Dollis Infant School SEND Information Report
2017 - 2018
All Barnet maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disability and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s and/or disability being met in a mainstream setting wherever possible, where families want this to happen.
Click on either of the two links below for direct access to the Department for Education revised documentation on Special Educational Needs and Disability.
At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEN as:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
(a) have a significantly greater difficulty in learning than the majority of others of the same age: or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.
Within the following questions you will find our school's SEND offer which describes how we will support pupils according to their needs.
2. Where can I find information about the school's policies for the identification and assessment of pupils with special educational needs and/or disabilities?
Dollis Infant’s Inclusion Policy provides information about the school's policies for the identification and assessment of pupils with special educational needs and/or disabilities.
3. What are the school’s policies for making provision for pupils with special educational needs and/or disabilities whether or not pupils have EHC Plans, including—
(a) How does the school evaluate the effectiveness of its provision for such pupils?
The effectiveness of the provision for those with SEND is evaluated in a variety of ways including: annual reviews (for children with Education Health Care Plans); Individual Education Plan (I.E.P. meetings); Special Educational Needs Support Plan (SENSPs meetings); teacher observations; learning walks; termly Pupil Progress Meetings; target setting and regular reviews of attainment and progress data for children on specific interventions carried out by the Inclusion Manager; regular monitoring of the planning for the provision for those with SEND and regular meetings with staff carrying out the interventions for those with SEND.
(b) What are school’s arrangements for assessing and reviewing the progress of pupils with special educational needs and/or disabilities?
The assessment and review of progress of pupils with SEND is carried out in a number of ways including: annual reviews (for children with Education Health Care Plans); Individual Education Plan (I.E.P. meetings); Special Educational Needs Support Plan (SENSP meetings); teacher observations; learning walks; termly Pupil Progress Meetings; target setting and regular reviews of attainment and progress data for children on specific interventions carried out by the Inclusion Manager; regular monitoring of the planning for the provision for those with SEND and regular meetings with staff carrying out the interventions for those with SEND; annual planning meeting with school educational psychologist; termly review meeting with school speech therapists; regular meetings with other professionals who work with specific children in school such as the Art Therapist, the Family Therapists for Primary Project or Health and Emotional Wellbeing, practitioners from bereavement support groups and any other professionals whose input the children may require (this list is not exhaustive).
(c) What is the school’s approach to teaching pupils with special educational needs and disabilities?
We believe that it is the right of all children to have access to quality learning experiences in a safe, secure and supportive environment. We recognise that children learn in different ways and understand that it is our responsibility to provide a multi-sensory approach to teaching in order to meet the differing learning styles favoured by the children. The curriculum and provision is differentiated to meet the needs of the children with appropriate resources available to meet individual requirements. Children are encouraged to be fully involved in their learning, and to be proud of their progress and achievements. They are also encouraged to respect and celebrate the achievements of others. Adaptations will continue to be made to the physical environment of the school in order to ensure access for all with varying physical needs.
(d) How does the school adapt the curriculum and learning environment for pupils with special educational needs and disabilities?
The school adapts the curriculum and learning environment for pupils with special educational needs and disabilities according to the needs of the child. Evidence of adaptations can be found in or are referred to in I.E.P.s, SENSPs, annual review documents, Behaviour Improvement Plans (BIPs), Pastoral Support Plans, individual curriculum plans, the Inclusion policy and the Equalities Policy.
(e) What additional support for learning is available to pupils with special educational needs and disabilities?
Additional support for learning available to pupils with special educational needs and disabilities is listed in the Inclusion Policy.
(f) How the school enables pupils with special educational needs and disabilities to engage in activities of the school (including physical activities) together with children who do not have special educational needs and disabilities?
All children with SEND engage in the same activities of the school (including physical activities) together with children who do not have SEND. Sometimes the activity is adapted and this will depend on the needs of the child.
(g) What support is available for improving the emotional and social development of pupils with special educational needs and disabilities?
We have a variety of provision available for supporting the emotional and social development of pupils with special educational needs and disabilities. In school support includes a Nurture Group for children in KS1 and targeted reward based SENSP’s or BIP’s.
We also use a range of external professionals for support such as: Art Therapy, Barnet Primary Project, CAMHs tier 3, High Incident Support Team, Specialist Advisory Services, Services for Children & Adolescents with Neurodevelopmental Difficulties, Educational Psychologist and Counsellors from Grief Encounter.
4. What specialist training or expertise do the staff have around SEND?
School staff have been trained to provide a variety of specialist support and this is regularly updated. Where a training need is identified and the expertise not present, the school is committed to ensuring that training gap is promptly addressed.
The Inclusion Manager has been awarded the SENCO accreditation.
5. How will equipment and facilities be adapted for children and young people with special educational needs and disabilities?
The school’s facilities and equipment are available to all children whether they have SEND or otherwise. Adaptations will continue to be made to the physical environment of the school in order to ensure access for all with varying physical needs. A range of specialist equipment and resources are used to support the children’s development and understanding. For extra information please see the schools Access Policy.
6. What are the arrangements for consulting parents of children with SEND and involving such parents in, the education of their child?
As soon as a concern arises from a parent/carer or the school a meeting is set to discuss the possible support and provision.
When a need is identified the child is included in the SEND provision and this will be communicated with parents. SENSP's and BIP’s and where in place PSP’s are shared with parents.
Parents of children with special educational needs and disabilities are consulted about their child’s education via an Autumn and Spring term parent consultation meeting (for which the Inclusion Manager attends where necessary) as well as a Summer term report.
Appointments can be made with the Inclusion Manager and Class Teacher throughout the year where concerns may arise or discussions are required.
Children with Education Health Care Plans (EHCP) have an annual review.
7. What are the arrangements for consulting young people with special educational needs and disabilities about, and involving them in, their education?
Where appropriate children with an Education Health Care Plan (EHCP) are invited to attend part of the annual review meeting and are invited to give advice via child friendly questionnaires. Children contribute to their termly SENSP's.
8. How does the governing body involve other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and disabilities and in supporting the families of such pupils?
The school has access to a School Nurse. The school has three Safeguarding Officers. The school works with the LA and uses services provided in the local offer. The school takes advice from other professionals (social care, Common Assessment Framework team) with regard to the use of voluntary organisations.
9. What are the school’s arrangements for supporting pupils with special educational needs and disabilities in transferring between phases of education or in preparing for adulthood and independent living?
Transitions faced by the pupils at Dollis Infant School include; transition to a new class within the school, having a new teacher, or moving on to Dollis Junior school or another school. We strive to ensure that positive transitions occur through working in partnership with children, families, teachers and any other providers.
10. What are the arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs and disabilities concerning the provision made at the school?
Any parent who has a complaint can refer to the Complaints Procedure.
11. Who should I contact if I have any concerns with regards to my child’s development? (Who is responsible/the main contact for those children who have SEND?)
Every teacher has the responsibility for children with SEND in their class. The Inclusion Manager is the person responsible in ensuring this support meets the needs of the children and provides support and advice to teachers and parents where required. We can adapt and develop our provision for all our pupils ensuring achievement for all.
The best people to contact are:
Lucy Baker – Inclusion Manager/Deputy Headteacher
Ziz Chater – Headteacher
Paula Folkes – SEN Governor
The above people can be contacted via the Dollis Infant School Office:
12. What are the contact details of support services for the parents of pupils with special educational needs and disabilities?
Barnet SENDIASS (previously known as Parent Partnership Barnet) offers free, confidential, impartial information, guidance, advice and support for parents/carers of children with special and additional educational needs via telephone or face-to-face meetings.
Address: North London Business Park (NLBP), Oakleigh Road South, London N11 1NP
Tel: 020 8359 7637
Fax: 020 8359 2480
There are also many organisations listed in Barnet's local offer.
13. Where can I find information on where the local authority’s local offer is published?
The following link provides information about the local authority local offer which has been published on the school website.