Great Moor Infant School SEN Information Report
SEND stands for special educational needs and disabilities.
When we agree a child has SEND it means they need a level of support that is additional to or different from the majority of children to reach their potential.
“Who is responsible for SEND at Great Moor Infant School?”
We aim for all our staff to be knowledgeable and attend regular SEN training. We want all our parents and carers to feel confident communicating with their child’s class teacher as they are the person who knows them best in school!
However, as with all schools, we have a Special Educational Needs and Disabilities Coordinator (SENDCo) who oversees the support of our children with additional needs. You can also speak to the Head Teacher or the Deputy Head Teacher about SEND support at Great Moor Infant School.
SENDCo
Miss Eve May
Headteacher
Mrs Yvonne Dobson
Deputy Headteacher
Mrs Gemma Healey
Every teacher is a teacher of SEN and every leader is a leader of SEN
SEND Code of Practice 2014
You can contact the SENDCo, Headteacher and Deputy Headteacher at:
send@greatmoor-inf.stockport.sch.uk
You can contact the SENDCo at:
“The support that E receives at school is fantastic. The level of knowledge of the teachers & certain strategies that have been put into place is amazing. He has really progressed since the beginning of the school year. As E’s parents, we know him so well and what works for him. We are so proud of what he has achieved so far in reception. His language and conversation skills have astounded us, from what he used to be like. He can engage with others, with less repetition and use age appropriate level language.”
Parent of E (Reception)
The kinds of SEN that are provided for at Great Moor Infant School
At Great Moor Infant School we provide for each of the 4 areas of SEN:
Cognition and Learning
Communication and Interaction
Social, Emotional and Mental Health
Physical and Sensory
For detailed information about what is available to support each area of SEND including:
The assessment tools we use to gain a holistic understanding of an individual's needs
How we adapt the curriculum and learning environment for children with SEN
Targeted interventions and support
Expertise and training of staff to support children with SEN
Specialist expertise we might draw upon to support children with SEN
Take a look at our School Provision Map
Starting School
At Great Moor Infant School, we have multiple induction events to welcome children, parents and carers to our school, giving you the opportunity to talk to us about your child and discuss any concerns you may have about their development.
For some children we need further opportunities to find out more about your child and ensure a smooth and successful transition into school...
Teaching approaches at Great Moor Infant School
At Great Moor Infant School all of our children benefit from high quality first teaching, including a number of strategies that enable our children with SEN to access the same ambitious curriculum as children without SEN. This is called adaptive teaching. The strategies include:
Explicit instruction
Explicit instruction refers to a range of teacher-led approaches focused on teacher demonstration followed by guided practice and independent practice.
Common aspects of explicit instruction include:
• teaching skills and concepts in small steps;
• using examples and non-examples;
• using clear and unambiguous language;
• anticipating and planning for common misconceptions; and
• highlighting essential content and removing distracting information.
Teaching Cognitive and Metacognitive Strategies
Cognitive strategies are skills like memorisation techniques or subject specific strategies like methods to solve problems in maths.
Metacognitive strategies help pupils plan, monitor and evaluate their learning and can be applied to different subjects, and contents.
Some examples include:
Mind mapping
Planning frames
Checklists
Instructions
Check it and fix it processes
Evaluation processes
Scaffolding
‘Scaffolding’ is a metaphor for temporary support that is removed when it is no longer required. Initially, a teacher would provide enough support so that pupils can successfully complete tasks that they could not do independently. This requires effective assessment to gain a precise understanding of the pupil’s current capabilities. Support could be visual, verbal, or written.
The teacher will gradually remove the support (the scaffold) as the pupil becomes able to complete the task independently. If the teacher is supporting a pupil with SEND, that scaffold may be in place for longer to promote confidence and competence that can be sustained once the scaffold is removed.
Flexible Grouping
Flexible grouping describes when pupils are allocated to smaller groups based on the individual needs that they currently share with other pupils. Such groups can be formed for an explicit purpose and disbanded when that purpose is met.
At Great Moor Infant School this means...
In phonics the children are placed in groupings based on their assessment data so we can all be assured that the learning is specifically tailored to their next steps.
Sometimes the children are based on their needs, for example when the teacher is going to sit with a group of children to give support around a shared need.
In the majority of lessons children with SEN are seated with peers with different abilities (and different personalities!) in order that all of the children get opportunities to learn from, and about each other, and no child is stigmatised based upon their abilities.
Processes for identifying children with SEN and assessing their needs
Starting the Graduated Approach
All children are unique and learn at different rates. If no concerns have been raised prior to starting school, it is important that we allow the children to settle into school life and monitor how they respond to the Universal Provision before we raise concerns.
After a period of “settling in” (typically the first half term) if your child appears to need additional to or different help from the majority of children their age we will discuss this with you and start to make reasonable adjustments.
We will put the adjustments in place for an agreed period of time (usually a half term). We will then review the impact of the adjustments and consider whether different reasonable adjustments or more targeted support is needed.
The graduated approach is a cyclical process also referred to as an Assess, Plan, Do, Review cycle. This means we carefully consider the strengths and needs, plan support to meet the needs, put the support in place, and review the impact.
The support required can increase or decrease, and/or change over time. If a plan does not achieve the outcomes we hoped for it does not necessarily mean we need to move to individualised support, we may need to trial more/different universal or targeted support.
The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) quickly. These pupils receive the support that they need to be fully involved in school life.
Ofsted report January 2024
One Page Profiles
Often the first step in recognising and recording a child's unique strengths and needs is to co-produce a One Page Profile.
A One Page Profile is a short guide to the child and their strengths and needs. It is ideal for sharing with wider school staff and supply teachers so they can quickly find out what they need to know for a successful day!
A child does not have to have special educational needs or a disability to have a One Page Profile.
Here is an example One Page Profile...
Arrangements for consulting parents of children with SEN and involving them in their education
You will be involved in your child's learning journey from the moment they get a placement at Great Moor Infant School!
At Great Moor Infant School we know how important it is to work well with parents and carers to achieve the best outcomes for our children.
We have pledged our commitment to working together with parents and carers by signing the Stockport Co-production Charter.
“I just wanted to let you know that your energy, care and dedication towards both our children has made an immensely positive impact on their lives. For M especially, we now have an EHCP and this is truly thanks to you. Your advice and guidance over the years to us has helped us become better parents. I just wanted to make sure you know that your hard work is seen and highly valued by the families you support.”
Parent of M
“Thankyou soooo much I really appreciate the time and effort taken to support L’s journey and for helping her get those needs a little more heard”
Parent of L
“We can’t thank you enough for all your help and support over the years with K. We as a family have been very fortunate to have had someone like you to fight his corner at all times.”
Parent of K
Support for improving emotional and social development
In addition to working closely with parents and carers it is vital that we give all children the opportunities and the tools to express themselves and develop their social and emotional understanding. We want all children to know their voice is heard and responded to.
We follow the Zones of Regulation curriculum with all of our children. The Zones learning is woven into everything we do in school. We use it as a tool to understand how our children feel throughout the school day and provide support when it is needed.
We use Zones as a universal tool for everyone and a targeted tool to support individuals who need more personalised support around managing their Zones.
I just wanted to say the zones of Regulation that you teach really seem to have gone in well with L! He was walking to school with a boy from reception who was in a bit of a grump, L started talking about the zones of Regulation and asking what colour zone he was in and how they thought he could come out of the blue zone - with L suggesting he breathe and share the problem. It was very cute and actually did the trick. It's lovely to see them having words to express what they are feeling at such a young age and that you put effort in as a school to teach it.
Parent of L (year 1)
Arrangements for consulting young people with SEN and involving them in their education
We often use Talking Mats as a tool to help children communicate how they feel about things in their lives. We encourage healthy, honest discussion so each child feels at ease telling us what they like and what helps them and what they would prefer to be different.
Your child will have the opportunity to privately communicate their feelings about their peers in order that we can identify, and protect them from potential bullying.
Arrangements for how school staff, Parents/Carers and Pupils are involved in reviewing progress towards outcomes and evaluating the effectiveness of the provision made for children with SEN
If your child needs “targeted support” in school that is additional to and different from most children their age we will invite you to coproduce a SEND Support Plan in addition to their One Page Profile.
A SEND support plan includes:
Your views and aspirations for your child
Your child's voice and aspirations
Your child's strengths and needs
Agreed outcomes- Specific medium term targets that head towards your long term aspirations
Provision- The support that will be provided to help your child meet their targets
If your child has any external agencies involved, their assessments and recommendations will also be incorporated into the SEN support plan.
SEND Reviews/Person Centred Reviews
A SEND Review or Person Centred Review is a meeting to review and update the SEN support plan. Parents and Carers are always invited to Person Centred Reviews.
The Person Centred Review is an opportunity to:
Review- Consider the impact of the support that has been in place and whether the agreed outcomes (targets) have been met
Assess- Discuss the child's current strengths and needs and agree new targets
Plan- Discuss any changes in provision needed to meet the new targets
The "Do" section of the cycle is what takes place in between the Person Centred Review meetings. This is the implementation of the agreed support.
A SEND support cycle usually lasts a term, so 3 "Assess, Plan, Do Review" cycles take place in a school year.
You are of course welcome to discuss your child whenever you need to- you don’t have to wait for their SEND review!
Education, Health and Care Plans (EHCP)
EHCPs are support plans for children who require a highly individualised level of support.
Please see the local authority information about EHCPs:
https://www.stockport.gov.uk/education-health-and-care-needs-assessments-and-plans
If your child has an EHCP we will hold an EHCP Annual Review.
If your child has an EHCP, they will continue to have a One Page Profile and SEN support plan which are reviewed at least three times per academic year so we can keep focussed on the small steps towards the long term aspirations.
The Local Offer
Stockport SEND Local Offer is a comprehensive source of information about what is available across the borough.
https://www.stockport.gov.uk/landing/send-local-offer
Parents and Carers can explore the Local Offer and seek opportunities and support themselves.
We also "signpost" families to relevant opportunities and channels of support that they can self-access.
How will the school involve external agencies in meeting children's SEN and supporting their families?
As a maintained school in Stockport we are fortunate to be supported by a number of specialist agencies.
Some examples of agencies we call upon for advice and guidance are:
Speech and language therapy (SaLT)
Occupational Therapy (OT)
Physiotherapy
Equipment and Adaptations Service
Inclusion Service
Hearing and Vision Specialist Service
Educational Psychology (EP)
Neurodiversity Team (ND Team)
Primary Jigsaw
Child and Adolescent Mental Health Service (CAMHS)
Sometimes we request advice or training to address wider needs in school.
Sometimes we request advice on how to support an individual by completing a “Referral” form for the relevant service/s.
We will always ask your permission before seeking advice about your child.
The outcomes of a referral vary from agency to agency. Sometimes advice is given verbally, sometimes written advice is given. Any advice given will be incorporated into the child’s SEND Support Plan.
Stockport Health Visiting and School Nursing Service
All nursery age children are entitled to support from their Health Visitor.
All school age children are entitled to support from the school nurse.
We can make referrals to the health visitor or school nurse with your permission.
We also hold a termly clinic with the school nurse so you can book an appointment.
Alternatively, you can self-refer by calling the Stockport Health Visiting and School Nursing Advice Line.
Stockport Family Help Hub including social care
The Multi-Agency Safeguarding and Support Hub (MASSH) is the single point of contact for the public and professionals to report concerns, request advice and share information about a child and or family.
We can make a referral to the MASSH with your permission. Alternatively, you can contact them yourself:
Arrangements for supporting children who are looked after by the local authority and have SEN
For children who are in the care of the local authority their SEN Plan will be in addition to their:
Personal Education Plan (PEP) Review
and
Looked After Child (LAC) Review
LAC funding is utilised at all levels of the School Provision Map to ensure that Looked After Children, including those with SEN receive the right support at the right time.
The Designated Teacher for children in the care of the local authority is Mrs Yvonne Dobson.
Arrangements for supporting children in moving between phases of education
Transition to Great Moor Junior School
We understand that making the transition to junior school can be both exciting and nerve-wracking for children and their carers and a supported transition process is important for everyone.
Some children will require more support than others to make this transition successful.
Key staff in the Infant School communicate at length with key staff in the Junior school to ensure a smooth transition.
Key staff in the junior school include:
Mrs Bushaway Headteacher
Miss Gibson and Miss Appleby SENDCos
Miss Murphy Pastoral Manager
Mr Garnett Year 3 lead
Year 3 class teachers
This is the graduated transition offer for children transferring to Great Moor Junior School.
Making a complaint
If you need to make a complaint relating to SEND at Great Moor Infant School it will be addressed in line with the school complaints policy.