The school has children with a range of disabilities which include Autistic Spectrum Disorder, ADHD, Hearing Impairment, Visual Impairment and physical needs. Some pupils have medical conditions such as Epilepsy, Asthma and Chronic Allergies. When children enter school with specific disabilities, the school liaises with LA professionals & previous settings 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. Some children also use specialist cutlery.

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, SLT 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. a 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 progress meetings.

The SENCO/SLT 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 in developing or adjusting their practice for targeted children who were identified with significant special educational needs.

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

The three schools within the Monks Orchard Academy Community Trust moderated across all year groups during the Autumn and Spring Term.

Formal Assessment was also used to identify needs:

• Phonics screening in Year 1
• SALT assessments
• Talk Boost Assessments
• Fine motor skills assessment

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 continued rise in referrals  to CAMHS and since September 2023, 6 referrals have been submitted. An additional 4 referrals have been submitted to the Community Paediatricians for children under 5 years.

Provision for children in school

• Speech and Language

Due to the reduced NHS SALT service, the therapists covering mainstream primary pupils were still not in a position to offer Speech and Language Therapy assessment, intervention or support to mainstream pupils, where this had not been specified via a pupil’s EHCP.

NHS therapists continued to deliver in clinic support and reviews to pupils in mainstream schools with appropriate EHCPs. Our attached therapist, Natalie Norden, provided verbal and email feedback regarding pupil reviews and target information to the Communications Coordinator and SENCO.

The waiting list for new referrals to the NHS SALT service was on average 6-8 weeks. Four new referrals were made. Four children were assessed in the therapist’s clinic, targets were set and then the children were discharged. 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 additional support joined daily groups before being referred to the NHS SALT service.          

Nursery children have also benefited from twice weekly support groups.

• Occupational Therapy

The NHS Occupational Therapy service was reduced this year.

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.

Three referrals were made to the service this year and we are still waiting for assessment appointments for these children.

• 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.

• Counselling

6 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.
• Learning interventions, IEP and EHCP provision continued. 

We have an extensive staff at Monks Orchard 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
• Inclusion plans

• Neurodiversity
• Sensory support
• Inclusion/behaviour
• Autism training

 

Equipment and Facilities

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 Communication in Print (Widgit).