For information regarding admissions to Dunmow St Mary s please refer to the admissions policy.

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1 SEN information report School Name Type of school Age range of pupils Does the school specialise in meeting the needs of children with a particular type of SEN? Fully wheelchair accessible Auditory/Visual enhancements Name and contact details of School SENCo Name and contact details of Pastoral Care Manager School policies available on our website Types of SEN that are currently provided for Dunmow St Mary s Primary School Mainstream Primary School 4-11 years No No No Angela Bryant/Lisa Scarfe Tel: Marie Ralph Tel: Special Educational Needs Behaviour and anti bullying Safeguarding Equality and Diversity Teaching and learning Communication between school and home Accessibility Plan Inclusion Admissions ASD, ADHD, Hearing impairment, Global learning delay, Dyslexia At our school we use the definition for SEN from the SEND Code of Practice (2014). This states: Special Educational Needs: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. v A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. v Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England For information regarding admissions to Dunmow St Mary s please refer to the admissions policy. Our aim is to use our best endeavours to secure special educational provision for pupils for whom this is required, that is additional to and different from that provided within the differentiated curriculum, to better respond to the four broad areas of need: 1. Communication and interaction, 2. Cognition and learning, 3. Social, mental and emotional health, 4. Sensory/physical. Support At any time, according to need, a combination of any of the following strategies may be in place. Social skills programmes/support including strategies to enhance self esteem

2 Playleaders Healthy Schools status Change for life (focus on healthy eating and fitness) Indoor art and craft/play based activities to do during lunchtimes Learning Mentoring Lunch time buddies After school clubs Gym Trail Lego Club Access to a supportive environment- IT facilities/equipment/resources Access to class laptop (clicker writing software, touch type programmes, programmes to support pupils with literacy and numeracy skills) resources are labelled with words and pictures Dyslexia friendly series of books ranging from ages 7-11 Bug club reading programmes that can be accessed on home computers Bilingual books Electronic spellcheckers Learn Pads Strategies/programmes to support communication and interaction A teaching assistant dedicated to delivering speech and language interventions in the early years (ELKLAN and Makaton trained) 3 ELKLAN trained Learning Support Assistants who work closely with a speech and language therapist to deliver regular, ongoing programmes for specific pupils Talk partners in every class Pre- teaching of vocabulary Pictures and gestures to support understanding Lego Club Narrative therapy Gym trail Speech and language books, games and activities Access to strategies /programmes to support sensory/physical needs Ergonomic pens to support children with handwriting difficulties Move n sit cushions to support posture when writing Programmes provided by the Occupational Therapist Finger gym bags for hand strengthening exercises Gym trail (specialist equipment provided) Write from the Start handwriting programme Sensory bags Strategies to Social, mental and emotional health needs (including communication with parents) Regular parental contact sessions/home school communication book Parent support liaison worker Learning Mentors Qualified counsellor (Pastoral care manager) Links to local mental health services (Kids Inspire, Young Minds, play therapists) No worries groups Strategies to support /develop literacy Phonological awareness games Inclusion leader supporting in class where necessary Letters and sounds (Reception- Year 3)

3 Spelling interventions (Yr3- Yr6) 1:1 reading (de- coding) interventions 1:2 reading/speaking and listening comprehension interventions (levelled questioning, narrative therapy) Support and advice to parents about reading from our librarian (daily after school) Pie Corbett teaching strategies English tuition (Yr 5/6) Volunteer parent helpers to change books and listen to children read Word banks/topic word banks for children to refer to everyday in class Acceleread Accelewrite Strategies to Support/develop numeracy Numbertime, 15 minute daily sessions in ability groups Plus 1, Power of 2 (1:1 number based programme wave 3) Numicon equipment and activities ICT programmes (Number shark, primary games ) Maths tuition (Yr 5/6) A variety of resources to ensure a visual approach Strategies to support/modify behaviour Head teacher s award (termly) Compliments stickers delivered by teachers, midday staff and teaching assistants Weekly achievement certificates Consequences log book Regular communication with pastoral care team and parents Social skills groups Home/school communication book Visual aids (timetable, reminders how to sit) Consistent management plans for all staff to follow about individual pupils Contact with behaviour support team Please see our behaviour policy (available on school website) Provision to facilitate/support independent learning and access to the curriculum within a mainstream school Classroom support from teaching assistant/class teacher (small group,1:1) Differentiated learning challenges for children to choose from concentration stations word maps/mind maps for children to prepare with an adult first,...next plan for individual pupils word mats, alphabet guides, dictionaries, hundred squares Pre- teaching of strategies and vocabulary by a teaching assistant Visual timetables/tasklists Personal ICT programmes (wordshark/numbershark) School trips Support during lunchtimes Designated first aider Indoor arts and crafts Change for life Play leaders Extra curricular clubs Pastoral care manager to play alongside vulnerable pupils Staff regularly have lunch with the children in the Dinner Hall

4 Planning and assessment Individual Education Plans (IEPs) with parents Individual classroom/intervention targets Screening tests to find areas of difficulty (numeracy, literacy, motor skills, speech and language) Bespoke interventions according to specific areas of need for reading (planned by TA and SENCo) Reading, spelling assessments Topic overviews to be sent to parents every half term Yearly reports Evaluating the effectiveness of the provision made for children and young people with SEN Monitoring interventions (half termly) Evaluations from SEF report Communication with parents School/Governor newsletters Parentmail Class noticeboards Home visits for new Reception pupils Wednesday open door day (parents can see their child s books) IEP meetings Annual meetings for pupils with complex/severe needs School website Yearly parent questionnaires 2 parents evenings to discuss your child s progress Access to SENCo/Pastoral Care Manager, if there are any concerns about progress or behaviour Weekly homework/reading record books Library open door after school Parent 4 parent (monthly coffee afternoon run by Educational Psychology services) Access to outside agencies School nurse Link speech and language therapist Behaviour support, specialist teacher team Occupational Therapist Play therapists, counsellors Little Goslings Children s Centre/Homestart Educational Psychology Services Family solutions Physiotherapy CAMHS play therapy Homestart Medical Interventions Care plans and meetings arranged with school nurse Allergy/ key information sheet for ALL staff to see Early Years staff are Paediatric first aid trained Specialised training provided to all staff working directly with pupils who have significant medical needs Regular epipen training to all staff First aid trained teaching assistant for lunchtime supervision

5 Office staff first aid trained and can administer medicines Preparing children for change (e.g. joining their next setting/class) Children with severe/complex needs have a photo book to record their learning and have a picture based book describing their new class, adults etc 1 page profiles (all about me!) It s your move - specific programme for change Year 5/6 taster days to Secondary school (SEN pupils have extra visits) SENCo and class teacher to visit pre- schools to arrange additional times new pupils can see the class teacher and school environment Meet the Teacher Session with new teacher in the Summer term Open evening (In the summer term parents and pupils can meet the new teacher and see what topics the children have covered in the current year. One planning relating to adulthood targets Extra Curricular Opportunities Gardening Daily sports clubs Choir Steel band Homework club Energy club Drama Recorder club 11+ club art Support for Pupils who are Gifted and Talented Mild, medium and spicy differentiation system where children choose their own level of challenge Expectation that teachers will teach to the top and provide extension activities Setted maths in Year 5/6 Setted English in Year 6 Specialised level 6 teaching Personal learning plans for more able children Opportunities for most able in sports for competitions Staff Expertise ASD specialism Learning Mentoring Parenting Mindfulness Diabetic management ELKLAN and Makaton Narrative Therapy Lego Club Social skills groups Anger management Counselling Dyslexia Please refer to our SEN policy for further information on : - Identifying SEN - Handling complaints

6 - External support services - Parent & pupil involvement - Access to the curriculum - Support arrangements - Monitoring and evaluation Accessibility of school environment Please refer to the accessibility plan and inclusion policy. For details of the Essex Local Offer, please click on the following link: local- offer

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