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SEN Information REport September 2020- July 2021

Pupils with Special Educational Needs at Rowdown: September 2020 – July 2021

Number on roll Children receiving SEND support Children with EHCPs
373 64 (18%) 7 (1.8%)

The Current Range of Disabilities within Rowdown School

The school has children with a range of disabilities which include Autistic Spectrum Disorder, ADHD, Hearing Impairment and medical conditions such as Myopia, Inherited Metabolic Disease, 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. Our caterers 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. Staff are regularly updated with training sessions.

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.

It is important to listen to the pupil’s voice regarding their individual needs.  While some children are happy and confident to discuss their challenges, other children prefer discrete support. 

How has SEN been identified at Rowdown this year?

This has been a very challenging year to accurately identify the needs of children with special educational needs.  Early intervention is essential for progress but it is important to avoid mislabelling a child with additional needs.

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, parents and the child we consider 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

In addition, it is important to note that, due to the pandemic, all children have had to accommodate many changes to their education.  We know that children who experience these types of issues may be vulnerable students but this does not mean they should be identified as a child with SEN. 

The learning of all children at Rowdown Primary School is regularly and rigorously assessed. 

Data meetings were held termly and progress and attainment were monitored.  Additional support was put in place to support children who had missed learning due to self isolation or who found home learning challenging. 

The Educational Psychologist and external agencies were able to support teachers in developing or adjusting their practice for children who were dealing with disrupted learning.

Inclusion meetings were held virtually each term and the information collected was used to support assessments regarding whether a child had additional needs.

During the Summer term 2021 – The three schools of the Fairchildes Academy Community Trust moderated across all year groups. 

Formal Assessment was also used to identify needs:

  • Phonics screening in Year 1
  • SALT assessment
  • NELI

Children were added to the SEN register if their ability was significantly below their peers and a short-term barrier could not account for their lack of progress or attainment.  Parents were involved in decision making and reviews of decisions held regularly.

SEND Support this year:

As you can imagine there have been many changes during the last twelve months and this has had a significant impact on how we deliver SEND support.  We have altered our practice to meet the individual and changing needs of our children with additional learning needs.

Autumn 2020

Provision for children in school

Any provision was decided in consultation with the professionals, parents and child.  It is important to listen to the pupil regarding how they want their needs met and the role they play in their learning.  Provision could be deferred if the child was not ready to engage e.g. counselling.

  • NHS therapists worked remotely.  Assessments and advice were delivered via email, telephone or online meetings to the SENCO and/or class teacher as needed.   Therapists were able to contact parents at home as needed.
  • Speech and Language support.  The teachers and TAs in school were mindful of the targets of the children’s EHCPs, IEPs and care plans.  Wherever possible, 1-1 support continued but group provision was not appropriate.
  • Mentoring - checking in sessions were provided as needed (a request could be made from a parent, child, teacher or social care).
  • Counselling - Children receiving regular counselling continued their support via online meetings and by phone.
  • Therapy Dog – Identified children had sessions with our mentor and the school therapy dog.
  • Parenting support - The class teachers, pastoral team, SENCO, Attendance Officer and EWO regularly contacted parents via email and telephone to offer parenting support as requested.
  • Learning interventions - children were supported in the classroom.  Class teachers were planning for children with additional needs and wherever possible the child received the provision as outlined on their IEP or EHCP.  However, during the Autumn term group interventions were not allowed.

Provision for children at home

  • Learning interventions - children with special educational needs at home were supported with specific learning planned for their individual needs via Google Classroom or in the form of paper work packs. 
  • Laptops were loaned to children with SEN who were working at home.
  • NHS therapists were working remotely.  Therapists were able to contact parents at home as needed.
  • Mentoring - children on the mentoring list were regularly in contact with their class teacher or mentor through Google Classroom or over the phone.  Any child who a teacher or parent was concerned about was referred to the pastoral team for further online or phone support.
  • Counselling - the children who were receiving counselling in school were having counselling at home over the phone or online sessions from school.
  • Support for parents - we recognised that supporting children with additional needs at home was a complex challenge.  We endeavoured to support parents with practical resources - paper copies of the work on Google Classroom, activity packs, laptops and free Wi-Fi, food parcels and activity packs.  We also understood that parents needed emotional support - we had mentors and counsellors available to speak to parents, the SENCO & Inclusion Manager was available by telephone and email.  We encouraged parents to contact additional services such as CAMHS and the Educational Psychologist who were offering virtual support and advice as needed.

Spring and Summer 2021

Provision for children in school

  • NHS therapists started to come into schools.  All NHS protocols were observed. Advice was available via email, telephone or online meetings to the SENCO and/or class teacher as needed or in person.  Therapists were still able to contact parents at home if the parent preferred.
  • Speech and Language therapy. Additional support was provided for EYFS and Year 1 with The NELI programme aimed at boosting children’s progress. Oracy programme training has been completed and a group of TA’s are ready to start in September
  • Mentoring - checking in sessions continued as needed (a request can be made from a parent, child, teacher or social care).  1-1 mentoring resumed in the Sunflower room.
  • Counselling - Children receiving regular counselling continued their support online or in person at school.
  • Therapy Dog – Identified children had sessions with our mentor and the school therapy dog.
  • Animal Therapy Sessions – Weekly sessions with Pets and Ponies was provided for children during the summer term.
  • Parenting support - The class teachers, pastoral team and SENCO regularly contacted parents via email, Weduc and telephone to offer parenting support as requested.  In June parents were contacted by phone for parental feedback meetings. 
  • Learning interventions.  IEP and EHCP provision was continued.  Any intervention that required crossing bubbles was still not allowed. Additional support was provided through the tutoring programme within Year Groups.

Provision for children at home in the event of isolation or a bubble closing.

  • Learning interventions - children with special educational needs at home were supported with specific learning planned for their individual needs via Google Classroom or in the form of paper work packs. 
  • Laptops were loaned to children with SEN who were working at home.
  • NHS therapists contacted parents at home as needed.
  • Mentoring - children on the mentoring list were regularly in contact with their class teacher or mentor through Google Classroom or over the phone.  Any child who a teacher or parent was concerned about was referred to the pastoral team for further online or phone support.
  • Counselling - the children who had been receiving counselling in school were having counselling at home over the phone.
  • Support for parents - we recognised that supporting children with additional needs at home was a complex challenge.  We endeavoured to support parents with practical resources - paper copies of the work on Google Classroom, laptops and free Wi-Fi, food parcels & activity packs.  We also understood that parents needed emotional support - we had mentors and counsellors available to speak to parents, the SENCO & Inclusion Manager was available by telephone and email.  We encouraged parents to contact additional services such as CAMHS and the Educational Psychologist who were offering virtual support and advice as needed.

Training and Development 2020-2021

Staff at Rowdown 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 year training has included:

  • First Aid
  • Safeguarding
  • Zones of Regulation (all staff)
  • Prevent training (all staff)
  • NELI (EYFS)
  • Power Maths (Teaching Staff)
  • The Spelling Shed (Teaching staff)
  • Diversity (all staff)
  • Unconscious Bias (all staff)

Individual staff have also completed courses in:

  • Autism Awareness
  • Understanding Dyslexia
  • Online Learning and E-Safety
  • ADHD
  • Oracy
  • Mental Health
  • Bullying and Cyber-bullying

Equipment and Facilities

Rowdown has developed our resources to meet the needs of children with SEN (see our school offer).  This year we have further developed our use of augmented technology to include: iPads, laptops as well as using software such as Times Table Rockstars and Touchtyping.

Which outside agencies have been accessed through Rowdown?

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

1. The Educational Psychologist

This year our EP has been on maternity leave.  Cover was provided by Dr. Erbes and Dr. Lawton. 

2. Speech and Language Therapy

Our Liaison speech and language therapist is Louise Needham.  Louise is very familiar with the school and has provided quality ongoing support over the last year.  Working closely with the parents, TAs and SENCO to meet the needs of the 28 children on the NHS caseload.

4. Locality SEND Support Scheme

Rowdown has been part of the Locality SEND Support Scheme this academic year.  The school has requested support for several children with SEN.  Rowdown has also received support for SALT assessments, EP referrals and new initiatives such as standing desks. 

The locality scheme has seen schools in the area benefit from closer working practices that have supported the transition of children going to high school.

5.  CAMHS/Community Paediatrician

We refer children to CAMHS or to the community Paediatrician for concerns regarding their mental health or for a diagnostic assessment of ASD and ADHD. We are also able to refer for Emotional Well Being support for children via SPOC (Single Point of Contact) in Croydon.

Who should I contact to find out more about SEN at Rowdown?

School SEN Offer: https://www.factrust.org/rowdownsenoffer

School Policies: https://www.factrust.org/rowdownschoolpolicies

Croydon Local Offer: https://localoffer.croydon.gov.uk/kb5/croydon/directory/localoffer.page?localofferagebands=6

Rowdown Inclusion Team

Miss Johnson

Head of School

Mrs Doe Deputy Head

Mrs Sebire

Inclusion Manager/DSL

Mrs Keminsky

SENCO/DSL

Miss Dymott

Attendance

Ms Bampoe-Brush, Mrs Humphries

Mentors

Mr Bryers

SPIL Counsellor

Mrs Stone

Speech & Language Co-ordinator

If you are concerned about your child and feel that he/she needs more support, please don't hesitate to speak to your child's class teacher or to any member of the Inclusion Team

 

You can contact any of these members of staff through the main school switchboard - 01689 843367

Contact Miss Johnson directly –

head@rowdown.croydon.sch.uk

What do all the abbreviations mean?

  • 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

 

    Rowdown Primary School

    Calley Down Crescent, New Addington, Croydon, Surrey, CR0 0EG
    01689 843367