SEND information

For our SEND policy please see our policies page.

SEND Information 2017 / 18

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If you have a complaint about a child with SEND, please contact our SENCo Steph Graham or in her absence our Head teacher Lisa Walsh. If you are still concerned then please refer to our complaints procedure (also on our website).

Effectiveness of our SEND provision

46% of SEND children made better than expected progress in PSED 

58% of SEND children made better than expected progress in CL

46% of SEND children made better than expected progress in PD  

63% of SEND children made better than expected progress in Reading

46% of SEND children made better than expected progress in Writing

58% of SEND children made better than expected progress in Maths

Special Educational Needs and Disabilities

Introduction

Ganneys Meadow Nursery School and Family Centre is a local authority maintained Nursery School.

At Ganneys Meadow Nursery School and Family Centre we believe that all children are entitled to the best possible outcomes. We treat all children as individuals and understand that they learn in different ways and different rates.

We aim to identify Special Educational Needs and Disabilities as early as possible so that we obtain the appropriate support for their individual needsThe 4 broad areas of need are:

·      Communication and interaction

·      Cognition and learning

·      Social, emotional and mental health difficulties

·      Sensory and physical needs

SEND Information 2016/17

What is the Local Offer?

The Local Authority (Wirral) publishes information about services that are available to children and families with SEND.  This will provide parents with a choice of services and support from a range of providers including the Local Authority, Health and the Voluntary Sector.

You can access the local offer here.

If your child has Special Education Needs what can we offer you at Ganneys Meadow Nursery School and Family Centre?

 Who are the best people to talk to about my child’s difficulty?

The class teacher:

          Mrs Andrea Roberts         Lavender

          Mrs Helen Perry              Daisy morning

          Mrs Jane Lowkes             Daisy afternoon

          Mrs Frances Duffy           Under 3s

·      Checking on the progress of your child and identifying, planning and delivering any additional help your child may need and letting the Special Educational Need Co-ordinator know as necessary.

·      Writing individual outcomes with the SENCO and ensuring these are shared with parents.

·      Ensure all staff working with your child understand the targets/outcomes and the strategies being used to achieve this.

·      Ensure the school’s SEND policy is followed in their classroom for all the pupils they teach with SEND.

The Special Educational Need Co-ordinator is

Mrs Andrea Roberts, is responsible for:

·      Developing and reviewing school SEND policy.

·      Co-ordinating the support for all children with special educational needs/disabilities.

·      Ensuring that you are involved with supporting your child’s learning, kept informed about the support your child is getting, and reviewing how they are doing.

·      Requesting support from other services e.g. speech and language therapy, educational psychology, health visitors, physiotherapists, early intervention officers.

·      Co-ordinating and liaising with a range of professionals who may be working with your child.

·      Updating the school’s/centre’s SEND register.

·      Providing support for staff working in the school/centre so they can help children achieve the best progress.

·      Organising and monitoring the 1:1 and small group work undertaken by the staff.

The Headteacher is

Mrs Lisa Walsh, is responsible for:

·      The day to day management of all aspects of the school, this includes support for children with SEND. She ensures the SENCO and Senior staff keep her informed on a regular basis regarding all children but in particular those with emerging or identified needs

·      The Headteacher will give responsibility to the SENCO but is still responsible for ensuring that your child’s needs are met.

·      The Headteacher must make sure that the governing body is kept up to date about any issues in school relative to SEND.

The SEN Governor is

Mrs Alison Cretney

 What are the different types of support available in our School/Centre?

At Ganneys Meadow Nursery School and Family Centre we offer a graduated approach to support children with SEND.

·      High quality teaching based on observation of the children and planned for individual needs.

·      Early Years Support Plan (Play Plan for under 3s) based on a Person Centred Planning approach. These will be completed with the SENCO and the parents.

·      Early Years Additional Support Plan where professional input is required to support person centred planning.

·      Education, Health and Care Plan (EHCP). This type of support is available for children whose learning needs are severe, complex and lifelong. This is usually provided on an EHCP. This means your child will have been identified by professionals as needing a particularly high level of individual or small group teaching.

How can I let the school know I am concerned about my child?

If you have concerns about your child’s progress you should speak to your child’s class teacher or the Family Services Manager (under 3s).

If you continue to be concerned that your child is not making progress you can speak to the SENCO Mrs Andrea Roberts or the Headteacher Mrs Lisa Walsh

How will the school let me know if it had any concerns?

If your child has been identified as not making progress the class teacher will talk to you. If additional support is needed a meeting will be set up with the SENCO.

How is extra support allocated to the school/centre?

The school/centre budget, received from Wirral LA, includes money for supporting children with SEN.

The Headteacher decides on the deployment of resources for Special Education Needs in the school/centre.

The Headteacher and the SENCO discuss all the information they have about SEND in the school/centre including:

  1. The children getting extra support already.
  2. The children needing extra support
  3. The children who have been identified as not making as much progress as would be expected.
  4. From this information they decide what resources/training and support is needed.

 How are other people providing support in school?

Teaching Assistants provide extra support in the form of focused teaching groups. These children have identified needs e.g. listening and attention, language delay/disorder and phonological difficulties. A programme is planned to meet these individual needs. TAs also provide support for those children with physical difficulties and this is usually on an individual basis.

Links with other Professionals

We work closely with a School Educational Psychologist.

·      We commission the services of a speech and language therapist who works across the Nursery school/centre and the Family Services Section assessing children, providing therapy and supporting staff.

·      A specialist speech and language therapist from the Early Years Team also works regularly within the Centre supporting those children with severe and complex needs.

·      Through the School Readiness Team we can also access a range of other services e.g. Autistic Spectrum Condition Team, Portage Team and the Sensory Team.

·      We work closely with Health Visitors and Community Paediatricians, holding regular meetings with the Centre.

·      Therapy  sessions for children with motor disabilities and their parents are held twice a week and we maintain good contacts with Physiotherapists and occupational therapists.

  How are staff helped?

Staff have been involved in considerable professional development led by experienced and highly qualified trainers on issues such as child development, person centre planning, supporting children with social communication difficulties. Part of the SENCO’s role is to support all staff in planning for children with SEN.  Staff identify own training needs and request attendance on courses.

We ensure that staff are confident and fully trained in administering relevant medicines and performing invasive care procedures when these are required.

  How will the teaching be adapted within Early Years?

·      The school recognises that all children are at different stages in their learning and also learn in different ways.

·      Staff plan high quality flexible learning experiences for indoors and outdoors, following children’s interests and in line with the Early Years Foundation Stage.

·      Through observing the children and talking with parents staff get to know each child well.

·      Both formal and informal assessments are undertaken tracking children’s progress, identifying next steps and ensuring children’s individual needs are met.

 How will we measure progress?

·      Progress and achievement is monitored and assessed using the Learning Outcomes of Early Years Foundation Stage 2017.

·      The 2 year old check is completed between the child’s 2nd and 3rd birthday.

·      The centre SENCO will also assess the children’s level of speech, language and communication through the Wellcomm Screening Programme.

·      Through observation and record keeping, together with parents, we are able to monitor the progress and needs of each child.

·      For those children with a severe and complex learning disability the Early Support Learning Journal will be used.

 What support do we have for parents?

·      The teacher or key person is available on a regular basis to discuss any worries or concerns.

·      The SENCO can meet with you and individual appointments can be made.

·      Family Support Co-ordinator can offer advice and support on a range of family matters.

 How is the school/centre accessible for children with SEND?

·      The school/centre is fully accessible to all children.

·      Ramps and a lift are fitted.

·      Disabled change room with rise and fall bed.

·      All services are available to all children including daycare, 2 year funded and extended care.

·      Room layouts are flexible to accommodate wheelchairs/walkers.

·      Disabled parking bays.

 How will we support your child when they enter or leave the school?

We recognise that transitions are extremely important and we try to ensure that this is as smooth as possible.

A meeting with parents is arranged before the child begins which gives the opportunity for information to be gathered and plans put into place before the child begins.

When a child leaves or moves to another group in the Centre i.e. Family Services to Nursery school or nursery school to primary school, a transition meeting is organised with parents and professionals that are involved. This allows for an exchange of information and plans for transitions to be made. A receiving school is also invited to spend time observing the child in Ganneys Meadow and to talk to the teacher.