SEN(D) & Inclusion
Inclusion for all runs through the heart of Langafel through the inclusion of pupils in our ASD unit into our mainstream classes and in ensuring that all pupils with additional educational needs have full access to a wide a varied curriculum where they make good progress from their starting points. During a recent project with local schools our inclusive practice was deemed to be ‘excellent’ in all areas. Our strengths derive from the whole school approach; embedding good SEN(D) practice in the classroom via quality first teaching through to effective delivery of evidence based small group and individual interventions.
Details of SEN Co-ordinator
01474 703398 (option 4)
Mrs Baldwin holds the National SENCo award is a qualified teacher and is a member of our Senior Leadership Team.
At Langafel CE Primary School we work closely with the educational settings used by the pupils before they transfer to us in order to seek the information that will make the transfer is a seamless as possible. The SENCo will communicate with a child’s current placement and their parents to ascertain needs, difficulties and strengths before transfer occurs. If required, the SENCo will visit the child’s current placement. Pupils transferring from Early Years settings will have a placement meeting attended by parents, specialist teacher, representative from the setting, SENCo and the class teacher.
The school admission arrangements for pupils with special needs and disabilities.
We also contribute information to a pupils’ onward destination by providing information to the next setting. Information regarding needs and strategies/support in place is passed to the receiving placement. If required the SENCo will talk with the receiving school. When Year 6 pupils move onto secondary placements there is a well-established route of communication. Secondary representatives visit the pupils and meetings between staff are arranged if necessary. Year 5 and 6 pupils who we consider may be at risk of exclusion at secondary are highlighted to the Primary Inclusion Forum to initiate support as early as possible. We run a comprehensive transition programme for vulnerable pupils in year 6 and follow up with pupils and their families into year 7.
The steps we have taken to prevent pupils with special needs and disabilities from being treated less favourably than other pupils.
At Langafel CE Primary we monitor the progress of all pupils six times a year to review their academic progress and we discuss this within school four times per year at pupil progress meetings. We also use a range of assessments with all the pupils at various points Speech Link, Language Link (reception class), BEAM (Balance, Education and Movement – Reception class), Reception year baseline, Year 1 Phonics, Read Write Inc phonic assessments (KS1), Cognitive Ability Testing (CATs – Year 4 and 5.)
Where progress is not sufficient, even if a special educational need has not been identified, we put in place extra support to enable the pupil to catch up.
Examples of extra support are:
Small group targeted support
• 1st Class @ number 1 and 2 – maths
• Springboard maths
• Active literacy Kit – dyslexia
• Language for Learning – social communication, attention , concentration, language production, visual and auditory memory, grammar
• Sound progress – daily 1:1 phonics programme
• Stareway to spelling
• SNIP – spelling
• Various reading books including Soundswrite and Better Reading partnership
• Eden counselling
• Therapeutic play
• Social skills, friendship skills and anger management support
• Social stories
• Language link and Junior language link
• Speech link
• Lego therapy
• Recognised ASD strategies to support using Communicate in Print
• Clever fingers – fine motor skills
• BEAM and BEAM PLUS gross and fine motor skills
• Sensory Circuits
• Transition support
We keep abreast of new interventions, when new material is available we ensure that staff are trained and deliver to children continually monitoring the impact on a child’s progress. This year we became a Thrive school. Thrive draws on insights from neuroscience, attachment theory and children development to support optimal social and emotional development. The approach equips us as a school to work in a targeted way with children and young people who have struggled with difficult life events to help them re-engage with life and learning. We have had extensive whole school training and we have two fully trained practitioners delivering individualised and small group thrive interventions. Further information about this intervention can be found at:
Additionally this year we ran our first comprehensive transition programme, providing additional social and emotional support for a number of pupils transitioning to secondary school. It was very successful and we will continue to offer this programme.
Some pupils may continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness. For these pupils, and in consultation with parents, we will use a range assessment tools to determine the cause of the learning difficulty. At Langafel CE Primary School we are experienced in using the following assessment tools: Speech Link, Language Link, Lucid RAPID, COPS and LASS (dyslexia screening tools), Language for Learning, Visual Stress tests, Boxhall Profile and Lueven skills (linked to well-being and behaviour) plus various assessment tools linked with resources listed above. We have access to external advisors who are able to use various assessment tools. Advisors include specialist teachers, speech and language therapists and occupational therapists.
The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress. These will be shared with parents, put into a SEND support plan and reviewed regularly, and refined / revised if necessary. At this point we will have identified that the pupil has a special educational need because the school is making special educational provision for the pupil which is additional and different to what is normally available.
If the pupil is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need. If the pupil is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs. When any change in identification of SEND is changed parents will be notified.
We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.
We value and respect diversity in our school.
Our school has relevant adaptations to enable wheelchair access to all teaching areas.
Our policy and practice follow the Equality Act 2010.