Who we are

Gunness and Burringham C of E Primary School is a highly inclusive Primary School which strives to meet the individual needs of all its learners. We work in partnership with children, parents and other agencies to provide the best possible outcomes for all of our children. The school's SEND policy and procedures ensure that high expectations, early interventions and appropriate support for all of our children is in place to ensure every child reaches their full potential.

Our intent:

At Gunness and Burringham Primary School, our intention for Special Educational Needs and/or Disabilities (SEND) is to ensure that no child is left behind and that all children thrive through receiving a high-quality and inclusive education regardless of need or disability with a focus on building self-esteem, independence and celebrating every step of progress. 

We build a strong culture of acceptance and understanding of each other’s strengths and challenges.

We believe that it is vital that our pupils are equipped with the resources needed to become independent and resilient learners who are able to flourish both in and out of the classroom and are prepared for their future life, giving them the life skills to become Agents of Change. 

How we implement this:

Through our quality first teaching provision we: 

• Identify needs early to ensure that opportunities to learn and be part of the school community are maximised.
• Ensure that all children can actively participate in an inclusive,  broad curriculum with high ambition in all areas.
• Provide an individual learning environment which specifically meet the needs of individual pupils. 
• Develop children’s independence, resilience and self-esteem to ensure they are safe and happy.
• Regularly monitor the progress of children with SEND, using a person-centred approach. 
• Provide good quality, and relevant training for all staff members including support staff.

We work closely with external agencies and other professionals to ensure consistency of approach and to tap into the latest research and support mechanisms.

At Gunness and Burringham Primary, every child is treated as an individual with specific needs within an inclusive environment. As such, enhanced and tailored learning is incorporated in every aspect of school life supported by senior leaders, teachers, support staff, external agencies, parents and ultimately, the child. 

At Gunness and Burringham, pupils with SEND will: 

• Be included in all aspects of the school community and the opportunities it affords. 
• Be respected and their contributions valued and steps of progress acknowledged.

At Gunness and Burringham Primary, pupils with SEND may: 

• Have specific 1:1 or small group intervention to support their learning. This may be an alternative provision to enhance self-esteem.
• Take part in social and emotional support interventions such as counselling with a trained member of staff, turn-taking activities.
• Have additional support from the Early Help system.
• Receive additional support with their speech and language development from a trained teaching assistant in conjunction with SALT.
• Work alongside external agencies such as an Educational Psychologist, Speech and Language Therapist, Occupational Therapist, ASET, Behaviour Support to develop specific targets/programmes tailored to the child’s individual needs.

Maths: 

Visual aids for learning Inc. number stack/practical resources

Scaffold using pictorial representation and key mathematical language

Modelling to the children (WAGOLL)

Small steps tracker 

Small group work and pupil conference

Same objective but supported via staff or adaptive tasks to meet objective

English: 

Word mats to support use of unfamiliar vocabulary

Use of SIRI to support spellings with children with SEND

R,W , Inc interventions for all children regardless of key stage

Visual stress overlays for reading support

Scaffolding, writing frames and scribing to illustrate learning

Pencil grips and OT support 

Interventions for reading/writing

Handwriting guides

Foundation Subjects: 

Support practical learning through experiences, school visits and resources

Support reading and writing through adaptations and scaffolding/writing frames

Offers visual stimuli to replace text only learning

Use of reading apps to support reading texts

Using appropriate assessment points so that practical success is acknowledged.

The impact:

Children and parents at our school say they feel happy, safe and ready to learn. “The school have gone above and beyond to get help and support both me and my child. I am very grateful.” “I feel that school supports my child and his needs really well. He is very happy and thriving.”

“I feel like I am getting good in my subjects. I am whizzing through work now.” “I am getting more green.”

Inclusivity and acceptance of others is evident. This can be seen through the support and guidance that our children give to one another.  Children demonstrate high levels of engagement in activities, developing their knowledge, independence, confidence, speaking, listening and social skills. Data shows children with SEND make good progress from their starting points due to the use of support resources and small group intervention which meet the needs of individual pupils. 

On leaving our school, children with SEND have developed excellent life skills and have a high sense of self-esteem. This can be seen through pupil voice. They develop wisdom, resilience and have full access to a broad inclusive curriculum. “I feel my child is supported to take part in all activities. We always have plenty of notice for clubs to give chance to access early intervention if needed.”

The fundamentals 

• Celebrate small steps of success with a focus on high self-esteem
• Person-centred approach fully incorporated so that parents, children, external agencies and the school can work as one team to succeed
• Have high ambition for all children – in all aspects of the curriculum and wider school life to ensure children thrive
• Promote continuous and directed CPD for all staff to enable a whole-school approach to supporting SEND children
• Early identification of needs to ensure gaps are addressed or external support is requested in a timely manner 
• Provide children with a bespoke experience including access to alternative provision within school

What We Offer

At Gunness and Burringham C of E Primary School, SEND funding is spent on the following:

• A qualified Special Educational Needs Coordinator 
• 2 part-time Teaching Assistants
• Specialised resources and support materials

Named Contact

The school SENCO is Miss Haworth. Miss Haworth can be contacted via the school office. If you have any concerns, please contact your child's teacher, Miss Haworth (the SENCO) or Mrs Sowerby (the Headteacher).

Appointments can be made through the school office: 01724 872460. 

Complaints

Please contact the SENCO, Miss Haworth. If you are still unhappy, please contact the Headteacher (Mrs Sowerby). Following this, if you are still unhappy, please get in touch with our Chair of Governors.

Policies Linked SEND

The school has an allocated SENCO, Miss Haworth, who is responsible for the co-ordination of provision for children with SEND and SEND leadership.

If you would like to talk to the SENCO, please contact the school office to make an appointment. The SENCO is part of the SLT and works closely with the Headteacher to ensure that the most effective provision is put in place to support children with SEND.

The following policies are available and reflect the school’s commitment to inclusion, safety and well-being of children:

• Special Educational Needs and Disabilities Policy
• Accessibility Plan
• Safeguarding/ Child Protection policy
• Behaviour Policy
• Teaching and Learning policy
• Anti-Bullying Policy
• Health and Safety Policies

(See the Policies section on the website for these documents or contact the school office if you would like to request a copy.)

Types of SEND

We support a range of children with Special Educational Needs across our mainstream school. Children’s individual needs are organised into the following areas:

1. Speech, Language and Communication Needs (SLCN)
2. Cognition and Learning Needs
3. Physical and Medical Needs
4. Social Emotional and Mental Health Needs

Identifying Children with SEND

Every child has the right to access Quality First Teaching. Where children are finding things difficult, a teacher will take steps to provide differentiated learning opportunities that will aid the pupil’s progression. Teachers will use assessments to identify where children are finding things difficult and will also discuss where necessary with the child. In some cases, there may also be a change in behaviour in the child. Discussions will also be had with parents to identify if they have any concerns. By investigating all of these areas, the class teacher will be able to identify if the child has a specific need (where further differentiation and support outside of the lesson is needed) or whether they have some milder learning difficulties which can be met through differentiation.  In cases where the child needs further additional support, The SENCo will be consulted for support and advice and may wish to observe the pupil in class. It will then be determined which level of provision the child will need to move forward with their learning.  Pupil progress meetings are used to monitor and assess the progress being made by the child.

Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school. The child is formally recorded by the school as being under observation due to concern by parent or teacher but this does not place the child on the SEND register. Parents are given this information. It is recorded by the school as an aid to further progression and for future reference.

When a child is not making the expected progress, the teacher and SENCO will investigate this further to identify whether:

1. the child is working below expectations and therefore requires some short-term support to help them meet age related expectations, or
2. the child is working well below expectations and requires further, more long-term intervention to support them with their learning.

If the concerns are primarily linked to a) it is likely that the child does not have a special educational need, and that instead they require some additional resources or small group work over a short period of time, to help them make the expected progress. These children will not be added to the SEND register, but will continue to be monitored by the class teacher.

If the concerns are primarily linked to b) and the child is still struggling to make progress despite high quality, evidence-based interventions, the child may be identified as having SEND. A child has an SEND if their needs cannot be met through Quality First Teaching, Quality First Teaching with in class differentiation or through high quality interventions. This means that they require extra and additional support than that available in the lesson in order to help them make progress. There is a specific next step process used to support these children on their learning journey, which enables them to monitored, and their progress and needs to be measured in the most effective way. If a child is seen to have SEND, they will be added to the school SEND register, their prime area of need will be identified, and parents will be informed. There are 3 types of intervention:

Wave 1 – Quality First Teaching (universal provision for all children in the class, with differentiation where necessary).

Wave 2:

either – When a child is given additional intervention on top of Quality First Teaching and differentiation, provided for by the class teacher and SENCO.

or When a child is supported by professionals e.g Speech and Language Therapist (SALT), The Autism Team (STARS), Educational Psychologist (EP) etc.

Wave 3: Where a child has an Educational Health Care Plan (EHCP) and specific and an individualised and specific programme of support has been written for the child by a range of professionals.

Our Approach to Teaching SEND Pupils

All provision for SEND pupils is overseen and managed by the Senior Leadership Team (SLT) and is co-ordinated by the Special Educational Needs Coordinator (Miss Haworth) who is a member of the SLT. The SLT monitor, review and evaluate all SEND provision on a regular basis throughout the year and report to the school governing body on how individual needs are being met and how SEND funding from the local authority is being spent. Individual families are able to access clear information about how funding is used to support individual learners. The governing body will be responsible for the well-being and achievement of all children.

How Children are Included

Interventions (Pupil Passports)

• Each pupil’s Passport will be drawn up by the class teacher and parents. It will be differentiated accordingly to suit the pupil’s individual needs, setting individual targets. A copy of the targets will be given to parents once they have been agreed. This may include additional general support by the teacher or teaching assistant in class or use of particular resources (e.g. a writing slope, a pencil grip, visuals etc).

• If a pupil has needs related to more specific areas of their education or social skills, such as spelling, handwriting, numeracy and literacy skills, the pupil may be placed in a small focus group or receive one-to-one intervention. This will be run by the class teacher or teaching assistant. The length of time of the intervention will vary according to need but will be reviewed regularly to assess effectiveness, impact and the progress made by the child. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on a provision map (for each class). This is a record of the interventions, timings of the intervention. The impact of the intervention is recorded on a half termly basis by using teacher assessments and discussions with the SLT, Headteacher and SENCO at Pupil Progress Meetings. This shared discussion may highlight any potential problems in order for further support to be planned. If you have any queries related to the interventions, please do not hesitate to contact the class teacher or SENCO.
• Occasionally a pupil may need more expert support from an outside agency such as Speech and Language Therapist. Referral forms are then completed by the SENCO in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers and the school will then follow the recommendations made.

Parent voice - "The passports are easy to follow and appropriate for my child."

Matching the curriculum to the child’s individual needs

• Teachers plan from children’s levels differentiating work to closely match children’s ability and learning needs. When a pupil has been identified with SEND, their work will be further differentiated by the class teacher to remove barriers to learning and enable them to access the curriculum more easily.
• A teaching assistant may be allocated to work with the pupil in a 1- 1 or small focus group to target more specific needs.
• If appropriate specialist equipment may be given to the pupil e.g. writing slopes, pen/pencil grips,  easy to use scissors etc.
• A range of interventions (support programmes) will be used in small groups or 1- 1 situations to accelerate progress.
• Where needed, there will be extra pastoral support arrangements to aid the social, emotional and behavioural development of children with SEND such as Nurture Groups, which include measures to prevent bullying.

Communicating with parents

• You will be able to discuss your child’s progress at Parents Evenings.
• Class teachers are regularly at the classroom door or on the playground, or at the school gate at the end of the day, if you wish to raise a concern. Appointments can be made to speak in more detail to the class teacher or SENCO  by visiting or contacting the school office.
• Pupil Passports are reviewed and sent home each term. Targets are usually set by the class teacher. Parents/Carers are encouraged to contribute their input, which will be included on the Pupil Passport.
• Termly reviews with the class teacher and SENCO, where necessary. Parents are encouraged to comment on their child’s Pupil Passport with possible suggestions that could be incorporated.
• Discussions with the class teacher.
• Parent evenings during the Autumn and Spring Term.
• Discussions with Miss Haworth, SENCO, or other professionals.

Parent Voice:

"The school have gone above and beyond to get help and support for both me and my child. I am very grateful."

"I strongly agree that the SENDCO is approachable and friendly-I feel I can approach them about issues my child is having."

"I feel that school supports my child and his needs really well. He is happy and thriving."

Helping parents to support children

• Teachers suggest ways of supporting all children’s learning through messages and on the website. The class teacher may suggest additional ways of supporting your child’s learning through a note in the reading contact book, at parent’s evening or by arranging a meeting with you.
• Outside agencies or the Educational Psychologist may suggest advice or programmes of study that can be used at home.

Supporting children’s social, emotional and mental health and overall well-being

The school offers a variety of pastoral support for pupils who are encountering emotional, social and behavioural difficulties.

These include:

• Members of staff such as the class teacher, teaching assistants and SENCO are readily available for pupils who wish to discuss issues and concerns.
• The School's business manager also works with groups of children and individuals to focus on specific needs.
• Teaching Assistants carry out regular interventions to support children with their social, emotional and mental health.

Supporting children’s medical needs

• If a pupil has a medical need then a detailed Health Care Plan is compiled by Miss Haworth in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.
• Where necessary, and in agreement with parents/carers, medicines are administered in school where a signed Health Care Plan is in place. Anti-biotics may be given in some circumstances on discussion with the office staff and on completing of a medication form.

Including children with SEND on school trips

Activities and school trips are available to all.   Risk assessments are carried out and procedures are put in place to enable all children to participate. If a health and safety risk assessment suggests that an intensive level of 1:1 support is required a parent or carer may volunteer to accompany their child during the activity in addition to the usual school staff.

"I feel my child is supported to take part in all activities."

"We always have plenty of notice for clubs to give chance to access early intervention if needed."

Ensuring provision and inclusion for all

We welcome all children at Gunness and Burringham Primary School and will take reasonable steps to ensure that we can meet your child’s needs. If your child has an EHCP, a consultation will be held to identify whether we have the facilities required and whether we feel your child’s needs can be met in our school. If your child does not have an EHCP, we will make sure that we have open conversations with parents, carers and professionals who work with your child to ensure that we fully understand what facilities are required to meet their individual needs. This enables us to identify if we are able to provide the right environment for your child and the reasonable adjustments that will need to be made in school to meet their individual needs.

As a school we are happy to discuss individual access requirements. Facilities we have at present include:

• All doors are wheelchair accessible. 
• Toilets adapted for disabled users.
• Double doors
• Sensory Room

Steps taken to ensure we are an inclusive school

Gunness and Burringham pride ourselves on being an inclusive school. We have children with a range of learning, communication, physical, medical, sensory, social and emotional needs across our school community. Every child plays an important role. Every child is treated with respect. Every child has a voice. Every child is welcomed. Here are some of the ways we ensure that our disabled pupils are treated equally:

• All children are included in after school clubs.
• All children are included in sporting events.
• Work is differentiated to meet every child’s needs, however we also encourage children to challenge themselves.
• Members of staff build positive relationships with every child, making sure that they know the individual needs of their pupils and how to support them. They provide their pupils with the best resources to help them achieve their learning goals and listen to them.

Over 70% of SEND children participated in extra-curricular clubs last term!

Our Accessibility Policy

We have an up-to date-Accessibility Policy (copy on Website).

Matching resources to meet SEND.

The SEND budget is allocated each financial year. The money is used to provide additional support or resources dependent on an individual’s needs. The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year. Further support or resources may be allocated to your child following assessments by school staff or outside agencies (e.g. children’s therapy teams). Funding may be used to buy in specialist support.