Working Together

All school staff have a good awareness of SEND through regular staff meetings and training. Class teachers and teaching assistants receive targeted relevant training for specific pupil needs as they arise.

We work with the following support services and outside agencies to provide support for pupils with SEND:

• Educational Psychologist Team
• Autism Outreach Team
• Educational Psychology Service
• Behaviour Support Team including PRU
• Learning Support Team
• Speech & Language Therapist (SALT)
• Integrated Service for Looked after Children.
• Educational Welfare Office.
• Parent Partnership Service.
• School Nurse.
• CAMHS (Child and Adolescent Mental Health Service)
• Occupational Therapist
• Language Units
• Integrated Specialist Support Service
• Specialist Early Years’ Service
• Teacher Of the Deaf (TOD)
• Visually Impairment Team

Each term a School Support Team (SST) meeting takes place with the Educational Psychologist, SALT, a member of LST and, when necessary a member of BST consulting with the SENCo. 

• Our SENCo has many years’ experience and holds the National Award for SEND coordination.
• Support from external agencies up-skilling staff.
• Bespoke training e.g. Speech and Language, Dyslexia, Memory Retention work, Lego Therapy Training etc by sourcing appropriate to meet the needs of the children.
• Continuous in-house training e.g. up-skilling new and experienced staff through visits to other schools, staff meetings and designated inset days
• Support from other experienced SENCo’s to improve practices in school.
• Through Performance Management of both teachers and teaching assistants we identify CPD requirements to all staff
• Though employing specialist staff to work with our SEND children

The type of support, equipment and facilities needed to support children with SEN is led by the child’s individual need.

Children with an Education, Health and Care plans (EHCP) will have an amount of time to be given as a minimum, to ensure that they are able to meet their targets. Their EHCP clearly lays out the type of support needed as a recommendation.

Other children will also receive support linked to their needs as indicated on their IPM. This support may take various forms:

• In class support from teaching assistants
• Small group support
• One to one support
• Support from external agencies
• Tracking of progress and analysing individual pupil data highlights children who are not making expected progress.

We evaluate the effectiveness of provision for pupils with SEND by:

• Termly IPM reviews with class teacher and parents/carers to discuss progress against targets
• Reviewing the impact of interventions after 3-5 weeks. Once a child has achieved their target, they then have a new one set.
• Tracking data and other assessment tools are used to carefully track the progress of children with SEND
• Half termly pupil performance meetings track the progress with all children
• Regular lesson observations are carried out by the Head teacher, deputy and SENCo
• Monitoring by the SENCo
• Holding annual review for pupils of EHC plans

For pupils with SEND, parents can also discuss progress at parents’ evenings, though appointments to see either the class teacher or SENCo can be made at any time by contacting the school office. Parents Evenings are also times when discussions can take place about how best to support a child at home.

We endeavour to support all children in their personal, social and emotional development. All children follow a structured Personal, Social, Health and Education (PSHE) which looks at helping them understand how they are developing personally and socially, tackling many of the social and cultural issues that are part of growing up. Learning opportunities take place in specific lessons as well as in assemblies, special school projects and other activities that enrich pupils’ experiences.

Pastoral Care

We do run interventions that can be used to support pupils experiencing difficulties with their social and emotional development such as Socially Speaking. We work with outside agencies to use a range of assessment materials to determine the support needed, such as Boxall Profile or PIVATS.

Our school also helps promote and develop self-esteem and confidence by having reward systems in place, and a weekly awards assembly.

The school’s Anti-bullying policy is located in the School Behaviour Policy:  https://www.cookleysebright.co.uk/policies  

We have access to a wide range of professionals and outside agencies to work with and support children and their families. If we feel that your child or family would benefit from a referral to an outside agency, then we would always contact you to discuss this. Parents/Carers consent for these services will always be sought.

Each term a School Support Team (SST) meeting takes place with the Educational Psychologist, Speech and Language Therapist (SALT), a member of Learning Support Team (LST) and, when necessary a member of Behaviour Support Team (BST) consulting with the SENCo. 

Educational Services:

• Educational Psychologist
• Behaviour Support Team
• Learning and Language Support

Outreach Services:

• Pupil Referral Units
• Autism Support

Health Services:

• Speech and Language Therapy (SALT)
• Physical & Sensory Support Services (PSSS), this includes Hearing Impaired Services (HI) & Visually Impaired Service (VI)
• Occupational Therapy (OT)
• Physio-therapy (PT)
• Child and Adolescent Mental Health Service (CAMHS)

We also work with:

• School Nurse
• Wyre Hagley Project: Family Support
• The Early Help Hub
• Parent Partnership
• Social Services
• Community Police
• Reach4Wellbeing

• The Head teacher, Deputy Head teacher and/or SENCo report to the Governors to inform them about the progress of children with special educational need or disabilities; this report does not refer to individual children and confidentiality is maintained at all times.
• The Governors agree priorities for spending within the special educational needs budget with the overall aim that all children receive the support they need in order to make progress.