SEND information

 

Welcome to our SEND information page. Hopefully you will find everything that you need. Should you require any additional information or have any questions please contact Regan Crum (SENCO) in the first instance, then Angie Browne (Principal) if you have further questions.

What are SEND?

SEND stands for Special Educational Needs and Disability. Children have additional educational needs if they have a learning difficulty that calls for additional educational provision to be made for them. ‘Children have a learning difficulty if they:

  • Have a significantly greater difficulty in learning than the majority of children of the same age. 
  • Have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local authority.
  • Are under compulsory school age and fall within the definitions above or would so do if special educational provision was not made for them.’ (Code of Practice September 2014)

There are now four broad areas of SEND, these are:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory and/or Physical Difficulties

Some children may have needs in one or more of these areas.

 

Important Documents

Please click on this link to go to our Policies page.

Steiner Academy Bristol SEND Policy

Steiner Academy Bristol Accessibility Statement and Plan 2016 - 2019

 

What changes have been made in line with the new Code of Practice 2014?

The Department for Education have changed the way disabled people and those with special educational needs are supported. They have introduced a number of changes to the Special Educational Needs statementing process which became law in September 2014 through the Children and Families Act. 

All staff in our school have been informed of these changes through training and we have made changes to the way in which we identify, monitor and record SEND information. For example, we have moved away from IEP's and we now use 'Additional Educational Needs Support Plans'. These plans contain all the information that we have within school so please ensure that the information you provide about your child that is held in the office is up to date. Statements will continue to be held in this form up until the next Annual Review. Following the review, we will report the outcomes back to the relevant Local Authority and they will transfer them across onto a 'Education and Health Care Plan'. If your child is currently on a Statement you should have received additional guidance from the authority. If this is not the case, please contact Rae Lynch.

 

How do we identify, assess and monitor additional needs?

At Steiner Academy Bristol we follow a graduated support procedure. This consists of:

1. Assess

2. Plan

3. Do

4. Review

 

What happens if the school feel that my child has additional needs?

First of all any concerns and/or issues that have become apparent to school staff will be discussed with the parent/guardian. Should these concerns remain then guidance will be sought from the SENCO. Together we will formulate a plan of action, with timescales for review. These plans usually follow the following steps.

STEP 1

Many pupils experience delay in their learning and may not be making expected progress for a variety of reasons. Should a child be flagged up then we will endeavour to find out if there are any external factors that need to be considered. At this stage the class teacher, in conjunction with the SENCO, will complete a ‘Cause for Concern’ form where triggers, information and action points are noted. A clear timescale will be set as to the next decision.

At this stage the child may have differentiated work prepared for them by their class teacher in conjunction with the support staff. Parents will be kept fully informed.

STEP 2

Following a ‘Cause for Concern Review’ a decision will be made as to the next steps that need to be taken. This will be done in conjunction with the child, parents, class teacher and SENCO. Either the child will be taken off of the register and continue with class differentiation or they will be added to the Additional SEND Support register. Once a potential additional need is identified, action will be taken to put further targeted and effective support in place. An ‘Additional SEND Support Plan’ will be completed, with specific targets set and progress monitored at least three times per term. In addition, planned reviews will take place with the pupil and family member termly, with informal updates completed more frequently.

STEP 3

Should class teachers and/or the SENCO have evidence that certain children are still not making good progress then the SENCO will arrange intensive additional SEND support in any or all of the four areas. This may include directing staff towards one-to-one support for certain lessons or activities. It may also include referrals to external specialist services and teachers with additional specialist qualifications may be called upon to provide guidance, assessment, support and/or provision.

STEP 4

Should children still not be making appropriate progress then the formal assessment procedures for an Education Health and Care Plan will be started by the SENCO in conjunction with the Parents, Principal and other Specialist Services. The legal assessment procedures outlined by Bristol Local Authority will be followed. We will then respond accordingly to the feedback and allocation of funds (if given).

 

So what provision is available at Steiner Academy Bristol?

The following table shows our core offer to children with special educational needs and/or disabilities:

School name

Steiner Academy Bristol

Principal

Ms Angie Browne

SENCO

Ms Regan Crum

SEND Governor

Mr Paul Beckley

Contact details address

Steiner Academy Bristol

St Matthias Campus

Oldbury Court Road

Bristol

BS16 2JP

Telephone number

0117 965 9150

Email (admin)

info@steineracademybristol.org.uk

Email (SENCo)

regan.crum@steineracademybristol.org.uk

Age range

4-16

Funding

Maintained

How do we make sure that all children reach their potential?

  • Access to a broad, balanced Waldorf curriculum which is well differentiated and takes account of different learning styles and the children’s interest.
  • Detailed planned lessons that follow the National Curriculum statutory requirements, enhanced with our long-term curriculum plans.
  • Rigorous tracking system in place to monitor progress and set targets.
  • Well-staffed classrooms KG and Lower School: One Class Teacher and one full-time Class Assistant. Middle School: One Class Teacher and the equivalent of one full time Learning Support Assistant.
  • Dedicated full time SENCO
  • A well qualified and dedicated team of staff. Courses attended include: Positive Handling, Sign Language and specific needs amongst others.
  • Effective liaison methods with a range of external agencies who provide support and advice to staff and families, observe children in the school setting and signpost other support services and programmes. These services include: Behaviour and Attendance; Children and Adult Mental Health Service; Counselling; Education Welfare; Occupational Therapy; Physiotherapy; School Nursing Service and Speech and Language Therapy.
  • Detailed programmes of reviews with parents and professionals including termly progress meetings for children on the SEN register and, where required, Common Assessment Framework (CAF) meetings and Team Around the Child (TAC) meetings.
  • Staff updates on changes in SEND and the management of SEND within school.
  • A celebrated ethos of inclusion and equality.

 

What do we do if we believe that children have additional educational needs?

  1. Inform parents.
  2. Record concerns on a ‘Cause for Concern' form.
  3. Class Teacher and SENCO to discuss options.
  4. SENCO observes the child in their classroom surroundings and at playtime
  5. SENCO, class teacher and parents hold a meeting to decide on whether to add to the SEND register or monitor.
  6. If action is to monitor, class teacher monitors for specified length of time and feeds back to SENCO and parents. If action is to add to the ‘Additional SEN Register’, complete paperwork and create an ‘Additional SEN Support Plan’.
  7. Put strategies in place to aim for SMART targets and effective provision and interventions.
  8. Review on IEP sheet at least three times per term. Review targets termly.
  9. If the concern is addressed the child can be taken off of the Additional Needs Register and monitored. If concerns remain, review next steps.

 

How do we help a child with physical needs?

  • Our full site is being refurbished and will be completed in 2016. This work is being managed by the Education Funding Agency under the provisions of the Disability Discrimination Act. This work will hugely improve the current state of accessibility across the site although as a listed building there are limits on what can be achieved.
  • All specialist teaching spaces will be fully accessible for wheelchair users.
  • At least one of the two home classrooms for every year group will be fully accessible for wheelchair users.
  • Disabled toilets will be available across the site with specialist adaptations to facilitate independent toileting where possible
  • Shower facilities are available in various areas on site.
  • School bank of equipment including sloping boards, pencil grips, banana boards, and a range of ICT equipment.
  • Putty for daily muscle building and strengthening of the hands.
  • Access to Physiotherapists and Occupational Therapists for advice, guidance and direction regarding exercise and activities.
  • Use of differentiated sports equipment, including specialist balls and balance boards.
  • Individualised Fire Evacuation Plans

 

How do we help a child with speech and language needs?

  • The SENCO has been on numerous speech and language training sessions and workshops, which in turn has enabled our pupils access to speech and language identification tools.
  • Delivery of programmes devised by Speech and Language Therapists.
  • Access to Speech and Language Therapists for advice, guidance and assessments.

 

How do we help a child with sensory impairments?

  • Specialist rooms for focused work
  • KG staff have attended introduction to to British Sign Language (BSL) Level 2
  • Completed Disability Audit
  • Clear signage

 

How do we help a child with social and emotional difficulties?

  • The new build will allow for access to the school’s Nurture room and resources
  • Anger and behaviour management programmes led by school staff
  • Access to external counselling services
  • Cause for concern form to inform management of issues.
  • A range of roles and responsibilities within school to celebrate strengths in individuals and create a focus.

 

How do we help a child with behavioural difficulties?

  • Established behaviour ethos
  • Established school rules, presented in a child-friendly format. These are reinforced verbally regularly.
  • Class Contracts - Each class designs a contract focused on their beliefs and expectations of themselves, their peers and staff. These are then signed and followed by the class members.
  • Behaviour policy
  • Class Behaviour and Rewards System
  • Access to the school’s Nurture room and resources
  • Variety of in-school and after-school clubs to promote self-control, focus and self-esteem.
  • Access to Behaviour and Attendance external service. We work with the specialists to create programmes and resources to support children.

 

How do we help a child who needs support with literacy?

A range of interventions to develop/consolidate/reinforce key skills. For writing these include: Additional Literacy Support, Further Literacy Support, writing programmes designed by teaching staff, phonic-based interventions and catch-up writing programmes. For reading these include: Toe-by-Toe, Precision Teaching for sounds, flashcards, additional guided reading sessions, one-to-one reading sessions.

Access to a bank of guided reading and independent reading texts. In addition, we have reluctant reader texts that can be incorporated into curriculum topics as well as shared reading.

Dyslexic-friendly classroom equipment: alphabet arcs, foam letters, etc.

Specific and Targeted Phonics Tracking System

Practise writing equipment: glitter boards, sand trays, foam trays, etc.

Pencil grips

 

How do we help a child who needs support with numeracy?

A range of interventions and strategies to develop/consolidate/reinforce key skills. These include: Springboard, numeracy programmes designed by teaching staff and catch-up maths.

Pupils have access to a variety of specialist numeracy resources and equipment. 

Access to member only online games, activities and tasks to target specific areas.

How do we support a child who has medical needs?

  • Medical policy
  • Should your child need access to specified medicine during the school day, please see the administrators for the appropriate form. We are unable to administer any medicine unless the appropriate forms are completed. Please do not put medicine in your child’s bag.
  • Individualised medical/health care plans created during a Team Around the Child meeting. These meetings will include the child, parents and school staff. The school nurse may also attend.
  • Team of 5 trained first-aiders.
  • Access to medical room, which includes: bed, fridge, medical cold compression packs and the medical file. 

 

How do we help a child who has English as an Additional Language (EAL)?

  • We celebrate language and culture. These may be in the form of class or whole school activities, workshops or special days.
  • We have a welcoming environment in which language and culture is embraced.
  • Time allowances.