupils with additional SEN needs will access:

  • Small group work
  • 1:1 support
  • Specialist external advice
  • Speech and language groups
  • Social skills groups
  • Box Clever

A few pupils with complex or significant needs will access:

  • Sensory room sessions
  • Music Interaction
  • Physiotherapy
  • Occupational therapy
  • Sensory Circuits
  • Sensory Music
  • Attention Autism
  • Intensive Interaction
  • Special trips and visits
  • Workstations

 

How does the school know when a pupil has learning difficulties or special educational needs?

  • Some children start school with a diagnosis or with specialist support
  • Some children will be identified by school staff and referred for specialist support.
  • Some children’s need will be identified through tracking systems, testing and day to day observation by the class teacher or SENCO.  These children may have needs which can be met through differentiated teaching, small group work and/or catch up in school.

 

How is the curriculum matched to pupil’s needs?

  • Teachers and Teaching Assistants plan the curriculum to meet the needs of all pupils.
  • Class teacher’s meet regularly with the AHT for Inclusion to plan for children with identified SEN.
  • Lessons are differentiated in various ways using a range of resources, strategies and different outcomes, as appropriate.

What arrangements does the school make to support pupils with SEND transferring to our school from another school?

  • All children and their parents have an admission meeting when they are provided with information about the school. On their first day at school, children are shown around the school by our Pastoral Support Worker (PSW) and supported by a buddy in their class.
  • Our staff speak a range of community languages which enable children and parents to access information and to support learning.
  • For children with SEND, information about children’s needs is shared at the admission meeting and then shared with class teachers and Teaching Assistants prior to admission, in order to make necessary adjustments and preparation.

How will the school prepare and support pupils with SEND who are transferring to a new school?

  • Staff may visit the new school with the child.
  • All information will be transferred.
  • The SENCO may be invited to observe the child in our school and invited to attend a review and planning meeting.
  • School will provide transition picture booklets to prepare the child for transfer, if necessary.

How is support organised for pupils with identified special educational needs?

  • Children are supported in class, in small groups or 1:1 with an adult. Some children have withdrawal groups in our SEN classroom for part of the day. Some children receive ‘high needs funding’, or have an EHC plan which is used to provide a higher level of support.
  • A range of external specialists work with the school in order to provide training, advice and assessment for children with higher needs.
  • The support is overseen and organised by the SENCO/AHT for Inclusion, who manages the support staff and arranges their training.

How does the school know if the extra support is helping pupils to make progress?

  • Progress is regularly tracked and recorded
  • Review meetings are held with teachers and parents to discuss individual pupil’s progress
  • Teaching Assistants are monitored regularly. They record progress towards outcomes in support records or ‘Special books’ for children with significant needs.

How are parents/carers informed about their child’s needs and what support they are receiving? How are they involved in setting targets for learning?

  • The class teacher or AHT for Inclusion/SENCO will discuss SEN Concerns with parents. External professionals may be involved and will meet parents to gather information and seek views, before assessments are made.
  • Parents will be invited to meetings during the year and will be encouraged to talk to the teacher and/or AHT for Inclusion/SENCO if they have any concerns.
  • Reviews and Annual reviews will be timetabled and parents and professionals will discuss children to assess progress and support.
  • Parent evenings are held termly for all pupils.
  • Through meetings with the teacher, SENCO and/or a relevant external professional.
  • Parent workshops are also arranged to support parents understanding of different teaching approaches used by the school eg, phonics, maths, language groups etc.

 

What expertise and training is provided for staff who support pupils with SEND?

  • All staff are trained internally by the SENCO or visiting external professionals.
  • Staff may attend specialist courses which are held at external venues.
  • Regular meetings are held for support staff within school to share good practice and to train.

 

What arrangements are made to support pupils with SEND taking part in after school activities outside the classroom, including school journeys?

  • All children are included in trips and visits as well as residential visits.  We provide Teaching Assistant support and appropriate transport to enable this to happen.  All visits are risk assessed and appropriate safety measures are put into place.
  • All of our children, including those with SEN have the opportunity to attend a range of after school clubs.  Teaching Assistants are provided for pupils who need additional support.

How does the School support pupil’s overall well-being?

  • We provide many enrichment activities including after school clubs and trips.
  • We ensure that children’s individual needs are met in whatever way is relevant.
  • We will do home visits, go for local walks and teach the children to keep themselves safe.
  • Some children may need advocates, which we will organise.
  • Children attend their annual review, where appropriate, to share their views.
  • External professionals will support where necessary to advise children and families who have particular concerns or requirements.

 

 

Provision for Pupils with EAL

A large majority of our school community have English as an Additional language and provision for these pupils is an intrinsic part of how we teach at Nelson Primary school. Closing the vocabulary gap is a school-wide priority and explicit vocabulary teaching forms part of all lessons.

Particular provision for pupils who are new to English is as follows:

  • Small group teaching for those new to English across the school in Upper Key Stage 2.
  • Induction programmes for children who are new to English in Year 2-6
  • Additional catch-up in Phonics to ensure that new arrivals learn to decode quickly
  • Allowing pupils to write in home language for some lessons to boost confidence

Sensory Room

We have a sensory room designed for individual and group activities for children with sensory and emotional needs.

Soft Play

Children with physical needs may have an Occupational Therapy programme in school, while other children may attend Soft Play sessions.

 

 

 

 

Enrichment Activities Develop Skills

Learning Through Play

Our pupils come from a range of culturally and socially diverse backgrounds. 71% of our children have English as a second or even third language. Approximately 40 languages are spoken in our school with the main languages being Tamil, Bengali and Urdu.

We value each and every member of the school community.