Special Educational Needs and Disabilities

This School Report for SEND is reviewed annually to reflect the changing needs of the children who join and are developing in our school. Medina Primary School will invite parents, of pupils with SEND, to contribute to the review and help us match our local offer to pupil’s needs. If you are prepared to be involved in the review process we would be very grateful if you speak to the Inclusion Manager/SENCo and offer your help.

The current SEN Information Report was last co-produced with parents in November 2020.

It is in everyone’s best interests for complaints to be resolved as quickly and at as low a level as possible and our SEND complaint procedure is as follows:

– The complaint is dealt with by the class teacher – the complainant needs to feel that they have been listened to and that all points raised have been addressed

– If the matter remains unresolved, the complaint is dealt with by the SENCo or by a senior manager

– If there is still no resolution the Headteacher will become actively involved.

– If the matter is still not resolved, the complainant must put their complaint in writing to the Chair of Governors and the Governing Body will deal with the matter through their agreed complaint resolution procedures.

– In the unlikely event that the matter is still not resolved, the complainant can then take the complaint to the Local Authority

As a school, we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. If a child has behavioural difficulties an Individual Behaviour Plan (IBP) or Pastoral Support Plan (PSP) may be written alongside the child and parents to identify the specific issues, put relevant support in place and set targets. Support from MABs maybe gained to support this process.

After any behaviour incident, we expect the child to reflect on their behaviour with an adult, following a Restorative Approach. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.

Attendance of every child is monitored on a daily basis by the Admin department. Lateness and absence are recorded and reported upon to the Headteacher. Good attendance and punctuality is actively encouraged throughout the school and rewarded on a termly basis as is an improvement in attendance.

Behaviour policy is available in the Policies section.

We encourage all new parents and children to visit the school prior to starting. They will be shown around the school and any concerns can be addressed. School / Parents may also feel the need to arrange several transition sessions to alleviate pupil concerns or the use of a ‘Social Story’ to reduce any anxieties.

Many of our ‘feeder’ secondary schools run a programme specifically tailored to aid transition for the more vulnerable pupils. Where a child with SEND needs additional support to access these transition programmes, staff from Medina are available to support the child during this time.

We liaise closely with staff when receiving and transferring children between schools ensuring all relevant paperwork is passed on and all needs are discussed and understood. If your child has complex needs then an Education Health Care Plan review may be used as a transition meeting during which we will invite staff from both schools to attend.

Medina Primary is a very inclusive school and all responsible adjustments will be made to ensure fair access to the curriculum and activities. The school buildings can be accessed by wheelchair. There is a disabled toilet with hoist. Any other resources needed for access may be assessed by OT and Physiotherapy in order for us to ensure ease of access and safety for all. Where a child with complex physical needs requires a school place, we can consider placement within constraints of ‘reasonable adjustments’. More information about this can be found on the Portsmouth Local Offer website.

We are currently supporting children who have complex Sensory Impairments (Visual) and children with Cerebral Palsy who require adapted resources such as chairs, adapted technology and individual access requirements e.g. using specific entry/exit points.

If your child has complex physical or medical needs please contact the Inclusion Manager, Mrs Hibberd via the school office to discuss access requirements. If you want a copy of the accessibility plan please contact the school office.

All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. A risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities will be provided in school or, if it is deemed that an intensive level of 1:1 support is required, a parent or carer may be asked to accompany their child during the activity.

Our named Governor for SEND is Mrs Christine Liddle. Mrs Liddle meets with the Inclusion Manager termly to be updated on SEND changes, needs in school, current concerns and budget. This update is shared during Full Governors meetings.

Medina Primary works closely with medical professionals and families to meet the medical needs identified and being supported, through a Care Plan. The school has policies regarding the administration and managing of medicines and medical conditions in school. Parents need to contact the school’s Admin Team to discuss their child’s medical needs and if needed, complete a form: ‘Medication – Consent Form’. This may include medicines for life-threatening conditions or those required for a long term illness such as diabetes. Parents of children who have asthma and require the use of a medicated pump, need to ensure this is kept in the school office and replaced regularly. Children with ongoing medical conditions such as asthma or allergies have their medicine readily available when required. Staff are trained in the use of epi-pens and more specific training is requested when needed. The school will generally not take responsibility for other medicines such as cough medicines; however, we may be able to administer non-prescribed medicines such as Calpol following discussions with parents. We have an Intimate Care Policy in place to support children who need toileting or physical intervention such as OT/Physio.

Our Inclusion Manager has completed the National Award for Special Educational Needs Co-ordination and has been working with children with SEND since 2007.

Staff members have been involved in training on: 

• supporting pupils on the autistic spectrum; 
• supporting children with specific learning difficulties impacting on their reading, writing and maths learning; 
• Supporting children with reading through phonics and spelling programmes (eg. RWI, Precision Teaching) 

• supporting pupils with social and emotional needs, including attachment theory; 
• bereavement  
• supporting pupils with speech and language difficulties; 
• supporting pupils with physical and co-ordination needs (Occupational Therapy and Physiotherapy) 
• supporting children with specific identified disorders including:  Autism, Anxiety  

• Team Teach: how to handle a child in a positive way. 
• Working and Auditory Memory 
•  We have a fully trained as ELSA (Emotional Literacy Support Assistant) who receives regular support from the Educational Psychologist Service. 
• Regular training and updates of SEND strategies 
• First aid and medication use  including Epi-pen and diabetes training

As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including:  

• MABS (Multi-agency Behaviour Support Service ),  
• School Health e.g. School Nurse 
• CAMHS (Child and Adult Mental Health),  

• Paediatricians,  
• Occupational Therapy and Physiotherapy Service 
• Speech & Language Therapy Service.  
• Social Care  
• Sensory Impairment Service 

• Inclusion Outreach Service 
• Mental Health Support Teams (MHST) 
• Education Psychologists. (EP) 
• Ethnic Minority Achievement Service (EMAS)

Should your child require any form of involvement with an outside agency then the school would immediately inform you and obtain permission from parents before pursuing any kind of professional intervention. 

The class teacher has overall responsibility for the pastoral and social care of every child in their class; therefore, this would be the parents’ first point of contact. If further support is required the class teacher can liaise with the Inclusion Manager/SENCo for further advice and support. This may involve working alongside outside agencies such as the Multi-Agency Behaviour Support Team (MABS) and Mental Health Support Teams (MHST).

Medina Primary has one ELSA (Emotional Literacy Support Assistant) who works under the direction of the Inclusion Manager/SENCo. She works with vulnerable children during the school day.

We follow a Personal, Social, Health and Economic (PSHE) curriculum.

We use Zones of Regulation to support children with their emotional development.

More information about supporting your child’s well-being at home can be found on the Parenting Support page. 

We offer an open door policy where you are welcome to make an appointment to meet with the class teacher and/or Inclusion Manager/SENCo to discuss how your child’s progress. We can offer advice and practical ways that you can help your child at home. We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to communicate regularly, especially if your child has complex needs.

Your child may have an SEN Support plan in place and advice will be given on how to work on these targets at home. You will be invited to SEN Support plan review meetings and to EHC plan review meetings. Both you and your child will be given the opportunity to contribute your views in these review meetings. If your child has an EHC Plan views will be obtained before any meetings. Professionals are also approached at this time to provide updated reports and/or attend the review meetings.

More information about support for parents can be found on the Parenting Support page.

In school, we will use a SEN Support Plan or Behaviour Plan to set targets and review progress. SEN Support Plans focus on removing/limiting the barriers which are preventing progress academically, for example, supporting a child with working memory issues so that they have strategies to help them access tasks. These plans are reviewed twice a year in a child-focused meeting with the child, parents, teacher and Inclusion Manager/SENCo. The meeting will assess the progress that child has made against small step targets and set new targets as appropriate. Professional reports are used to inform the small step targets. The teachers also hold parents evening twice a year.

If your child has complex SEND, they may have an Education, Health and Care Plan (EHCP) therefore a formal annual review will take place to discuss your child’s progress and a report will be written. This can also be done at a six monthly interim review if changes to circumstances occur or concerns arise.

Children that are working at SEN support or have an Education Health and Care Plan (EHCP) will be on the school’s SEN register. Children may move off the SEND register when they have ‘caught up’ or made sufficient progress.

The Inclusion Manager/SENCo will closely monitor all provision and progress of any child requiring additional support across the school. The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. There may be a Teaching Assistant (TA) working with your child either individually or as part of a group. All activities within class are pitched at an appropriate level so that all children are able to access them according to their specific needs. If a child has a medical condition we will adapt work to suit their needs e.g. enlarged texts, iPad etc.

Firstly, contact your child’s class teacher. They will discuss your concerns with you and, if necessary, refer on to the Inclusion Manager/SENCo, Mrs Hibberd.  

For most children, learning needs will be met through high quality and differentiated teaching from the class teacher and a teaching assistant, within a well-organised and carefully planned learning environment. Termly reviews called ‘Pupil Progress Meetings’ with teachers and members of the senior leadership team monitor children’s attainment and progress. This is a review of progress, a time to discuss assessment results and make plans. This ensures early identification of children’s additional needs. When a child is not achieving age expectation or there is an identified special educational need there will be a graduated response. 

Children may be identified as having SEND through a variety of ways including the following. We: 

• Liaise with previous setting e.g. preschool/nursery
• Support child performing below age expected levels 
• Listen to concerns raised by parents
• Discuss pupils through Pupil Progress Meetings 
• Teachers raise concerns with Inclusion Manager/SENCo 
• Inclusion Manager/SENColiaises with external agencies e.g. School health,  
• Health diagnosis through paediatrician/doctor