Nurture, Cherish, Succeed

Our Vision

At Newbold Church School, we believe that every child is unique in their journey to flourishing as successful learners. We aim to give children the knowledge and skills required to help them become creative, critical thinkers and lifelong, independent learners. We do this by building on prior knowledge, from a range of starting points, and ensuring that every child fully develops their talents and fulfil their own aspirational, personal and academic potential.

However, we recognise that some children require more support than others. Within a safe and nurturing environment, we offer children the opportunity to develop their true potential through inclusive practice and removing barriers to learning. The school's vision of Nurture, Cherish, Succeed focuses on the right of every child to receive an education that enables them to make progress so that they achieve their best, become confident individuals leading fulfilling lives and make a successful transition into adulthood.

SEND

SEND contacts

SENDCo- Mrs K Passarelli

Headteacher- Mrs K Marsh

School telephone number: 01246 232370

SENDCo email address: kimberley.passarelli@newbold-pri.derbyshire.sch.uk

SEND governor: Mrs S Barden

How will the school support my child and who will explain this to me?

The level of support your child receives will depend on their needs which we know can change over time. It is our aim to be responsive to any developing and emerging needs

Many children will have their additional needs met through excellent targeted classroom teaching also known as Quality First Teaching (Universal Support). This means teaching where:
- the teacher has the highest possible expectations for all pupils
- teaching is carefully planned to build on to what the child can already do and understand so as to accelerate progress
- different ways of teaching are put in place so the child is fully involved in learning
- specific strategies (which may have been suggested by the SENCO or another professional) are put into place to support the child’s learning

Some children may take part in specific group work with a smaller group of children. Such groups are put together to address specific gaps that have been identified in a child’s learning and will be closely monitored to ensure that they are resulting in good progress for the child (Targeted Support). These groups may be:

- run in the classroom or outside the classroom
- run by a teacher or teaching assistant who has had training to run these groups (usually school staff but sometimes from an approved outside agency which would only be done with a parent’s permission)
- Academic (such as Precision Teaching, Jungle Journey, Well-com) or social / emotional ( see NCS Emerging Needs processes overview)

Some children may have needs that require one to one support (Specialist Support). This support may be:
- to deliver a specialist package (for example a programme devised by a speech therapist, occupational therapist, physiotherapist)
- to access certain parts of the curriculum
- individual teaching programmes to improve English or maths skills
- support with medical/physical needs
- support to manage social situations and emotional needs

If a child is receiving support that is 'additional to/different from' the level of support typically given to children, it is at this point that they will be placed on the Special Needs register and more individualised targets put in place through an Individual Education Plan.

For children whose needs are severe, complex and lifelong the school (or you) can request that the local Authority carry out a request for an EHCP (Educational Health Care Plan)

After a request has been made to the Local Authority they will decide whether they think the child’s needs (as described in the paperwork provided), seem complex enough to need a EHCP. If they do they will ask you and all professionals involved with the child to write a report outlining the child’s needs. If they do not think this is necessary, they will ask the school to continue with the support they are providing and may make suggestions as to how this can be further improved.

If the Local Authority decide to carry out a statutory assessment, the reports requested will be carefully collated and a SEND officer will write the Education, Health and Care Plan. The Education, Health and Care Plan will outline the support the child will receive from school and any other agencies involved in their care and what strategies must be put in place. It will also have long and short term goals for the child. It will then be reviewed annually, with you and the child providing input as to how well it is meeting their needs.

Catering for different types of SEND

Our school currently provides additional and/or different provision for a range of needs, including:

Communication and interaction, for example Autism, Developmental Language Disorder, speech and language difficulties
Cognition and learning, for example, dyslexia, dyspraxia, global delay
Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),
Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
Moderate learning difficulties

How does our school know if children need extra help?

At Newbold Church School, we become aware of pupils needing help when concerns are raised by parents/carers, teachers, or the pupil’s previous school

In usual circumstances we will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

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
Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.

What specialist services and expertise are available at or accessed by the school?

All of our staff are trained to meet the needs of children with SEND, but occasionally a pupil may need more expert support form an outside agency. Newbold Church School has links with the following external agencies:

Inclusion Support Advisory Service (formerly SSSEN, Behaviour Support and Autism Outreach)
Hearing Impairment Team
Visual Impairment Team
Educational Psychology
Physical Impairment Team
Social Services
School Nurse
Compass Changing Lives
The Child Development Centre (at The Den)
Speech and Language Therapy
CAMHS (Child & Adolescent Mental Health Service)
The school also has staff trained in administering Dyslexia screening tests.

Interventions

Each learner identified as having SEND is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. We offer a wide range of interventions across the school to children who are identified with SEND delivered by teachers and TA’s. These are closely monitored by the SENDCo, subject leaders, class teachers and TAs and if necessary are adapted to meet the needs of the individual children who are taking part. Interventions currently on offer include but are not limited to:

Time to Talk
Socially Speaking
LEAP (Language acquisition programme)
Toe by Toe
Jungle Journey
Precision teaching
Nessy
Drawing and Talking
Art Therapy
Masterclass sessions (pre-teach/post-teach sessions for Maths and English)
Nurture Group
ELSA

For a very small percentage of pupils, whose needs are significant and complex and the special educational provision required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care (EHC) plan being provided.

Alternately, the SENDCo may apply for Inclusion Panel Funding for a pupil for whom standard interventions are not having the desired level of success. This funding is provided on a yearly basis and is intended to support children in closing the gap between themselves and their peers.

Further SEND information can be found by accessing the school's SEND policy and SEN information report, using the links below. The school's SEND policy can be found by clicking here.

Please click here to view the School's 2024 SEN information report

Please click here to view the School's Supporting Children with Medical Conditions Policy

Please click here to view the School's Attendance Policy

Please click here to view the School's Accessibility Plan

Please click here to view the School's Pupils with Additional Health Needs Attendance Policy

Please click here to view the School's Medication Policy

The Impact of our SEND work

Following our recent round of parents' evenings, Mrs Passarelli (SENDCO) devised and shared a questionnaire with the parents of all children currently in receipt of SEND support in school. Here are the results:

Question	Strongly agree	Agree	Not Sure	Disagree	Strongly disagree	Not Applicable
I have had opportunities during the year to discuss my child’s progress with their class teacher	67%	33%
When I have had concerns about my child’s progress or personal development, I have been able to arrange to discuss these with the class teacher promptly	67%	33%
I am aware that my child has received extra support with their learning/personal development this year	78%	22%
I am informed about the support and interventions my child is accessing within school.	56%	33%	11%
I receive feedback on how my child is progressing with interventions and in class.	78%		11%	11%
I know who I can contact in school if I have concerns over my child’s learning or personal development.	78%	22%
Where an outside agency is involved in supporting my child I am informed of any visits	56%			11%		33%
I have received copies of any reports or support strategies provided by outside agencies.	56%	11%		11%		22%
If my child has an IEP, it has been shared with me and I have had the opportunity to contribute to it.	67%	33%
If my child has an Education Health and Care Plan (EHCP), I am confident that the school is providing the support outlined in the plan. .	56%	11%	11%			22%
If my child receives GRIP funding, I have been involved in the application process/the review process.	78%	22%
The school website contains useful information about how we support individual children, including those with Special Educational Needs and Disabilities (SEND).	44%	11%	33%			11%