SEND
It is vital that schools meet the needs of every child. It is our policy at Belmont that all children have the opportunity to achieve to their greatest potential. In order to accomplish this we make sure that all children are included in everyday school life and that we offer as much support as possible to meet the needs of each and every child.
Our SENCo (Special Educational Needs & Disabilities Co-ordinator) works closely with both staff and parents to offer guidance and support so that individual plans are in place to meet the needs of children that require additional help. We pride ourselves on our good relationship with parents and consult with them when there is a necessity to involve other agencies such as the Learning Support Consultant or an Educational Psychologist. In addition to the meetings that parents have with class teachers about their child’s progress, the SENCo will be available for parents to come into school to discuss informally their child’s needs. If you wish to find out more about the practice and procedures that schools are legally required to provide then please do not hesitate to contact the SENCo: Jamie.Allsopp@belmont.lincs.sch.uk.
Details of our Accessibilty Plan can be found within our SEND Policy which can be downloaded below.
The Lincolnshire County Council SEND Local Offer
Please click on the link below to go directly to the Lincolnshire County Council site regarding SEND provision across the county.
What is a 'SEND Information Report'?
Within a Local Education Authority each school is required to publish their 'Information Report' for Special Educational Needs and Disabilities. It provides information on what services children and their families can expect from a school in order to ensure that they receive the support they may need. Belmont Primary School's Report can be viewed below. If you have any questions regarding the Report please do not hesitate in contacting the school.
SEND Information Report
1. WHAT SHOULD I DO IF I THINK MY CHILD HAS SPECIAL EDUCATIONAL NEEDS (SEN)?
CLASS TEACHER – Your child’s teacher would be the first person to discuss your concerns with. Together you will decide a plan of action. The SENCo (Special Educational Needs & Disabilities Co-ordinator) will be informed of these concerns and, if appropriate, your child will be placed on the SEND register. Targets will be put into place and an outside agency may be requested.
2. HOW WILL THE SCHOOL RESPOND TO MY CONCERN?
Initial concerns will be discussed at parents evening or earlier if necessary. The SENCo and class teacher will carry out observations and/or assessments. This may lead to a referral made to an outside agency. A plan will be put together with specific targets for your child. We will share these targets with yourself and your child. Intervention sessions may be involved and the staff delivering these sessions will be aware of your child’s individual targets. We will review and share these targets with you every 3 months.
3. HOW WILL THE SCHOOL DECIDE IF MY CHILD NEEDS EXTRA SUPPORT?
Decisions will be made on individual needs through observations, assessment results and discussions between school staff. These include:
- School staff observing over a period of time and keeping the SENCo fully informed through meetings or informal discussions.
- Pupil Progress meetings which take place every other term (Term 2, Term 4 and Term 6).
- Regular reviews of the impact of any interventions to assess needs and to change support given if required.
- Regular discussions with pupils about how they feel they are getting on. Is an area particularly tricky? This could be an educational difficulty, communication problems, personal and social issues or behavioural challenges.
- Discussing any pre-existing issues or new challenges with parents.
4. WHAT WILL SCHOOL DO TO SUPPORT MY CHILD?
Ultimately, your child’s class teacher will set individual targets which will be monitored by them, teaching assistants, the SENCo and outside agencies, if they are involved. We work on the following ongoing procedure:
- ASSESS needs through ongoing assessment for learning; observations, unaided writing, explanations showing the understanding of Maths concepts and discussions with outside agencies (if applicable).
- PLAN individual smart targets to overcome barriers in learning.
- DO by using a range of strategies. In-class support, small working groups, 1:1 support by a teaching assistant and by using outside agency support where required.
- REVIEW of your child’s progress will be made by examining target success. We will look at which strategies have been successful or unsuccessful, and why. Are any next steps required? If so, is further intervention required? Do we need to involve outside agencies? What would your child’s new targets be?
- NEW ASSESSMENT CYCLE as the arrow model above.
The interventions that we are able to offer our pupils are extensive and include the following:
Cognition and Learning | Language and Communication | Personal, Social and Mental Health | Physical Need |
| Plus One & Power of 2 Maths | Talk Time | Behaviour Specialists | Ist Move Programme |
| Number Sense Maths | 1:1 Speech Therapy (Following plans from the outside agency involved) | ELSA - Health & Wellbeing | Fine Motor Skills Activities |
| Toe By Toe Reading | 5 Ways To Wellbeing Sessions | Handwriting | |
| Reading Recovery | Language For Thinking | Physiotherapy Sessions (Following plans from the outside agency involved) | |
| Word Wasp | |||
| Word Hornet | |||
| Reading Eggs | |||
| Reading Eggspress | |||
Phonics Tutoring With The Lightning Squad | |||
| 1:1 Tutoring |
5. WHO WILL SUPPORT MY CHILD IN SCHOOL?
Belmont School is able to offer support through the following staff:
CLASS TEACHER – will track progress, set targets based on your child’s individual needs and will be responsible for ensuring that these needs are met. They will hold regular review meetings with you and complete relevant paperwork.
SENCo – will monitor the effectiveness of the interventions that we offer through tracking progress; making referrals where necessary to outside agencies such as Specialist Teaching, Community Paediatrics, Counselling Services, Behavioural Support and Mental Health.
TEACHING ASSISTANTS – day to day support as required. This may be 1:1 sessions or small group work. They will be directed by the class teacher. Some Teaching Assistants have specialist experience and training to deliver structured programmes. They will be supported by the class teacher and SENCo.
MIDDAY SUPERVISORS – may support your child through monitoring and supporting personal and social issues. They will support and promote playground games, initiating play and monitoring friendship groups.
ADDITIONAL AGENCY SUPPORT - please see section 7 for a full list of our supporters.
SEND GOVERNOR – There is a SEND Governor who oversees the SEND provision in school.
6. WHAT TRAINING AND EXPERIENCE DO STAFF HAVE FOR THE ADDITIONAL SUPPORT OF MY CHILD'S NEEDS?
| SENCo | Postgraduate SENCo Certificate Qualification |
| Teaching Assistants | EL SA - Health & Wellbeing Lightning Squad (Phonics Support Number Sense Training 5 Ways To Wellbeing Training Working Together Team Autism Training 1:1 and Small Group Structured English and Maths Support |
| EYFS Staff | Paediatric First Aid |
Senior Midday Supervisor
| Paediatric First Aid
|
All staff have received training for:
- Safeguarding
- Understanding and managing behaviour
- Team Teach (behaviour management)
Most Staff have been trained or are currently receiving training in:
- First Aid
- Epilepsy
- Diabetes
7. WHO ELSE MIGHT BE INVOLVED IN SUPPORTING MY CHILD?
| Agency | Support | Ages |
| Educational Psychologist | Targeted assessment, observations, supporting the SENCo on next steps | All ages |
| Specialist Teacher (ABCDyslexia) | Assessment for learning difficulties Support for staff in administrating targeted interventions | All ages |
| Speech and Language (SALT) | Observation and assessment of children’s speech needs Planning meetings with the SENCo | All ages |
| Sensory support (SESS) | Classroom observations and targeted 1:1 support/assessments | All ages |
| Behavioural Outreach Services (BOSS) | Classroom observations and targeted 1:1 support/assessments | All ages |
| Working Together Team | Classroom observation of behaviour including personal and social needs 1:1 support to identify individual needs and manage feelings | All ages |
| Specialist Family Practitioners, Palliative and Bereavement Team | 6 - 8 week blocks of emotional, support, counselling and therapeutic play for those referred to the service via the SENCo | All ages |
| Specialist Nurse Trainer | Supporting children with medical needs and training staff as required | All ages |
We can also make referrals to:
- Community Paediatrician
- Child and Adolescent Mental Health Service (CAMHs)
8. WHAT SUPPORT WILL THERE BE FOR MY CHILD'S EMOTIONAL AND SOCIAL WELL-BEING?
Pastoral and Social Support
- Teachers, teaching assistants and midday supervisors build up strong relationships with children to support their emotional needs.
- The school ELSA will support children with their emotional health and wellbeing both in the classroom and in small group and 1:1 sessions.
- All child protection issues will be reported to the Headteacher, SENCo or other qualified staff.
- We have a clear Promoting Positive Behaviour Policy which can be found on the school website.
- Individual classes carry out PHSE activities and discussions to cover any issues raised and teach the children to consider the needs and feelings of others.
- A Pastoral Support Plan (PSP) may be completed to target individual needs. These will be shared with the child, parents/carers, class teacher, teaching assistants and midday supervisors.
Medical Needs
- If your child has specific medical needs then please contact your child’s class teacher or the SENCo.
- If needed a ‘care plan’ can be written and all staff will be aware of the child’s individual needs and how to support your child.
- If your child requires ongoing medication, please contact the school office and complete a medicine administration form. All medicines will be stored in a locked storage box.
Support For Behaviour (including attendance and exclusion)
If your child has specific difficulties regarding behaviour, they may have a behaviour plan (PSP). This will follow the following cycle:
- If behaviour issues continue despite pastoral intervention, then a behavioural specialist may become involved in supporting your child’s behavioural issues.
- If concerns arise regarding your child’s attendance, then Education Welfare may be asked to become involved as stated in our Attendance Policy (please refer to the school's website).
9. HOW WILL MY CHILD BE INVOLVED IN THE PROCESS AND BE ABLE TO CONTRIBUTE THEIR VIEWS?
- Regular learning discussions with the class teacher/teaching assistant to discuss how they feel that they have got on with their targets and what support they feel they may need in the future.
10. HOW WILL THE CURRICULUM BE MATCHED TO MY CHILD'S NEEDS?
Our staff use a variety of methods to support your child in class. These include:
- Quality First Teaching
- Differentiation in teaching to target the needs of your child
- Using talking partners to share ideas and peer support for learning
- Using concrete apparatus to support practical Maths skills
- Using visual aids such as pictures, working walls, word mats, visual timetables
- Using technology such as iPads to support learning through specially selected apps and to record views as a different method to writing
- Using differing groupings in order to support the best learning possible
- Using carefully selected seating arrangements to ensure that your child can access learning to their full potential
11. WHAT OPPORTUNITIES WILL THERE BE FOR ME TO DISCUSS MY CHILD'S ACHIEVEMENTS? HOW WILL I KNOW THAT MY CHILD IS PROGRESSING?
We pride ourselves on our positive relationships with parents and carers. Opportunities for feedback include:
- Parents Evenings – an opportunity to discuss your child’s achievements and targets
- General teacher feedback as required
- Termly Pupil Passport review meetings
- Star Achievers assemblies
- Open door policy – please ask to arrange an appointment to discuss your child’s progress with the class teacher or SENCo
12. HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING?
We carefully track all pupils’ progress across each term by using observations and assessment. This data is uploaded onto the schools tracking system. This will highlight if your child is reaching age related expectations and help us to identify support where needed. We use the following methods to achieve this:
- Early Learning Goals for children working in the Foundation Stage
- Reading, writing, Maths and spelling assessments
- Standardised assessments carried out by our Specialist Teacher or Educational Psychologist
- Assessment for learning within the classroom
- Individual targets
- PSP plans
These all help to build a clear picture of how your child is achieving. It may be deemed appropriate, following a graduated approach to apply for an ‘Education Health Care Plan’ (Statement of Additional Needs).
13. HOW WILL MY CHILD BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM INCLUDING SCHOOL TRIPS?
All school trips require a risk assessment before they are carried out. Staff will ensure that all children are catered for and additional needs highlighted and met. If your child requires 1:1 support, this will be provided.
The school has an Early Bird Club and Breakfast Club which all children are able to attend. To ensure numbers do not exceed safety regulations, Early Bird sessions should be pre-booked. There is also a Homework Club which runs from 08:30 – 08:50 for pupils in Key Stage 2.
14. HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?
See also the Accessibility Plan
To support your child to access the school environment we have ramp access which are located in both the infant and junior areas of the school. We also have a hygiene suite.
15. HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD IN SCHOOL?
We have good links with our feeder nurseries. In order to support a smooth transition:
- The Foundation team make visits to see all new intake children in their nursery setting
- May make home visits to discuss your child’s needs
- Arrange afternoon visits in Term 6 for your child to have short sessions in their new classroom. This allows your child to become familiar with their new environment and the staff that will be supporting them.
- We hold a ‘Teddy Bears Picnic’ for all new intake children
- We exchange information with the child’s current nursery in order to share individual needs
- We hold a Foundation ‘welcome meeting’ in Term 6 for parents and careers to attend. This allows us to share information and provides the opportunity to meet the staff.
Transition between year groups will take place on ‘All Change Days’. These are held in July and give all children the chance to spend time in their new classroom with their new teaching team. We also hold a ‘meet the teacher’ session in September where you will invited to come along and meet your child’s new class teacher. For children already identified as SEND, an individual 'meet the teacher' session is held to discuss your child's special needs during the next year.
16. HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD TO TRANSFER TO SECONDARY SCHOOL?
We understand that the transition to secondary school can be a daunting time for everyone, especially if your child has SEND. We will support you and your child by:
- Contact between ourselves and your child’s new school
- Sharing information with the SENCo and pastoral teams within your child’s new school
- Arranging staff from your child’s new school to visit pupils in our school to ensure positive relationships
- Invite the SENCo from your child’s secondary school to attend review meetings where appropriate
- A Transition Passport will be completed to allow your child to become familiar with their new school
17 HOW WILL I BE INVOLVED IN SUPPORTING MY CHILD?
Parents will be given advice on practical ways to support their child’s development in school and at home. We often give parents:
- Games for developing memory, spellings, Maths
- Useful websites and apps
- Strategies for reading support
- Specific agency advice which could be visual timetables or behaviour management strategies
- Letters to support referrals
Parents are also encouraged to support within school by:
- Sharing your knowledge of your child with us
- Joining us to celebrate your children through performances and the Star Achievers assemblies
- Attending special workshops to support Maths and phonics at home
18. HOW CAN I ACCESS SUPPORT FOR MYSELF AND MY FAMILY?
Useful organisations include:
| Organisation | Telephone | Website |
| Lincolnshire County Council 4all Register | 01522 555517 | https://www.lincolnshire.gov.uk/start-send/join-childrens-disability-register |
| Lincolnshire Children’s Services | 01522 554673 | https://www.lincolnshire.gov.uk/directory-record/64922/childrens-services |
| Parent Partnership | 01522 553351 | |
Family Lives | 0808 8002222 | https://www.familylives.org.uk/ |
| Family Action | 01476 514635 | https://www.family-action.org.uk |
| Lincolnshire Centre for Grief and Loss | 01522 546168 | https://www.lcgl.org.uk
|
| Winston's Wish | 0808 8020021 | |
| Lincolnshire Children’s Services Customer Services Centre | 01522 78233 (6:00 pm-8:00 am, weekends & bank holidays) | |
Lincolnshire Parent Carer Forum
|
| https://www.lincspcf.org.uk |
The Lincolnshire County Council SEND Local Offer can be found at:
https://www.lincolnshire.gov.uk/send-local-offer
This contains information regarding SEND provision across the county.
19 WHO CAN I CONTACT FOR FURTHER INFORMATION?
If you require and further help or support, please contact:
- Your child’s class teacher
- SENCo: Mr Jamie Allsopp Email: Jamie.Allsopp@belmont.lincs.sch.uk
SEND Information Report Review Dates
Latest review: July 2022
Next Review: July 2023
SENCo Contact Form
To contact Mr Allsopp, telephone 01476 567939 or email him directly using this contact form
FURTHER INFORMATION