St Martin’s School SEND Information Report for Early Years Foundation Stage (EYFS) and Pre-Prep
Head of Pre-Prep: Mrs J Lindsay
Head of EYFS: Mrs S Tearle
SENCO: Miss D Tobin
How does the school identify boys with a SEND?
The school identifies boys with a SEND in the following ways;
- The Head of EYFS meets with parents before boys start Kindergarten at St Martin’s to discuss any additional needs and perceived difficulties.
- The school liaises closely with previous settings and external professionals.
- We use ASPECTS (Assessment Profile on entry for children and toddlers), PIPS (Performance Indicators in Primary Schools) and PREST (Pre-School Screening Test) assessment tools, alongside classroom observations in the Kindergarten and Reception Class to monitor progress in line with EYFS profiles. Any concerns raised as a result of these assessments are discussed with the SENCO and, if necessary, further monitoring and observation is carried out.
- PIPS, DEST (Dyslexia Early Screening Test), PiRA (Progress in Reading Assessment) and PUMA (Progress in Understanding of Mathematics) assessments are used in the Pre-Prep, alongside observations and work scrutiny to monitor and track progress.
A boy’s class teacher or parents may raise concerns about progress with the SENCO or Head of Pre-Prep. The SENCO may then observe the boy in class and with parental permission complete some further assessments, which may include screening the boy for a specific learning difficulty. The results of any observations and assessments are discussed with the boy’s teacher, parents, Head of EYFS and/or Head of Pre-Prep. Recommendations will be made, which may include further testing, monitoring or seeking the advice of an external specialist such as an Educational Psychologist, Orthoptist, Clinical Psychologist, Paediatric Physiotherapist, Speech and Language Therapist or Paediatrician.
What should parents do if they think their son has a SEND?
Communication with parents is important to us. Parents are encouraged to approach their son’s class teacher in the first instance about any concerns regarding SEND. Concerns will be passed on to the SENCO, Head of EYFS and/or Head of Pre-Prep. If concerns continue, the parents can approach the SENCO, Head of EYFS and/or Head of Pre-Prep. We always work closely with families to achieve the best outcome for their son.
How does the school communicate with parents/carers who have a disability?
We strive to meet the individual needs of all our parents. Reasonable adjustments will be made to ensure parents/carers can communicate effectively.
How does the school communicate with parents/carers whose first language is not English?
We welcome friends and family members to help with translation at meetings. We ensure that our school is welcoming to all of our families.
Support for boys with SEND
Learning Support is provided for boys who have a SEND; that is a learning difficulty, which cannot be met in class despite the school’s usual practice of differentiation.
We follow the graduated approach of ‘Assess, Plan, Do, Review’.
In identifying a child as needing SEND support, the boy’s class teacher and SENCO will carry out a clear analysis of the child’s strengths and areas for development. This draws on summative assessments, observations, previous progress/attainment and teachers’ experience of the boy. Both the child’s opinions and parent’s opinions will be considered. If available, we also gather information from beyond the setting from external specialists.
SEND Support is provided for boys who have a SEND. This may be within one of the following broad areas of need:
- Communication and interaction
- Cognition and learning
- Social and emotional difficulties
- Sensory and/or physical needs.
Parents will be made aware that their child is receiving SEND support. This support may take the form of individual, paired or small group teaching. A personal learning plan (PLP) is written for each boy receiving SEND Support, which is reviewed at least termly. The SENCO liaises closely with other staff to produce appropriate targets for the child. Boys and their parents are involved in decision making and target setting. The recommendations of outside agencies are taken into account wherever possible. All those involved in the target-setting process will agree the reasonable adjustments, interventions or support to be put in place. The expected impact on progress, development or behaviour will be discussed, ensuring a clear date for review is decided.
The intervention may be delivered by the SENCO or by teachers, teaching assistants or keyworkers. Learning styles are considered and planning is adapted to meet individual needs. The SENCO supports staff in planning for boys’ additional needs. Where necessary, the SENCO develops and disseminates good practice and delivers training for staff. St Martin’s School endeavours to make sure a child with SEND gets the support he needs to engage in activities alongside those who do not have SEND. Work is differentiated in class to ensure that equal opportunities are provided. All staff are responsible for removing barriers to learning. The school endeavours to make reasonable adjustments to prevent any disadvantage to any boy with SEND.
We review progress made and the effectiveness of any support provided at least once a term, in consultation with parents. Any changes to targets, outcomes and support are agreed and progress is closely monitored by Class Teachers, keyworkers, the SENCO, Head of Early Years and Head of Pre-Prep.
Parental views and boys’ views are sought at each stage of the support detailed above. They are encouraged to discuss the support they are getting and the progress they are making.
What policies are in place for identifying boys with SEND and assessing their needs?
All relevant policies, including the SEND Policy and this SEN Information Report, are available on the school’s website. These can be accessed at: ‘http://www.stmartins.org.uk/information/policies’.
What arrangements does the School have for regular home to school contact?
Home-school communication is an important part of our ethos at St Martin’s School. Regular school contact is in the following ways:
- Boys are given a message book, which is taken to and from school. Concerns can be raised via the message book. Appointments can also be booked via this book.
- The Blue Card calendar is issued at the beginning of each term and informs parents of events and meetings.
- Information is also sent via the school email system or telephone calls and hard copies of letters are also displayed on the noticeboard by the Kindergarten door.
- Parent-staff consultations are held in November and March when there will be an opportunity to see children’s work and discuss progress with the Class Teacher and Teaching Assistant. The Headmaster and Head of Pre-Prep are also available on these occasions.
- Reports are sent home for Reception boys in the Spring Term and form a basis for discussion at Parents’ Consultation Evenings in February. A full academic report is also sent home at the end of the year to Reception and Kindergarten parents.
How does the setting help parents to support their son’s learning?
In the Autumn Term, Information Evenings are held to inform parents about aspects of teaching and learning, classroom routines and how parents can help at home. A boy’s Personal Learning Plan will also outline ways to support him at home. If a child does have a SEND, parents are provided with information and details about Hillingdon’s Local Offer, which can be accessed online.
How does the school differentiate the EYFS curriculum for the needs of individual boys?
Staff make use of personal profiles that document the progress and next steps for individual children. Tracking observations are also used to inform and plan a child’s next steps. Work is differentiated by age and ability, depending on the needs of the particular boy. All children have a keyworker, who is aware of their individual needs. The SENCO supports staff in planning for boys’ additional SEND needs.
What preparations are there for a child’s transition e.g. before they join the setting, move on to the next stage or move on to their next setting/school?
We liaise closely with (and visit if necessary) previous settings to gather information to enable staff to have a sound knowledge of a boy’s needs. Meetings are facilitated between parents and staff at times of transition. The Head of EYFS meets with parents before boys start Kindergarten at St Martin’s to discuss any additional needs and perceived difficulties. All parents also have the opportunity to meet with Reception staff and Year 1 teachers at the end of the EYFS to discuss transition to Key Stage 1. We also liaise closely with other schools, when requested to share our knowledge and information about a boy and his individual needs.
How does the school ensure that all of its facilities can be accessed by children with SEND?
St Martin’s School acknowledges its duty towards boys, all staff, parents/guardians, governors and members of the wider community who have a disability.
Where current and prospective boys are concerned, St Martin’s School acknowledges its non-discrimination and planning duty: not to treat disabled children less favourably for a reason related to their disability; to make reasonable adjustments for disabled children, so that they are not at a substantial disadvantage; and to plan to increase access to education for disabled children.
St Martin’s has an ‘Accessibility Plan’, which meets the requirements of the Equality Act 2010 and the Special Educational Needs and Disability Code of Practice: 0-25 (2014). This further documents the accessibility of the school building and site, as well as the participation of boys with a SEND in the school curriculum. This is available to all members of staff. Staff ensure that reasonable adjustments are made to meet to the needs of children with SEND.
How does the school ensure children with SEND can be included in all activities and trips?
We are an inclusive school and endeavour to ensure that all boys are involved in activities and trips. The risk assessments we carry out for all activities and trips allow us to make any adaptations and alterations where possible.
What support is available to promote the emotional and social needs of children with SEND?
The emotional and social development of all boys is important to us. St Martin’s recognises that some boys may need additional support in this area. This is taken into consideration when planning. SEAL (Social and Emotional Aspects of Learning) is incorporated during circle time. Aspects of behaviour and personal, emotional and social development are discussed within the group and follow-up activities are planned for.
Children are cared for by a Class Teacher, teaching assistant and keyworker. Staff are always available to discuss any concerns with boys. The SENCO is available to provide additional support to any boy who may need support in this area.
The school is committed to providing a safe and secure environment to ensure all boys are able to learn, work and socialise together. The school follows a strict behaviour policy and makes use of an anti-bullying policy. Bullying will not be tolerated at St Martin’s.
What expertise and staff training is available to support children with SEND?
The SENCO has achieved the necessary National SENCO Award to carry out the role. Continued professional development endeavours to ensure that staff can meet the needs of boys with SEND in the EYFS and Pre-Prep. The SENCO provides advice and practical support to all staff about approaches to identification, assessment and intervention for boys with SEND. The SENCO develops and disseminates good practice and delivers training for staff, when necessary. The school endeavours to make reasonable adjustments to prevent any disadvantage to any boy with SEND.
Does the setting use any external support services for children with SEND?
We always work closely with families to achieve the best outcome for their son and any decisions to involve external agencies are taken in discussion with parents. Some of the services we may involve include health and social care bodies, local authority support services and voluntary sector organisations. The SENCO also provides parents with a list of professionals who may support a child who has SEND.
Our EYFS is supported by Hillingdon’s Early Years Inclusion Team. Most boys will have their needs met within our setting through appropriate differentiation, reasonable adjustments and SEND support. However, some boys may require an education, health and care (EHC) needs assessment. This assessment will allow the local authority to decide whether it is necessary for it to make additional provision in accordance with an EHC plan.
If a boy was looked after by the local authority, reasonable adjustments would be made in consultation with the local authority and social care professionals to ensure the child’s additional needs are being met.
How does the setting assess the overall effectiveness of its SEND provision and how can parents/carers take part in this evaluation?
We are continually reflecting upon and evaluating our own practice and are regularly monitored by the Independent Schools Inspectorate (ISI). We always welcome feedback from parents.
Parental complaints should follow the school’s complaints procedure.
Compliments can be addressed directly to the member of staff concerned, the Head of EYFS, Head of Pre-Prep or the Headmaster of the school.
Reviewed May 2018
(Next review: May 2019)