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Corinthian Community Primary School

Corinthian Community Primary school, is a two form entry school, with a nursery attached. 

Who to contact

Contact Name
Mr A Hudson
Contact Position
Headteacher
Telephone

E-mail
corinthian-ao@corinthian.liverpool.sch.uk
Website
www.corinthianprimary.org.uk

Where to go

Name
Corinthian Community Primary
Address
Inigo Road
LIVERPOOL
MERSEYSIDE
Postcode
L13 6SH

Local Offer

Description

 

Corinthian Community Primary School

Special Educational Needs Information Report

September 2021

SENDCos: Mrs Cahill & Mrs Pruden                                              

SEND Governor: Mrs Leatham  

Contact: 0151 228-5806

n.cahill@corinthian.liverpool.sch.uk     

j.pruden01@corinthian.liverpool.sch.uk

 

Our Approach as a School:

 

High, quality first teaching and additional interventions are defined through our person-centred planning approach, across the school, contributing to our provision management arrangements. These processes help us to regularly review and record what we offer all children or young people in our care and what we offer additionally. These discussions also serve to embed our high expectations amongst staff about quality first teaching and the application of a differentiated and personalised approach to teaching and learning. We make it a point to discuss aspirations with all learners. This is a whole-school approach and this report will promote how we underpin this practice across our classrooms, pastoral care and support arrangements.

Underpinning all provision in school is the graduated approach cycle of:

All teachers are responsible for every child in their care, including those with special educational needs or disability (SEND).

Assess: assessment is a regular ongoing ‘formal’ and ‘informal’ process undertaken by all who are involved with the child including; the child themselves, their parents/ carers, teachers, support staff and outside agencies as appropriate. Assessment is undertaken to ascertain ‘where’ the child is now in their learning journey and what needs to be provided to enable them to achieve the next steps in their learning.

Plan: Based on assessment outcomes, teachers plan a differentiated curriculum to meet the needs of individual and/or groups of children. This, at times may include planning alongside outside agencies that may be supporting individual and/or groups of children.

Do: ‘Quality First Teaching’ is the starting point for all children, delivered by skilled and dedicated staff. Alongside this and as part of the ‘differentiation’ process children may be identified to participate in small ‘focused provision’ or intervention groups. These activities/ tasks may be delivered by; the class teacher, teaching support assistants, outreach support workers or specialist providers.

Review: Provision for all children is ‘outcomes’ based and therefore measurable, either in a quantitative or qualitive way. Review may include, as appropriate, the child’s class teacher, along with other key staff, the child and child’s family. Outcomes of the review process will determine ‘next steps’.

 

Class teachers and Learning Mentors work closely with the school SENDCo and regular progress meetings are held and documented. Any outside agency that is working regularly with a child, liaises with the child’s teacher Learning Mentor, SENDCO and parents/ carers.  

 

 

Special Educational Needs:

 

Children and young people’s special educational needs or disability are generally thought of in the following four broad areas of need and support:

  1. Communication and interaction -Examples of provision include:
  • ‘Quality First Teaching’, using children’s interests as a vehicle for planning appropriate tasks and activities.
  • Access to an outdoor curriculum
  • Whole class/small group/individual groupings, tasks and activities
  • Visual timetable/visual prompts
  • Sand timers to support transitions
  • Use of social stories/cartoon strips
  • Lego Based Play Therapy
  • WELCOMM intervention
  • Attention Autism
  • Appropriate ICT software/programmes
  • Support from outside agencies as appropriate e.g. ADHD Foundation, SENISS, Language Box etc
  • Now and next boards
  • Access to a sensory curriculum
  • Sensory aids e.g. weighted blanket, chair bands etc
  • Provision of quiet spaces
  • Regular reviews which include children themselves and their parent/carers
  • Nuffield Language Programme
  • Sing-a-long signing
  • Blank Level Questioning
  • Time to Talk
  • Active TT

 

  1. Cognition and learning -Examples of provision include:
  • Quality First Teaching, offering a differentiated and tailored curriculum
  • Withdrawal intervention sessions to target basic English and Maths skills
  • Focused phonics groups
  • Access to quality ICT software/programmes e.g. Word Shark
  • Specialised reading programmes e.g. Rapid Reading scheme
  • Specialised numbers programmes e.g. Numbers Count
  • Robust assessment procedures, including regular reviews of individual and groups of children. Including the child and their parent/carers
  • Access to outreach services as appropriate e.g. SENISS
  • Early identification and screening programmes
  • Active TT

 

  1. Social, emotional and mental health difficulties -Examples of provision include:
  • Quality First Teaching
  • Consistent routines
  • Consistent staff/ key people
  • SEEDLINGs support
  • EQE play therapy
  • Well-being and mindfulness sessions
  • Visual timetables/cues
  • Sensory aids e.g. weighted blankets, fidget toys
  • Access to outdoor provision
  • Playground buddies
  • CAMHS support
  • Access to a quiet place
  • Active TT
  • Oakleaf Bereavement Counselling

 

  1. Sensory and/or physical needs -Examples of provision include:
  • Quality First Teaching
  • Intervention for gross and fine motor skills
  • Write from the start programme
  • Occupational therapy and Physiotherapy guidance e.g. daily exercises
  • Specific staff training e.g. epi-pen
  • Resources such as writing slopes, wobble cushions, pencil grips etc.

 

In September 2021 there were 95 children on the SEND register (27% of the school population); 83 children receiving SEN Support (24% of the school population) and 12 children (3% of the school population) with an Education, Health Care Plan (EHCP).

We have internal processes for monitoring the effectiveness of provision and assessment of need. These include: learning walks, observations, pupil progress meetings, formal and informal assessments and data analysis.

Admission of pupils with disabilities

Our core school values underpin our approach to admissions, including those pupils with additional needs. We recognise each child as unique and valued, whether they have additional needs or not.

All children are welcomed into our school. Arrangements may include: extra visits to the current settings of pupils; liaising with parents and extra visits to school if needed. Reasonable adjustments to the school building and curriculum are made in advance of new pupil admissions.

We constantly monitor to ensure that children with disabilities are given the same experiences as other children. Instances of discrimination or inequality would be taken seriously and addressed accordingly.

All parts of our school are accessible. The school building is single storey throughout and, where necessary, ramps are in place to allow access.

 

Co-producing with children, young people and their parents/carers

 

Involving parents and learners in dialogue is central to our approach. We do this through:

 

Action/ Event

Who’s Involved

Frequency

Parents Evening

Class teacher, parents/ carers

Once a term

IEP Meetings

Class teacher, SENDCO, parents/carers and pupil

Once a term

EYFS & KS1 Welcome Meetings

Relevant staff, Headteacher, SENDCo, parents/carers

Annually

 Early Help Assessment Tool (EHAT) meetings/reviews

Child, parent/carer, class teacher, Learning mentor, SENDCo, outside agencies

As required

Education Health and Care (EHC) plan reviews

Child, parent/carer, class teacher, Learning mentor, SENDCo, outside agencies, LA representative

As required

Parent/career workshops/courses  

Outside agencies, SENDCo, parents/carers

At various times throughout the year

Signposting to Drop in sessions e.g. ASD

Outside agencies, SENDCo, parents/carers

At various times throughout the year

 

 

Staff Development and Qualifications

 

We are committed to developing the ongoing expertise of our staff. All teaching staff have appropriate teaching qualifications and are educated to degree level. All teaching assistants have the relevant qualifications or are working towards them. The Governors, Headteacher and Senior Leadership Team are committed to the ongoing professional development of all staff. The school SENDCOs, Teaching and Support staff attend regular and current training related to all aspects of SEND. Including; SEND Briefings, CAMHs training, OSSME training, ADHD Foundation training, lego play based therapy workshops, Bucket time training, Paediatric First Aid training, etc.

 

Staff deployment

 

Considerable thought, planning and preparation goes into utilising our LSAs to ensure all children achieve the best outcomes; this includes helping them to gain independence and preparing them for adulthood from the earliest possible age. LSAs are deployed throughout the school from Nursery to Year 6 and offer support in the following ways, as appropriate: 1:1; 1:2; in-class small group support; specific intervention groups. This is in addition to the support given to children by their class teacher.

 

School External Partnerships and Transition Plans

 

The school works closely with a range of external partners. These include the East 3 Consortium, Stoneycroft Children’s Centre and neighbouring partnership networks.

There are rigorous procedures and strategies in place to support children at each stage of transition and at each phase of their education, including when children transfer to us from other schools/ settings and when children leave us to join other settings.  Our approach involves the SENDCO transition forum, Nursery to school transition event, visits to nursery settings, contact with schools/settings and meetings with parents/carers.

We believe this has benefited our children and their families in the following ways: parents/carers have been able to meet with the EP to discuss concerns they have about their child as well as receiving advice and guidance from outreach workers, such as those from SENISS (Special Educational Needs Inclusion Support Service), ADHD Foundation (support a range of needs) and Seedlings (drama therapy). This has enabled the parents/carers to gain a greater understanding of their child’s needs and how they can best be supported. SLT and Occupational Therapists (OT) have shared follow-up work that can be practised both at home and in school to continue the work done during their sessions. Physiotherapists come into school to deliver their programme of support for some children, meaning that parents/carers are not inconvenienced by having to take their child to an appointment and the children do not miss too much of the school day. Outside agencies have attended EHAT meetings ensuring that all those working with a child are able to meet to discuss provision, progress and future development.

Complaints

 

Under Section 23 of the Education Reform Act parents/carers have the right of complaint to the Governing Body if they believe that the Governors have not carried out their duties and responsibilities in respect of the National Curriculum, Religious Education and Collective Worship.

Our aim is to provide an open and welcoming environment where every child is happy and secure, but should you have any cause for concern or complaint please inform us immediately so that we can address the problem as soon as possible.

The school has a formal complaints procedure but in most cases an approach to the Class Teacher or the Head Teacher should soon resolve the matter. If this fails, please follow the complaints procedure, available on the school website.

2021 Data

 

KS1 & KS2 SATs as well as the Phonics Screening Check were unable to take place due to the COVID-19 pandemic.

 

What Has Worked Well This Year:

 

  • Working closely with and sharing ‘best practice’ with our consortia colleagues/schools
  • Working closely with children’s families
  • School Family Link worker focusing on improving attendance
  • Close working relationships with outreach providers
  • Development of virtual meetings/ training

 

 

 

 

Further development

 

Our strategic plans for developing and enhancing SEND provision in our school include ensuring the SEND Code of Practice is effectively embedded and lived out; the audit and purchasing of resources to continue to support those children with SEND; further development of the role of the LSA to, more precisely, target support to pupil need; continuing to signpost parents to virtual events that help parents support their children’s needs; supporting children with SEND who have to self-isolate as a result of COVID-19.

Building-upon the links already developed, the school will continue to work closely with the SEND consortium, of which our school is a part, by sharing resources and good practice, commissioning services, such as Educational Psychology and Seedlings and working together to ensure that the needs of the children are met within our schools.

 

Adaptations as a result of COVID-19

 

 Due to the unprecedented situation that all schools found themselves in from March 2020, our school worked to find new ways of supporting the children with SEND whilst they were not in school or attending a Hub. These new practices included completing LA risk assessments for those children with an EHCP, bespoke resources to support the children’s learning and regular ‘check-in’ phone calls.

In order to ensure that the regular cycle of personalised support continued, TAF review meetings, for example, were held through phone calls or Zoom, attendance at other meetings was virtual such as with Educational Psychologists and other outreach services. Phone support was offered to children already on the Seedlings programme, ensuring that the children’s wellbeing was supported and the SENCos continued to refer children to available services such as the Neurodevelopmental Pathways at Alder Hey and for speech and language therapy.

Parents were regularly signposted to resources and training opportunities through individual e-mails, school app and by publishing information on the SEND page of the school website.

The above adaptations continue to be practised and developed to ensure that the children do not lose out on their entitlement of support as we navigate the new academic year and the challenges of living with COVID-19 for some time to come.

In preparing this report, we have included staff, parents/carers and children through, for example, training sessions for staff and feedback from staff and parents/carers after Pupil Profile, EP, EHAT, TAF, EHCP meetings.

Relevant school policies underpinning this SEN Information Report include:

SEND Policy, Teaching & Learning Policy, Marking and Feedback Policy, Equal Opportunities Policy, Behaviour for Learning Policy, Accessibility Policy.

 

Legislative Acts taken into account when compiling this report include:

  • Children & Families Act 2014
  • Equality Act 2010
  • Mental Capacity Act 2015

Date presented to, and approved by, the Governing Body: Autumn 2021

 

 

 

Contact Name
Mrs N. Cahill & Mrs J. Pruden
Contact Telephone
0151 228-5806
Contact Email
n.cahill@corinthian.liverpool.sch.uk
Links
SEND Information Report
Local Offer Age Bands
Primary (5 to 11)
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