SEN at Southborough Primary School

At Southborough Primary School we believe that all children should have equal access to a broad and balanced curriculum which provides opportunities for them to achieve and succeed to their full potential. We recognise that children learn at a different rates and in different ways.

Southborough Primary School, with a focus on care and guidance, is proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. We believe that children with Special Educational Needs and Disabilities (SEND) have the greatest need for excellent teaching and are entitled to a provision which supports achievement at, and enjoyment of, school. Our aim is to support staff to do this by providing them with relevant continuing professional development and the skills needed to make the biggest impact possible.

What is SEN?

At different times in their school life a child may have a Special Education Need (SEN).  The code of practice defines SEN as follows:

‘A child or young person has SEN if they have a learning difficulty or disability which calls for a special educational provision to be made for him/her.  A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• Has a significantly greater difficulty in learning than the majority of others the same age, or
• Has a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.’

Types of SEN

In the Code of Practice, SEN and provision falls under four categories:

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

This includes a wide range of needs such as:

• Moderate learning difficulties and global delay
• Autism and social communication differences
• Specific learning differences e.g. dyslexia and dyscalculia
• Speech and language difficulties
• Social, emotional and mental health difficulties
• Visual or auditory difficulties
• Anxiety, anger and depression

How is SEN identified?

When a child is making significantly slower progress than their peers or is struggling to achieve their predicted potential they could be considered to have Special Educational Needs (SEN).

In partnership with the Class teacher, SENCO and parents we will look for any barriers to learning. 

Barriers could include:

• Absences or lateness
• Changing schools or moving house
• Difficulties in speaking English
• A temporary illness or injury e.g. broken arm
• Worries or concerns such as a family bereavement
• Being a young carer

We know that children who experience these types of issues may be vulnerable students but this does not mean they would be identified as a child with SEN.

The learning of all children at Southborough Primary School is regularly and rigorously assessed.  School leaders check books, observe lessons and monitor the achievement of the children. 

We also use formal assessment to monitor progress:

• Phonics screening in Year 1
• Optional SATs in Year 2
• SATS in Year 6
• Pixl assessments
• SALT assessment
• Boxall Profile

After collecting information on progress and attainment and following agreement with parents; a child experiencing long term and complex barriers to their learning will be placed on the SEN register. 

Provision for Special Educational Needs and Disability (SEND)

All pupils are given quality first teaching. This means that class teachers are well trained; lessons are well planned, exciting and differentiated to ensure that all pupils can access the learning at their own level. 

For pupils with SEN this could mean that they are given a slightly different task to achieve or are using visual clues or equipment to help them complete their task. Some may require additional support from the class teacher or teaching assistant as part of a small group, pair or individual. 

Bromley Local Offer

Please click on the link below to read Croydon’s local offer

https://www.bromley.gov.uk/LocalOffer

Outside Agencies

The use of outside agencies very much depends upon the individual needs. However, some are frequent visitors to school.

The Educational Psychologist

Our school Educational Psychologist visits regularly and is available for advice. Children are referred if they are not making the expected progress given the amount of support that they are receiving. They observe and assesses the pupil and then, in consultation with the parent, helps the school decide the best way forward for the pupil.

Additional Support for children at Southborough Primary School 

Additional Literacy Support: 

• We have a team of well-trained Teachers, HLTAs and IAs who work with small groups of children and provide individual support.

Additional Maths Support:

• We target small groups of children throughout the school, giving them additional number work.
• Doodlemaths and TT rock stars is available for children to reinforce their skills and thoroughly embed their learning. 

 Speech and Language: 

• We have visits from the NHS speech and language therapist for children with EHCPs
• Any difficulties in communication are identified quickly and the appropriate support put in place.

1:1 Teaching Assistant Support 

Some children might need short term individual support to help them achieve academically or to help them manage their physical needs. 

Pastoral Support

We know that a child cannot learn unless he or she is ready to do so emotionally. We are fortunate to have a family worker to support our children’s emotional needs.

Behaviour Support

We know that a child cannot learn unless he or she is ready to do so. We are fortunate to have behaviour learning mentors to support our children’s needs.

How skilled are the staff?

We have an extensive staff at Southborough who continuously look to develop their practice and extend their expertise.

An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge. This includes:

• Literacy strategies
• Maths strategies
• Autism
• Makaton
• Phonics
• First Aid
• Safeguarding

We have regular staff meetings where all members share ideas to promote successful learning strategies. 

The SENCO (Mrs Sides) attends local authority SENCO briefing meetings.

How will I know if my child is making progress?

Southborough has an open door policy. Parents and carers are welcome to make an appointment to discuss their child’s progress at any time. Class teachers are available after school to speak to parents.

Parents can see the SENCO or member of the pastoral team at any time.

Formal parents’ evenings are held three times a year. At these meetings the parents of children with SEN will be given a copy of their child’s Individual Education Plan (IEP). This is an opportunity to discuss your child’s progress and to help make new targets for the coming term.

Each child receives a written report at the end of the school year detailing his/her progress.

The progress of pupils at Southborough is monitored very closely. We aim for all of our pupils to make outstanding progress:

• Teachers meet with SLT each term. Children’s work is scrutinised and levels of progress recorded.
• SLT and class teacher meet with the SENCO to discuss the type of intervention that a child might need.
• The SENCO monitors the progress in each intervention provision and meets regularly with the leaders of provisions to discuss individuals and any necessary changes that need to be made to provisions.

See the SEN policy here: 

Our SENCO is Tracey Sides

You can contact her via email: Tracey.sides@southborough.bromley.sch.uk or by phoning the school and asking for her.

SEND FAQs

• SEND FAQ Sobo (2).pdf