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SEND FAQs

 

Who are the best people to talk to at The Vineyard about my child’s difficulties with learning/ Special Educational Needs or disability?

Key SEND School Staff are:

  • Mrs Charlotte Axbey - Assistant Headteacher; Inclusion, Children and Families
  • Mrs Ruth Whymark - Headteacher
  • Mrs Melanie Bywell - SEND Governor

A full list of their roles and responsibilities can be found here.

What are the kinds of special educational needs for which provision is made at The Vineyard?

The Vineyard is an inclusive school that aims to meet the needs of learners with a range of special educational needs, both physical and cognitive.

Currently, the school makes provision for pupils with complex physical needs, autism, attention deficit disorder, attention hyperactivity disorder, dyslexia, dyspraxia, anxiety, cerebral palsy, sensory impairment and hemiplegia.

What are the different types of support available for children with SEND at The Vineyard?

The Vineyard offers a large amount of support for SEND children. A complete description of the support we offer can be found here.

How can I let the school know that I am concerned about my child’s progress in school?

  • If parents have concerns, they should speak to their child’s class teacher initially and this may involve a meeting with the Director of Learning (DoL) for the phase.
  • If parents feel that concerns are persisting or feel that they would like more advice, they can make an appointment to see the AHT: Inclusion or email the school for her attention.
  • If parents continue to have concerns they may wish to contact the school SEND governor.

How will the school inform parents if they have any concerns regarding their child’s progress or learning in school?

  • The class teacher will ask parents to attend a short meeting to discuss initial concerns; they may invite the DoL or AHT to join them.
  • The school will seek parents’ input and feedback of any concerns that they may have regarding their child.
  • Support that both school and home can give will be planned and a date to review the impact of this will be set.
  • The class teacher may decide to make an internal referral and an additional meeting with the inclusion team may be arranged.
  • Where special educational needs are suspected as a barrier to progress and attainment, referrals to outside agencies for additional advice may be discussed and planned.

How is extra support allocated to children at The Vineyard?

  • The school budget, received from The London Borough of Richmond, includes money for supporting children with SEND.
  • The Headteacher decides on the budget for SEND, in consultation with the school business manager and school governors, on the basis of needs within the school.
  • The Headteacher and AHT regularly discuss the progress, attainment and pastoral needs of children with SEND within the school.
  • Wider discussions are held at termly progress meetings where need for additional support or the impact of existing provision is discussed with class teachers and phase leaders.
  • Planning for support is made in response to the needs of individual learners and where progress and attainment is a cause for concern.
  • All provision and interventions are regularly reviewed.
  • Staff training will be offered in response to children’s learning needs.

Who are the other people providing services to children with SEND within The Vineyard?

Directly funded by the school:

  • Additional Educational Psychology input to allow a wider access to advice and assessment.

Paid for by the Local Authority but delivered in school:

  • Educational Psychology Service.
  • Sensory service for children with visual or hearing needs.
  • Behaviour support service.
  • Speech and Language consultation service and advice in addition to support funded under EHCPs (provided by health but delivered by the Local Authority).
  • Individual interventions, when required, from the Emotional Wellbeing Service
  • Support for the supervision of the school’s trained Emotional Literacy Support Assistant (ELSA)

Provided and paid for by the health service (Richmond and Kingston NHS Trust):

  • Attached School Nurse
  • Occupational Therapy,Physiotherapy
  • Training to enable staff to support specific medical needs i.e. diabetes
  • Assessment and intervention from the Child & Adolescent Mental Health Service (CAMHS) & emotional well-being service

How are the teachers in school helped to work with children with SEND and what training do they have?

  • The AHT : Inclusion is responsible for supporting the class teacher with planning for children with SEND. The school has a rigorous programme of continuous staff development aimed at improving teaching for all children including those with SEND. This will include training on SEND issues.
  • Teaching assistants have regular access to professional learning within school. Training may relate to specific interventions or to wider SEND issues.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
  • The AHT Children and Families holds specific qualifications in SEND related areas including specific learning difficulties (dyslexia).

How will the teaching and environment be adapted to meet the needs of a learner with SEND?

  • Class teachers plan lessons according to the specific needs of all groups of children within their class, and they will ensure that learners’ needs are met.
  • The AHT: Inclusion will support class teachers and ensure that needs are met and specialist advice and recommendations are put in place.
  • Specific resources, strategies and modifications to the environment, where possible, will be used to meet learners’ needs.
  • Where appropriate, The Vineyard uses individually adapted TEACCH based systems which support environmental challenges to learning.
  • Where appropriate, teaching groups may be organised to meet specific needs
  • Teachers at The Vineyard are encouraged to make regular use of the outdoor environment to support the range of learning needs.
  • Inclusive access to all events at school including sports days, performances, creative curriculum and activity days.

How will the progress of learners with SEND be monitored?

  • Progress is continually monitored by class teachers
  • Progress is reviewed formally each term and discussed with the Headteacher, the AHT and relevant Directors of Learning
  • If your child is in Year 1 or above and not yet reaching National Curriculum levels, progress will be monitored through use of the pre-key stage standards  framework. Children with SEND may be working with a support plan that reflects their individual targets and may include targets set through EHCPs, or the goals of outside agencies. The progress of learners with an EHCP is formally reviewed at an Annual Review meeting which involves the child and their family as well as all relevant adults and professionals.
  • Progress is also monitored by the AHT :Inclusion through additional standardised assessments, monitoring of progress within groups or individual teaching sessions and by outside agencies where relevant.

What support is offered to parents of children with SEND?

  • Class teachers meet all parents to discuss progress at the two parents’ evenings held each year. Where a child has identified special educational needs, parents are allocated a longer meeting. Additional meetings can be arranged to discuss concerns and progress and parents can request these via the school office.
  • The AHT Children and Families is available for meetings to discuss any aspect of support, progress or to advise on concerns or next steps. The AHT is also available via email and telephone.
  • Information from outside agencies will be shared with parents in person where possible or otherwise through a report.
  • A home /school communication book may be used where agreed that this is a useful tool for families.
  • The KIDS / SENDIASS worker (previously parent partnership) can support parents through the statutory assessment process and with looking at and considering settings for their child.
  • Updated details of support services are all detailed on the AFC Local Offer.

How is The Vineyard accessible to children with SEND?

  • The school is single storey with ramped access to parts of the playground on different levels.
  • The school has disability access toileting facilities such as a ceiling tracker hoist, high/low changing bed.
  • The school has a designated sensory space that all children can access when this can be a beneficial, calming or restorative experience.
  • The school seeks access to specialist equipment for learners when required through the Local Authority and technology providers.
  • Extra- curricular activities are available for children with SEND.
  • The school has a designated SEND teaching room which may be accessed by small groups and individuals. Resources for SEND teaching are stored here, ensuring that all teachers can access these.
  • Further information about our accessibility arrangements can be found under Accessibility for All.

How are learners with SEND supported when they move to another class or school?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.

When moving to another school:

  • We will contact the Special Educational Needs Co-ordinator (SENCO) and ensure that he or she knows about the child and how to meet their needs.
  • We may invite the SENCO to come into school and meet the child and /or the parents within the familiar environment of The Vineyard.
  • We will ensure that records are passed on quickly.

When moving to another class:

  • Class teachers are given specific time to handover information on all learners at the end of each school year.
  • Where a child receives one to one support and the assistant may be changing, time is given to support this.
  • Support assistants will take time to familiarise the child with new classrooms, adults and routines, both ahead of and after transition.
  • All relevant agency reports relating to the child will be provided for the new class teacher ahead of transition. Training may be put in place to improve class teacher knowledge and skills relating to the learner’s SEND.
  • Where a child has an EHCP or recognised high needs, pupil guidelines will be updated and passed on to the receiving class.
  • All year groups are provided with an SEND pupil information file, ensuring that all adults are aware of key children and their needs.

In Year 6:

  • The AHT: Inclusion will either attend the Primary Transition Day or liaise directly with receiving schools and complete early transfer records where necessary in order to share information on children with SEND with the new SENCO.
  • Children with SEND will be offered additional visits to their new school as well as the borough wide transition day. The Vineyard may send an adult to accompany the child where this is viewed as beneficial.