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SEND Information Report

SEND Information Report

September 2021

Gascoigne Primary is a mainstream school which is a larger than average size primary school. It is very diverse with over sixty languages being spoken and is very inclusive. The proportion of pupils known to be eligible for free school meals, including those for whom the school receives additional funding, is above average.

 

What types of Special Educational Needs do we provide for?

At Gascoigne Primary School, we are committed to offering an inclusive curriculum in order to ensure the best possible progress for all our pupils. Not all pupils with disabilities have special educational needs and not all pupils with Special Educational Needs (SEN) meet the definition of disability. We believe that with proactive partnership working with all stakeholders: children, their families and partner agencies, all children can achieve their full potential, in an environment that stimulates a love for learning. Our values of teamwork, honesty, dedication, respect and passion are always promoted, and our team is committed to creating an environment where all pupils can flourish and achieve their full potential.

 

What should you do if you believe your child has Special Educational Needs? 

We encourage open channels of communication between the class teacher and parents. and provide a visible presence for parents to seek out staff as we recognise the positive impact that a close parental partnership has on the education of our children. We would encourage any parent with any concerns about their child to seek out the class teacher in the first instance. If required, advice and support can then be sought from the Special Educational Needs and Disabilities Coordinator (SENDCO). Where appropriate, with the agreement of parents, school may make further referrals to support your child. 

Below are the contact details of our SENDCOs and SEND Governor:

 

Special Educational Needs  

Co-ordinator (SENDCO)

 

 Nominated Special Educational Needs Governor. 

Name:

Ms Cheryl Monks (EYFS/KS1)

Ms Amanda Marquis

Name:

Mrs Selina Alexander (KS2)

Phone Number:

0220 8270 4291

Address

Gascoigne Primary School, Gascoigne Road, Barking, IG11 7DR

 

How do we identify children with SEND within our school?

The early identification of pupils at Gascoigne Primary is a priority in order for us to make the best possible provision for pupils with special educational needs. There are a variety of approaches that we use in order to ascertain whether your child has any special educational needs and if it would be appropriate to add your child to the list of pupils whose needs are monitored and met through additional provision or modifications.

These approaches include but are not exhaustive to: 

  • The rigorous tracking of termly progress and identifying any specific areas of concern.
  • Teacher observations and ongoing teacher assessments
  • Discussions during pupil progress meetings
  • Standardised testing administered by SENDCOs or external agencies 
  • Specialist Advisory Service identification
  • Educational Psychologist identification
  • Liaising with any previous settings or other agency involvement

At the heart of the identification process is the parent, school partnership and the open lines of communication between all stakeholders.  

At Gascoigne we follow the Graduated Approach of an ‘assess, plan, do, review’, cycle to provide appropriate support for children with SEND. The degree of support and programmes may vary depending on the rate of progress the pupil is making. Where needed, additional external support may be requested. 

Pupils with SEND each have a ‘Pupil Passport’ which identifies their needs, strengths, supportive strategies and individualised targets.  These are reviewed termly.

However, some children, dependent on their need, may stay on SEN Support or progress to an Education Health and Care Plan (EHCP). 

 

What policies are in place to support children with SEND?

Our SEND Policy will give you the information you need about how we organise provision for all pupils with SEND. Our SEND policy is available to view on the school website. If you would like to discuss our SEND provision or find out more, please contact our SENDCOs who will be happy to discuss it further. 

The following policies are available for viewing on the website:

  • SEND Policy
  • ARP (SEMH) Policy
  • Nurture Policy
  • Inclusion Policy
  • Behaviour & Self-Regulation Policy
  • Anti-Bullying Policy
  • Health and Safety Policy
  • Safeguarding and Child Protection Policy
  • Positive Touch and Restraint Policy
  • Single Equality Scheme (including Equality and Accessibility Plan)
  • The School’s Local Offer and Barking and Dagenham’s Local Offer

 

How are arrangements made to consult with parents?

Gascoigne Primary School has a strong commitment to work closely with parents/carers and has an open-door policy to ensure information is always accessible to parents and staff.  School values the contribution of information from parents/carers and consults them at many opportunities throughout the academic year. In addition to parent consultations, where SEND Passports are reviewed and the progress and attainment of pupils is discussed. Parents and carers may also be invited to progress meetings with the SENDCO and or external agencies.

 

Parents are able to ask questions and find out information through various means:

  • Initial support from the teacher
  • Liaison with the SENDCO
  • Information is on the school website showing links to school, support services.
  • Access to support from the Head teacher.
  • Meetings with the Pastoral Team are held to offer support where necessary.
  • Transition meetings to ensure smooth entry into school and between schools.
  • Home visits for nursery children and children new to the school. 

 

How are the children’s voices heard in the process?

Pupils are consulted, and their views are sought throughout their educational journey whilst at Gascoigne Primary School. We ensure that all pupils are asked about their own strengths and areas for development. They are involved in termly Passports and we share with them the progress that they have made.

Pupils complete questionnaires about their learning and school.

Pupils are actively encouraged to contribute their views throughout their educational journey. 

 

How does school assess and review the progress of pupils with SEND? 

We ensure that SEND pupils are closely assessed through monitoring of classroom practise by the SENDCO and Senior Leadership Team. Assessment of children is ongoing with more formal assessments being undertaken at specific time periods during the academic year. Outcomes are discussed with the Headteacher and the SENDCO during Pupil Progress meetings at the end of each term.  During intervention sessions, pupils’ progress is monitored and followed up by constant liaison with the class teacher. Teachers are expected to identify barriers to learning and analyse outcomes to measure the effectiveness of any intervention. At the end of more formal 1:1 or small group work, data is gathered to measure the impact.

 

How do we prepare children with SEND to transition into a new phase of education? 

At Gascoigne Primary School we recognise that ‘moving on’ can be difficult for a child with special educational needs and we take steps to ensure that any transition is as smooth as possible. 

If a child is joining us from pre-school: The SENDCO will visit pre-schools when appropriate. Children will be able to visit our school and stay for a play session, both with and without primary care givers. 

If a child is moving to another school: We will contact the school SENDCO and ensure he/she knows about any special arrangements or support that needs to be made for the child. Where possible, a planning meeting will take place with the SENDCO from the new school. We will ensure that all records about the child are moved onto the new school in a timely manner. 

 

When transitions take place within school, such as moving into a new class there are rigorous procedures in place to ensure all our children integrate well into their new learning environment. Transition meetings are built into the school calendar and a very child centred approach is adopted. All information on the child will be shared with the new teacher and opportunities to observe the child in their current class and work 1:1 or in small groups can be planned for.

 

Before a move to secondary school, the receiving SENDCO is invited to attend all transition meetings. Detailed records are passed on to the school including children’s SEND Passports which capture the child’s attainment, provision requirements and their voice. If it is beneficial to the child to have a book/social story to support them to understand moving on, then one will be made with them and for them in all cases.

 

How do we support child with SEND?

Access to quality first teaching (QFT) is a priority for all pupils at Gascoigne Primary School. All children benefit from ‘Quality First Teaching’: this means that teachers assess, plan and teach all children at the level which allows them to make accelerated progress with their learning. Through Quality First Teaching, we ensure that the curriculum and teaching sequences are adapted to meet the individual needs of all children. We support pupils with SEND through various means:

 

Curriculum support:

  • Adaptation of learning in class by the class teacher through quality first teaching (QFT). 
  • Specialist advice and support from external agencies including Educational Psychologists
  • Implementation of various strategies so every child can access the curriculum at a level appropriate to their specific needs.

 

Communication and Interaction:

  • Speech and Language Therapy support.
  • Speech and Language therapist (at school).
  • Social Communication Lead advice.
  • Social Communication groups.
  • Lego therapy groups.
  • Outreach Support Service for Autism- The Sycamore Trust
  • Early Help / Heathway Centre.

 

Social and Emotional and Mental Health:

  • School Counsellor.
  • Nurture groups.
  • Thrive Approach.
  • Therapy Dog.
  • Additionally Resourced Provision (ARP - LA)
  • Learning Mentor support.
  • Family Liaison team.
  • Advice is sought from the Local Authority.
  • Mental Health First Aiders. 
  • Social Inclusion team.
  • ELSA Practitioners.

 

Physical support:

  • Outreach Support Service for Physical and Sensory Disability.
  • Adaptation of the school building to facilitate access and give expert knowledge of specialist equipment needed.
  • Risk assessments are completed.
  • Individualised Health Care Plans.
  • Emergency Evacuation Plan.
  • Personal Emergency Evacuation Plans.
  • Physiotherapist support.
  • Occupational therapy advice and support.

 

How does the school adapt the curriculum and learning environment for pupils with Special Educational Needs and Disabilities? 

At Gascoigne Primary School we deliver the Gascoigne Curriculum that is engaging and accessible for all. Through Quality First Teaching, appropriate planning and delivery, close monitoring and assessment, we ensure that the curriculum and teaching sequences are adapted to meet the needs of the individual. The use of known teaching methods, such as scaffolding (teachers provide successive levels of temporary support that help children reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance. Like physical scaffolding, the supportive strategies are incrementally removed when they are no longer needed, and the teacher gradually shifts more responsibility over the learning process to the child) and visual aids, as well as many other appropriate methods are used to help pupils who may need additional support. We deliver a highly differentiated curriculum to meet the needs of all our pupils.  

 

Class teachers plan on a weekly basis, but the pupils are assessed formally and informally throughout all lessons. Plans are adapted accordingly to ensure all pupils can reach their full potential. 

Pupils are provided with real life experiences to enrich their understanding of different aspects of the curriculum and we try to inspire pupils with wonderful topic stimuli and Beautiful Outcomes across the school. They also have lots of opportunities to participate in educational visits to further broaden their understanding, enrich their language and develop their confidence. Pupils with complex needs are supported by our Social Communication team working alongside our Speech Therapist. They plan and deliver a highly personalised curriculum to meet their individual learning needs.

 

We ensure that equipment used is accessible to all children regardless of their needs. Teaching Assistant support will be devolved to pupils to address needs if required. The school takes all reasonable steps to modify/adapt the learning environment to meet the individual needs of children too.

Auditory and/or visual requirements will be provided for as required e.g. visualiser and seating in class. The school has appropriate disabled changing and toilet facilities. The building is wheelchair accessible. We have consistency across classrooms – a common approach to enable children to settle easily whichever classroom they are in. As the school has had a higher proportion of SEND and Pupil Premium children, the school has been able to use some funds over the last few years to invest in significant resources and spaces which have proved beneficial in being able to provide comprehensive support, with a number of rooms that have been purposefully designed to facilitate supporting teaching and a varied curriculum, as seen in our Star Room, Rainbow Room and Sunshine Room.

 

How do we ensure that teachers and support staff are well informed and trained about the specialist needs of children with SEND?  

At Gascoigne Primary all teachers recognise that they are teachers of ALL pupils and are responsible for SEND provision in the school. 

  • All teaching staff can access all children’s reports; 
  • SEND Passports and Pupil Profiles are given to all staff and are created to ensure the child’s needs and voice is at the heart of their education. These are discussed directly with parents and all staff working with the child;
  • Structured end of year transition meetings are held between all staff; 
  • Training for specific learning difficulties is offered as required e.g. dyslexia, autism; 
  • Regular first aid training and updates take place; 
  • Medical training in the use of Epipens etc. is offered as required; 
  • Training is offered to lunch supervisors as needs arise; 
  • Speech and Language Therapist is employed weekly to work with and assess children with Speech and Language needs. This expertise and programme of work is communicated and modelled to staff working with those children on a classroom and phase basis. 

 

How does the school evaluate the effectiveness of its provision for pupils with SEND? 

All additional support and interventions are recorded on SEND Passports. These clearly state what additional support is being provided, by whom and when. Detailed documentation is kept on the targets being addressed, the work undertaken and the progress made. Targets and progress are reviewed at the end of a block of work and information will be shared with parents/carers termly at parent consultations and through their Pupil Profiles.

 

What activities are available for children with SEND above and beyond those in the curriculum?

Gascoigne Primary Schools policy is designed to be fully inclusive for all pupils. Measures are put in place to ensure that children with SEND can access fully the curriculum and opportunities such as extra-curricular clubs are able to meet their specific needs. For example, all educational visits are risk assessed to ensure that there is full access for children with SEND and some clubs are specifically targeted for children with additional needs.  Our PE Team arrange for pupils with disabilities to attend sports events with pupils from other schools within the locality.

 

Lunchtime supervisors are all briefed on any children who have SEND at Gascoigne Primary School. Any additional help that is required (toileting, help with feeding) is available through a specific Lunchtime Supervisor or Teaching Assistant who overseas such children.  

 

What support that is available for improving the emotional and social development of pupils with special educational needs?

We are a very caring and nurturing school. All staff support children in their emotional and or social development throughout their time here with us at Gascoigne Primary. However, we are also fortunate enough to have a highly skilled Social Inclusion team who can provide extra support to individual children, supporting them through issues such as bereavement, family separation, friendship issues or confidence and self-esteem development. Classroom based teaching assistants are often well placed to also support children within that class as they have developed secure relationships with them and can tailor support to their individual needs. 

 

We have a Smart School Council which is made up of representatives from each class who work closely with the Pastoral team and PSHE Lead to ensure we engage the children in school life and encourage the children to have a voice. We also work very closely with professional agencies such as the Educational Psychology Service and Speech and Language Therapists to support children with specific social, mental or emotional health needs. 

 

For all children with SEND, support and advice is available from the school SENDCO and Headteacher. The school seeks advice and guidance from other professionals and involves them in the planning and delivery of support for pupils with SEND. The school has an administration of ‘medicines’ policy which is available from the school on request. When pupils do need to have medicine given at school, parents fill in a ‘parental agreement for medicine’ form. The medicine is kept in a locked cupboard in the school office or stored in a secure fridge. 

 

Safety at Gascoigne Primary School is a high priority. Children are able to talk to any member of our pastoral team which consists of Learning Mentors, Nurture Team, Social Communication team, Emotional Health and Wellbeing Professional, Family Liaison Practitioners, School Counsellor, ELSA Practitioners and Inclusion Managers. Children can also put in writing their issues in the ‘Worry Box’ and are encouraged to approach any member of staff if they are worried. Children with SEND are encouraged to participate in all areas of school life including the Smart School Council.

 

How does the school and governing body involve other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils?

We are an inclusive school that holds a child’s emotional and social development as a priority. The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class. A team of professionals (Learning Mentors, School Counsellor, SENCOs and the Senior Leadership Team) work with children on an individual/small group basis. Gascoigne Primary School also maintains pastoral records using CPOMS, which every staff member can add to. This is monitored consistently throughout the school day by the Pastoral Team and Senior Leadership. Gascoigne Primary is an inclusive school with a good reputation for promoting positive behaviour. Any additional staff working with vulnerable children requiring support during the school day will work under the direction of the SENCOs.  

  • Educational Psychologist
  • NHS Speech and Language Therapy 
  • School Speech Therapist
  • Physiotherapy 
  • Specialist Advisory Service
  • Occupational therapy
  • School Nursing Team
  • Educational Service for Hearing and Vision
  • Children’s Development Centre
  • Children’s Services
  • CAMHs
  • Early Help Service

This list will change according to the needs of the children. 

 

An Educational Psychologist is allocated to our school. They will normally only work directly with pupils whose needs are felt to be complex and additional advice needed. This involvement is planned for in consultation with the parents/carers, class teacher and SENDCO. In order to help with the pupil’s educational needs, the Educational Psychologist will generally meet with the parent and give feedback after the assessment has been completed. They will offer advice to the school and parent/carer on how to best support the pupil and take their learning forward.

 

What arrangements are made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school? 

The first point of contact for a parent if they want to discuss anything about their child would be the child’s teacher. Parents can also talk to the our SENDCOs to discuss their child’s individual needs or any concerns that they may have. Parents may wish to talk to the Headteacher. If parents feel that they cannot discuss a matter with a member of staff, they can contact the SEND Governor.

Gascoigne Primary School welcomes the involvement where necessary, of the Carers of Barking and Dagenham service in particularly in SEND reviews.

 

 

 

SEN Provision Map – Gascoigne Primary

 

Area of need

Suggested Inclusion Strategies for High Quality Teaching

Targeted Provision

Cognition and learning

These are suggestions, not a full list, as teachers will adapt to each child's needs:

Differentiated curriculum,  adapting the delivery and/or learning outcome.

Targeted questioning. 

Multisensory teaching

Visual timetables

Use of visual aids.

Writing frames/trigger words.

In class support from TLA.

Focused group work with class teacher or TLA

Guided reading/ writing.

Talk partners

Note taking

Prompt cards.

Pre-teaching.

Chunked teaching.

Learning breaks.

Dyslexia friendly strategies.

 

 

Early Years Foundation Stage (EYFS)

Phonic groups

1 – 1 targeted support during child imitated play

Key Stage One

Oxford Reading Tree,

Alien Adventures reading programme

Phonic Groups –Read, write inc

Year 2 onwards - Direct instruction

15 minutes a day

Phonological Awareness Packs

Key Stage Two

Direct Instruction

Phonological Awareness Training (PAT)

Specific phonics groups including:

Read Write Inc.

Toe-by-Toe

Alien Adventures reading programme

Code X reading programme

Reading for Meaning

Reading and thinking

Reading comprehension groups.

High interest / low level readers.

Booster groups

In class support from TLA

Maths Makes Sense

Maths word problems

Springboard Maths

Targeted maths support

Colourful semantics

Dragon Hunters writing programme

Pirate writing programme

Communication and interaction

Differentiated curriculum -planning, activities, delivery and outcome

Visual timetables

Use of visual aids.

Structured routines.

Language simplified.

Instructions given in steps.

Task boards.

Clarification.

Strategies suggested in SLCN handbook

TEACCH

Social stories

Languagelink Support Groups (Reception)

Time to Talk Programme (Key Stage One)

Stories for Talking (Rec/ year one)

Socially Speaking (Key Stage Two)

Speech and language groups:

Semantics; grammar;  pragmatics; attention and listening; comprehension

Living Language

Colourful Semantics.

Individual articulation work

Picture Exchange Communication System

Social communication groups.

Individual speech and language programme

Makaton

TEACCH

Pre-teaching vocabulary groups

Designated autism rooms

Social, emotional and mental health difficulties (SEMH)

 

Mindup teaching.

Reflection areas in all classes.

Staff understanding of relationships and pupil development on SEMH.

Thrive strategies.

Circle time

Positive praise.

Playground friends

Social stories

Support from learning mentors.

Celebration assemblies.

Rights Respecting Schools.

Stay on Green.

Class reward systems.

 

Thrive groups or 1:1

Social skills groups: 

     Anger management

     Self esteem

     Pragmatics

Individual behaviour plans

Solution focused mentoring.

Behaviour Coaching 

Transition groups

Circle of friends

Nurture Groups

Learning mentor support

School counsellor

Mental Health first aiders.

Emotional well-being lead support.

Student social worker

 

Horizon 360 - an SEMH additionally resourced provision

Sensory and Physical

 

Flexible teaching arrangements

Medical support

Staff given specific training as appropriate

Disabled changing facilities at both sites

Lift on both sites

Additional equipment such as:

- pencil grips

- adaptive rulers and scissors.

- enlarged print

- ICT

- posture mats

 

Write from the start

PREPARE

Roll’n write

EASIE

Clever Fingers

Individual occupational therapy programmes

Individual physiotherapy programmes

Touch typing

Additional equipment when needed.

 

Glossary of Terms

 

GLOSSARY OF TERMS
SEND Special Educational Needs and Disability
SEN Code of Practice The legal document that sets out the requirements for SEN
EHC Plan Education, Health, Care Plan
SEN Special Educational Needs
SENCO Special Educational Needs Coordinator
ESW formerly SSA Educational Support Worker, formerly Special Support Assistant
SALT Speech and Language Therapist
CAMHS Child & Adolescent Mental Health Service
EP Educational Psychologist
SLCN Speech, Language and Communication Needs.
ASD Autistic Spectrum Disorder
MLD Moderate Learning Difficulties
SLD Severe Learning Difficulties
SpLD Specific Learning Difficulties
VI Visual Impairment
HI Hearing Impairment
MSI Multiple Sensory Impairment

To contact Ms Monks (Inclusions/SENDCO) regarding your Nursery / Reception / Year 1 / Year 2 child, please use the form below.

To contact Mrs Alexander (Inclusions/SENDCO) regarding your Year 3 / Year 4 / Year 5 / Year 6 child, please use the form below.

To contact our Governor responsible for SEND, Mr Jain, please use the contact form below.

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