At different times in their school life, a child may have a Special Education Need (SEN).  The code of practice defines SEN as follows:

‘A child or young person has SEN if they have a learning difficulty or disability which calls for a special educational provision to be made for him/her.  A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• Has a significantly greater difficulty in learning than the majority of others the same age, or
• Has a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.’

Types of SEN

In the Code of Practice, SEN and provision falls under four categories:

• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health
• Sensory and/or Physical

This includes a wide range of needs such as:

• Moderate learning difficulties and global delay
• Autism and social communication differences
• Specific learning differences e.g. dyslexia and dyscalculia
• Speech and language difficulties
• Social, emotional and mental health difficulties
• Visual or auditory difficulties
• Anxiety, anger and depression

When a child is making significantly slower progress than their peers or is struggling to achieve their predicted potential, they could be considered to have Special Educational Needs (SEN).

In partnership with the Class teacher, SENCO and parents, we will look for any barriers to learning.

Barriers could include:

• Absences or lateness
• Changing schools or moving house
• Difficulties in speaking English
• A temporary illness or injury e.g. broken arm
• Worries or concerns such as a family bereavement
• Being a young carer

We know that children who experience these types of issues may be vulnerable students but this does not mean they would be identified as a child with SEN.

The learning of all children at Monks Orchard Primary School is regularly and rigorously assessed.  School leaders check books, observe lessons and monitor the achievement of the children.

We also use formal assessment to monitor progress:

• EYFS Profile
• Phonics screening in Year 1

• SATs in Year 2 and Year 6
• Salford Reading Assessment
• SALT assessment
• Fine motor skills assessment
• Boxall Profile

After collecting information on progress and attainment and following agreement with parents, a child experiencing long term and complex barriers to their learning will be placed on the SEN register.

All pupils are given quality first teaching. This means that class teachers are well trained; lessons are well planned, exciting and differentiated to ensure that all pupils can access the learning at their own level. 

For pupils with SEN this could mean that they are given a slightly different task to achieve or are using visual clues or equipment to help them complete their task. Some may require additional support from the class teacher or teaching assistant as part of a small group, pair or individual. 

Some SEN pupils will have an Individual Education Plan (IEP).  This will outline specific targets for the child and identify what support and resources need to be put in place for the child to make progress.  An IEP is regularly assessed and updated by parents, class teachers and the SENCO.

We have an extensive staff at Monks Orchard who continuously look to develop their practice and extend their expertise.

An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge. This includes:

• Sensory Processing Difficulties
• Dyslexia
• Literacy strategies
• Maths strategies
• Autism
• Makaton
• Phonics
• First Aid
• Safeguarding

Our staff also regularly visit alternative provisions to share good practice as well as engaging outreach support from special schools

We have regular staff meetings where all members share ideas to promote successful learning strategies. 

Curriculum leads’ attend co-ordinator meetings to keep up to date with local and national initiatives in education. 

The SENCO (Mrs Shilling) attends local authority SENCO briefing meetings as well as being part of the SENCO cluster.

Additional Literacy Support:

• We have a team of well trained Teachers and Teaching Assistants who work with small groups of children and provide individual support.
• We have a group of volunteers who are passionate about helping our struggling readers make progress.
• Children have access (at home and school) to the IDL programme to develop their literacy skills.

Additional Maths Support:

• We target small groups of children throughout the school, giving them additional number work.
• Children have access to the Power of 2 maths intervention.

Occupational Therapy:

• We run a Funky Fingers fine motor skills group for pupils who have a care plan from an Occupational Therapist or who have been selected by their teacher to receive additional support. Time is spent on cutting, threading, writing, sticking etc. Anything to get those fingers working!
• Some children may require additional apparatus to help them achieve; we take advice from our occupational therapist to ensure that our children have the correct pencil grips, writing slopes, chairs etc.

 Speech and Language:

• We have regular visits from the NHS speech and language therapist who shares her care plans with our speech and language team.
• We have additional TA’s to support children’s speech and language needs.
• We use a bespoke speech and language programme that ensures our children are confident communicators.
• Any difficulties in communication are identified quickly and the appropriate support put in place.

1:1 Teaching Assistant Support

Some children might need short-term individual support to help them achieve academically or to help them manage their physical needs. We have a team of well-trained 1:1 TAs who are deployed in all year groups to offer this support. Every year group has a level 2 TA who are deployed to support children with additional needs in the classroom environment.

Pastoral Support

We know that a child cannot learn unless he or she is ready to do so emotionally. We are fortunate to have a child and family support worker and ELSA trained TA to support our children’s emotional needs.

The use of outside agencies very much depends upon the individual needs. However, some are frequent visitors to school.

1. The Educational Psychologist

Our school Educational Psychologist visits Monks Orchard regularly and is available for advice. Children are referred if they are not making the expected progress given the amount of support that they are receiving. 

 2. Speech and Language Therapy

We are visited several times per term by a qualified speech therapist. Parents and staff can refer children to this service. The children are assessed and a care plan is written. This care plan has actions and targets for the individual. These actions are carried out by the school speech and language team. On occasions the speech therapist themselves may work directly with the pupil.

3. Occupational Therapy

Parents and staff can refer a child to this service. The pupil is assessed and a care plan is written. The care plan has actions and targets for the individuals, which are carried out both in lessons and in additional OT sessions e.g. Funky Fingers and Gross Motors Skill group.

4. Physiotherapy

Parents and staff can refer a child to this service, the pupil is seen by a physiotherapist and a care plan is written. The care plan has actions and targets for the individuals, which are carried out as required. 

Monks Orchard has an open door policy. Parents and carers are welcome to make an appointment to discuss their child’s progress at any time. Class teachers are available before school starts and after school to speak to parents.

Parents can see the Inclusion Manager or member of the inclusion team at any time.

Formal parents' evenings are held two times a year. At these meetings, the parents of children with SEN will be given a copy of their child's Individual Education Plan (IEP). This is an opportunity to discuss your child's progress and to help make new targets for the coming term.

Each child receives a written report at the end of the school year detailing his/her progress.

The progress of pupils at Monks Orchard is monitored very closely. We aim for all of our pupils to make outstanding progress:

• Teachers meet with the assessment coordinator each term. Children's work is scrutinised and levels of progress recorded.
• The assessment coordinator and class teacher meet with the SENCO to discuss the type of intervention that a child might need.
• The SENCO monitors the progress in each intervention provision and meets regularly with the leaders of provisions to discuss individuals and any necessary changes that need to be made to provisions.
• The Inclusion Manager meets with the SEN Governor to discuss specific provisions and provides data to show their impact.

Monks Orchard Primary School Accessibility Plan

Definition of Disability

A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.

Legal Background

This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by The Equality Act 2010

• increasing the extent to which disabled pupils can participate in the school curriculum, which includes teaching and learning and the wider curriculum of the school, such as participation in after school clubs, leisure and cultural activities or school visits;

• improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services, which includes improvements to the physical environment of the school and physical aids to access education.

•improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled, e.g. handouts, timetables, textbooks and information about school events. The information should take account of the pupils` disabilities and the preferred format of pupils and parents and be made available within a reasonable timeframe.

Monks Orchard Primary School aims to treat all stakeholders, including pupils, prospective pupils, staff, governors and other members of the school community favourably and, wherever possible, takes reasonable steps to avoid placing anyone at a substantial disadvantage. The school aims to work closely with disabled pupils, their families and any relevant outside agencies in order to remove or minimise any potential barriers to learning, which puts them at a disadvantage, but allows them to learn, achieve and participate fully in school life. The school is active in promoting positive attitudes to disabled people in the school and in planning to increase access to education for all disabled pupils.

As part of the school’s continued communication with parents, carers and other stakeholders we continually look at ways to improve accessibility through data collection, questionnaires and parental discussions.

Contextual Information 
Monks Orchard is a two-form entry primary school with a Nursery.

The school has accessible toilets.  There are sound systems and microphones in both the school halls.  There are ramps to the outdoor classrooms and hall.

The Current Range of Disabilities within Monks Orchard Academy

The school has children with a range of disabilities, which include Autistic Spectrum Disorder, ADHD, Hearing Impairment and medical conditions such as Epilepsy, Chronic Allergies and Sickle Cell Anaemia. When children enter school with specific disabilities, the school liaises with LA professionals for assessments, support and guidance for the school and parents/carers.

We have a number of children who have asthma and all staff are aware of these children. Inhalers are kept in the classrooms and a record of use is noted.

Some children have allergies or food intolerances/cultural food choices. We have our own independent caterers who are able to meet the needs of children with specialist diets in an inclusive environment.

All medical information is collated and available to the relevant staff, with a designated member of staff responsible for their monitoring.

All medication is kept in a central safe and secure place, which has easy access for First Aiders and staff members. Consent forms for the administration of medicine are filled in by parents, outlining the condition and dosage of medication. All medication that is given is recorded.

Our aim is to support our families. We know that our pupils do their best work if they have come to school from a happy home where they feel safe and are encouraged.

We know that being a parent is not the easiest of jobs and sometimes it can seem too much.

We offer:

• Support for families from our child and family worker
• Support for families from our ELSA trained Teaching Assistant.

We want our parents to gain qualifications.

Many of our parents are keen to improve their own education and to gain more qualifications.

We are currently offering placements for adults who are training in:

• NVQ level 2 in child care
• NVQ level 3 in child care

We want our parents to feel part of the school community and would encourage them to join:

1. Parent Gym sessions
2. Book Buddies sessions
3. SEND coffee mornings

Moving on to high school can be an anxious time for any child. We try to make sure that our pupils have opportunities to visit high schools during their time at Monks Orchard and so are familiar with our local schools. 

We also work closely with our high school colleagues to make sure that transition is smooth, passing on information well before the child is due to attend so that their needs can be catered for.

If your child has an Education Health Care Plan, we arrange a transition meeting towards the end of Year 6 and invite high school colleagues. Parents find this meeting very valuable in ensuring that the correct provision is available for their child at transition.

If a child is very anxious about moving to high school extra, visits are arranged and a high school staff member is selected to meet your child. A familiar face on the first day can make all the difference! 

If you do not feel that, your child is progressing as you expected come in and see us!

Make an appointment with the class teacher, SENCO or come and see the Inclusion Manager.

If after a discussion with the Inclusion Manager you are not happy, you could contact our SEN Governor:

Fiona George

You can contact her by post at:

Monks Orchard Primary School
The Glade
Croydon
CRO 7UF

• ASD Autistic Spectrum Disorder 
• ADD/ADHD Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
• BSS Behaviour Support Service
• EHCP Education Health Care Plan
• EP Educational Psychologist
• EWO Education Welfare Officer
• FSM Free School Meals
• G&T Gifted & Talented
• HI Hearing Impaired
• IEP Individual Education Plan
• LA Local Authority
• LD Learning Difficulties
• LSA Learning Support Assistant
• MLD Moderate Learning Difficulties
• NC National Curriculum
• ODD Oppositional Defiance Disorder
• OT Occupational Therapy
• PRU Pupil Referral Unit
• SALT/SLT Speech and Language Therapy
• SATs Standard Assessment Tests
• SEN Special Educational Needs
• SENCo Special Educational Needs Co-ordinator
• SLD Severe Learning Difficulties
• SpLD Specific Learning Difficulties
• SPM Sensory, Physical, Medical
• SEMH Social, Emotional and Mental Health
• TA Teaching Assistant
• VI Visually Impaired