SEND Information Report.

Intent

What is our aim?

Birchen Coppice Primary Academy is part of the Victoria Academy Trust. We believe in five simple core values that underpin all we do.

• Focus on family.
• Insist on excellence.
• Do good as you go.
• Embrace innovation.
• Seize success.

With these values in mind, our aim is that every pupil can achieve the best they can. We acknowledge that each child is different and will make progress at different rates. For pupils that experience difficulties making progress in any area of development, we aim to ensure that appropriate support and provision is in place, that will enable them to succeed to the best of their ability and meet their full potential.

Implementation.

How do we do this at Birchen Coppice?

Impact

What difference do we make?

How do we assess and review the progress of children with SEND?

Where a pupil has been assessed as requiring more specific support, a plan (Individual Provision Map) will be devised by your child’s teacher and the SENDCo and shared termly with parents/carers. Children who need additional support, in accordance with the SEND Code of Practice (2014), follow a four-step cycle called the graduated response.

Pupils are assessed (step 1) to identify a key area of need, provision is planned (step 2) to support the child’s next steps, the provision is then implemented (do – step 3), then finally, the whole process is reviewed (step 4) to monitor its impact and identify the next steps.

Parents will be invited into school on a termly basis by your child’s class teacher, to discuss the Individual Provision Map and the progress your child has made that term

Alongside the ongoing assessments used within school, pupils with SEND may also be assessed with more specialised assessments to assess or monitor their progress.  Formal assessments we use include (but are not limited to):-

• Sandwell Early Numeracy Test.
• Wellcomm Early Language/ Primary
• Helen Arkle Spelling Test.
• The Dyslexia Portfolio (A Dyslexia Screening Test).
• TOMAL 2 (A test of Memory)
• Wide Range Intelligence Test (WRIT)
• Comprehensive Test of Phonological Processing 2 (CTOPP 2)
• Test of Word Reading Efficiency 2 (TOWRE 2)
• Wechsler Individual Achievement Test – 3^rd edition (WIATT lll)
• Detailed Assessment of Speed of Handwriting (DASH)
• York Assessment of Reading (YARK)

Informal assessments, such as observations and marking will also contribute to the assessment outcome of a child’s progress.

It is never our aim to over assess a pupil. Careful consideration will always be given to the benefits of more detailed assessments and parents will be consulted.

Children with an EHCP (Education and Health Care Plan), will also receive termly reviews, these will be with the class teacher but may also include the SENDCo or other supporting agencies. 

Furthermore, in line with the SEND Code of Practice (2014), pupils with an EHCP will also have a more formal annual review.  The purpose of this review is to report on progress to the Local Authority (Worcestershire), and ensure that the provision remains appropriate. This review must be undertaken in partnership with parents and the views of the child must also be reflected. The views and assessments of any agencies supporting the pupil will also be sought.

It may also be necessary to conduct an extra review during the year if the circumstances or needs of the child change.