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Regular assessment is part of the schools education programme. Any child who is found to be having difficulty with an area of the curriculum will be given extra support and carefully selected interventions.

We use a variety of interventions such as:  the Reading Recovery Programme, Funfit, Nessy Support Programme, 1 to 1 Maths or Literacy Support, Short Term Memory Programmes and others.

We are fully committed to providing inclusive facilities at Monkleigh Primary School. We have disabled ramps and disabled access to most of the school.

Special Educational Needs and Disability - Click here to see Devon's Local Offer. http://www.devonsafeguardingchildren.org/parents-carers/child-special-needs-and-disability/

We also aim to challenge those children who are gifted and talented with extra activities and by working within different groups.

SEN Information Report 2014/2015

At Monkleigh Community School, we are a mainstream school but have children with a variety of SEN. These include children with Communication and Interaction needs, Cognition and Learning difficulties and Social, Emotional and Mental health difficulties.

Contacts

The current designated SENCo is Karen Reeves. (01409) 281220 Mrs Reeves is the Head Teacher and can be contacted in school most days

The current governor for SEN is Jess Gierke, who meets regularly with the SENCo to discuss provision within the school.

Parental and child involvement

Parents are always welcome to discuss the progress of their children, and can contact the Class Teacher or SENCo to make an appointment. Parents are provided with consultations or a written report on a termly basis where progress and attainment can be discussed. Where appropriate, TAC (Team Around the Child) meetings, take place regularly as part of the DAF process. Where appropriate, the views of the child will be sought during or after these meetings, in order that they can share their own views on their education. Each Term, the progress of all children in the school is assessed in reading, writing and maths. This allows children who may not be making expected progress to be clearly identified, and the progress of children who are receiving interventions can also be monitored. Children with more severe or complex needs, may work towards more short term targets.

Transition

There are close links with Monkleigh Preschool and there is a careful transition process for all children, especially those with SEN. For those children who are already part of the DAF process, DAF meetings will be held with relevant members of staff in the term preceding the one in which they start school. In year five or six (depending on the needs of the child) transition meetings will begin to be held with the SENCo of the schools the children will transfer to. Appropriate transition arrangements are made.

Teaching and Learning

The approach to the teaching and learning of children of SEN is very much a quality first approach, with the aspiration that, with high quality teaching and learning for all, less intervention should be needed at a later date. Within lessons, children aim high and opportunities are always given for them to extend their learning. Children learn in both ability groups and with their chronological peers, and are never restricted in the level of their learning. There are opportunities every day for children to learn and play with non SEN peers. School trips are organised in order to make them accessible to all children. Children with SEN represent the school in all school groups, such as the School Council and Eco Group. After school clubs are accessible and open to all.

Adaptations to the curriculum and learning environment are dependent on the needs of the child. For some children, a visual timetable, appropriate resources or within lesson differentiation and support will help the needs of the child. For others, a meeting with parents or other professionals may be held to discuss any adaptations needed to the physical environment.

Staff Training

The Link Governor, Pre School SENCo (Rosie Beer) and headteacher, meet regularly to discuss the training needs of staff in relation to SEN and how these might be met. Specialist agencies can be contacted through the SPA, and will work alongside children and staff to produce a differentiated learning programme or system of support.

Effectiveness of Provision

The effectiveness of the provision for children with SEN is usually assessed on a half term basis. If children are not making at least expected progress in English and maths, provisions may be altered or put in place. There are termly meetings with teachers and the SENCo to analyse the progress of all children in the school to identify those who may be in need of extra support. The type and duration of interventions for the proceeding term are then decided in conjunction with the wider support staff.

Emotional Wellbeing

Children who experience emotional difficulties may receive extra support on a daily or weekly basis, depending on need. Some children have received a THRIVE assessment and follow the recommendations of the assessment. We access support from outside agencies where available, including PSA who works to support children and families. CAHMS and Behaviour Support may also be involved with some children. Any incidents of bullying are rare and are dealt with robustly. Children are encouraged through pastoral activities to discuss their safety and wellbeing both within and beyond school. Feedback from children is that they feel very comfortable approaching members of staff with their concerns.

Outside Agencies

Outside agencies may be involved following contact with the North Devon SPA (single Point of Access). They may provide support one to one with a child, or may offer advice to school staff. These agencies may attend TAC (Team Around the Child) meetings to assist with completion of a DAF.

Adaptation of Learning

We aim to make the curriculum as accessible as possible to all children with SEN. This may involve adaptation of resources or activities to match the child’s needs, or extra support or simplification or concepts.

Looked After Children

Lyndsay Quincey is the designated member of staff for looked after children. Lyndsay has attended all relevant training and attends PEP meetings for Children in care with the Head teacher.

Complaints

Parents are encouraged to approach the school at an early stage with any concerns. There is a formal complaints procedure should they feel their concerns have not been addressed. This procedure is available on the website.

What should you do if you think your child may have Special Educational Needs?

In the first instance, you should contact your child’s class teacher to discuss your concerns. Further meetings may involve the SENCo, and together all parties will discuss the best way forward for your child.

 Glossary

TAC meeting – Team Around the Child meeting. These are meetings where all involved agencies discuss how best to meet the needs of a specific child. The child may or may not attend.

DAF – Devon Assessment Framework. This is Devon’s approach to managing SEN. A DAF 1 is first completed on the birth of a child, and subsequent DAFs are completed, dependent on need.

SPA –single Point of Access. A specified telephone number for North Devon designed to signpost where additional support can be gained.

This SEN Information Report should be read in conjunction with the school’s SEN policy, the Accessibility Plan, Equal Opportunities Policy and Objectives, Local SEN offer, Local Authority SEN offer, Complaints Policy, Positive Behaviour Policy, Curriculum Statement and Annual Curriculum Plan.

You can find details of the school’s local SEN offer on the school website. The Local Authority SEN offer can be found here: www.devon.gov.uk/send