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SEN Information Report

SEND provision for Children and Young People at Gainsborough Primary school

As part of the Children and Families Act 2013, Local Authorities are required to publish a ‘Local Offer’ which sets out support that is available for children and young people with SEND in the local area.

Newham’s Local Offer is available on the Newham Website (https://www.newham.gov.uk/Pages/Services/Services-for-children-aged-5-to-16.aspx) and tells parents/carers how to access services in their area and what to expect from these services.

Alongside this, schools are required to publish information about their arrangements for identifying, assessing and making provision for pupils with SEND.

This is the Local offer for Gainsborough school. It describes the arrangements we make that are ‘additional and different’ for pupils with SEND. This information has been produced together with parents/carers, carers and our children and young people and will be reviewed annually.

The following information outlines the support and provision pupils with SEND can expect at Gainsborough school.

The diagram below illustrates the schools graduated response to children’s needs. It shows the standard offer of teaching, learning and care for ALL pupils, the additional provision which may be needed by some pupils, the specialist provision available to the few children with significant or complex needs and those children within the Resource Provision for autism.

Gainsborough School’s Offer of SEN provision

  • How do we identify children with SEN in school?

    Special Educational Needs could be identified using information from a range of sources. We ask about parental concerns about learning during admission interviews, where parents/carers are given the chance to tell us about any concerns they have regarding their child. If a child is transferring from another school/setting then we would contact the previous school to ensure all records are passed on.

    At Gainsborough we have an open door policy where we encourage parents/carers to talk to class teacher and/or SENCo about any concerns they have in regard to their child’s development or learning.

    Class teachers and adults that support learning (ASLs) monitor and assess all children closely. If they had a concern about any areas then they would discuss this with the parents/carers and SENCo. At this point it is likely that the SENCo would agree some follow up actions from the meeting often observing the child or carrying out some more detailed assessments.

    Parents/carers would be invited into school to talk about the outcome and it would be explained to parents the next stages that we will take as a school, which could be interventions run by trained staff or referral to an appropriate agency that would be able to carry out further assessments possibly leading to a diagnosis of a specific difficulty. Parents/carers will be kept up-to-date about the progress their child is making.

    If you would like to speak to the school Inclusion Lead (SENCo) then you can contact Caroline Cawtherley by email: inclusion@gainsborough.newham.sch.uk or by phone: 02074763533

  • How do we make changes to the curriculum to ensure it is matched to the pupils need?

    We follow a creative curriculum which builds on previous learning and children’s interest. Our focus is to teach children the skills that they need to be independent and creative problem solvers. Teachers differentiate work to meet the needs of all children, taking into account their starting point and prior learning.

    Children with identified SEND requiring extra support will be supported to access the learning in their classroom this might include adapted work, a visual schedule, physical breaks.

    We know that some children with significant needs are supported in a group or individually with a teaching assistant to access the curriculum at their level. If a child’s developmental level is such that it requires a sensory based curriculum this will be provided by a specialist teacher who breaks down the learning required within the national curriculum but takes into account their wider needs.

    Teachers assess children’s learning during each lesson and assess against age-related expectations termly. Each term a member of the Strategic Team meets with the teachers to talk about the progress the children are making. For children who have not made expected progress or whose attainment is below expected, an action plan is created to support the children to make progress. This is then monitored for the next half term to ensure children are making progress.

    For children who are not accessing age-expected levels teachers assess the smaller steps that they take with their learning, we use a national target setting tool to ensure that our pupils with a high level of SEND make progress in line with other pupils with a similar difficulty. We also use other assessments in school to support teachers in planning for the children, these include the engagement model, pre-key stage standards and SCERTs assessments. Children not making expected progress will have a time-limited intervention that will be monitored at the start and end to ensure progress was made. If this is not the case then we would consider a referral to other agencies or a different type of intervention.

  • What expertise and training do staff receive to support children and young people with SEN?

    The leadership team are all experienced in working with children with SEND.

    All class teachers and TAs receive regular training updates on SEND. If a child has a specific need then they will be given extra support from the SENCo or outside specialists would come in to offer training in the specific need.

    The school runs specific intervention programs where we have particular ASLs trained to deliver them to individuals.

    The school employs a qualified counsellor, on a part time basis, to work with individual children.

    We have 2 specialist teachers for autism to work with our Autistic children within the Resource Provision. They have attended many training courses around specific approaches for autism, with one being a qualified SENCo.

    The school also employs four specialist speech and language therapists (part time) to deliver speech and language sessions for our pupils with autism.

    Each phase within school has an identified lead ASL who provide guidance and support for the team. All ASLs have additional training on Autism specific interventions, such as – Colourful Semantics, Pause and Prompt, Intensive Interaction, Sensory room and soft play room training, SCERTs training, Autism Education Trust level 2.

    The school has two qualified Team Teach trainers who ensure our staff are kept up to date and also regularly train across the trust and Newham.

    The school regularly accesses support from the following services:

    • · Speech and language therapy
    • · Occupational therapy
    • · Child and family consultation services
    • · Child Development Services
    • · Language, communication and interaction services
    • · Complex needs and dyslexia services

    There are other services available to our school and you can find a full list here:  http://senddirectory.newham.gov.uk/Service.aspx 

  • How is the school adapted to meet the pupil’s individual needs?

    The school has the following in place to support access into and out of the building:

    • · Ramp access
    • · Lift access
    • · Hoists
    • · Evac chairs
    • · Taxi services for children with mobility issues
    • · Power assisted doors

    To support access for learning we have the following:

    • · Height adjustable medical bed
    • · 3 Large disabled toilets one with hoist and shower
    • · Height adjustable desks

    · Touch screen computers and interactive white boards

    • · Sensory room
    • · Soft play
    • · Exam arrangements for KS1 and 2 SATs

    For our children in the Resource Provision we have the following specific things:

    · School bus

  • How are parents/carers informed about their child’s needs and the support they receive?

    We have 3 parent evenings per year for all parents/carers and all children receive an annual school report at the end of the year, together with reports at the end of each full term. The school has an open door policy; parents/carers should first contact their child’s teacher if they are concerned regarding the child’s progress or SEND in school.

    Parents/carers should always contact the class teacher if they have any concerns regarding their child, the class teacher may then arrange a meeting with the SENCo and/or other agencies working with the child.

    If a parent/carer is concerned about something that has happened in school then they can contact the class teacher and/or SENCo to arrange a meeting to discuss the issue and a way forward. It is always are intention to work closely with parents/carers in the best interest of the child. If the situation has not been resolved then the parents/carers can meet with (or write to) Deborah Strain, the head teacher, who will respond accordingly.

    Outside agencies typically write reports and send these to the child’s home address; parents/carers are invited in for meetings to feed back any findings from the reports. We then discuss with the parents/carers and other professionals the next steps for the child.

    For our children in the Resource Provision parents/carers can either contact school directly to speak with the resource provision teachers or they can use the child’s home school communication book if they any queries. On a termly basis parents/carers are invited into school to review progress and set new targets for the following term.

  • How are the children’s needs planned for with parents/carers?

    As a school we look at the child’s needs first and discuss different options for support with parents/carers. We might decide that a child would benefit having an intervention to support their learning and move them on. We may also look at whether a child would benefit from having additional support from an adult. If this is the case we would go to the local authority to apply for extra funding for that child. The local authority would then make a decision as to whether the child needs extra support or whether as a school we could provide what the child needs without extra funding.

    Some children have SEND Support Plans, these set long term outcomes for the children to work towards achieving over the year with them broken down into SMART targets on a termly basis. They are written by teachers in discussion with parents/carers and also other staff that work with the child. These are then reviewed on a termly basis with new targets being set to ensure that children reach the long term outcomes by the end of the year.

  • How does the school support children during the next stage of their education?

    Transition to a new school The majority of our children leave us in year six and join one of the Newham secondary schools. Our SENCo attends a transition meeting with the child's new school, here she passes on copies of all the key information about the child eg copies of their most recent SEND Support Plan and any other reports. We make recommendations to the school about what provision the child needs, a copy of the meeting notes are passed to the parent of the child. We also organise extra transition visits where a member of Gainsborough staff attends the school with the pupil on a weekly basis for at least 3 weeks. This might include becoming more familiar with the school building and learning about the timetable. When our pupils are preparing to join a new school we make contact with their new school and invite them to our school to meet with our staff and the family. This is an opportunity for the new school to find out as much information as possible about the child. If possible staff from the new school might attend the annual review that year so actions for the following year can be agreed. We invite staff from the new school to spend time with the pupil a your school and our staff accompany the child to visits the new school, supporting the new school staff to begin to understand the child's needs. We take pictures of the new school and talk to the child about it frequently; parents/carers are also given a copy if this. We ask the new school to lend the child a school jumper or t-shirt that they wear when they attend the new school. All school records are passed to the new school. Transition to our school

    When any child joins our school we are required to complete an admission interview. In addition to this, for pupils with a high level of need or part of the resource provision, two members of staff will visit the family at home to meet the child where they feel most comfortable. We also talk with the child and family about their likes, dislikes, how they learns, what they do when they are happy or sad. We try to find out as much as we can to help us plan their transition. Members of staff will also visit the child in their current nursery or school. Again, this allows staff to find out as much as we can about the child, including the strategies that work and the ones that do not. The length and the nature of transition to our school is planned around the needs of the child. The current setting, other agency staff and the family will plan together when the child will visit the school and how long each visit will last and will agree the review points before the child start to attend full time with us.

    Our priority is that the child has a positive experience of visiting our school from the outset. Parents/carers often attend one or two of the transition visits with the child. We also ask that a member of staff from the current setting accompany the child so that they have a familiar adult with them. The transition process is reviewed daily with the family and adjusted as necessary. The majority of our pupils receive a booklet which contains pictures of the school, their teacher, ASLs and children in their class. We ask that parents/carers look at this with their child frequently to help prepare them for joining us.

  • How does the School support pupil’s overall well-being?

    All children in the school follow the Jigsaw RSHE curriculum, which integrates RSHE (Relationship, Sex, Health Education), emotional literacy, social skills and spiritual development in a whole-school approach. Classes also have frequent circle times.

    Some children need additional physical breaks throughout the day, we have a full time sports ASL who takes children for focused short physical breaks at different parts of the week.

    In addition we have a qualified school counsellor who delivers individual sessions with pupils on referral from class teachers. Our safeguarding lead works with children and families who need additional support in maintaining the well-being of our pupils.

    We also have a number of staff who are mental health first aiders.

  • What kinds of special educational needs does Gainsborough make provision for?

    As an inclusive mainstream school, we make provision for all children with SEND. If the level of need is too high that it conflicts with a placement at our school then we involve the Local Authority to look at alternatives; this would be done in consultation with the parents/carers.

    We have a 14 place resource provision for children with ASD, where pupil places are determined by the Local Authority (Newham).

  • What should I do if I have a complaint about the provision for my child with special educational needs?

    The school has a comprehensive complaints procedure which is available in the school office and on the school website.

  • How does the governing body involve other outside agencies in meeting the needs of pupils with special educational needs and in supporting the families?

    We are able to signpost parents/carers to different services, support groups and we introduce parents to others with children who have SEND. We work closely with other professional services and make referrals when needed.

  • Contact details of support services for the parents/carers of pupils with special educational needs

    If you would like to contact the Inclusion Lead at school then please email Caroline Cawtherley – inclusion@gainsborough.newham.sch.uk


    There are many other services that you could contact for further information regarding your childs SEND, these services are not linked to the school however might be able to offer advice and support to you.


    Afasic – Unlocking Speech and Language

    Afasic is the UK charity representing children and young people with speech, language and communication difficulties, working for their inclusion in society and supporting their parents and carers.

    Tel: Helpline 0300 666 9410 / Office 020 7490 9410

    Behaviour Support Services

    A team of teachers and a nursery Early Years Practitioner experienced in working with children exhibiting social, emotional and/or behavioural difficulties.

    Tel: 02033736851

    Child and Family Consultation Service (CFCS), Newham

    CFCS is the local Child and Adolescent Mental Health Service (CAMHS), part of the NHS. There are a variety of clinicians who work at CFCS including child and adolescent psychiatrists, clinical psychologists, child and adolescent psychotherapists, family therapists and nurses.

    Tel: 020 7055 8400 / 020 7055 8401

    Community Children’s Nursing Team (CCNT)

    The CCNT is a team of specialist children's nurses with the knowledge, skills and expertise to offer families the choice of safely caring for their sick child within their own home, school or nursery.

    Tel: 020 7059 6517

    Community Paediatricians

    We are doctors with expertise in child development, neurodisability, safeguarding and immunisation.

    Tel: 020 8350 7356

    Complex Learning Needs and Dyslexia

    We are a team of specialist teachers and early years practitioners with substantial experience and qualifications in the field of learning difficulties and dyslexia e.g advanced diplomas, masters degrees, AMBDA approved qualifications, assessment practising certificates.

    Tel: 020 8475 2311 / 020 8475 2301

    Disabled Children and Young People’s Service

    The primary role of DCYPS is to complete Child In Need assessments and care plans, provide support and advice to children, young people and families where child’s disability is the overriding issue. The team also carry out safeguarding investigations for children at risk of significant harm, and work with Looked After Children.

    Tel: 020 3373 6643

    Educational Psychology Service

    Newham Educational Psychologists are applied psychologists who work in educational and other contexts with children/young people up to the age of 25. We draw on a range of psychological theory and techniques to carry out assessment and intervention with children/young people who have learning, behaviour, social or emotional difficulties. We provide advice to parents, schools and the local authority on children's special educational needs and how those needs might best be met.

    Tel: 020 3373 2711

    Language, Communication and Interaction Service

    A team of special educational needs practitioners, teachers and speech and language therapists with knowledge and expertise in working with children and young people with social communication difficulties, autism spectrum disorders and specific language difficulties.

    Tel: 0208 325 4527


    A team of specialists for babies and children whose development of movement is being impaired by a wide a range of conditions.

    Tel: 020 8250 7365

    Resources for Autism

    We provide autism specific play, youth and adult services. This includes a Newham based specialist Saturday play service and one to one paid support at home and in the community.

    Newham residents can access out of borough holiday schemes for 8 – 19 year olds, adult social and skills based groups, art and music therapy

    Tel: 02084583259

    School Nursing Service

    School nurses are qualified nurses with additional training, which specifically relates to the health of school age children. The service is divided into four locally based teams across the borough. The School Nursing Service is committed to promoting the health and welfare of school age children to enable each child to reach his / her full developmental and educational potential.

    Tel: 020 7059 6933

    Sensory Service

    We are educational and allied health professionals, all with additional qualifications related to hearing impairment, visual impairment or multisensory impairments. Some of our staff are based in schools, whilst others work throughout Newham, both in homes and nursery settings.

    Tel: 020 3373 2105

    Sickle Call and Thalassaemia Services

    The Sickle Cell and Thalassaemia centre is a team of experienced specialist nurses and nurse counsellors who are dedicated to meeting the needs of individuals affected with sickle cell anaemia or thalassaemia major and any other unusual haemoglobin. The team includes a social worker and psychologist who are based in the centre, a haematologist and a paediatrician based at the hospital

    Tel: 020 8821 0800


    Special Educational Needs (SEN) Section

    The service is made up of officers with specialist knowledge in special educational needs, and administrative officers who arrange and review educational support to children and young people aged under 16 with severe and complex special educational needs (SEN).

    Tel: 020 8430 2000


    Speech and Language Therapy

    We offer assessment, diagnosis, therapy, advice and information to people of all ages who have communication or eating and drinking difficulties.

    We carry out assessments with people to see if there are difficulties in:

    • · attention and listening skills
    • · interacting with others
    • · understanding spoken language
    • · using spoken language appropriately for their age
    • · speaking fluently (stammering)
    • · pronouncing words
    • · use of voice
    • · eating and swallowing safely.

    We then provide individual or group therapy as needed. We provide advice, programmes and activities to parents/carers, school staff and other professionals.

    We work with and share what we are doing with other people who know the individual, parents/ carers and families, education support teams, teaching staff and other professionals.

    We work in:

    • · the Child Development Centre for pre-school children aged 1-3 years
    • · local clinics and in children's centres for pre-school children aged 3-5 years
    • · schools for children aged 5-16 years

    Tel: 020 8250 7340


    Wheelchair and Special Seating Service, Newham

    Newham Wheelchair and Specialist Seating Service provides manual and electric wheelchairs, buggies, pressure distributing cushions and associated special postural management equipment. Once equipment has been provided, the service continues to monitor and review clients' equipment needs.

    Tel: 020 8496 9029


  • What arrangements are made to ensure that all children have equal access to a good quality education at Gainsborough?

    We are a fully inclusive school where we believe that all children have the right to a good quality education no matter what their needs are. When children start at Gainsborough we ensure that any children with medical needs are properly assessed on entry, with risk assessments, management plans or care plans written before the children start in consultation with parents and (where appropriate) outside agencies.

    We work with outside agencies and services that are already involved with the children to ensure their wider needs are met. We also identify the family’s wider needs, where appropriate and signpost family to relevant agencies and services, if help is requested. During admission interviews if the family share information regarding the childs SEND then liaison with the Inclusion Lead is arranged to provide additional information. This may be during the interview or a phone call later in the day.