Bochum Parkway, Sheffield, South Yorkshire S8 8JR

0114 2 372 768

SEN Information Report

October 2018

The kinds of SEN that are provided for.

Our school has been designated for children with autism and communication difficulties by Sheffield Local Authority.

Policies for identifying children and young people with SEN and assessing their needs.

All of the children at Mossbrook have Education, Health and Care Plans that identify their needs.

Should a further assessment be needed it is requested as part of the annual review.

Arrangements for consulting parents of children with SEN and involving them in their child’s education.

Involving parents and carers is one of the key factors for a successful education for our children.  Over the year the following will take place:

·         Notes in the home/school book

·         Weekly class newsletter

·         Phone calls as required

·         Two parent/carer consultation evenings

·         Annual review

·         A range of whole school activities including: coffee morning, Eid party, Christmas performance, May Celebration, Sports Day and Family Fun afternoon.

Many of these will include opportunities to visit your child in class.

Arrangements for assessing and reviewing children and young people’s progress towards outcomes.

Every child has an individual education plan (IEP) and this has targets that are set each half term, based on the outcomes set out in the child’s Education, Health and Care Plan (EHCP).  This is discussed with parents and carers at the annual review. 

In addition to this each child is set curricular targets and progress towards these is carefully assessed.

Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood.

Transition into Mossbrook is carefully planned.  For children already in an education setting we will work with them and parents/carers to decide on the transition into Mossbrook that works best for the child.

Much of what we do with our children is designed to prepare them for having as independent life as possible.  This includes enabling them to communicate, having self-help and life skills along with functional literacy and numeracy.

We work closely with all of the secondary special schools in Sheffield and the vast majority of our children go to these schools when they leave us.

The approach to teaching children and young people with SEN.

At the informal stage, “communication” and “cognition” form the majority of the curriculum. The other areas consist of “physical”, “self-care” and “independence”. At this developmental stage the National Curriculum subjects are not focused although pupils use some subject areas, such as the arts, physical education, geography and history to provide the contexts for their learning. These subjects are part of a thematic approach to the curriculum adopted by the whole school. The intention of the thematic approach is to develop a curriculum that motivates, engages and inspires pupils and make explicit cross curricular links.

This is achieved through the implementation of a thematic curriculum ‘structure’ across the school.

How adaptations are made to the curriculum and the learning environment of children and young people with SEN.

As a special school we adapt our curriculum for the needs of the children in a very individualised way.  Each class is different to each other and class teams adapt the curriculum to meet the needs of all the individuals that they teach.

The expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured.

Staff in school have expertise in meeting the needs of children with autism.  Some staff have additional post-graduate qualifications in meeting the needs of children with autism.  We also have staff with particular strengths in Makaton, Intensive Interaction, Attention Autism, Continence, Sleep, Theraplay, TEACCH and Team Teach.

We work closely with the Speech and Language Therapy Service and based on their support and advice we work on communication programmes for the children.

Evaluating the effectiveness of the provision made for children and young people with SEN.

There is a clear self-evaluation strategy in place in school to look at the effectiveness of what we do for our children.  It includes work that we do with other schools and external partners.

How children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN.

All of our children have SEN

Support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying.

Social and emotional development is an integral part of what we do.

The school values are:

·         We are kind

·         We try

·         We are a team

These are taught and used for rewarding positive behaviour.  The staff team know the children very well and all the children have social and emotional targets as part of their individual education plans.  Jessica Brooks and Kerry Smedley are the leads for wellbeing and they do a lot of work in organising curriculum activities for wellbeing.

The most important thing that we do to allow our children to develop is listening to them.  Having strong strategies to develop their communication enables us to do this.

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families.

At Mossbrook we work closely with a range of professionals to support our children.  Some of our children have medical needs, and we have regular visits from the Nurse, Doctors, Dentists, Dental Hygienist, Physiotherapist, Continence Nurse, MAST workers, Occupational Therapists, and Speech and Language Therapists.  We also have the support of Teachers from the services for children who are visually and hearing impaired.

Arrangements for handling complaints from parents of children with SEN about the provision made at the school.

If you have any cause for complaint please contact school as soon as possible and it will be dealt with to the best of our ability.  If you are unhappy with the way that it is dealt with then the complaint should be directed to the Chair of Governors whose details can be obtained from the office.  If you are still unhappy then the next steps are set out in the complaints procedure which is available on request from school.