SEN Report

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The John Wesley CEMP School is a mainstream primary school. All children are valued, respected and welcomed to the school whatever their additional educational needs. We will support their learning and ensure they are fully included in all school activities, making full use of externally provided facilities where appropriate. Any concerns you may have about your child can be shared with your child’s class teacher or Miss Hanks (SENCO) or Tracy May Family Liaison Officer (FLO) at any point during the school year.

Additional educational needs will be provided through the outline of the National Curriculum and the support of the Additional Educational Needs Coordinator in the school (Mrs Newington) and support services. The school practises a policy of inclusion for all children. The policy document is available in the SEN-AEN documents section.


You may be aware from reading articles in the press recently, that there have been some major changes to Special Educational Needs provision since September 2014.

A new Act of Parliament ‘The Children & Families Act (2014)’ was passed in March. A part of this Act focuses on provision made for children and young people in England with special educational needs and/or disabilities. As a result, the government published a new Code of Practice for special educational needs and disability in January 2015.

Edward Timpson MP – Minister for Children and Families – has released a letter for parents, to explain these changes. Please scroll down to read a copy of this letter.

You can find out more about the changes by following this link:-

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

As a result of these changes, our school has reviewed its SEN Policy in line with the new changes and has welcomed input from parents.


Dear Parents

NEW ARRANGEMENTS FOR SUPPORTING CHILDREN AND YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES

This September we’re making changes to the law for children and young people with special educational needs and disabilities. The new law will result in changes to the way you and your child receive support from your local council, health and social care services and your child’s nursery, school or college. I therefore wanted to write to you with information about what this means for you.

A better family centred approach

Many parents have welcomed the changes the new law brings, particularly the greater focus on personal goals, increased family involvement and improved rights and protections for young people in further education and training. I know that some parents remain concerned about the changes and are nervous about the speed of change. I want to reassure you. This is not about cutting services but about creating a better system that puts you and your child first. It will take time and the changes will be gradually introduced over the next three and a half years. I can also reassure you that the current protections you and your child have will continue and, in many cases, be enhanced further.

From statements to education, health and care plans

We are replacing statements of special educational needs and Learning Difficulty Assessments with a single education, health and care (EHC) plan for children and young people with complex needs. The EHC plan will place much more emphasis on personal goals and will describe the support your child will receive while they are in education or training. We’re also introducing personal budgets to accompany this plan to give you more control over the support you and your child receive. The amount you would be given and how it can be spent, is something that you would agree with your council.

From School Action and School Action Plus to SEN support

For children with less complex needs but who still require help we are introducing a new system called special educational needs (SEN) support which replaces School Action and School Action Plus (and the equivalent in nurseries). It will also be available in colleges. The process will be similar but it will be less about counting the hours or resources given to your child at nursery, school or college and more about what your child has achieved as a result.

Moving to the new system

If your child already has a statement or Learning Difficulty Assessment they will be transferred to the new system within the next three and a half years. The transfer is likely to happen around transition points in your child’s education such as when they move from primary to secondary school. Your local council will let you know when you are due to switch and there’ll be Independent Supporters on hand to make the transfer as simple as possible. The legislation relating to statements and Learning Difficulty Assessments will be withdrawn when everyone has completed the transition to the new system.

If your child currently receives help at school through School Action or School Action Plus
(or the equivalent at nursery) the transfer to SEN support will take place between September 2014 and Spring 2015.

Concerns about losing support

Some parents have expressed concern that their child will lose support because of the changes. I can assure you that no one will be left without support just because of the changes. We have not changed the definition of special educational needs or the basis on which councils determine whether a child needs a statutory assessment.

Next steps

I hope this letter helps answer some of your questions about the changes. I’ve focused on the aspects of the reforms that you are likely to be most interested in at the moment but there are lots of other changes being introduced to improve the system. This includes: improved coordination between local authorities, health, care and education providers; greater rights and protections for young people in further education or training; and more control for families.

Your local council will shortly be publishing a ‘local offer’ which lists the support and services you and your child can access under the new system. If you’d like to get involved in developing this speak to your council or your local Parent Carer Forum.

We’ll be issuing a parent and a young person’s guide to the new 0 to 25 Special Educational Needs and Disabilities Code of Practice later in the year and we’ll continue to work closely with our partners to help you and your child prepare for the changes. In the meantime you can speak to the Council for Disabled Children (who have published a guide for parents), Contact a Family, the National Network of Parent Carer Forums or your local council for advice. You can also find more information about the changes on gov.uk.

EDWARD TIMPSON
Minister for Children and Families

Department for Education
Sanctuary Buildings
Great Smith Street
London SW1P 3BT

0370 000 2288

www.education.gov.uk/help/contactus


The John Wesley CEMP School SEND Information Report.

To aid understanding of this complex report and to assist in finding information quickly, the report is presented as a series of questions. Please click on the questions to find further details. If you require any additional information please do not hesitate to contact the Class Teacher or SENCO/AENCO.


Some children have difficulties with their:

  • English skills (Reading, Writing, handwriting, dyslexia),
  • Maths skills,
  • Speech, Language and Communication skills,
  • Gross (large body movements) motor control,
  • Fine (small body movements) motor control,
  • Social and Emotional development (making friendships, understanding boundaries, anxiety, managing their own behaviour, coming to terms with attachment and trauma issues),
  • Autism (ASD, Asperger’s) – Autism is a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them.
  • Attention Deficit Hyperactivity Disorder/ Attention Deficit Disorder (ADHD/ADD) – these are disorders that affect an individual throughout life. They are conditions of the brain that affect a person’s ability to pay attention.
  • Medical and health problems (global learning development, hearing impaired, vision impaired.

Although each child may have a variety of different learning needs, key areas of need are identified to assist with planning and provision. These areas are:

  1. Cognition and Learning – covering academic aspects of learning.
  2. Communication and Interaction – covering Speech, Language and Communication disorders.
  3. Social, Emotional and Mental health.
  4. Sensory and/or Physical needs.



All children are valued, respected and welcomed to the school whatever their additional educational needs. We will support their learning and ensure they are fully included in all school activities, making full use of externally provided facilities where appropriate. Any concerns you may have about your child can be shared with your child’s class teacher in the first instance or Miss Hanks (Special Needs Coordinator, SENCO), Mrs Newington (Additional Needs Coordinator, AENCO) and/or Mrs May (Family Liaison Officer, FLO) at any point during the school year. Additionally, should a member of staff become concerned about your child’s additional needs or rate of progress, you will be contacted as soon as possible to discuss these concerns.

Children can be identified at any time, from either parent or staff member. Assessment periods often highlight children that require further support. For those children who are receiving support “additional to or different from” that of the rest of the class will be supported through the school’s SEN register. This is to ensure that all children receiving extra support can be monitored closely. Previously children were recorded on the SEN Census as either School/Early Action, School Action /Early Action Plus or were Statemented. The updated Code of Practice removes these categories and now uses single category of ‘SEN Support’. If your child has severe and complex long term needs, they may have an Education, Health and Care Plan (EHC).

SEN Policy; Click here to be taken to the SEN-AEN document section where you will find this policy



Our ‘Irresistible curriculum’ aims to engage all learners, developing children’s skills and knowledge and independent thinking, whilst meeting the requirements of 2014 National Curriculum. High quality teaching that is differentiated and personalised meets the individual needs of the majority of children. However, some children need educational provision that is additional to or different from this in order to narrow the gaps in learning. Each class has a Teaching Assistant (TA) which improves the adult ratio in the classroom so every child receives more help. Specific interventions and support take place throughout the day to meet the personal needs of the children.

Quality First Teaching & Provision Map Example; Click here to open SEN-AEN documentation where you can find these examples.



At The John Wesley CEMP School we are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Well-being and involvement of every child is an integral part of John Wesley school life. We refer to the Leuven scales and Positive Action to inform this progress, encouraging independence and positive relationships.

The Leuven Scales of Well-being and Involvement plus the Building Learning Power documents can be found by clicking here where you will be taken to the SEN-AEN documentation section.

In conjunction with the class teachers, Tracy May (Family Liaison Officer) and Karen Hanks (SENCO) offer pastoral support to children. Examples of pastoral work include: difficulty with work, friendship issues, poor attendance, family break up, bereavement etc. One to One or small group sessions aim to encourage the child to feel safe and communicate with a key member of staff. A range of strategies can also be suggested such as reward charts, visual timetables and feelings charts to support the children when in their home environment.

Behaviour Policy; Click here to open School Policy documentation



Yes, where appropriate, all children are consulted in their steps towards addressing their needs (learning, social and emotional and/or medical needs). Where possible, children contribute to their target setting, reviewing their own learning through self-assessment (traffic light trays) and in Key Stage 2 replying to their teacher’s comments through developmental marking.

Where possible and appropriate, and dependent on child’s age, the children are also involved in the review meetings.

At the John Wesley School, we believe that if children are part of this process, they have a better understanding of how we are trying to support them.

Pupil Voice is now gathered on the Assess, Plan, Do review sheets, completed by the Class teacher (From Foundation Stage to Year 6).

Children in Key Stage Two are often invited to meetings so that they can see how the school works with parents/carers and so that they feel their opinions have been heard. Pupil voice is additionally gathered through questionnaires and via the School Council


At the John Wesley School we have an open door policy and try to encourage family involvement at all stages of identifying and supporting children’s needs. Currently we hold parents’ evenings three times a year. Where there is a high level of support or assessment for your child, Miss Hanks and/or Mrs Newington can meet with Parents to discuss progress and review targets. We work together during these meetings to provide practical support and strategies for your child and/or family.

In cases where there are multiple outside agencies involved The Kent Local Offer will be consulted. (Link to Kent’s local offer) Agencies such as: Speech and Language, School nursing, Specialist Teaching Service (STS), Educational Psychologists (EP’s), Early Help through Information, Advice and Support Kent (IASK), may become involved in formal meetings throughout the year where necessary/appropriate. For more details please see the Kent Family Support Network/Early Help section (Parent support).


Graduated ApproachHigh quality teaching and additional interventions are the first steps to addressing children’s additional needs. We use provision mapping to regularly review and record what we offer EVERY child or young person in our care and what we offer additionally. We make it a point to discuss aspirations with ALL our learners.

In line with the updated Code of Practice (2014) and underpinning ALL our provision in school is the graduated approach cycle of:

All teachers are responsible for every child in their care, including those with special educational needs. Assessment tools enable teachers to set small step targets in reading, writing and mathematics which can be easily monitored and reviewed by teachers and teaching assistants. Class teachers will complete an Assess, Plan, Do, Review cycle sheet throughout the year for children that are receiving SEN Support level.

Assess, Plan, Do, Review Sheet; Click here to view SEN documentation where you can find this sheet.

During a review period, children can be highlighted if they do not appear to be making progress despite high quality teaching. Once highlighted, the SENCO is able to administer a range of assessments to determine your child’s strengths and weaknesses.

These assessments support the teaching within your child’s year group and are additional to the Class Teacher’s assessments that happen on a regular basis within the classroom.


The assessments below are an example of what can be administered after concerns have been raised via Teachers and/or Parents. Results are shared with Parents and class teachers/TA’s to inform the next steps in support.

  • Speech Link, Infant Language Link (Reception and KS1) and Junior Language Link (KS2) – this assessment investigates whether there are any speech sound difficulties, or any areas of language that need development. This assessment can lead to a referral to NHS Speech and Language department, or an assessment by our privately employed Speech and Language therapist.
  • British Picture Vocabulary Scale – to measure a child’s understanding of words.
  • Reading Recovery assessments – this covers letter identification, reading age, reading accuracy and fluency.
  • Neale Reading Analysis test – uses small passages of text and questions to gauge an average reading age, comprehension age and reading rate.
  • Dyscalculia Screener – this assessment looks at a child’s strengths and weaknesses within basic maths skills.
  • Fizzy/Clever hands programme screener – this looks at body awareness, balance and ball skills and fine motor skills.
  • Lucid COPS (4-8 years old) and Lucid LASS (8-11 years old) This assessment looks for signs of dyslexia and measures visual and auditory memory, phonic skills such as blending, segmenting, reading and spelling, and non-verbal reasoning.
  • Identification of dyslexia – following the Kent Local Authority definition of dyslexia:

“Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the ‘word level’ and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis for a staged process of assessment through teaching.”
(A working definition of Dyslexia, British Psychological Society, 1999, page 18). Consistent with the recommendations from The Rose Report (2009), Kent’s policy is that persistent difficulties with reading and spelling are best thought of as a continuum, not a distinct category. Identifying dyslexia does not rely on identifying a particular profile of cognitive skills.

Indicators that a child is at risk of finding reading and spelling particularly difficult could include:

  • difficulty in processing the sounds in speech
  • difficulty in linking sounds to written letters
  • difficulty in short term or working memory
  • difficulty in processing information about letters and sounds quickly

Failure to grasp these underlying ‘phonological processing’ skills is almost universally agreed as being the underlying difficulty for children who find learning to read and spell particularly hard. Some children may also have additional difficulty with visual memory, visual discrimination or sequencing and with fine motor skills.



The recently updated SEND Code of Practice 2014 reflects many changes introduced in the Children and Families Act 2014. There is more of a focus on multi-agency working to ensure the best possible care and support for children’s needs. This was formally known as the Common Assessment Framework (CAF) when it was thought that a child or family requires multi-agency support. Now an Early Notification form is completed. This form is screened by the Early Help Team who suggests the best possible agencies to support the child/ family, more information can be found on the KCC Early Help web page by clicking here. Following this, outcomes are set and regular meetings are held throughout the process to review the targets and progress. Additionally, further advice and support can be gained through the termly Local Inclusion Forum Team (LIFT) meetings.
An example of agencies we may work with:

  • Speech and Language
  • Occupational therapists
  • Specialist teaching Service (STS)
  • Educational psychologist (EP)
  • Hospital/GP
  • Child Health (based at The Rainbow Centre)
  • Children and Young Person Services (CAHMS)
  • Housing
  • Social services
  • Counselling services.



There is ongoing assessment and monitoring of all children throughout the school year, including whole class, small group and individual provision.

  • STEPS assessment
  • Transference of skills taught into independent learning.
  • Child feels more confident in the given area of learning/ increase of speed and/or understanding.
  • Pupil progress meetings – 6 times per year.
  • SENCO/AENCO monitoring in class.
  • Lesson observations.
  • Data analysis – SATS.
  • Pupil comments.
  • Book scrutiny.
  • Tracking of progress/interventions.
  • Termly review of provision maps.
  • Learning walks and reviews.
  • Feedback from parents and pupils.



We are committed to developing the ongoing expertise of all our staff. This training includes: Quality First Teaching, dyslexia friendly classrooms, developing communication and interaction skills, Positive Action and Precision Teaching, Big Writing, Big Read, Big Maths, Building Learning Power, Well-being and Involvement, Safeguarding and First Aid. All teachers are responsible for the children within their class and on the occasions that they are unavailable the class is taken by another qualified teacher who knows the children.

How are the staff deployed across the school?

Considerable thought, planning and preparation go into utilising our support staff, to ensure children achieve the best outcomes, gain independence and are prepared for adulthood from the earliest possible age. Teaching Assistants are matched to classes through experience, training and level of need. Teaching throughout the year is kept consistent by using familiar teachers to cover staff absences.



Children experience several transitions throughout their school life; each stage is slightly different and affects each child in a different way. The majority of children adjust to these changes naturally over time, for others they may need more support. For this reason, individual transition programmes are set up for children who have SEN to try and make this process as smooth as possible.

TransitionMethod
Pre-school to Foundation StageOpen days, New Parents Evening, Pre visits, meetings with parents/carers and child, visits to nursery, photographs of new teachers/class, FLO support with child and parents.
Moving up a year groupMove up morning, opportunities to meet all staff through attendance at clubs, worship and special events and teaching specific lessons.
Year 6 to Secondary SchoolVisits to and from secondary staff, transition weeks/days (depending on which secondary school your child is going to), Transport talks, FLO support for child and parents.
Late admission/transfer to this schoolVisit to class to meet children and new teacher, peer buddy, circle time, FLO support.



The purpose of an EHC Plan is to make special education provision to meet the special educational needs (severe and complex long term needs) of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/her gets older prepare for adulthood. An EHC Plan will contain:

  • The views and aspirations of you and your child,
  • A full description of his/her special educational needs and any health and social care needs,
  • Establish outcomes for your child’s progress,
  • Specify the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes

You, your child (where appropriate and aged 16 and over) and/or the school, usually the SENCo or Headteacher, can request that the local authority conduct an assessment of your child’s needs. This may lead to an EHC Plan. (EHC plans)



The John Wesley CEMP School receives funding from the Education Funding Agency and/or the local authority. These funds include money to support the learning of children with SEN and/or disabilities via support staff appointments, access to external services, additional teaching resources and staff training.

Our notional SEN Budget this year was £7800. The Headteacher, in consultation with the School Governing Body, decides the budget for SEN provision on the basis of the needs of the children in the school. The Head teacher and the SENCO discuss the effectiveness of the school’s current interventions and provisions and prioritise an action plan, which may include additional or alternative interventions, staff training and equipment needs. This process is reviewed regularly to ensure that the best possible support is provided to those children who have additional needs and/or disabilities.



If you have concerns regarding the SEN support for your child, please contact your child’s class teacher via an appointment by the office/telephone; or speak to Miss Hanks or Mrs May. If you feel that after this stage your concerns are still present, consult the Complaints Policy or Information, Advice and Support Kent (IASK)

Click here to visit our school policies document library to view our school complaints policy (list is in alphabetical order view).


We are fortunate to have Jill Pearson and Kim Challoner as our School SEN Governors. The SENCO/AENCO meets with the SEN Governors across the year, to discuss the current SEN needs of the school. An annual Governing Body meeting is held in which the SENCO attends to update all Governors on the latest developments within SEN including the current number of children with SEN/AEN, types of needs, SEN budget developments and targets/progress against the School Development Plan.

  • SEN Policy
  • Disability and Equality policy
  • Complaints policy
  • Behaviour policy
  • Children in Care
  • Pupil Premium Provision
  • Safeguarding and E-Safety policies
  • Confidentiality policy

All the above policy’s can be found in the Schools Policy Document Library by clicking here.