Good SEND Practice in Stockport Schools
Special Educational Needs Coordinators (SENCOs) meet regularly to discuss their work and share good practice. PACTS is pleased to showcase this good practice and celebrate the work that SENCOs are doing to promote Quality First teaching in Stockport schools. We hope to make this a regular feature on our website.
One Page Profiles for All
We are a small mainstream primary school with 6 classes and Resource provision in High Lane, Stockport. We currently have 10 Resource pupils, 15 pupils with an EHC Plan in total and 12 SEN Support pupils.
Our Resource provision consists of a base which is able to accommodate small intervention groups. Our Resource pupils have an individual provision timetable, which is designed around their needs. Through the week they have specialist support, interventions and therapies, as well as time spent in mainstream classes to ensure they are working alongside and interacting with their peers. Life skills are an essential part of the provision for our Resource pupils. We have specialist support staff for Resource pupils, who also carry out interventions for our SEN Support pupils, such as Nurture Groups, social skills groups, fine and gross motor groups, listening groups, Outdoor Learning groups, memory groups and managing feelings and emotions groups.
Every term we have a SEN staff meeting to discuss our current provision, to discuss children that have been flagged up by parents and to raise any concerns. At these meetings we work as a team to develop targets and discuss outcomes. In the autumn term we focused on how we can improve our co-production with children, families and agencies.
At the start of every academic year our PSHE scheme of work focuses on All About Me. Pupils, teachers, parents and support staff all contribute to 3 key areas that are collated to make a One Page Profile for every child in the school. These documents are very important to the children, as they have the views of the key people in their life contributing to the profile. They have a strong sense of ownership about their document. It is kept in the classroom and can be amended throughout the year. The three key areas are; What We Like & Admire About… , What is Important to Me and How Best to Support Me.
In class, the pupils to create their own One Page Profiles (OPP) from comments made by their families at home (and sent into school), their friends and by the staff they work with.
As a staff, we felt that as part of the school’s Universal Provision, a detailed One Page Profile was essential to meet the needs of most of our children.
Children who require additional support and intervention are our SEN Support pupils. They have additional information added to their OPP, which would include advice and input from an outside agency after discussion with the child and the family.
This term we have now created folders/portfolios for our SEN Support pupils, which has their OPP on the front cover, as this we feel, is key to their provision and should be the first document that people read about the child. We ensure parents have copies of this at home and encourage them to share it at hospital appointments etc.
The new folders also have copies of the Whole School Provision Pyramids, their outcomes plan and their views at the time on a Talking Mat.
Once we have drafted our outcomes plan, we have a parent’s consultation meeting where we add discussions and comments from the family. As we currently work remotely, we sent out the draft plans to parents prior to a consultation meeting, and then discussed the plan on the phone, making any changes needed and noting parents’ comments from the meeting. Once the plan is completed these are then sent out parents to read through in their own time at home. Once we are back to a normal way of working, we will share these at our Person Centred Reviews in face-to-face meetings, and parents will have copies to take away from the meeting.
At Brookside, we have always been flexible in how we plan, produce and organise our provision, we very much believe that there is no set format that will suit every child and every family, and we always look for ways to develop our own practice, often learning from parents’ own lived experience. Our class teachers are very flexible in their approach, and as the SENDCo, I am very proud of well they have embraced the Stockport Entitlement Framework for all children in school and not just pupils with Additional Needs. In a recent discussion with a teacher about a child, she clearly explained to me how she now felt his needs could be met through the universal provision and what adjustments she could make in class to meet his needs.
Lindsay Warner (SENDCo & Deputy Headteacher @ Brookside Primary School)
Co-Production in Practice
Over the last few years the SEND provision at St Thomas’ has improved greatly. This is partly due to the ongoing increase of hours given to the SENDCo by the school governing body. This has had a positive impact on the children and parents of SEND by providing more time to work co productively with the child and their family. Parents have commented that the relationships with school are vital and they now feel valued and listened to. One parent compared St Thomas’ to a previous school and what a difference regular communication from school to home makes. Mum is much, much happier and feels that she can begin to trust schools again. The relationship between school and home has gone from strength to strength, resulting in a successful transition for their child.
Natalie Wood, SENCO, St Thomas’ CE.