SEND and Inclusion
At Elmhurst, we recognise that sometimes learning can be challenging for some pupils. We provide quality first teaching for all pupils and when pupils have been identified as having additional needs we offer individualised support.
Every child on the SEND register has an SEN support plan. This outlines desired outcomes, type of provision, time and financial costings. These are shared with parents and carers three times per year.
If you feel your child needs more support or they are displaying behaviours at home that may be different to those seen in school, please talk with your child's teacher in the first instance or if you feel you need more support, please contact Mrs Bunce. We have an open-door policy and we welcome parents to voice their concerns.
The SEND provision at Elmhurst has helped my child’s needs. The SENDCOs are very helpful and easy to approach. They have been amazing at putting in strategies to help my child with his specific needs. They keep checking and reviewing these too which is also great as it aids in the growth of my child within the education setting.
Assess, Plan, Do, Review as set out in the SEND Code of Practice 5.36
Assess | If we feel your child has SEN, we will write an SEN support plan which as a mainstream school we must provide. This plan identifies your child's needs, the action needed and planned outcomes. However, if your child's needs are severe or complex they may go straight to the next step - formal assessment.
Plan | Every child on the SEND register has an SEN support plan. This outlines desired outcomes, type of provision, time and financial costings.
Do | We have Learning Support Assistants to support those children with additional needs. They are trained to run a number of interventions including:
- Language Link, Speech Link and Shape Coding - to support pupils with speech, language and communication difficulties.
- Precision Monitoring - to support pupils with specific numerical or literacy difficulties.
- Rainbow Road and Handwriting - to support pupils with gross/fine motor difficulties.
- Lexia - to develop phonetic reading skills.
- Social Skills Groups - to support children with social interactions, confidence and developing friendships.
- PALS - a small group for children who may feel insecure in school or who are in need of more adult attention than can be provided in their main class.
Review | Support Plans are shared with parents and carers three times per year.
OAP (Ordinarily Available Provision)
Promotes a consistent ethos to supporting children receiving SEND Support. This approach has been created by schools, professionals and parents and is a fantastic user-friendly, accessible resource for all. It outlines the special educational needs that children may have across the four broad areas, with easy to use provision suggestions for all members of school staff and families alike, as well as strategies for the whole school and quality first teaching.
The Annual Review of an Education Health and Care plan (EHCP) is not only a meeting but a process by which the outcomes set out in the EHC Plan and the effectiveness of provision are reviewed alongside all other sections of the EHCP.
EHCPs must be reviewed and the process completed by the local authority (LA) as a minimum within every 12 months. For pre-schoolers with EHCPs, this review must be within 6 months.
The Annual Review process at Elmhurst is incredibly important and we value the contributions made by both parents and the pupil. All of our SEN Support is person-centred, as such, we welcome contributions in a variety of formats. Pupil views are now collected through video - this enables the pupil to contribute without barriers, showing their successes in school without the pressure of attending a formal meeting at a young age.
Moving from one school/setting/class to another can be stressful, and while all children and young people benefit from a positive transition, some who have additional needs may find transitions more challenging than their peers and will require enhanced support.
At Elmhurst, we pride ourselves on our transition work with our pupils. Towards the end of June every year, we put a plan in place to mitigate any of their worries or concerns moving up a year.
We have adopted the Rainbow Transition program, which is proving to be a success for our pupils who were struggling with anxieties around transitioning.
If you need to get in contact with one of our school SENDCos they are:
- Christabel Bunce | Deputy Headteacher and SENDCo (Year 2 to Year 6)
- Stacey Lewis | Assistant Headteacher for EYFS and SENDCo (2YO, Nursery, Reception and Year 1)
The can be contacted at sendco@esglt.co.uk or on 01296 481380 via the main school office.
SEND Code of Practice (published Jan 2015)
This statutory code contains:
- details of legal requirements that schools must follow without exception
- statutory guidance that schools must follow by law unless there’s a good reason not to
It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under the Children and Families Act 2014 | Part 3
The code, which applies to England, is for:
- headteachers and principals
- governing bodies
- school and college staff
- special educational needs (SEN) co-ordinators
- early years providers
- other education settings
- local authorities
- health and social services staff
The national strategy for autistic children, young people and adults
The Government launched a new strategy to help autistic people to live more independent and fulfilled lives, they published: The national strategy for autistic children, young people and adults: 2021 to 2026
The five-year strategy will improve support for autistic adults and children in their daily lives by taking action to:
- increase awareness of autism in society
- reduce diagnosis waiting times
- provide better support from an early age
- improve access to healthcare
- support education tailored to the needs of autistic children and young people
Arrangements for handling complaints from parents of children with special educational needs or disability (SEND) about a school’s support are within the scope of the GLT Complaints and Resolution Policy.
Such complaints should first be made to the special educational needs coordinator (SENDCO). Complainants will then be referred to the GLT Complaints and Resolution Policy.
Our school’s SEND policy and information report includes information about the rights of parents of children with disabilities who believe that a school has discriminated against their child.
Complaints about services provided by other providers who use school premises or facilities should be directed to the provider concerned.
We are proud to have excellent links with multiple external agencies. You may find the following links of use.
Bucks Local Offer | A Local Offer gives children and young people with special educational needs or disabilities and their families information about what support services the local authority think will be available in their local area.
Integrated SEN Service (iSEND)
The Integrated SEN Service support children and young people with SEND who already have an EHC Plan, or those referred for an EHC Needs Assessment.
Telephone: 01296 382269
Online: Contact Form
- Aylesbury Bucks EHC coordinators senaylesbury@buckinghamshire.gov.uk
- Specialist Teachers st@buckinghamshire.gov.uk
- Educational Psychologists epsadmin@buckinghamshire.gov.uk
SEND IAS | Provides free, confidential, impartial information, advice and support on all matters relating to special educational needs and disability for children and young people aged 0 to 25 and their parents/carers.
Occupational Therapy | Work with children and young people who have problems learning, developing, socialising and playing, or have a physical and/or learning disability.
Your child may struggle with daily activities including:
- learning to explore the world;
- participating in nursery or school;
- feeding themselves independently;
- dressing independently;
- accessing suitable toileting/bathing facilities;
- playing with toys and games.
Work with you, health, education and social care colleagues, to help your child get the most from their lives and achieve their potential.
Child and Adolescent Mental Health Service (CAMHs) | CAMHS help children and young people up to 18 who are finding it hard to cope with everyday life because of difficult feelings, behaviour or relationships.
Most of the time when we are sad, angry, stressed or worried these feelings pass within a few days, but if they go on for a while and stop us from enjoying and coping with life, then CAMHS can help.
Just as we go to the doctors when we are physically ill, sometimes we need extra help with our mental health.
You can self-refer.
Children's Speech and Language Therapy in Buckinghamshire | The service supports children and young people to develop effective speech, language and social communication skills. Where appropriate we help children and families to learn to use alternative means of communication such as signing. We also work with children and young people who have problems eating or drinking.
The Speech and Language Therapist will develop a programme of work together with the child or young person, family, Early Years/School teaching staff and Specialist Teaching Service. Working in partnership with parents and staff is crucial for effective working at home and within the child/young person’s daily communication environment.
Will offer training and advice for some children and individual or group therapy to others. This relates directly to the nature of the communication difficulty and the outcome of assessment for the child/young person.
The Buckinghamshire Primary Pupil Referral Unit | The Buckinghamshire Primary Pupil Referral Unit was formed in September 2011 with the amalgamation of The Oaks (Amersham), Woodlands (High Wycombe) and Pathways (Aylesbury).
Provide support for children experiencing significant social, emotional or behavioural difficulties in their mainstream primary school. Children may be supported by outreach or by attendance at one of our units. We serve all maintained primary schools in Buckinghamshire.
The Thames Valley Autism Alert Card provides a simple way for autistic people of all ages and their parents or carers to quickly and easily explain the condition to others, giving cardholders and their families more confidence to go out and about. Autism Berkshire issues the Thames Valley Autism Alert Card free of charge to anyone living in Berkshire, Buckinghamshire, Oxfordshire and Milton Keynes who has an autism diagnosis. More than 2,500 cards are now in use.
https://www.autismberkshire.org.uk/thames-valley-autism-alert-card/
Parents/Carers do not need to have a formal diagnosis to add their child/ren to the register.
What is the Disabled Children’s Register (Pinpoint)?
The Disabled Children’s Register for Buckinghamshire/Pinpoint is aimed at parents or carers of disabled children and young people, with or without a formal diagnosis.
This secure, voluntary database captures information about children and young people aged 0 to 19 years with special educational needs and disabilities who live in Buckinghamshire (or are the responsibility of the Local Authority).
The information, such as types of disabilities, ages, and locations, helps to plan, monitor, and develop facilities and services for disabled children and their families.
What is a Max Card?
The Max Card is the UK’s leading discount card for foster families and families of children with additional needs. Families can use their Max Card at venues across the UK to get free or discounted admission.
For more information https://mymaxcard.co.uk/