Inclusion & SEND

Intent:

At Threemilestone School we value all children. We believe that our children with Special Educational Needs and Disabilities (SEND) have an equal right to an education that enables them to develop fully. Through high quality assess, plan, so and review procedures we aim to:

• Ensure that SEND needs are identified early
• Ensure that all children have access to a broad, balanced and ambitious curriculum through quality-first, inclusive teaching
• Build positive partnerships between school and families as a key role in supporting children 
• Ensure that all children are able to take part in all aspects of school life despite any additional needs that they might have
• Encourage independence in all aspects of school life for all of the children at Threemilestone School
• Place the child and their family at the centre of all discussions and decisions regarding provision
• Provide an inclusive environment that meets the needs of all children
• Support children using highly trained teaching assistants and support staff
• Provide a range of provision that is reviewed frequently and matched to the changing needs of the children 
• Regularly monitor the progress of children and review outcomes
• Create Individual Education Plans that are tailored to the needs of individual children 
• Ensure that there are effective transition procedures in place to ensure continuity and support when moving through the school, and then on to other schools

At Threemilestone School, supporting children with SEND is a whole-school responsibility. Through high quality teaching, early identification and collaboration between leaders, teachers, support staff, external agencies and families, children with SEND will be supported to succeed through:

• A constant cycle of ASSESS, PLAN, DO, REVIEW. The needs of children will be identified as early as possible through observations, assessments, regular pupil progress meetings (every term), discussion with parents/carers and previous settings. In Early Year,  Language Link is used to identity children who may be having difficulty with language and communication
• The school employs an independent Speech and Language Therapist (12 days a year) to help with the identification and support of children with speech and language difficulties. 
• All children identified as having additional needs will be placed on the RON (Record of Need) and they will have an Individual Education Plan (IEP) written. This plan will identify provision and targets (usually 3) specific to the child’s needs. 
• A whole school Provision Map will highlight any additional provision being employed, intended outcomes, amount of time allocated and the frequency of sessions. These are reviewed termly using progress data and Pupil Progress meetings
• Interventions are carried out for identified individuals. These interventions range from subject specific skills such as phonics, reading, maths and physical development as well as the skills needed for social development and effective communication c  
• IEPs will be reviewed 3 times a year with parents/carers and children  using a ‘Structured Conversation’ format. Provision Map will be used to write and share IEPs with parents/carers. 
• For children whose needs cannot be met at SEN Support, an Education Health and Care Plan will be sought through the Local Authority
• Advice and support will be sought from a range of external agencies (SALT, CAMHS, OT, School nurse) and staff will alongside other professionals  to aid in the identification of particular needs as well as in the implementation of support recommendations offered
• The SENDCO reviews staff training needs. There will be regular training session for teaching assistants (at least 5 times a term) and SEND will regularly be the focus of teaching staff TLT sessions (at least once a term)
• All children at Threemilestone School receive quality first teaching – this includes a range of strategies which allow for inclusive learning practices (see ‘Curriculum Adaptations’ section of this document). Teaching staff have ambitious expectations and are expected to make necessary adjustments needed in order to offer a full and balanced curriculum to all children. A range of assessments regularly feed into planning and Pupil progress meetings assist in the identification of any concerns relations to pupils’ progress and wellbeing. 

Clear transition processes are in place for movement between year groups, key stages and on to secondary school. Class teachers and teaching assistants spend at least 2 sessions with their new classes prior to two whole school moving up days. There is a good relationship with the local secondary school and information is shared about all of the children and all of the children attend a transition day. Enhanced transitions are provided for those identified as being more likely to find the process challenging. This can include extra time getting to know the staff and new classroom, extra meetings with parents/carers, opportunities for enriching activities, or photos and visual aids to discuss with their parents. All children with an  EHCP are provided with a transition booklet which they can access over the summer holidays

The impact of the provision outlined above will be as detailed below. This impact will be monitored regularly and fed back to governors at least annually. 

• Children are happy, safe and nurtured within school
• Children with SEND will have a high level of engagement in aspects of school life
• All children, regardless of their starting point, have the same opportunities and experiences as their peers including a broad, balanced curriculum and enrichment activities. 
• Children with additional needs are identified at the earliest point and support is then put in place
• Interventions are tracked every term and progress is closely monitored to evaluate impact. Through Assess, Plan, Do, Review alternative provisions or levels of support are implemented when necessary
• The class teacher is in regular contact with parents/carers of children with SEND, to keep them up to date with progress and next steps. Families feel supported, informed and listened to by the school
• Children on the Record of Need have an IEP (Individual Education Plan) that has SMART targets. These are reviewed termly, and new targets are set based on discussions between home and school
• Children with SEND make expected progress. When expected progress is not made, plans are put in place to address this and allow for accelerated progress through interventions, external agency support and discussion with families. 
• There are effective relationships with all external agencies. Advice and guidance is used effectively and support is adapted accordingly.
• Staff are knowledgeable and informed about the needs of their children and how best to support them: they ask for help when they need it and the SENDCo ensure they are fully supported through CPD and thorough discussions
• Children feel happy, safe and secure when moving year groups.
• Children leave Threemilestone School with the tools to be independent and resilient. Secondary schools are made fully aware of the needs of the children coming to them and the best ways to support them

Whole Class Teaching strategies

Read to and with your child as much as possible. It is important that they continue to engage with books, and continue to develop a love of reading. Check the learning area of the website for weekly English learning activities provided by your child’s teachers. Ms Teagle is also sharing ‘Teagle’s tips’ videos in the TMS staff learning tips section – these will be great for some of those tricky words that lots of children find a challenge. The children can all still access spelling shed and below is a list of some websites/resources which might also be useful. 

Dyslexia Cornwall

https://www.education.com/games/spelling/  lots of interactive spelling games

http://www.playkidsgames.com/memoryGames.htm – working memory games

https://www.whatdowedoallday.com/memory-games-for-kids – working memory games – not computer based

https://www.themeasuredmom.com/wp-content/uploads/2018/01/say-the-sound-games-TMM.pdf – printable games to improve phonemic awareness with younger childrenhttps://www.worldofdavidwalliams.com/elevense  – David Walliams (and friends) will be reading stories every day at 11am.

Helpful as well for children with, and difficulties similar to, an ASD diagnosis.

https://mommypoppins.com/ny-kids/99-sensory-activities-for-any-child – ideas for sensory activities that can be done at home

https://drive.google.com/file/d/0B86bxhFxYKGzR2paQkdhSl9sUUk/view  – heavy work activity ideas – some of them even involve jobs around the house!!

https://www.facebook.com/OtiMabuse  – Oti Mabuse will be streaming live dance classes daily for children at 11.30 am – this might be fun for you all to have a go at!

https://www.youtube.com/user/CosmicKidsYoga – Free activities including breathing exercises, meditation and more lively activities too. These are ideal for younger children.

Below are some resources to help you support your child: structuring their day, using their emotions have a look at the previous tab, to help manage their sensory needs. 

https://www.twinkl.co.uk/resource/t-c-081-visual-timetable-for-home  – visual timetable to print and use at home

https://www.twinkl.co.uk/resource/t-t-190-ourselves-emotion-fans-parents – emotions cards

If you have a child who has a formal Speech and Language programme then you should have been sent a copy of this by the therapist. If you do not have this, then contact Mrs Ewart via threemilestone@tpacademytrust.org and she will be able to scan and send you a copy. If you are able to do this programme at least 3 times a week then this would be great. 

Below are a couple of links to some free resources which might also be of use at home. 

https://speechandlanguage.info/parents

http://www.childrensspeechtherapyni.com/media/uploads/Communicati0n_Cookbook.pdf

Please click on the link to download the Accessibility Plan:

TMS-Accessibility-Plan-2022-2025