SEN

SEN info (School offer)

Rookery School Special Educational Needs Information

(Local Offer)

The school has many strengths the most notable being the care and support provided for every learner. This thoroughly inclusive school has an excellent understanding of the personal needs of every pupil, especially pupils with SEN or whose circumstances make them vulnerable.’ OFSTED 2010

‘Disabled pupils and those with special educational needs are well taught.’ OFSTED 2013

‘Pupils in the school’s resource base for pupils with autistic spectrum disorders and other pupils who have an education, health and care plan or statement of special educational needs have made strong progress. This is a consequence of carefully well-planned provision and support.’ OFSTED 2018

At Rookery School we are committed to ensuring that all children become independent learners and reach their full potential. We aim to identify children’s individual and specific areas of need early and make provision to meet their needs.

Provision for pupils with special educational needs is outstanding. We have an Autistic Spectrum Conditions (ASC) resource base which is extremely successful in reintegrating children into mainstream. Please note that to secure a place for your child at Rookery ASC Base your child must have a Statement of SEN or an Education, Health and Care Plan (EHC) stating that autism is the primary area of need. If your child does have the required Statement or EHC to obtain a place at the ASD base you must first contact SENAR (Special Educational Needs Assessment and Review).

The Leader of the ASC Base is:

Mrs Kerry Stanley

Children with SEN make good progress. We are aware that these children need to accelerate their progress even further.

Here are some FAQs which may help you:

  1. What kinds of support do we offer for children with Special Educational Needs?
  • Quality First Teaching
  • Small group targeted intervention
  • Individual targeted interventions

Rookery teachers are constantly involved in research projects to identify the best strategies to support children’s learning. You can be sure that Rookery teachers with know your child’s strengths and passions.

Here are some recent successful strategies identified by our teachers during research:

  • Meta cognition strategies – so children understand how they learn best.
  • Embed a level of independence for each child.
  • Adaptations for sensory needs
  • Concrete and pictorial resources to support children to abstract concepts.
  • Provide plenty of opportunities for real experiences.
  • Self and peer assessment.
  • Effective teaching of new vocabulary.
  • Use of dialogue frames to support speaking and thinking.
  • The sharing of expert advice from colleagues, both within school and from outside agencies.

The types of SEN that we support at Rookery are:

  • Cognition and Learning

–     How your child thinks, learns and understands their world.

  • Communication and Interaction
    How your child talks to, listens, responds, plays and learns with other children and adults.
  • Social, Emotional and Mental Health
    How your child shows their feelings, negotiates and solves problems in different situations and handles changes of routine.
  • Sensory and/or Physical needs
    How your child responds to their environment and learning using their senses and any diagnosed medical issues.

For further information see:

Special educational needs and disability code of practice

 

We support children through Quality First Teaching  This means that:

  • The teacher has the highest possible expectations for your child and all pupils in their class.
  • All teaching is based on building on what your child already knows, can do and understands.
  • Different ways of teaching are used so that your child is fully motivated to be involved in their learning.
  • Your child’s progress is constantly checked to ensure that the teaching and any additional resources meets their needs.

We support children through targeted group work.

This is where your child works with a smaller group of children, who are at a similar place in their learning, often called an intervention group.

For your child this would mean:

  • Working in small group sessions on specific targets or objectives to support their progress.
  • These sessions can be led by a teacher or teaching assistant, under the direction of the class teacher, coordinators or SENco.
  • Progress is constantly monitored to ensure that this small group work meets the group’s needs.

We support children through targeted individual work

For your child this would mean:

  • Working 1 to 1 on specific targets to support their progress.
  • These sessions can take place at various times in the school day.
  • These sessions can be led by a teacher, teaching assistant under the direction of the class teacher or specialist staff such as the Learning Mentor or Speech and Language Therapist. Advice comes from coordinators, the SENco or any outside agencies who are involved.
  • Progress is constantly monitored to ensure that 1 to 1 interventions are meeting the child’s needs.
  1. How are Special Educational Needs identified?

How do parents/carers raise concerns?

Talk to us:

  • Firstly contact your child’s class teacher
  • SENco/ Inclusion Manager
  • Pastoral Manager

We pride ourselves on listening to and building positive relationships with our parents/carers.

 How does the school identify a child’s Special Educational Need?

  • Regular discussions with parents/carers about any concerns with your child’s learning or progress.
  • Class Teachers will raise concerns with parents/carers and the SENco following day to day teaching and observations or teacher assessments.
  • Class Teachers, SENco and Senior Managers will identify children who are not making expected progress from the schools tracking system. This is carried out at least three times a year.
  • Sometimes advice is requested from appropriate outside agencies to identify specific needs using specialist assessment.
  1. How will school monitor the progress of children with SEN?

We:

  • Set and review individual targets regularly.
  • Check that additional support the child receives is planned and monitored carefully by the class teacher, coordinators and SENco.
  • Have regular meetings between class teachers, SENco, teaching assistants and senior managers to discuss children’s progress and provision.

Who will explain this to me?

  • Class teachers will meet with parents/carers at least on a termly basis, this could be part of Parent’s sharings (individual meetings can be booked with the class teacher) or as a review of targets to discuss and review your child’s needs, support and progress.
  • The SENco is available for further information and discussion.
  • Children with EHC plans will have annual reviews.
  1. What extra-curricular activities can a pupil with Special Educational Needs access at school?

Rookery is an inclusive school and all activities are available to pupils with SEN. If appropriate reasonable adjustments will be made to meet the needs of the individual child so they can participate. Class teachers will be able to tell you what before and after school clubs/activities are available.

  1. Who are the best people to talk to about SEN? 

We always encourage you to speak to your child’s class teacher about any concerns you may have about your child. However, if you have a specific concern about your child’s learning, special educational or additional need then the SENco can be available to speak to you.

The SENco is a teacher who is responsible for supporting members of staff, parents/carers and pupils in meeting the additional needs of all children. They have specialised training in coordinating SEN across the school.

The name of our SENco is:

Mrs Emma Whitehouse

They can be contacted by arranging an appointment through the Pastoral Manager or the school office

The name of our Pastoral Manager is:

Mrs Satvir Rai

  1. What training does the staff in school have to support children with Special Educational Needs?

To ensure our staff have the skills and knowledge to support children with SEN there is a programme of on-going training, both in school and off-site.

Recent training has included:

  • Research by staff into the most effective strategies to support children with SEN.
  • RWI
  • Numicon
  • Lead teacher in Autism
  • Staff have been trained at level 1 for Autism.
  • Some staff have been trained to level 2 and 3 for Autism.
  • ‘Friends for Life’ intervention for children exhibiting signs of anxiety.
  • Team teach training.

Rookery has a Speech and Language Therapist on site for two days a week.

 

  1. How does the school get more specialist help?

At Rookery, if we feel a child needs more specialist help we can work with a range of outside agencies.

Agency or Service

Who they work with

Educational Psychology Service

Children with more significant and complex learning needs.

Provide school staff with advice on teaching strategies, resources, individual and whole school training

Pupil and School Support (PSS)

Provide school staff with advice on teaching strategies and resources, individual and whole school training to support pupils with difficulties in language, literacy and Maths.

Individual assessments of pupils who are not making progress in language, literacy and maths and advice on next steps.

Speech and Language Therapy Service (SaLT)

Children who are referred by the GP or school who have specific speech or language needs. Provide school with advice on work that can be carried out in school as well as providing specific programmes in clinic.

Communication and Autism Team

Children with social and communication difficulties or a diagnosis of Autism.

Provide individual and whole school training for staff with advice on teaching strategies, resources for pupils with Autism.

Sensory Support Service

Children with visual or hearing impairments. Provide school with advice regarding resources and strategies to support children with sensory impairments

Wilson Stuart Outreach

Children with gross motor skill difficulties.

Provide school with advice regarding resources and strategies to support children with physical difficulties.

Behaviour support services

(City of Birmingham School COBS)

Children with challenging behaviours.

Provide school staff with advice on teaching strategies, resources, individual and whole school training

Health professionals

Provide advice and support for staff working with individual children with health needs. School Nurse, Occupational therapist, Physiotherapist, Child Development Centre.

fORWARD tHINKING bIRMINGHAM

Children with specific mental health issues e.g. anxiety/ depression.

 

  1. How are the parents of children involved in the education of pupils with Special Educational Needs? 
  • Open door policy to listen to parents/carers about their concerns.
  • Regular review meetings
  • Parents sharings/evenings
  • Annual reviews for children with EHCPs
  • Class assemblies, some specific class workshops

Parents of children with SEN have regular coffee mornings to share strategies and get advice from specialist staff.

  1. How are pupils with Special Educational Needs involved in their own education?

All pupils are involved and encouraged to take part in their own learning journey, for example:

  • Developing and achieving targets through the Assertive Mentoring Programme.
  • Encouraging pupil voice and responsibility through Assertive Mentoring.
  • Taking responsibility for achieving their ‘Ready for Learning’ targets through Assertive Mentoring and DOJO points.
  • Children are responsible for sharing their learning with their parents.
  • Self-assessment and evaluation
  • All children are encouraged to speak to members of staff if they have a concern or worried about anything.
  • Learning mentors support children’s behaviour for learning.

Children identified with SEN additional needs are also involved in:

  • Annual Review Meetings
  • One Page Profiles (For children with Autism)
  • Child Friendly ITPs
  1. How is the governing body involved in supporting families of children with Special Educational Needs?

At Rookery we have a designated governor with responsibility for SEN who liaises with the SENco/ Manager to ensure that the Governors are informed about provision, progress and well-being of our children with SEN. To ensure confidentiality any feedback or reports do not name individual children.

If you have concerns about how school deals with your child regarding any SEN issues you can discuss these with the Partner headteachers or the Governing body.

The name of our SEN Governor is:

Mr Hardeep Dhinju

If you want to discuss any issues with our SEN Governor, he can be contacted by arranging an appointment through the clerk to the governors, Mrs Sue Heath- Gardiner. Please contact the school office.

  1. What support services are available to help Parents/carers with children with Special Educational Needs?

Our school SENCO will be able to advise you on the support services available to you, both locally and nationally

It is recommended that you contact your GP to discuss any concerns you may have about your child’s needs and to seek medical support, guidance and assessments if appropriate.

Parent Partnership Services are a support service we also recommend to you. They can offer independent and unbiased advice and information about the assessment procedures and educational provision for your child.

Their Contact details are: SEND Information, Advice & Support Service The POD, 28 Oliver Street
Nechells, Birmingham B7 4NX Telephone Number: 0121 303 5004

  1. How will we support your child through transitions?

Before your child starts at our school:

  • Visit to existing school or home visit where relevant.
  • Your children will be encouraged to attend ‘Stay and Play’ sessions before starting Nursery.
  • Transition days may be appropriate in some cases– staggered at times of the day to meet the needs of the child eg after school, during class time.

When they are moving to a new school:

  • Additional visits to the new school for children with specific needs
  • Contacting key personnel at receiving school.
  • Reviews centred on the needs of your child involving yourself, staff and relevant agencies when appropriate.
  • All relevant documentation about your child shared with new setting.

 

When children are moving into the next class:

  • Your child’s new teacher will take part in a hand over meeting with the previous teacher to discuss your child’s learning and which strategies work best for them.
  1. How can parents/carers find Birmingham’s Local Offer for SEN?

You can find the Birmingham Local Authority’s local offer through the website below:

www.mycareinbirmingham.org.uk