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Special Educational Needs & Disabilities

"A child or young person has special educational needs and disabilities if they have a learning difficulty and/or a disability that means they need special health and education support." (NHS website)

 

Here at Scotts, we celebrate that every child's learning journey is different. We strive to ensure that every child receives the highest quality teaching, adapted to their individual needs, to help them to achieve their personal goals.

If you have any concerns regarding your child's ability to access the curriculum, please contact our Special Educational Needs Co-ordinator (SENDCo) Mrs Standen on 01708 457019 or office@scotts.havering.sch.uk.

 

More information about SEND provision at Scotts:

SEN information report-our school offer

SEN policy 

Our SEN information report and policy gives further information on our School Offer of SEN support,

across the four areas of need.

Communication and Interaction

On entry, in EYFS, we assess all of our children using a programme called Language Link. This helps to identify any specific language needs and enables us to put language groups in place for identified children. If there are any children that are observed as having speech needs, we will then complete a Speech Link assessment.

Schoolserve.com | Connect, Tender, Serve | International School Tenders

We have a Speech and Language caseload meeting twice a year with our Havering allocated  Speech and Language Therapist (SALT) and communication and interaction advisor. This is where the progress of children's S&L needs are discussed, new children are referred and assessments of children are agreed. Any children already known to this service when starting in EYFS will already be on this caseload.

 

We support the individual needs of all of our children and will introduce different resources and interventions to support any communication needs.

This may include visual timetables, now and next boards, task board, visual cues, makaton signs...

Speech and Language Therapy for Children - Cwm Taf Morgannwg University  Health Board

 

Sensory and/or Physical Needs

Our school is a single story, accessible building, with ramps in place where needed and accessible toilets in both the infant and junior buildings. An individual risk assessment will always be made to ensure the correct provision is in place for any child or member of staff with physical needs. Further information on supporting children with physical needs can be found in our accessibility policy.

Where additional advice is needed, the Havering CAD 5-19 team are available to support. Within their team, they have a visual impairment and hearing impairment advisory teacher and a habilitation specialist. We can also refer for further advice from the paediatrician and occupational therapist.

When physical and/or sensory needs are identified, we will work together to put the best support in place. This could be by following a physiotherapy plan of exercises that has been set for us, this could be a fine or gross motor skills intervention programme, sensory play activities or appropriate resources selected to support your child's physical or sensory needs.

Identifying your Child's Sensory Needs

British Sign Language

Some of our staff members have studied and received qualifications in British Sign Language (BSL)- a language that uses signs to communicate with people with hearing impairment. 

Why not try and learn some with Mrs Bones?

Basic greetings

Numbers 0-10

Finger spelling the alphabet in BSL

Cognition and Learning

Children who experience difficulties with cognition and learning may have difficulties with:

  • Reading and spelling 
  • Learning new information and concepts
  • Working with numbers
  • Working memory
  • Concentration
  • Organisation
  • Balance and coordination

Cognition & Learning | The Oxford Academy

Students may have conditions such as Attention deficit hyperactivity disorder (ADHD), Moderate Learning Difficulties (MLD), Profound and Multiple Learning Difficulties (PMLD) or Specific Learning Difficulties (e.g. dyslexia, dyscalculia, dyspraxia).  Students may present with difficulties that do not have a specific title.

For students with cognition and learning difficulties, the quality first teaching that they will receive at Scotts, with appropriate differentiation and targeted SEN support is the best possible provision.

In addition to this, they will have access to visual aids, adapted equipment and resources and individual assessment of significant needs. They may also have an adapted timetable/curriculum to meet their needs.

Targeted support for groups or individuals may include group or 1:1 interventions that focus on a range of needs such as numeracy, literacy, comprehension and spelling skills. Support could also focus on improving working memory, balance and coordination.

Where needed, we will seek support from the Havering CAD 5-19 team, which may be through the General Learning Disabilities advisor or through our allocated Educational Psychologist.

Dyslexia

We have regular communication with parents who are concerned about the possibility of their child having Dyslexia.  

As a school, we are unable to diagnose Dyslexia in our learners however we are able to spot potential signs of Dyslexia and can offer assessment and support.

As well as Nessy Screener and the Pearson Dyslexia Screening Programme which assess the chances of Dyslexia, we are able to assess Visual Stress in order to find out whether coloured overlays and paper would benefit the pupil. 

Ultimately, however, it is the quality teaching and the selection of appropriate interventions that we offer here at Scotts that will best support our pupils.  

If you have any concerns regarding your child and Dyslexia, please speak to their teacher.

Additional Support Resources

In order to support our children with their learning, we have a number of additional support resources that we offer throughout the school.  

During times of remote learning we would like to continue to offer as much additional support as possible through access to these resources.

Please use the links below:

Social, Emotional and Mental Health (SEMH)

At Scotts Primary School we know the importance of all members of our community being healthy in both body and mind.  The world in which we live has been an uncertain and constantly changing place this year and now more than ever we must pull together to support one-another.

As such we have- and will continue to- invest a lot of time and resources into promoting mental well-being within school. We are proud to be a Mentally Healthy School and are working collaboratively with both staff in school and with external agencies to ensure that we are able to offer support to those who need it.

There will always be challenges that arise for children and adults that can affect their ability to be happy and successful and we are very proud of the supportive team that we have developed who are on hand to support during these times.

As parents and carers, you too are a vital part of our school community and if you are concerned about your own mental health, we can signpost you towards agencies that can support you too.

Pupil pathway to mental health and well-being

The Rainbow Room

The Rainbow Room is a calm and safe space within our school that is accessible for all children when they need somewhere to escape the stresses of daily life. We have access to resources within this room that can support children when they are finding it hard to explain how they are feeling or to cope with overwhelming emotions. We aim to support children in managing and resolving issues before they grow or develop into bigger issues.

 

Our Rainbow Team

3 days out of 5, our Rainbow Room is used to provide specialised support from either our school Counsellor or by our ELSAs. 

Mrs Sfaltos is a qualified and experienced counsellor  who is well equipped to tailor support for the individual children she supports.  This may be a one- off session or a series of sessions.

The aim of her support is to equip children with the skills they need to cope with and manage their emotions in the future.

Miss Green and Mrs Monk are our school  Emotional Literacy Support Assistants (ELSAs) working with either small groups of children or individuals to support them in developing their emotional literacy.  This means understanding and implementing strategies to improve the way that they think and feel, usually in relation to themselves.

Areas that our ELSAs can support can include:

  • Recognising emotions
  • Self-esteem
  • Social skills
  • Friendship skills
  • Anger management
  • Loss and bereavement.  

Rainbow Champions

Rainbow Champions are a group of children who have been recognised as being good friends to all. These children are known in school as our Rainbow Champions and can be recognised by their rainbow badges and lanyards! 

They work as a team to help their peers in resolving issues and meet on a half termly basis with Mrs Sfaltos to take part in training activities.

"After it's been raining, the sun comes out... that's when you see a Rainbow!" Lexi, Year 2

"The rainbows are there when there isn't rain too.. it's there to see the sun!" Alfie, Year 1

"Rainbows are made by all different colours... the children in our school are all different and we are all part of our school rainbow!" Millie, Year 1

"I am a rainbow! I wear my badge so that everyone knows that they can talk to me if they need a friend!" Ruby, Reception

Useful Websites

Useful Downloads

Here you can download the handouts from our Mental Health Workshop with CAMHS.

Mindfulness

 The NHS recognise mindfulness as a tool for helping us to understand ourselves and live a happier life. It focuses on being present in the moment.

This can be a great tool to combat anxiety, depression or to just help mentally well people to enjoy life in the moment.

Mindfulness can also be a helpful approach to use for times of stress at home, including improving sleep. Here is a clip that we recommend for helping children to settle down to bedtime.

The Cosmic Kids Zen Den is an excellent mindfulness tool and one that children are familiar with due to use in the classrooms.