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Parent/Carers SEN Information Report 2017-2018

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Rationale:

 

At Newburn Manor Primary School, we enable all pupils to make the greatest possible progress and achieve their full potential in a caring, supportive and inclusive environment. We ensure that all pupils are supported to reach their potential personally, socially, emotionally and academically regardless of their gender, ethnicity, social background, religion, physical ability or educational needs.  We are committed to narrowing the attainment gap between SEND and non-SEND pupils. This may include short-term intervention learning programmes, before and after school skills groups and other learning interventions developed to personalise learning. We have very good attendance as pupils want to come to school to experience our high quality learning provision. All children and young people are entitled to an education that enables them to make progress so that they achieve their best, become confident individuals living fulfilling lives, making a successful transition into adulthood.

 

We recognise, and value, the need for a full range of educational and pastoral support. In addition to a fully qualified SENCO (Special Educational Needs Co-ordinator) and SENTA (Special Educational Needs Teaching Assistant) we work very closely with various professionals from a wide range of outside agencies. 

 

Parents can also contact their local Newcastle Special Educational Needs and Disabilities Information, Advice and Support Service for impartial information, advice and support in relation to their child’s SEN and/or disability.

 

The Newcastle Special Educational Needs and Disabilities Information, Advice and Support Service officer is Judith Lane. She can be contacted on 0191 284 0480 or by email: judith.lane@newcastle.gov.uk

For all children at Newburn Manor Primary with SEN:

 

  • We use child friendly individual education plans (IEPs) which clearly state the child’s area(s) of need, their targets and the provision and resources to be implemented to support them in meeting the targets set for them.
  • We involve the child, parents or carers and key staff members in the writing, implementing and reviewing of individual education plans.
  • We deliver high quality teaching, differentiating the curriculum and our resources to meet the needs of individual children and to promote pupil progress.
  • We seek support and advice from a range of outside agencies to ensure barriers to success are fully identified and responded to.
  • We operate a graduated response based upon need; assess, plan, do, review
  • We ensure that there is access to teaching and learning for pupils with SEN which is monitored through the school’s self-evaluation process. Lessons are as inclusive as possible with adjustments made depending on need.
  • Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
  • All school-related activities are evaluated in terms of their positive impact on the learning success and inclusion of pupils with SEN.
  • We ensure that our school activities and trips, as far as possible, are accessible to all our SEN children.
  • Support staff are placed where they are needed throughout the school to ensure pupil progress, independence and value for money.
  • All staff have completed and continued to receive, on-going training in relation to meeting pupils’ needs in the classroom.
  • We have a fully qualified SENCO and SENTA who can provide advice and guidance to staff.
  • Support is offered to families and they are signposted to services and organisations which may offer appropriate support or advice via the Newcastle Local Offer.
  • We offer support to all pupils and parents during periods of transition; Early Years to Key Stage 1, Year 6 to Secondary School
  • We liaise closely with secondary schools at transition times to ensure that SEN pupil information is clearly communicated and recommendations are heard so that the move to secondary school is as smooth as possible.
  • We work in partnership with parents and carers to meet the needs of individual pupils.

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