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.