1. WHAT DO SCHOOL LEADERS & GOVERNORS (INCLUDING THE SENDCO– Special Educational Needs & Disability Co-ordinator) DO TO MAKE SURE ALL CHILDREN FEEL WELCOME, FEEL INCLUDED AND ACHIEVE THEIR POTENTIAL?
We have an established Inclusion team. We regularly discuss SEND issues in the Leadership Team meetings and keep support for children with SEND under review. Our Head Teacher Ms Jacqueline Phelan – provides leadership on inclusion and high achievement for all. Our senior members of the inclusion team are: Our Deputy Head and Designated Safeguarding Lead: Inclusion – Georgina Harcourt – Brown (National Award for SEN Co-ordination) – has overall whole school responsibility for inclusion and safeguarding.
Our SENDCO is Luma Abdulla (National Award for SEN Co-ordination) – leads on the day to day operation of our SEN procedures following guidance in the SEN Code of Practice. The SENDCO is the first person to talk to about any SEND questions or concerns.
Our Assistant Head: Inclusion – Mr Shayne Davids leads on promoting positive behaviour throughout the school. (National Award for SEN Co-ordination)Other members of the school based inclusion team:Our family support worker: Ms Tracey DuffOur office manager: Ms Mary Larner – attendance
Our SEND Governor – Mr Yiannos Theodoridis– has responsibility for monitoring and supporting the school on SEN matters on our governing body.
We keep a list of children we identify as having SEN and/or a disability. Children with SEND each have an individual My Plan*. This document contains all the support that your child has received of the year, their individual targets and progress towards these, and records of structured parent conversations*. Within the My Plan, there is a provision map* that shows all the types of extra support that is on offer in the school (e.g. support for reading, communication and number) for children with SEND and additional needs.
A copy of our SEND Provision Map is available for parents/carers – this shows the way we provide support for different needs, such as reading, communication and maths.
Carlton Primary School’s Provision Map.
Carlton Primary School’s My Plan
The teachers, SENDCos and senior leaders carefully monitor the progress and well-being of children with SEND and the quality of our provision. This is achieved through termly pupil progress meetings where teachers and senior leaders meet to discuss children’s progress and identify support required for pupil’s who are not making as much progress as they could or are working below the nationally expected standard. The SENDCos and senior teachers observe lessons and carry out book scrutiny to support the teachers and learning support assistants. The SENDCo also speaks to children with SEND to gain their views. The teachers plan carefully for the children with SEND as well as for the other children.
If something is not working well, we change and improve our provision. We describe these changes in our School Development Plan*.
The Governing Body challenges us to make sure we constantly improve the quality of provision for children with SEND and the outcomes that they achieve.
We have several Parents/Carers on the Governing Body and one of their roles is to represent the views and concerns of all parents, including those with children with SEND.
We have a specialist SEN Governor: His name is Mr Yiannos Theodoridis. He meets with our SENDCo once a term, makes visits to classrooms looking at learning and teaching and reports termly to the School Improvement Committee and full Governing Body.
We fully involve our Governors when we review and revise our SEND policy.
FREQUENTLY ASKED QUESTIONS – leadership, management and governance
What funding and resources does the school have for my child with SEND?
We receive funding at the start of the financial year for supporting children with SEND. The amount of funding is designed to reflect the level of needs in each school. For children with statements or Education, Health and Care Plans (EHCPs)* we claim money back from the local authority on a monthly basis. For more detailed information contact Mandi Howells at the school.
How are the school’s resources allocated and matched to children’s Special Educational Needs?
We make sure that we use funding as effectively as possible. Our SENDCOs consult and discuss it with parents/carers informally or formally at their termly SPC* meeting. We review with parents/carers how well each child is doing and agree changes if needed. If the level of needs is high or significantly increases we can make an application to the Local Authority for extra funding to meet these needs. The Deputy Head reports to the School Improvement Committee and Resources Committee on how the funding is being allocated/spent to ensure the school is providing the learner with value for money.
What happens if my child’s needs change as he/she gets older?
We continually monitor children’s progress and how much support the need. If you feel your child’s needs are changing, the starting point is to discuss these changes with the SENDCO*. Some children receiving SEN support make accelerated progress and no longer require additional SEN support. In this case they would no longer be identified as having a special educational need. If the level of need is becoming higher, parents can work with the school and request an assessment for an Education Health and Care Plan (EHCP)*. There is more detailed information on assessment of children’s SEND in section 4. You can find more details about assessment for an Education Health and Care Plan (EHCP) on the Camden local Offer website: Education, Health and Care Plans or in the SEND Code of Practice*. Camden SENDIASS also offer impartial advice and support to parents of children with SEND.