At Edward Peake we consult parents/carers of pupils with SEND and involve them in their childâs education.
- Recorded Planning / Progress meetings
- Parents Evenings
- Written reports
- SEND reviewsÂ
- Annual reviews for Statements/EHCPs
Parents who have a concern regarding the provision for their childâs SEND should contact their childâs class teacher in the first instance.
Class teachers are responsible for delivering high quality teaching, differentiated as necessary, to enable all pupils in their classes, including those with SEND, to develop skills and make progress.
Where a pupil does not make expected progress despite high quality teaching, they may be given additional support. The SENDCo may carry out observations and/or a range of assessments to help identify particular areas of difficulty. If a potential special educational need is identified, a graduated approach â assess, plan, do, review â is put in place to endeavour to remove barriers to learning. At this stage, the student will be regarded as being on SEND Support. A pupil profile (One Page Profile) will be agreed with parents/carers and the student, which will set out:
- the pupilâs identified need, strengths and areas for development
- strategies to be employed by those working with the student
- details of access arrangements for assessment, if appropriate.
The student profile is shared with relevant school staff.
Support is offered according to need and may take the form of:
- additional differentiation or intervention by subject teachers;
- in-class support by Teaching Assistants for targeted groups of pupils;
- A combination of both in-class support and withdrawal on a small group or 1:1 basis, to enable the teaching of specific skills by Teaching Assistants;
- Pastoral support as required;
- The use of the Peake at lunchtimes.
If a pupil continues to make little or no progress despite additional support, and following discussion with parents/carers and the pupil, the school may consider involving specialists from outside agencies, e.g. Speech and Language Therapy Service, Educational Psychology Service.
It is intended that the majority of students with SEND will have their needs met by provision at SEND Support. However, an assessment for an Education, Health and Care Plan (EHCP) may be requested by parents/carers, or by the school. Details of the criteria for this is available on the Central Bedfordshire Council website.
If a student receives an EHCP, the provision made will reflect the objectives and targets detailed in the Plan. EHCPs are formally reviewed and reports sent to the Local Authority on an annual basis.
For further details please see the schoolâs Accessibility Plan.
The upper floor is wheelchair accessible by lift. There are disabled toilets around the building and additional changing facilities in the PE area. Any pupils that have mobility issues will have a PEEP plan held in school. Risk assessments are carried out according to individual pupil need.
The âPeakeâ is a sensory environment accessible to pupils with SEND.
Adaptations are made to the learning environment as appropriate and recommended aids are used as necessary such as chromebooks, colour overlays, visual timetables, larger font, pencil grips, wobble cushions and pencil grips.
Admission arrangements for children with SEND are in line with Central Bedfordshire Councilâs guidelines (see Schoolâs Admissions Policy).
Funding received by the school is targeted to provide support for identified students, according to need. Support may include 1:1 additional adult support where the most complex needs are present; however, in most cases students are supported within groups, with the aim of encouraging pupilâs levels of independence and self-reliance.
At Edward Peake we have the following expertise and training:
- Specific staff qualifications/training for ASD, Speech and Language and SPLD e.g. dyslexia,
- Training for interventions – Toe by Toe, Precision Teaching, Lego Therapy, Drawing and Talking
- Family Support Worker
In addition we secure:
- Links with external professionals âEducational Psychologist /CAMHS / Paediatrician /Sensory Impairment Team/ASD outreach worker
- School nurse
- LA SEND contact
- Commissioned Counsellors
- Multi-agency meetings when required
- Care Plan arrangements
The member of the schoolâs governing body with responsibility for SEND is Mrs H Learoyd.
The Leader of Inclusion is Mrs H Waddington and our SENDCo is Ms Anderson.
The school is fortunate to have a very well-qualified and experienced team of Teaching Assistants (TAs), who provide in-class support and small group work for students with SEND. Mrs C Warren-Perri assists Mrs Waddington & Ms Anderson with the organisation and delivery of the SEND provision.
All learning support non-teaching staff attend relevant training alongside teaching colleagues on INSET days and also have their own training sessions relating to specific aspects of learning need, relevant to the pupil cohort.
Both class teachers and pastoral staff in the school have had experience of a wide range of SEND and receive regular training on types of need. Induction for new staff includes meetings with the SENCO and Director of Inclusion, to familiarise them with aspects of SEND work within the school.
SEND Team
Ms Anderson
Miss C Warren-Perri
Teaching Assistants
Mrs K Bilcock
Mr A Clark
Mrs J Gumbo
Ms R Heeney
Mrs D Page
Mrs S Pratt
Mrs L Proctor
Miss L Chennells
Mrs E Baumber
Miss N Anderson
Mrs C Matthews
Websites
Autism Bedfordshire helps break down the barriers to social participation for autistic people and their families by providing places where they can go and feel comfortable, accepted and not judged by society. https://www.autismbedfordshire.net/
Central Bedfordshire SENDIASS provides free and impartial advice and support about special educational needs and disabilities for children, young people and parents in Central Bedfordshire. https://cbsendiass.org/
https://www.childneurologyfoundation.org/
https://dyspraxiafoundation.org.uk/
https://www.downs-syndrome.org.uk/
https://www.bdadyslexia.org.uk/
https://www.ehlers-danlos.org/
https://www.hypermobility.org/
IPSEA offers free and independent legally based information, advice and support to help get the right education for children and young people with all kinds of special educational needs and disabilities (SEND).
https://www.pdasociety.org.uk/
http://www.speechdisorder.co.uk/
https://www.tourettes-action.org.uk/
Leaflets and support information
High quality teaching, differentiated for individual pupils, is the first step in responding to pupils with SEND. Where a period of differentiated curriculum support has not resulted in the child making adequate progress OR where the nature or level of a childâs needs are unlikely to be met by such an approach, provision may need to be made. We will follow the graduated approach and the four-part cycle of: assess, plan, do and review.
