Reviewed 25th November 2016
What is the name of the Special Educational Needs Coordinator (SENDCo) at Morpeth All Saints CE Aided First School and what is their role?
SENDCo: Mrs Julie McLaughlin (telephone: 01670 512803)
The SENDCo is responsible for:-
Ensuring that you are:-
If you have any concerns regarding provision for students with special educational needs please contact
Mrs. McLaughlin, as above, in the first instance. Please provide details of your concerns and who you have discussed these concerns with and what the outcomes were.
If you feel that the issue has not been addressed appropriately please contact the Headteacher,
Miss Halliday on 01670 512803 ext. 4.
The school’s Complaints Policy document below.
What kinds of special educational needs and disabilities are provided for at Morpeth All Saints
Provision and support exists throughout MORPETH ALL SAINTS CE AIDED FIRST SCHOOL for pupils with special educational needs and disabilities. At present the kinds of SEND for which provision is made include:-
Attention Deficit Hyperactivity Disorder (ADHD)
Social Communication Disorder (SCD) formerly known as ASD
Hearing Impairment (HI)
Specific Learning Difficulties (SpLD)
Social, Emotional and Mental Health issues (SEMH)
Speech Language and Communication Needs (SLCN)
How does the school identify students with special educational needs?
In the first instance the class teacher will assess the children through observations and assessments. If the teacher thinks there is a barrier to learning they will discuss this with parents to raise their concerns. Early identification of needs is made through close monitoring of results from these assessments. The SENDCo is informed of this discussion and, in some instance, will be present at meetings with the parents. We identify further needs by carrying out time bound interventions which are closely monitored by the SENDCo. Parents are fully informed when a child has been placed in these interventions through discussion with the class teacher and a letter from the SENDCo. If appropriate we seek the advice or intervention of external support professionals, such as an Educational Psychologist or Speech and Language Therapist.
What is the school’s approach to teaching students with special educational needs?
We aim to teach all children with SEN alongside their peers within the classroom. Teachers differentiate work and make adaptations to work when needed. This ensures that all children have the opportunity to meet their aspirational targets. If necessary, an intervention will be delivered in a quiet area outside of the classroom for a short period of time in order to remove the child from any distractions.
How is the curriculum and learning environment adapted for students with special educational needs?
All children at Morpeth All Saints CE Aided First School receive quality first teaching. This means that the class teacher has the highest possible expectations regarding behaviour for learning and sets aspirational targets for all children within the class from their starting points. Different methods of teaching and learning are in place so that each child is fully involved and motivated, and able to learn in their most effective styles e.g., practical or visual learning. Your child will get support from their class teacher on a regular basis, which will help the teacher to target specific learning goals and to have a good picture of the child’s current understanding and next steps. Continuous assessment takes place, which informs planning and individual expectations.
In some instances your child may need a more personalised curriculum to meet their needs and/or abilities. This may include intervention groups for literacy or numeracy or a 1:1 targeted intervention session. This is planned by the class teacher and monitored on a regular basis.
The physical needs of the children are also catered for. We have fully accessible toilet facilities and all split level floors within school are marked. Our Accessibility Policy and Plan highlights all adaptations that Morpeth All Saints CE Aided First School can provide.
How does the school check the progress of students with special educational needs?
The SENDCo works closely with the class teachers, LSA (Learning Support Assistants) and HLTA’s (High Level Teaching Assistants) who deliver interventions to the children with SEND, to monitor the progress being made. The progress of children with SEND is monitored carefully and formally tracked each half term.
Discussions take place fortnightly at a staff meeting and a child will be removed from an intervention if no progress is being made. Parents are kept fully involved in the process and we will discuss with you any extra support which we feel would benefit your child. The SENCO will work closely with the subject/class teacher to offer further advice if necessary.
How does the school evaluate the effectiveness of its provision students with special educational needs?
All interventions are monitored and regularly reviewed. This year we have decided that Read Write Inc is having a limited impact for children with literacy SEN therefore we have withdrawn it from our program. We are at present researching an alternative intervention. The school rigorously monitors the effectiveness of Teaching and Learning for all children through data and teacher assessment. This data is used to create new targets and programs for each child.
What areas of expertise do staff have in relation to special educational needs and what training do staff receive?
At Morpeth All Saints CE Aided First School our SENDCo completed the National Award for SENDCos in July 2016. All staff attend regular training, and a programme is put into place each year to ensure all staff receive the most up-to-date training available. We have a range of experience within our team of two HLTAs and more than five LSAs. Advice is sought from outside agencies, such as ASD team for example, if we feel that we need extra support is required. The SENDCo has a close working relationship with these agencies.
How does the school involve parents and the students themselves in their education?
When a child is identified as requiring additional support in school (an intervention), we identify specific targets linked to that support and the outcomes to be achieved. We share this information with parents at informal meetings at the request of the class teacher or parent. The SENDCo is always available to discuss any interventions with the parents and we also report to the parents formally at termly parent consultation evenings.
We complete a One Page Profile with the child themselves. This involves the child indicating their strengths and how we can help support their learning. This then feeds into target setting and a personalised plan.
Where a child has an EHA (Early Help Assessment) in place we carry out multi-agency meetings approximately every 12 weeks and share the targets with parents. The views of the parents and child are sought at this meeting and used for target setting.
What are the school’s Transition Arrangements?
There are key transition times at Morpeth All Saints CE Aided First School, the transition between EYFS and Key Stage one, Year Two to Lower Key Stage 2 and Year Four to Middle School. To manage these transitions we ensure that an enhanced transition program is put into place.
In the Summer term SEND children spend 1:1 time with their new class teacher on a weekly basis within school.. We ensure that parents are fully informed of the enhanced program.
When the children transfer to middle school we provide extra visits to enable SEND children to ensure they are fully aware of the layout of the building, where the medical facilities are and to meet the SENDCo. Each SEND child is unique and therefore a personalised transition plan is created for the transfer times.
In some instances we plan events the year prior to the transition year. This gives parents time to adjust and allay any worries that they have.
How does the school include students with special educational needs in school activities?
All students with SEN will join in all activities of the school whenever possible. This includes all areas of the curriculum, acts of worship, school visits (including residential trips), sporting activities, social activities, lunch times and break times and all other school events. This inclusion may be facilitated through the use of a classroom assistant, or another member of the teaching staff.
How does the school involve outside agencies in meeting the needs of students with special educational needs?
Morpeth All Saints CE Aided First School can make referrals to out a number of outside agencies such as the school nurse, speech and language therapists and occupational therapists. This will take place after consultation with the parents and parental consent is always sought. We may also contact specialist medical services, social services or voluntary organisations and may carry out specialist programmes recommended by them. If a student requires specialist equipment we liaise with the appropriate local service to establish what is necessary.
What is the Local Authority’s local offer?
The Children’s and Families Bill 2014 and the SEN Code of Practice 2014 require Local authorities to produce a ‘Local Offer’. The Local Authority Local Offer has two key purposes:-
What support is available for parents of students with special educational needs?
The Northumberland SEND information and Advice Service offers impartial information, advice and support to families of children and young people with special educational needs or disabilities. The service is free and confidential. They also support children and young people with special educational needs or disabilities up to the age of 25.
EHC plans must be focused on the outcomes the child or young person seeks to achieve across education, health and care. EHC plans must set out how services will work together to meet the child or young person’s needs and in support of those outcomes. EHC plans will be based on a co-ordinated assessment and planning process which puts the child and young person and their parents at the centre of decision making.
Statutory assessment will not always lead to an EHC plan. The information gathered during an assessment may indicate ways in which the school, college or other provider can meet the child or young person’s needs from within available resources.”
If an application for an EHC plan is made, this process will take 20 weeks to complete before a final EHC plan is agreed. More information about EHC plans can be accessed via: