The Keyworker is responsible for:

• Planning activities and assessing your child’s progress
•  They ensure that any additional resources, support or adaptations to the curriculum enable all children to be included in the learning

The SENDco is Ailsa Higgins and is responsible for :

• Developing and reviewing the school’s SEND policy
• Update the school’s provision map and SEND register
• Daily organisation of SEND in the school
• Regular communication with staff to set targets for children’s learning
• Support staff to develop effective strategies to support children’s development
• Co-ordinate children’s progress records
• Liaise with staff, parents and outside professionals to initiate and review support

The Headteacher is Ailsa Higgins and is responsible for:

•     Ensuring that children’s needs are met
•     SEND budget management and the deployment of resources/equipment
•     Ensure the Governing Body are kept up to date about issues relating to SEND

The SEND Governor is Sarah Richards and responsible for:

• Making sure the necessary support is given for any child who attends the school, who has SEND.

Your child’s Key Worker plans learning for your child building on from what he/she already know, can do and can understand. When a child is identified as not making expected progress the Key Worker will plan intervention based on the child’s need. This will be discussed with parents/carers.

Stage One

• The key worker and SENDco will plan specific work to support your child’s needs
• This could happen during group time, when children are involved in playing and exploring the learning environment, in a small group or in a one to one situation when support staff are available

Stage Two

• If a child continues to have some delay we will ask your permission to refer your child to a specialist professional, such as Speech and Language Therapist, Educational Psychologist, ASD outreach team
• With advice from professionals the Inclusion Manager and Key Worker will write an support plans. This will detail the support your child requires, along with strategies and resources needed. Parents/ carers are encouraged to contribute to the support plan
• If progress and development is still below then a multi-agency meeting will be scheduled to discuss what actions to take to meet the needs of the child
• All professionals involved with the child, school staff and parent / carers will meet to consider the next steps for the child
• If a child is identified by professionals as needing a particularly high level support this may involve making a request to the Local Authority for a formal statutory assessment or an educational health and care plan

Stage Three

• The school (or you) can request that the Local Authority carry out an Education and Health care plan of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child
• The request is made to the ‘Panel of Professionals’. This request includes all the paper work held in school by the SENDCo and with the agreement of the parents/carers and any professionals involved. The “Panel of Professionals” will decide whether they think your child’s needs (as described in the paper work provided), seem complex enough to need a statutory assessment
• If this is the case they will ask you and all professionals involved with your child to write a new report outlining your child’s needs
• After the new reports  have all been sent in to the panel of professionals, they will decided if your child’s needs are severe, complex and lifelong. If this is the case they will write a draft Statement of Special Educational Needs or an Education Health Care Plan (EHCP) for everyone to consider
• If all agree a final Statement of Special Needs or Education Health Care Plan (EHCP) will be written and issued
• The EHC Plan will outline the number of hours of individual/small group support your child will receive from the Local Authority and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child

• Parents are welcome into school at the beginning and end of each session. This is an opportunity for a brief  conversation with your child’s key worker about day to day concerns
• You can make an appointment to speak to your child’s key worker or SENDCo

• If any concerns about your child’s development is identified the school will set up a meeting to discuss this with you in more detail and to listen to any concerns you may have too
• The school will plan any additional support your child may receive and inform you of progress and achievement
• The school will discuss with you any possible referrals they think will support your child’s learning and development

• The school budget, received from Sunderland LA, includes money for supporting children with SEND
• The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities in consultation with the school governors, on a basis of needs in the school

Directly funded by the school:

• Support assistants
• SENDCo
• Educational Psychologist

Paid for centrally by the Local Authority but delivered in school:

• Autism Outreach Service
• Language and Learning Team
• Sensory Service for children with visual or hearing needs
• Speech and Language Therapy (provided by Health but paid for by the Local Authority)

Provided and paid for by the Health Service (through a health referral) and delivered in school:

• Health Visitor Team
• Occupational Therapy
• Physiotherapy

• The SENDCo’s role is to support the Key Worker in planning for children with SEND
• The school has a training plan in response to children’s needs, for all staff to improve the teaching and learning
• of children including those with SEND
• Individual keyworkers and support staff attend training courses run by outside agencies e.g. from the
• ASD Outreach service such as Early Bird. Lifting/Handling courses, Makaton

• Key workers’ will plan learning activities according to the specific needs of all the children in their group, and will ensure that your child’s needs are met
• Trained staff will support the needs of your child where necessary
• Specific resources and strategies will be used to support your child individually and in groups
• Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs

Your child’s progress is continually monitored by their key worker. Their progress is reviewed each term in the Early Years Prime areas of development:

• Personal, social & emotional development
• Communication and Language Development
• Physical Development

• Children may have a support plan with personal targets which will be reviewed regularly
• Progress of children with a EHC plan will be monitored throughout the year and formally reviewed at least annually with all adults involved with the child’s education
• The SENDCo will continue to monitor yours child’s progress

• The building is on one level
• We have a child’s toilet adapted for easy access and a changing room with a hoist, large changing bed and shower facility
• Our learning environment is large and specifically set out for easy access for children mobility difficulty
• We ensure, wherever possible that equipment used is accessible to all children regardless of their needs

• Activities and school trips are available to all, with any adaptations if needed
• Risk assessments are carried out and procedures put in place to enable all children to participate
• However, if it is deemed that a high level of 1:1 support is required a parent/carer may be asked to accompany their child during the activity

• If a child has a medical need then a detailed Care Plan is compiled with support from the medical professionals involved with the child e.g.; community paediatric nursing team and in consultation with parents/carers
• Plans are discussed with all staff
• Staff receive appropriate training on an annual basis
• Where necessary and in agreement with parents/ carers medicines are administered in school but only where signed Medication consent form is in place to ensure the safety of both child and staff member
• Risk assessments are completed to support children with complex medical needs
• There are several paediatric trained members on staff on site at all times

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

• We carry out home visits for any new child so that you can share any concerns prior to them starting
•  An exit review is planned, parents/carers and all professionals involved with your child are invited to discuss with the receiving SENDCo arrangements and support required to meet your child’s needs
• Additional visits are arranged for children who need extra time in their new setting
• We will make sure that all records about your child are passed on as soon as possible

• All parent/carers are welcome in the school and encouraged to join parent groups, special events
• The keyworker is available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used
• The SENDCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have
• All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report
• Support plans will be reviewed with your involvement according to your child’s needs
• A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child