SENDCO Inclusion Team
Mrs T Faulkner
SENDCO
Mrs F Walker
Family Liaison Officer
Miss S Carlill
Mr L Johnson
SENDCO
Mrs J Lilley
ELSA
Miss C Lowis
Inmans Primary School is a mainstream school. We value all our pupils and their abilities and achievements and we are committed to providing the best possible environment for learning. We make every effort to achieve maximum inclusion of all pupils whilst meeting pupils’ individual needs. We recognise the entitlement of all pupils to a balanced, broadly based curriculum and the need for teaching that is fully inclusive so pupils can meet their full potential.
SEND stands for Special Educational Needs and Disabilities. At Inmans Primary School this includes children who:
- have a significantly greater difficulty in learning than the majority of others of the same age
- have a disability which prevents or hinders them from making use of educational facilities.
All children at Inmans Primary School with SEND will be provided with opportunities to ensure that their education is personalised to their learning so that they can make the best progress whilst being included in the life of the school. At Inmans Primary School, we recognise that each child has a variety of abilities and that children with SEND will require additional support, over and above the usual differentiated activities to enable them to access a broad and balanced curriculum, both in our mainstream school and our Designated Provision Units. We believe every child should have the opportunity to participate to the best of their ability and be integrated into the everyday life of the school. All children at our school are valued and respected and we respond with sensitivity to their individual needs.
Mrs Faulkner – SENDCO: tfaulkner@inmansprimaryschool.co.uk
Mr Johnson – SENDCO: ljohnson@inmansprimaryschool.co.uk
STAGES OF SUPPORT
Intervention
(info coming soon)
SEN Graduated response
(info coming soon)
Education, Health and Care Plan (EHCP)
If children fail to make progress, in spite of high quality, targeted support with intervention & SEN Graduated response, we may apply for the child to be assessed for an EHCP. Parents are fully consulted at each stage. Parents and external agencies may also request an EHCP, in which case the school will provide appropriate information to the Local Authority (LA).
Generally, we apply for an EHCP if the child has a complex disability and / or the child’s achievements are so far below their peers that it is not possible to meet the child’s needs from within school’s resources. Having a diagnosis (e.g. of ASD, ADHD or dyslexia) does not necessarily mean that a child needs an EHCP. Each Local Authority provides assessment guidelines on thresholds for EHCP’s. For more guidance please see the Local Offer.
If the application for an EHCP is successful, a member of the Local Authority will call a meeting for parents, the child and the school together with any health or social care professionals who are involved with the family. The meeting will record the child’s strengths, their dreams and aspirations as well as the barriers they face. Following the meeting, the Local Authority will produce the EHCP which will record the decisions made at the meeting.
INTERVENTIONS
Some children may be asked to take part in an intervention. An intervention means that extra provision is provided to support a child’s learning. Some children may carry out an intervention in a large group, small group or 1:1. We use interventions that cover a wide range of needs, please see our list below and click on them to find out more information about them.
Additional Readers
Structured one-to-one or small group interventions for learners who find reading at their expected level challenging
Bereavement Support
Grief support is a one-to-one intervention with our ELSA who aims to help people cope with the physical, emotional, social, spiritual, and cognitive responses to loss
Dough Disco
Dough disco is an intervention for sensory and/or physical needs that involves moulding dough in time to music and performing different actions such as rolling it into a ball, flattening it, putting each individual finger into the dough, rolling it into a sausage and squeezing it
Drawing and Talking
A person-centred, therapeutic playworker approach. This intervention is a short-term therapy to be used by a person who has suffered from trauma or has underlying emotional difficulties
ELSA
The Elsa Nurture Group provides emotional literacy support to nurture the emotional well-being of children. The main aim of this intervention is to enable children to develop emotional resilience, fostering a sense of happiness within the school environment. This enables pupils to reach their full educational potential and develop crucial skills needed to cope with life’s challenges.
English Box
The English Skills Box provides opportunities for pupils to read an exciting range of texts to support, match and challenge their needs and to creatively apply their skills and knowledge of English comprehension, vocabulary, spelling, grammar and punctuation.
Within this intervention, there are 15 colour-coded sets of five cards within the box providing a range of illustrated fiction (both modern and classic), non-fiction, rhyme and poetry texts for children to read and enjoy. The texts are aligned to the book bands and cater to our pupils’ needs.
To ensure accurate assessment, a qualitative and quantitative readability measure ensuring greater reliability in tracking progress.
Follow-up, skills-focused activities link to the statutory English National Curriculum requirements and the content domains for reading, spelling, punctuation and grammar, as featured in national tests (SATs). The number of activities gradually increase over the three boxes.
The careful grading and steady skills progression mean the cards may be used in whole-class teaching, small- guided reading groups or independently by the pupils. They may be used in sequence or selected by the teacher to match identified needs. The cards have been written to increase in difficulty as children progress through the box. Cards within a colour set may be tackled in any order.
After every three card sets, children may take a progress test to review knowledge and skills met along the way. Each test covers reading comprehension, vocabulary, spelling, grammar and punctuation and has a maximum score of 20 marks. Therefore, this ensures that accurate assessments are made.
Focused Reading
At Inmans Primary School, we firmly believe in the importance of reading for children’s academic success. Focused Readers, one of our key interventions, offers structured one-to-one modelling to strengthen children’s reading techniques. We believe that this intervention is important as it ensures that every child develops essential reading techniques that can be applied to engage in independent reading activities.
Handwriting and Sentence Structure Support
The handwriting and sentence structure support intervention is designed to provide targeted support to children, enabling them to form their letters and use the handwriting lines correctly. During this intervention, children also learn how to construct phonetically correct sentences that are legible to others. Emphasis is placed on the accurate use of handwriting lines, facilitating improved overall legibility. Additionally, the intervention aims to instill foundational punctuation skills, including the appropriate use of capital letters and full stops.
Individual Behaviour Monitoring
A system that monitors patterns such as destinations, frequency and identified behaviour incidents, and/or volumes exchanged which indicate whether the behaviour exceeds the specific baseline
Lexia
Inmans Primary School uses Lexia Core5 Reading as a targeted intervention tool due to its efficiency in addressing diverse learning needs. This program delivers explicit, systematic and personalised instructions across the six essential areas of reading.
Lexia Core5 Reading tailors individualised learning paths for children, enabling our staff to closely monitor progress and implement the customised lessons and skill builders when necessary. The intervention promotes children’s independence through an online platform.
The program offers real-time progress tracking, allowing for adjustments in teaching strategies and interventions to meet the unique needs of each child. This ensures that children’s requirements are continually addressed.
Lexia Core5 Reading’s accessibility extends to children’s homes, enabling them to continue their learning journeys. This provides a collaboration between school and home environments and emphasises the importance of literacy skills.
Making Maths Magic
This is the East Riding of Yorkshire equivalent to the Primary National Strategy ELS programme and is used to support the basic application of maths skills
Maths Box
The Maths Box series is a set of six boxes of cards, one for each class level. This intervention’s aim is to support the teaching and learning of mathematical skills and concepts.
Each box covers the strands of number, algebra, shape and space, measures and data. Some of the larger strands (for example, number and measures) are divided into strand units. A variety of motivating activities, supported by pictorial representations, are used to encourage pupils to engage in independent work and to further practise and consolidate the mathematical concepts taught in class.
NELI
NELI (Nuffield Early Language Intervention) is a speech and language programme that includes group sessions and individual sessions aimed at reception age pupils
Number Skills
Basic Number Skills is an intervention aligned with the NCETM Mastering Number programme, The aim of this intervention is to consolidate essential number skills, allowing children to approach classroom learning with confidence and independence. The intervention consists of a range of enjoyable activities based around the children’s individual needs; ensuring that children have a strong foundation for them to succeed alongside their peers in the classroom.
NumBots
NumBots is an online maths game which supports children with their understanding, recall and fluency in mental addition and subtraction so that they move from counting to calculating
Numicon
Multi-sensory approach to teaching maths that is designed to help children understand maths connections through a range of multi-sensory activities
Phonics
In 2022, our school transitioned to the ‘Floppy Phonics’ scheme which has a whole class teaching approach. Recognising individual learning differences, we introduced a targeted ‘booster’ intervention to reinforce prior learning. For Year 1 students accessing Floppy Phonics, we identified that they may require additional support to align with the classroom pace. The intervention concentrates on Floppy Phonics Levels 2 and 3, ensuring a solid foundation in phonics knowledge. Complementing regular class sessions, it also aids children in mastering correct handwriting techniques.
Reading Box
The Reading Box intervention is designed to elevate literacy skills. The boxes are in different colours and are tailored to different reading levels. Before starting the intervention, children carry out a structured nine-minute levelling test which ensures precise placement, allowing each child to work at their own pace. The comprehensive approach integrates reading, understanding and comprehension skills through graded comprehension questions. Children self-assess with answer cards, encouraging independence. Progress is visually tracked on a chart, facilitating both teacher and child awareness of completed work.
Rapid
Rapid aims to move KS2 pupils from a reading age of 5.6 years to a reading age of 8+ years. It has 12 reading levels, which comprise six stages and correspond to National Curriculum reading levels
Same-day interventions
Same-day interventions are designed to address misconceptions identified by the teacher within the classroom on the same day
Sensory Circuit
Short sensory motor activities to help children settle into the school day. The aim is to focus concentration in readiness for the days learning
SaLT
SaLT (Speech and Language Therapy) is a skilled group of teaching assistants who work with children and one to ones on a regular basis they provide support towards targets set by Speech and Language Therapists
WORKING WITH PARENTS
At Inmans Primary School we believe that communication between the school and parents is vital to provide the best support for your child. We operate an ‘open door’ policy. This means that we welcome you to phone, email or come in to meet with us at school as often as you feel is helpful to discuss your child’s progress or any concerns you have.
Consulting with Parents/Carers
Parents and carers are always welcome to come in and discuss your child’s progress or any concerns you have. It is important to us that we work with you and your child, as a team, to secure the best possible outcomes and teachers will meet termly with parents and children to secure this aim. We are also able to signpost you to various outside agencies which may be able to support you and your child at home/school or offer further advice.
Involving Your Child
All meetings in school are now person-centred. Children are asked to contribute towards their termly review of progress and their one-page profile by identifying what they feel they are good at and what helps them learn. Furthermore, the targets set are directly related to class literacy or numeracy targets to ensure the targets are meaningful and ‘smart’. If a child’s area of need is emotional/behavioural these targets are discussed and agreed with the child. Any targets are written in child-friendly language which can be easily understood.
Termly Review Of Progress
If your child has Special Educational Needs, you will be invited to a Termly review meeting where you can contribute to discussions on your child’s strengths, needs and desired outcomes and the strategies and resources which will be used to work towards these. Every child with an identified special educational need works with a member of staff to create a profile, this details what the child feels are their strengths, needs and the most effective ways of engaging and supporting them.
Once a child has been identified as having SEN, the class teacher will invite parents to a meeting to:
*Let them know that their child is being placed at SEN Support
*Discuss assessments that have been completed
*Together agree a plan and provision for the next term
TRANSFERING BETWEEN PHASES OF EDUCATION
We have support in place for when children are moving to and from Inmans Primary School, when moving year groups/key stages and moving to higher education, a thorough transition process which is adapted and personalised to each child is put in place. Please see the detail below of the process that will happen.
Transition To EYFS at Inmans Primary School
The Nursery/Pre-School SENCO meets with our EYFS staff to discuss any pupils needing support and a further meeting with the SENCO at Inmans is arranged if necessary.
Transition between year groups/key stages
In terms of transition between year groups/key stages systems are in place to ensure that the following class teacher is aware of specific needs and next steps in learning. For example, they attend the Summer term annual review for children with EHCP’s and also the support plan review session which is held with parents. Additional transition visits are arranged and transition books are prepared for children on the SEND register.
Transition To Secondary School
There are a number of transition meetings which take place throughout the school. Meetings take place between ourselves and the feeder secondary schools to prepare the Year 6 children for
their transfer to secondary. These meetings are held to share data, attendance, individual education plans and pastoral information.
The SENCO at Inmans Primary speaks with the SENCO at all receiving secondary schools to discuss each child and the support they have had/will receive. This usually takes the form of a transition meeting and parents and Outside agencies are invited if appropriate.
Additional transition visits to the feeder secondary school also take place on a regular basis for specific pupils prior to transfer. These visits take place to coincide with key times of the secondary day e.g breaktime/ lunchtime, as well as fact finding days to look at the building and meet key staff.
TAKE A TOUR OF THE IPOD
Our Inclusion Pod is an enhanced provision that supports pupils from the school and the Local Authority. Our staff are specially trained in the theory and practice of inclusion in schools. We aim to provide a bespoke programme of education, specialising on the needs of children with ASC, who are finding adapting to mainstream school life challenging and sometimes overwhelming.
The Inclusion Pod is a purpose-built Enhanced Resource Provision unit and it has capacity for 12 pupils.
Zone one
is the learning area and has a classroom like feel and workstations.
Zone two
is made up of the following 3 rooms:
The Sensory Room – This contains a ‘dark den’ and has sensory play equipment.
The Continuous Provision Room – This area is where the children can engage in creative activities (arts, crafts, food preparation, games and lego) and learn through play based experiences.
The Small Group-Work Room – This contains a safe space for children to work alongside one another collaboratively with an interactive whiteboard.
Zone three
is the outside area where children are able to learn through play as well as complete sensory circuits and gross and fine motor skill activities.
LOCAL OFFER
What is a local offer?
The local offer provides information on what services children, young people and their families can expect from a range of local agencies, including education, health and social care. Knowing what is out there gives you more choice and therefore more control over what support is right for your child.
The local offer provides information on a number of things, including:
* special educational provision;
* health provision;
* social care provision;
* other educational provision;
* training provision;
* travel arrangements for children and young people to schools, colleges and early years education; and
* preparing for adulthood, including housing, employment and leisure opportunities.
LOOK AHEAD
CLICK HERE TO VISIT THE WEBSITE
Local Offer LOOK AHEAD is the service in East Riding of Yorkshire for parent carers of children and young people, aged 0-25 years, with Special Educational Needs and Disabilities. This service is provided by FISH (Families Information Service Hub).
When you join LOOK AHEAD there are a whole range of benefits available to you! These include:
- Local offer newsletters: full of information and articles, posted to you every term.
- Local offer bulletins: emailed to you every fortnight, informing you of activities, support groups, events and courses.
- invitations to local offer events and workshops across the East Riding.
- Discount cards and much more.
0-25 SEND TEAM
CLICK HERE TO VISIT THE WEBSITE
The 0-25 SEND Team sits within Children and Young People’s Specialist Services. The role of the team is to support children and young people with an Education, Health and Care Plan (EHCP), and their families, to access the support they need. The 0-25 SEND Team incorporates three specific team roles; the whole team work together to support children and young people with SEND from birth to 25.
The team is made up of Intensive Family Coordinators, Family Coordinators, Family Coordinators (Portage) and SEND Information, Advice and Guidance (IAG) Officers, who provide a key role to families of children and young people with an EHCP who require support relating to the child’s special educational needs and disabilities. This support is often provided alongside other partner agencies.
The team operates across the whole of the East Riding and is split into three geographic areas: North, East and West. Each geographic area is line- managed by an Intensive Family Coordinator and is made up of four Family Coordinators, one Portage practitioner and one SEND Information, Advice and Guidance (IAG) officer.
FISH
CLICK HERE TO VISIT THE WEBSITE
The Families Information Service Hub is known as FISH. The friendly, helpful FISH team operates a helpline offering free, impartial information for young people, parents and carers and professionals who have a role in supporting families. FISH is a ‘one-stop-shop’ where you can get details of services in the East Riding for children and young people aged 0-20 years.
CHILDREN'S CENTRE
CLICK HERE TO VISIT THE WEBSITE
East Riding Children’s Centres have developed a complete range of activities and services for young children, their families, carers and pregnant women to meet the individual needs of each centres community. All the services the centres provide are free. The services are inclusive for children and parents with additional needs. They work closely with health professionals, nurseries, schools and other agencies and services to provide a wide range of support.
SENDIASS
CLICK HERE TO VISIT THE WEBSITE
SENDIASS offers impartial, confidential information, advice and support for parents and carers of children and young people (aged 0-25) and children and young adults (up to the age of 25) with special educational needs or disabilities.
EYPCF
CLICK HERE TO VISIT THE WEBSITE
East Yorkshire Parent Carer Forum (EYPCF) is for the parents and carers of children and young people (0-25 years) who have any special educational needs or disabilities (SEND) and live in the East Riding of Yorkshire. The aim of the group is to try to ensure that parents and carers are involved in shaping services within the East Riding of Yorkshire that may impact on their children.
CAMHS
CLICK HERE TO VISIT THE WEBSITE
The Child and Adolescent Mental Health Services (CAMHS) helps young people up to the age of 18 years old, who are struggling with their emotions, relationships, personal development or their behaviour.
You will need to have a referral made to Contact Point, this could be via:
- a professional you are seeing who will complete an online referral form for you or your parent could phone Contact Point
- If you are over the age of 16 you can phone Contact Point yourselfContact Point Numbers
Hull – 01482 303688
East Riding – 01482 303810
SPECIAL STARS
CLICK HERE TO VISIT THE WEBSITE
Special Stars Foundation is a not-for-profit registered charity. Their focus is to improve the quality of life for people with significant learning and physical disabilities and their families across Hull and East Yorkshire. They achieve this by providing a diverse calendar of creative learning and social activities. They also offer a range of support, training and advice services for parent and carers.
