1. You should speak to your child’s class teacher -you can ask to make an appointment by… 01743464570  admin@greenacres.empowermat.co.uk
2. If you and your child’s teacher, then feel that the school’s SENDCo, Rachel Butterfield, needs to be involved, an appointment can be requested by… 01743464570  rachel.butterfield@empowermat.co.uk

We will always listen to your concerns and advise next steps following the graduated response.

We know that as a parent/carer, you know your child best

Most children’s needs can be met through our Universal Offer. This consists of High-Quality Teaching and reasonable adjustments across our school.

We have expanded our Universal Offer to make sure that more children have what they need, at the right time.

Some children may need time additional, time limited interventions to help them to make progress. This is called our Universal Plus + offer. Children who have support at Universal Plus + stage may not have SEND.

Some children may go on to need continued and personalised support at SEND Support stage.

Very few children may need bespoke support if they have more complex SEND through an Education Health and Care Plan (EHCP) or a Graduated Support Plan (GSP).

This diagram helps to explain the different stages of support available to all children in our school following the graduated response.

We will listen to any concerns that you may have and/or that we may have identified and follow the graduated response to identifying SEND (as set out in the
SEND Code of Practice 2015.)

The following flowchart helps us to follow this process: Graduated Response Flowchart 2024.pdf.pdf

Careful monitoring of the impact of intervention and provision at Universal Plus + stage will be led by the class teacher but overseen by the SENDCo. This monitoring will inform whether your child may have SEND and whether they need support at SEND Support stage of the graduated response. If they need support at SEND Support stage, they will move from Universal Plus + stage to SEND Support stage and their name will be added to the school’s SEND Register.

We will use cycles of assess-plan-do-review to monitor your child’s progress at different stages. Before starting an intervention, a baseline assessment will be completed.

We do this to identify specific gaps, as well as to show us the impact of the intervention. We may use the following assessment tools to monitor progress (including but not limited to):

We welcome parents and carers into school and know the positive impact that close home and school relationships have on your child’s learning.

We aim to have discussions with you early on to ensure that your child has the right support, at the right time – these discussions will be arranged by the class teacher and with involvement from the SENDCo if necessary [see slide 6].

Parent-teacher meetings are held each term.

SEND Drop ins are held half termly and involve a visiting outside service.

Parent drop ins with the school’s Child and Family Support Worker are held 3 times per week. If your child is at SEND Support stage or has an EHCP you will have termly Person Centred Plan (PCP) meetings with class teachers.

Your child’s voice is very important to us and we know the importance of them feeling seen and heard.

If your child is at SEND Support stage or has an EHCP, they will be involved in termly Person Centred Plan(PCP) meetings with class teachers and yourself.

PCP outcomes are driven by your child’s aspirations. Your child’s voice is also captured on the first page of their PCP.

If your child has an EHCP, they will be involved in their annual review meeting. EHCP outcomes will be driven by your child’s aspirations.

Children are asked to give their views on SEND provision in school through Child’s Voice questionnaires and SENDCo monitoring. The results inform the SEND action plan and the school’s development plan.

Each class has an Inclusion Champion who gain thoughts and ideas from children across school about how to develop SEND provision to ensure it is the best that it can be and that we are a fully inclusive school. Here are their aims for our school…

Your child’s class teacher is responsible for ensuring that adaptions are made to meet your child’s needs, and they are supported by the SENDCo and Head of School.

High Quality Teaching through our Universal Offer is the first step to meeting your child’s needs. Our teachers and support staff have completed training in adaptive teaching through completion of the NPQTL and/or Trust collaboration days.

Adaptions to the curriculum, timetable or environment may also be implemented for your child, dependent on their needs.

Reasonable adjustments may also be needed to reduce barriers to learning for your child – again, these are provided through our Universal Offer.

Our Accessibility Plan ensures that we meet the needs of children who may have physical disabilities: Accessibility Plan 2022-2025.pdf

Your child may receive interventions in order to meet their needs. Interventions may include the following dependent on your child’s needs (included but not limited to):

Our school’s SEND provision is evaluated through the following processes:

• Trust SEND Review/Audits
• SENDCo monitoring
• Whole Education MAT SEND Improvement Programme
• Child’s voice
• Parent Voice
• SEND Governor termly reviews
• Collaboration with the Local Authority
• Advice from external services, e.g., Sensory Inclusion Service,

Mental Health Support Team, Speech and Language Therapy Service, etc.

All teachers are teachers of children with SEND.

Your child’s class teacher has knowledge, expertise and training in teaching children with a wide range of SEND.

They are supported by the school’s SENDCo, Rachel Butterfield. Rachel is also the Trust SENDCo. Rachel’s training and qualifications include:

National Award in Special Educational Needs Co-ordination
Postgraduate qualifications in SEND, including the Certificate of Competence in Educational Testing (CCET)
Restorative and Relational Practice
Team Teach Level 2
ADHD Awareness
Supporting Children with Dyslexia
Autism Education Trust Leadership Training
Attachment and Trauma Level 2
Mental Health First Aid

Rachel has taught and been a SENDCo within mainstream and specialist settings. Rachel has also worked as a Specialist Advisory Teacher for an outreach service.

Teachers and LSAs in school have completed a wide range of training and qualifications relating to SEND, including (but not limited to):

ELKLAN
PRIDE
Attachment and Trauma Level 1
Cool Kids
ELSA
Nurture UK
Positive Behaviour and De-escalation
AET
Makaton
Supporting Children with Autism Level 1 and 2
Dyslexia Awareness
Braille Teaching
Sensory Inclusion Service – bespoke training
In-house SEND training through fortnightly Inclusion Update meetings delivered by SENDCo/collaboration days/staff meetings.

We work closely with a wide range of outside services and specialist professionals across education, health and social care in order to meet our children’s needs. They include but are not limited to:

All of our extra curricular activities and educational visits are available to all of ourchildren – including Breakfast Club and after school clubs.

All children are encouraged to participate in activities and we actively seek to reduce any potential barriers to participation by involving parents and external services where appropriate.

No child is ever excluded from taking part in these activities because of their SEN or disability.

We have an accessibility plan in place for the whole school environment: Accessibility Plan 2022-2025.pdf

Our Admissions Policy can be found on our website: Admissions Policy.

Children with an EHCP, which names our school, will be allocated places first, after which places are allocated according to an agreed set of criteria, in strict order of priority.

We actively encourage children with SEND to join a range of clubs to promote social and emotional development – including Breakfast Club and after school clubs.

Our Hive (Nurture) provision is open during break and lunchtimes each day so that children who need a higher level of support and structure during social times can be supported by adults.

Social and emotional development is weaved through our curriculum, as well as through PSHE teaching, SEMH Universal Offer across school, and curriculum adaptions such as ‘soft starts’ on Monday mornings.

Targeted interventions i.e. Play Therapy, ELSA, mentoring, Nurture, Mental Health Support Team involvement etc. are provided if needed.

The BEEU Mental Health Support Team practitioners frequently work in schools supporting children on a one-to-one basis and in groups.

We have 2 Nurture UK-trained members of staff in school, one of which is also ELSA-trained – JoelMay.

Our Child and Family Support Worker, Rebecca Sheridan, also offers support to families in relation to how they can support their own and their child’s mental health and emotional and social development.

Our SENDCo, Rachel Butterfield, is also the Mental Health Lead for the school.

Our Hive provision is our school’s internal Resource Base, which is used for Nurture sessions, social and emotional interventions, and adapted provision for children who may have more complex SEMH needs.

The Hive is being expanded and refurbished this term, enabling us to offer even more personalised learning opportunities for our children who need a different approach.

More information about our Hive provision can be found on our website: COMING SOON

We have 10 children trained by Youth Shoots as Resilience Reps who provide peer advice to children about mental health, wellbeing, resilience, coping strategies and internet safety.

Here are their aims for our school…

Joining EYFS

EYFS teachers and the SENDCo liaise with nursery settings before children transition into our school.
Setting and home visits help us to observe your child in an environment familiar to them.
Transition plans involve you as parents and carers, children, current settings and other professionals involved.
Before starting school fulltime, there will be a series of transition events and sessions.

Moving to KS2

When children move from KS1 to KS2, the SENDCo liaises closely with parents and teachers to ensure that all informationis shared.
Additional transition sessions will be organised to support individual children if needed, as well as transition meetings.
As we are a small sized primary school, all teachers become familiar with children across the school, which aids transition.

Transition to/from another school

Where a child moves to another school, all SEND records will be transferred to the new school and a discussion will take place between our SENDCo and the SENDCo of the receiving school.

Our SENDCo, Rachel Butterfield is also designated teacher for children who are looked after. Rachel will make sure that all teachers understand how a child who is looked after or previously looked-after’s lived experiences and their SEND might interact and how best to support them using trauma responsive approaches.

Children who are looked-after or previously looked-after will be supported much in the same way as any other child who has SEND. However, looked-after children will also have a personalized education plan (PEP).

We will make sure that the PEP and any PCPs or EHCPs are consistent and complement one another – working closely with parents, carers and the Virtual School.

Any complaints about SEND provision in our school should be made to your child’s class teacher/SENDCo/Head of School in the first instance.

If the complaint isn’t resolved at that stage, the school’s complaints policy will then be followed. The policy can be found on our website: Complaints Policy and Procedure.pdf

As parents of children with disabilities, you have the right to make disability discrimination claimsto the first-tier SEND tribunal if you believe that our school has discriminated against your child. To find out how to make such a claim, you should visit: https://www.gov.uk/complain-about-school/disability-discrimination

INSERT CHILD VOICE VIDEO CLIPS HIVE ELSA SISIDL etc