SEN and Inclusion

Our approach to Special Educational Needs and Disabilities

At Christ the Sower we believe that every child should be loved, known and valued as an individual. Our Christian vision, “A loving place where we all care, learn and grow together,” is at the heart of our school community and reflects our belief that every child has God-given potential and is capable of achieving great things.

We have high aspirations for all our children, including those with special educational needs and disabilities (SEND). We recognise that every child has their own strengths, talents and needs, and that some children will require additional support or a different approach to help them flourish. Our responsibility is to provide the right environment, opportunities and support so that every child can achieve their very best. We place great importance on providing a nurturing environment where children feel safe, loved and supported, while developing the confidence and independence they need as they grow.

Our CARE values of Choices, Aspiration, Reflection and Engagement underpin our approach to teaching, learning and inclusion. We want all our children to feel that they belong, to develop confidence in themselves and their abilities, and to experience success in all aspects of school life.

We are proud of our warm, caring and inclusive school community, where relationships matter and every child is known as an individual. We believe that education is about developing the whole child: academically, socially, emotionally, physically and spiritually. Through our curriculum and the wider opportunities we provide, we aim to nurture children's interests and talents, develop their independence and help them grow into confident, thoughtful and responsible young people.

We provide a broad range of purposeful, relevant and challenging learning experiences, both within and beyond the classroom, which encourage children to make choices, solve problems and become increasingly independent learners.

We understand that children learn and develop in different ways and that behaviour can sometimes communicate an underlying need. Rather than simply responding to what we see, we seek to understand the child, identify the barriers they may be experiencing and consider how we can best support them. We continually reflect on our practice and provision to make sure that we are meeting children's needs effectively.

We place great importance on identifying additional needs early and providing high-quality teaching, appropriate adaptations and carefully targeted support. We aim to identify and reduce barriers to learning before they become more significant, helping children to develop confidence, independence and the skills they need to succeed.

We also recognise that parents know their children best. We work closely with children and their families, our SENDCo,   and external professionals to ensure that the support we provide is appropriate, effective and responsive to each child's needs.

At CTS, inclusion is not simply the responsibility of the SENDCo or individual members of staff. It is something we are all responsible for and is central to the loving, caring school community we strive to create. Alongside the Governing Body, HT and SENDCo, every member of staff has a responsibility to ensure that children feel they belong, can participate fully in school life and have every opportunity to fulfil their God-given potential.

^{What is the Local Offer?}

The Local Offer was first introduced in the Government's Green Paper in March 2011. It provides information about the services and support available to children with special educational needs and disabilities and their families, both within individual schools and across the Local Authority.

The Local Offer is a directory of information designed to help families find and access the services they may need. It brings together information about education, health, social care and other services available to children and young people with SEND.

It also provides opportunities for families to share their experiences and give feedback about the services available. This feedback helps Local Authorities identify what is working well and consider where services may need to be changed, improved or developed. All Local Authorities are required to publish a Local Offer as part of the Government's SEND reforms.

The Milton Keynes Local Offer can be found here: Milton Keynes SEND Local Offer

The Milton Keynes Local Offer provides parents and carers with information about the services available in their area, how these services can be accessed and what families can expect from them. It also helps parents, carers and young people understand how schools will identify and support children with special educational needs and disabilities, and what arrangements are available to help them participate fully in school life.

How do we identify if a child has Special Educational Needs and Disabilities?

Every child is different, and we recognise that children learn, grow and develop at different rates and in different ways. Some children may experience greater difficulties with learning than others of a similar age, or have a disability which makes it harder for them to participate fully in school or community life. Where this is the case, a child may have special educational needs and require additional support.

At CTS,  we believe that identifying children's needs as early as possible gives us the best opportunity to provide the right help at the right time. We want children to feel successful in their learning and to receive appropriate support before difficulties become more significant.

When a child joins our school, we gather information from their previous educational setting and, where appropriate, medical professionals or other services already involved with the child. This helps us understand any existing needs and plan carefully for a successful transition into their new school or class.

Once children are with us, we monitor their learning, progress and wider development carefully. This enables us to identify children who may need additional support and to evaluate how well that support is working. If parents have concerns about their child's learning, progress or attainment, we encourage them to speak to their child's class teacher in the first instance. The class teacher will discuss these concerns and, where appropriate, liaise with our SENDCo, Mrs Summerfied.

Children may be identified as having SEND in a number of ways, including:

• Concerns raised by parents or teachers, including staff from a child's previous educational setting.

• Limited progress academically, socially or emotionally, despite targeted support having been put in place.

• Information, assessments or advice received through liaison with external professionals.

We recognise that identifying SEND is not simply about academic attainment. It involves developing a full understanding of the child, including their strengths, interests, experiences and any barriers which may be affecting their learning or development.

What should you do if you think your child may have Special Educational Needs or Disabilities?

We recognise that parents know their children best and that their knowledge, understanding and concerns are an important part of identifying and meeting children's needs.

We value the contribution parents make to their child's education and are committed to working openly and positively with families. We recognise and respect the different roles and responsibilities of parents, teachers and other professionals, and believe that the best outcomes are achieved when we work together.

If you are concerned about any aspect of your child's learning or development, please speak to their class teacher as soon as possible. You do not need to wait until a scheduled parents' evening to raise a concern. Where additional needs are suspected, we will work with parents and, where appropriate, other professionals to understand those needs and identify the most suitable support. Our aim is to ensure that children's needs are recognised and addressed as early as possible.

We also want parents to feel confident in supporting their child's learning at home. Wherever possible, we provide relevant information, advice and practical suggestions to help families reinforce and build upon the learning taking place in school. Parents and teachers can request meetings at any point during the school year to discuss a child's progress, emerging needs or existing support arrangements.

We want parents to feel listened to, well informed and actively involved in decisions about their child's education. We will do our best to provide the information and support families need to play a confident and valued role in their child's learning and development.

What are the arrangements for supporting and consulting parents and carers?

We believe that strong relationships with parents are essential in ensuring that children with SEND receive the support they need.

We aim to support parents so that they:

• Understand their child's rights and entitlements within the SEND framework.

• Understand the procedures and documentation associated with their child's level of SEND.

• Have access to appropriate information, advice and support throughout assessment processes and when decisions are being made about SEND provision.

We recognise that discovering your child may have special educational needs, or beginning the process of identifying those needs, can bring questions, concerns and sometimes uncertainty for families. We aim to approach these conversations with sensitivity, honesty and understanding, ensuring that parents feel supported and that decisions are made together, with the child's best interests at the centre.

Parents will be informed when special educational needs have been identified, following discussion with the school's SENDCo. Parents will also be invited to review their child's SEND support as part of our termly parents' evening meetings.

These discussions provide an opportunity to celebrate progress, consider what is working well, identify any continuing barriers and agree changes to support where these are needed.

The views of both children and their parents are gathered and recorded as part of the child's Individual Learning Plan (ILP).

We believe that children should be encouraged, in ways appropriate to their age and understanding, to share their views about their learning, the support they receive and what helps them to feel confident and successful.

Where additional advice or guidance is needed, families may wish to access independent support.

We welcome the involvement of the Special Educational Needs and Disabilities Information, Advice and Support Service (SENDIAS), which provides information, advice and support to families.

Milton Keynes SENDIAS   Telephone: 01908 254518   Email: mksendias@milton-keynes.gov.uk

How are children with SEND supported at CTS?

We believe that all children should have access to high-quality teaching and the opportunity to learn alongside their peers, wherever possible. Children with SEND may need additional support, specific resources or adaptations to help them access learning successfully.

Our starting point is always the individual child. We consider their strengths, needs and aspirations, alongside the support that will help them become more confident and independent learners.

We have a team of Learning Support Assistants (LSAs) who provide carefully planned, targeted and personalised support for children across the different key stages.

Our support staff bring a wealth of experience and understanding to their roles. They work closely with teachers and the SENDCo to develop strategies that help children overcome barriers, build confidence and make progress in their learning and wider development.

Children who require targeted interventions may receive additional support individually or in groups of different sizes, depending on their needs. This support is planned around their particular learning and developmental needs, using approaches and activities that are appropriate for them.

Children receiving this level of support will have an Individual Learning Plan (ILP), which outlines the additional support being provided in school and the specific outcomes that everyone is working towards.

Parents are involved in reviewing these plans and are encouraged to contact their child's class teacher in the first instance if they have any questions about their child's ILP.

For children who have an Education, Health and Care Plan (EHCP), a more personalised timetable and programme of support may be needed.

Support may be delivered in a range of ways, according to the child's individual needs and the provision specified in their plan. These arrangements are discussed through the planning process, including the meeting which takes place once the Local Authority has issued a draft EHCP.

Supporting children in the classroom

All children are entitled to a broad, balanced and relevant curriculum. Wherever possible, children with SEND learn alongside their classmates in mainstream classrooms, taught by their class teachers and accessing the curriculum appropriate to their age.

We want children to feel that they are fully part of their class and school community. Receiving additional support should not unnecessarily limit a child's opportunities to learn, develop friendships or take part in the wider life of the school.

Where intervention or additional support outside the classroom is needed, this is carefully timetabled in consultation with the class teacher and SENDCo. We aim to minimise disruption to children's access to the wider curriculum, ensuring that their curriculum needs continue to be met.

In their planning and teaching, all teachers work to:

• Provide suitable and appropriately challenging learning opportunities.

• Recognise and respond to children's diverse learning needs.

• Identify and remove barriers to learning and assessment.

• Ensure that all children can access a broad and balanced curriculum.

The class teacher retains overall responsibility for planning, teaching and assessing the learning of every child in their class, including children with SEND. This is supported and monitored by the school's middle and senior leaders.

With advice and guidance from the SENDCo, teachers adapt their teaching to meet children's individual needs and abilities.

Teachers and LSAs use a range of approaches and resources to support the development of children's knowledge, understanding and skills. These may include practical equipment, visual resources, technology and information and communication technology (ICT).

Where appropriate, learning materials may be modified or additional adult support provided to enable children with SEND to access teaching, participate in lessons and demonstrate what they know and can do.

Our aim is not simply to help children complete the work in front of them, but to develop their confidence, understanding and independence so that they can become increasingly successful learners.

How will the curriculum be matched to a child who needs extra support or has special educational needs and/or disabilities?

At CTS we believe that every child is capable of learning and making progress when teaching and support are appropriately matched to their needs. We recognise that children learn in different ways and that some need additional support, adaptations or a more personalised approach to access the curriculum successfully.

Our starting point is always to understand the individual child: what they can already do, what they enjoy, where they experience difficulties and what will help them move forward.

Teachers use this knowledge, alongside assessment information and advice from the SENDCo, to plan learning that is suitably challenging and accessible. We aim to ensure that children with SEND experience success while continuing to be appropriately challenged, supported and encouraged to develop their independence.

Parents are invited to discuss their child's progress and needs on a more formal basis twice a year. However, we recognise that questions and concerns do not always arise at convenient times, and parents are welcome to request a meeting with the SENDCo at any point during the school year. Appointments can be arranged through the main school office.

For children with Individual Learning Plans, clear and specific targets are agreed and recorded.These plans are discussed and shared with parents, ensuring that families understand the support their child is receiving and the outcomes being worked towards. All adults working with the child have a responsibility to understand these targets and support the child in achieving them.Plans are reviewed regularly so that teaching, interventions and other support can be adapted in response to the child's progress and changing needs.

What support is offered for children's well-being?

We believe that children are most able to learn and flourish when they feel safe, loved, understood and secure.

At CTS, supporting children's emotional well-being is an important part of our commitment to developing the whole child. We recognise that children's experiences, relationships, emotions and individual circumstances can all affect their ability to engage in school life. Some children need additional help to understand and manage their feelings, develop positive relationships or cope with the demands of the school day.

Mrs Robertson, our wellbeing and inlcusion manager is highly experienced, and  provides support for children's social, emotional and general well-being. She knows our children well and supports them  to develop positive, consistent and trusting relationships with familiar adults who know them well and understand their needs. We believe that these relationships are especially important for children who may find aspects of school life more challenging.

Dedicated calm and sensory spaces.

As part of our commitment to inclusion and our high aspirations for every child, we have developed a dedicated sensory room.  There are also a number of calm, breakout rooms across school for children to use. These spaces are designed specifically to support children's social, emotional and mental health needs.

For some children, the demands of the classroom or the wider school environment can occasionally become overwhelming. The sensory room and calm spaces provide a calm, supportive space where children can take a short break when needed. They offer a place where children can receive support, manage their emotions and prepare to return to learning.

The sensory room also contains sensory resources which can be used to support children's individual needs.

What training do staff receive?

We recognise that meeting the needs of children with SEND requires staff to have the knowledge, understanding and skills to respond effectively to a wide range of individual needs.We are committed to developing staff expertise through professional learning, training, reflection and collaboration with specialist services.

Our SENDCo has achieved the Postgraduate National Award for Special Educational Needs Coordination and continues to access relevant, up-to-date training to support the effective leadership and coordination of SEND provision.

Our teachers and support staff have collectively received training in a range of areas relating to special educational needs, disabilities and children's wider development.

These include:

• Autism, neurodivergence and ADHD training.

• Attachment.

• Speech, language and communication needs.

• Anaphylaxis and allergy awareness and management.

• Safeguarding, with annual training provided for all staff.

We also work closely with healthcare professionals to ensure that appropriate arrangements are in place for children with medical needs. Where a child requires specific medical support, we work with the relevant professionals to develop clear plans and ensure that staff understand their responsibilities. The School Nursing Service,  provide advice, guidance and training as appropriate. This helps ensure that staff are fully informed about children's individual medical needs and have the appropriate knowledge and training to support them safely.

Extra-curricular activities

At CTS, we believe that every child should have the opportunity to enjoy the wider experiences that school life offers.

Our commitment to inclusion extends beyond the classroom. We want all children to feel part of our school community and to benefit from the opportunities available to them, whatever their individual needs.

Activities outside the classroom are offered to all children, regardless of their level of need.

Our Equality Policy promotes the involvement of all children in every aspect of the curriculum, including educational visits, activities and other opportunities beyond the classroom.

We recognise that some children may require additional planning, resources or support to participate safely and successfully.

Where there are concerns about accessibility or safety, an individual risk assessment is undertaken. This considers the child's needs, the nature of the activity and the reasonable adjustments that could be made to support their participation.

Where a health and safety risk assessment identifies a need for intensive one-to-one support, parents may also be asked to accompany their child during an activity, in addition to the usual members of school staff. Our aim is always to consider how barriers can be reduced so that children with SEND can participate in the experiences and opportunities enjoyed by their peers.

How accessible is the school environment?

We want every child and family to feel welcome, included and able to access our school community. We have an Accessibility Plan in place and, wherever reasonably possible, make adjustments to our environment and provision to meet individual needs. Accessible toilets are available on both floors. These facilities provide wheelchair access and can be used for changing and personal care. We have lifts installed at both ends of the building so the school is fully equipped for wheelchair use.

We also recognise that accessibility is not limited to the physical environment.

As a diverse school community, we value the many languages, cultures and experiences that our families bring to school. We want parents to feel confident communicating with us and participating fully in their child's education.

We monitor the languages spoken by families within our school and make use of English as an Additional Language (EAL) support available through Miss Nugent

Where necessary, we endeavour to arrange translation or interpretation support for meetings so that parents can understand information, express their views and participate meaningfully in discussions and decisions about their children.

How are resources allocated and matched to help support children with special educational needs at CTS?

We are committed to ensuring that the resources available to us are used carefully and effectively to meet children's needs.We aim to ensure that resources are used effectively and represent good value for money. Interventions are therefore costed and evaluated to help us understand their effectiveness and ensure that they are making a positive difference to children's progress.

We believe that strong, inclusive classroom practice is the foundation of effective SEND support. Our expectations for inclusive teaching are clearly established, and all staff are responsible for adapting their practice to meet the needs of the children they teach.

Where additional intervention is required, decisions are made through consultation with the relevant staff and, where appropriate, the child and their family.

The intended outcomes of each intervention are identified at the outset, so that everyone understands what the support is designed to achieve.Interventions are then  monitored and reviewed to evaluate their impact. This helps us identify what is working well and whether support needs to be continued, adapted or changed.

The SENDCo oversees additional SEND provision and regularly shares information and updates with the school's SEND Governor.

Specialist resources and equipment

Where appropriate, children may also be provided with specialist resources or equipment to help them access learning more comfortably and independently.

These might include:

• Writing slopes.

• Specialist pencil or pen grips.

• Equipment to support children with hearing impairments.

• Equipment to support children with visual impairments.

The equipment provided will depend on the individual child's needs and any relevant professional advice.

Our aim is to ensure that children have the resources, adaptations and support they need to participate fully in learning, develop independence and achieve their potential.

Who can parents and carers contact for further information?

We want parents to feel comfortable asking questions, sharing concerns and seeking advice about their child's learning and development. In the first instance, we encourage parents to speak to their child's class teacher, who knows their child well and is usually best placed to discuss their everyday learning and progress.

For children with special educational needs and disabilities, additional information, advice and support can be obtained from the SENDCo. Where concerns relate to a child's social, emotional or mental health needs, further information and support can be obtained from our inclusion and wellbeing leader.

SENDCo

Name: Alison Summerfield 

Email: School@cts.odbst.org

Inclusion and Wellbeing Leader

Name:  Mandy Robertson

Which specialist services and expertise are available to CTS?

We recognise that some children need specialist knowledge, assessment or support beyond that which can be provided by school staff alone.

We therefore work closely with a range of external professionals and services, including those provided by Milton Keynes Local Authority and health services.

We believe that working together gives children the best possible opportunity to flourish. By drawing upon the expertise of different professionals, we can develop a fuller understanding of children's needs and ensure that the support provided is appropriate and effective.

The services we work with include:

• Child and Adolescent Mental Health Service (CAMHS) – providing specialist support for children and young people experiencing mental health difficulties.

• Targeted Early Help – offering additional support to children and families where emerging needs have been identified.

• Educational Psychology Team – providing specialist advice and assessment relating to children's learning, development and emotional needs.

• Family Centre – offering support, information and services for children and families.

• Health Visitors – providing advice and support relating to children's health and development.

• Inclusion and Intervention Team – providing specialist advice and support in areas including:

  • Cognition and Learning.

  • Communication and Interaction.

  • Hearing Impairment.

  • Visual Impairment.

• Mental Health Support Team (MHST) – supporting children's emotional well-being and mental health needs.

• Occupational Therapy – providing assessment, advice and support for children who experience difficulties with physical, sensory or everyday functional skills.

• School Nursing Service and specialist nursing teams – supporting children's health and medical needs, including specialist teams such as the Diabetes Nursing Team and Sickle Cell Nursing Team.

• Social Services – working with children and families where additional care, safeguarding or family support may be needed.

• Speech and Language Therapy Service (__________) – providing specialist assessment, advice and intervention for children with speech, language and communication needs.

• Speech and Language Therapy Service (NHS) – offering specialist support for children with speech, language and communication difficulties.

We work with these professionals as appropriate to each child's needs, involving parents in discussions and decisions about specialist support.