This report is to be read in conjunction with Riverley SEND Policy 2014 and Behaviour and Equality policies.
Riverley Primary School is a mainstream setting and is a member of the Griffin Schools Trust. Riverley is a 2 form entry Primary School with part time places in our Nursery.
At Riverley Primary School we welcome everybody into our community; we are an inclusive school. The staff, governors, pupils and parents strive for a happy, welcoming place where children and adults can achieve their full potential and develop as confident individuals.
At Riverley Primary School we believe in achievement, ambition and progress for all children.
- We aim to meet the needs of individual children through highly effective quality teaching and learning
- There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.
- We work in a flexible way to develop effective partnerships with children and their parents/carers, the Inclusion Lead/SENDCO, specialist trained teaching assistants, external professionals such as speech and language therapists, occupational therapists and child and adolescent health services (CAMHS) to ensure that the school can meet a broad range of special educational needs.
We undertake a rigorous system of monitoring children’s progress against national curriculum levels, supporting academic and personal achievement by removing barriers to learning and use a wide range of strategies to foster a culture of life-long learning for all children.
Identifying children requiring SEN Support (SENS)
Children with SEN are identified by one of three assessment routes all of which are part of the overall approach to monitoring progress of all pupils:
- The progress of every child is monitored at termly pupil progress meetings. Where children are identified as not making progress in spite of Quality First Teaching they will be discussed with the Inclusion Lead/SENDCo so that a plan of action is agreed.
- Class teachers are continually aware of children’s learning. If they observe that a child, as recommended by the 2014 Code of Practice, is making less than expected progress, given their age and individual circumstances, they will seek to identify a cause. This can be characterised by progress which:
- is significantly slower than that of their peers starting from the same baseline
- fails to match or better the child’s previous rate of progress
- fails to close the attainment gap between the child and their peers
- Parents sometimes ask us to look more closely at their child’s learning. We take all parental requests seriously and investigate them all. If a parent/carer is concerned about their child’s learning the class teacher or Inclusion Lead, Ms Jane Lawrence should be contacted and a meeting will be arranged to discuss their concerns
Frequently, the concern can be addressed by Quality First Teaching or some parental support. Otherwise, the child is placed at SENS on our SEN register.
How will Riverley support children who are identified as having special educational needs and/or disabilities (SEND)?
The class teacher will work in partnership with the Inclusion Lead who will oversee the planning and delivery of the education programme for the child, which may include working with a trained teaching assistant in a small group or one to one if deemed necessary for a short intervention. This will be discussed with parents so that any support that may be required at home to facilitate the programme is clear. As with all aspects of SEND provision the SEN Governor will be aware of and be involved in overseeing and supporting the Inclusion policy in the school.
The child’s progress will be monitored closely by the class teacher and discussed with Inclusion Lead and Parents/Carers. Should it be found that despite specific interventions progress is not being made a referral will be made to external agencies such as the Educational Psychologist or Speech and Language Therapist. In some cases a referral may be made in the first instance.
How will the curriculum be matched to child/young person who needs extra support or has special educational needs and/or disabilities?
All children follow the National Curriculum, however for children with SEND it may be necessary to adapt it to their specific learning needs through differentiation, so that they are learning in a way which may be additional to (such as being in a group) or different from the majority of children in their class; teacher expectation will be determined by the child’s learning needs. At its simplest level for example, a child with a visual impairment may need all his/her materials enlarged to a particular size for them to participate fully in class.
How will both school and the parent know how the child/young person is progressing and how will Riverley help the parent to support child/young person’s learning?
The school will monitor the child’s progress through regular pupil progress meetings and assessments. Parents will also be met regularly for advice on how they may support their children at home. Home school communication books for example may be used to support the child on a daily basis. Termly parents meetings take place for updating on progress and in addition termly review meetings may also take place for children with SEND where progress may be discussed and any subsequent referrals or change to interventions can be organised. Riverley also offers regular events set up to support parents such as Chatter matters for parents of children with speech and language needs
What support is offered from Riverley to ensure the well-being of the child who requires extra help or has special educational needs and/or disabilities?
The initial support comes from the class teacher who knows the child best and in conjunction with, and supervised by the Inclusion Lead the class teacher directs extra support which may come from specialist Teaching Assistants or Learning Mentors or the child may be referred to the Kids Company Coordinator, Jennifer Walton. The Midday Supervisors will also be involved in supporting a child during lunch break as necessary
What specialist services and expertise are available at or accessed by Riverley?
Riverley buys in expertise to support children who have additional needs, as well as therapeutic services offered on site by Kids Company, the school provides specialist support from:
Educational Psychology Service,
Speech and Language Community therapy
Child Mental Health (CAMHS)
Waltham Forest Behaviour Support Team
Whitefields Outreach Support Service for Autism Spectrum conditions
Whitefields Outreach Support Service for Hearing Impairment
Joseph Clarke Outreach for Visual Impairment
Specialist advisory nurses for medical conditions such as diabetes, sickle cell
Primary Pupil Referral Unit
Inclusion Lead /SENDCo , Jane Lawrence also has many years experience in working with children with SEND and their parents as well as advising staff
Riverley is also a pilot school, one of 16 in England, for the social emotional programme, PATHS Plus which is Lottery funded and managed by Dr Barnardos
What training has been provided or what is Riverley planning to offer for staff to support children with special educational needs and/or disabilities?
In the past two years whole school staff have had training in:
Children and Families Act 2014
PATHS Plus (see above)
In addition Teaching Assistants and Learning Mentors have also received training in:
Team Teach positive handling techniques,
Elklan Speech and Language –general
Elklan Speech and Language- for autism
Better Reading Partners
Diabetes Type 1
Sickle Cell disease
As staff have moved on it is necessary to train new staff and to ensure that training is kept up to date for long term staff, so that future training will revisit those above, the first being Precision teaching delivered by Riverley Educational Psychologist, Kate Mathews, January 2015. As children join Riverley with specific needs, training is arranged accordingly for all staff involved.
All our Teaching Assistants and Learning Mentors are very experienced in supporting children across the National Curriculum and many have expertise in specialist areas such as Maths and Literacy. All have training in Read Write Inc phonics programme and Talk for Writing as well as support for Maths.
How will children be included in activities outside the classroom including school trips?
Riverley is an inclusive school so that adaptations are made as necessary to ensure that the curriculum and extracurricular activities are available for all children whatever their needs. Risk assessments are undertaken and acted on accordingly. If a child with a physical condition is unable to cope with public transport for example then a school coach will be arranged so the child may participate with his/her classmates. Likewise for a child with a hearing impairment and who needs the adult to wear a radio aid, the staff will ensure that visiting speakers or guides on school trips will wear one. Parents are encouraged to participate in school trips, to accompany their children and to be involved in the risk assessment. Any school trip destination is considered for its commitment to inclusion; its accessibility and adaptability
How accessible is the Riverley environment?
Riverley is a new school so is built with regard to the Disability Act (revised 2005) and is therefore fully accessible for children with mobility needs, including a lift, wheel chair accessible toilets and wide doors and ramps. Rooms are carpeted to cut down on ambient noise and there are quiet rooms available for children with hearing impairment.
The school has many languages spoken by staff and where appropriate staff may act as interpreters to parents of children who do not speak English. Riverley also buys in interpreters as required.
Children who need access to alternative methods of recording such as computer assisted technology are encouraged to do so. Children with difficulties in writing for example may use word processors where appropriate. The school recently purchased Alpha Smarts for this purpose.
Assigned teaching assistants /learning mentors maintain and look after specialist equipment where possible.
How will Riverley prepare and support the child who needs extra help or special educational needs and/or disabilities to join the school transfer to a new setting or the next stage of education
At stages of transition, particularly from primary to secondary school, Riverley contacts the secondary school and arranges for the staff of the new school to attend Person Centred Reviews and to visit the child at Riverley before the child visits the secondary school. This could involve several visits including taking a special piece of work or favourite object to show. Photographs and other media may be used.
A transition programme is arranged between Riverley and the secondary staff and parents.
How are Riverley resources allocated and matched to children/young people with special educational needs and disabilities?
Riverley’s SEN budget is allocated to high needs children as well as to the services bought into provide for those children, remaining SEN is spent as needs require
How is the decision made about what type and how much support a child with special educational needs and/or disabilities will receive?
The decision to put a child on the SEND register will be based on information gained from various sources which includes the class teacher, parents and Inclusion Lead as well as external agencies. A child on the SEND register needs support which is in addition to and different from their peers. For the children not assessed externally the support provided will be dependent on the outcome of the observation and internal assessments as well as the information provided by the parent. If it is thought that an
external specialist should be involved the Inclusion Lead will, with parental input make a referral to specialist children’s services and/or the educational psychology service. The specialist will observe, assess and speak to the parents and school
teacher, on the basis of their findings they will make recommendations to the parents and the school which will form the basis of the school’s support for the child. As each child is different the support given by Riverley will vary according to the child’s needs
Reviews are organised by the Inclusion Lead to discuss progress. Some children with SEND require a more detailed analysis of their progress; Riverley is to introduce PIVAT, a detailed assessment tool for this purpose. Children as well as their parents are involved in Reviews so that next steps can be discussed with them.
Who can a parent/carer contact for further information at your school?
The first point of contact for any query regarding a parents concern is the class teacher who knows the child best. The Inclusion Lead/SENDCo is also available to discuss concerns and an appointment may be made via the school office and likewise if a parent is considering whether a child who may have SEND should attend Riverley.
Inclusion Lead/SENDCo contact via School Office to make an appointment tel: 020 8539 4535
Waltham Forest SENDIASS (formerly Parent Partnership) tel: 020 8496 5230
for impartial advice and support for parents and carers of children who have SEND
For further information regarding SEND in Waltham Forest and to find out about Waltham Forest’s Local Offer online: