The school has children with a range of disabilities which include Autistic Spectrum Disorder, ADHD, and medical conditions such as Epilepsy, Chronic Allergies,  and Sickle Cell Anaemia. When children enter school with specific disabilities, the school liaises with LA professionals for assessments, support and guidance for the school and parents/carers.

We have a number of children who have asthma and all staff are aware of these children. Inhalers are kept in the classrooms and a record of use is noted.

Some children have allergies or food intolerances/cultural food choices. We have our own independent caterers who are able to meet the needs of children with specialist diets in an inclusive environment.

All medical information is collated and available to the relevant staff, with a designated member of staff responsible for their monitoring.

All medication is kept in a central safe and secure place which has easy access for First Aiders and staff members. Consent forms for the administration of medicine are filled in by parents, outlining the condition and dosage of medication. All medication that is given is recorded.

When a child is making significantly slower progress than their peers or is struggling to achieve their predicted potential, they could be considered to have Special Educational Needs (SEN).  Early intervention is essential for progress however it is important to avoid mislabelling a child with additional needs and to remain focussed on meeting their needs.

In partnership with the Class teacher, SENCO and parents we considered any barriers to learning. 

Barriers could include:

• Absences or lateness
• Changing schools or moving house
• Difficulties in speaking English
• A temporary illness or injury e.g. broken arm
• Worries or concerns such as a family bereavement
• Being a young carer

We know that children who experience these types of barriers may be vulnerable students but this does not mean they should be identified as a child with SEN. 

Data meetings were held termly and progress and attainment was monitored.  Additional support was put in place to support children who had been identified through the pupil progress meetings.

The SENCO followed up with children who had received QFT and additional support in school and had not made expected progress. 

The Educational Psychologist was able to support teachers and support staff in developing or adjusting their practice for children who were identified with significant special educational needs.

Senior leaders regularly reviewed children’s work through book looks, data meetings and observations within each year group and fed back to individual teachers. Through this process individual children were identified for further support.

Children were added to the SEN register if their ability was significantly below their peers and a short-term barrier could not account for their lack of progress or attainment.  Parents were involved in decision making and reviews of decisions were held regularly.

This year has seen a significant rise in referrals to CAMHS and since September 2022, 15 referrals have been submitted.

Dec 22 to July 23, NHS therapists covering mainstream primary pupils were not in a position to offer Speech and Language Therapy assessment, intervention or support to pupils, where this had not been specified in a pupils EHCP.

NHS therapists continued to deliver in clinic support and reviews to pupils in mainstream school with appropriate EHCPs. Therapist feedback review and target information via email to the SENCO.

Although the waiting list for new referrals rose to 40 weeks, 5 new referrals were made. Children were assessed in the therapist’s clinic during the summer term and targets have been set but the children will not come onto the NHS caseload until the service is able to provide support.

Throughout the year, weekly language groups have been accessed by all reception children and those identified as requiring more support joined daily groups before referral to NHS service.          

Nursery children have also benefited from twice weekly support groups.

• OT support has been delivered in school to both individuals and small groups this year, including the Funky Fingers programme & Sensory Programmes for identified children who needed support in developing these skills.
• Mentoring - checking in sessions have continued as needed (a request can be made from a parent, child, teacher or social care). 1-1 mentoring & small group sessions have been held in the Mentors room.

Our Mentor has provided a significant level of family support over the last year especially due to the cost-of-living crisis.

• Counselling - 15 children have received regular counselling sessions during the year.
• Parenting support - The class teachers, pastoral team and SENCO regularly contacted parents via email, WEDUC and telephone to offer parenting support as requested. For Parents’ evening there was the option of face to face or online meetings. Parent Gym sessions were held in the Spring Term.
• Learning interventions, SEN support plan and EHCP provision continued. 

We have an extensive staff who continuously look to develop their practice and extend their expertise.  An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge.

This year training has included:

• First Aid/Paediatric First Aid
• Safeguarding
• Developing SEN SUPPORT PLAN Writing
• ADHD Training
• Neurodiversity in Schools
• Lego Therapy

Monks Orchard has extensive resources to meet the needs of children with SEN (see our school offer). This year we have continued our use of augmented technology to include: iPads, reading pens, laptops as well as using software such as Times Table Rockstars and Communicate in Print.

 Please contact us on office@monksorchard.co.uk or 0208 654 2570 so an appointment can be made to speak with you.