SEND Information Report

Special Educational Needs Provided For

Castlebar School is a special school for young people aged 4-11 with a low moderate to severe learning difficulty and associated needs including ASC (Autistic Spectrum Conditions). It is a school that offers individualised learning in small groups, supported by a range of therapies and other interventions as required.

Policies for Identifying Children and Young People with SEN and Assessing Their Needs

Identification and assessment of pupils’ needs

  • Regular review and assessment of pupils individual needs are ongoing
  • The ‘Structured Conversation’ and IEP’s which enable teachers and parents/carers to identify support needed a home
  • Progress meeting with class teacher and line manager
  • Observation of individual and groups of pupils by senior teachers and other professionals including Educational Psychologist, Speech and Language/Occupational therapists

For more information please download our Assessment Policy from our policies page.

For more information on our entry and exit criteria please download our Local Offer .

Arrangements for Consulting Young People with SEN and Involving Them in Their Education

The school provides the following support:

  • Pupil Self-assessment in class
  • Formal Parent/Carer meetings e.g. Termly Structured Conversation/Annual Review to which young people are invited to attend and contribute
  • Pupil questionaires including an annual questionnarie as part of the review process
  • School Council to support young people voice their opinions about the school

Arrangements for Assessing and Reviewing Children and Young People’s Progress Towards Outcomes

  • Termly Pupil Progress meetings
  • Half termly Pupil progress meeting for pupils whose progress is a concern
  • Pupils Reading and Numeracy is assessed annually via cognitive testing
  • Makaton assessments and scoring
  • Pupils are assessed termly using the PIVAT levels, this information is shared with parents at the termly learning review.

For more information please download our Assessment Policy

Arrangements for Supporting Children and Young People in Moving Between Phases of Education

All children entering and leaving Castlebar School have a transition programme

Preparation for entry to Castlebar School starts as early as possible. Prior to accepting an offer of a place at Castlebar School, parents/carers and their child are offered an initial visit to meet key staff, have a tour of the facilities and learn more about the ethos and work of the school.

Once Castlebar School is named on the child’s Education, Health and Social Care Plan families are invited into the school for a visit.

A Transition Programme is prepared involving visits by parents and children to school and a home visit to new pupils. Visits to all the feeder nurseries and schools to meet, observe and gather information about each child’s learning, medical, sensory, emotional and social needs.

On the pupils first day of school, parents and carers are invited to bring their child to school and meet the class teacher again to give them an opportunity to raise any concerns or worries.

An ongoing internal transition programme also takes place as pupils move up the school and prepare to change classes. This takes place over a few weeks in the summer term.

Pupils transitioning to secondary placement have an extensive transition programme over the course of their final year. This becomes more intense in the summer term of Year 6 involving visits to relevant secondary schools.

The Approach to Teaching Children and Young People with SEN

Each class has a teacher and at least 2 teaching assistants with approximately 7-8 pupils in a teaching group. All staff are experienced and participate in ongoing and extensive training and development programme. In line with national guidance the school adopts a multi-disciplinary approach – staff work in a collaborative way with a range of other professionals, including Occupational Health, Speech and Language and Psychologist. Individual therapy programmes, including behaviour support, are delivered within lessons wherever possible to enhance the learning process.

Teaching is delivered through a combination of whole group and small group teaching.

1:1 teaching is provided as required

We have a highly structured approach to teaching and learning including

  • Small steps approach
  • Precision teaching
  • VB/ABA
  • Motivational approaches
  • Sensory integration
  • Makaton
  • PECS

The Different Types of Support that May Be Available for Young People at This School?

Click here to find out more our the support offered at Castlebar.

The Expertise and Training of Staff to Support Young People

All staff at Castlebar School have extensive experience of working within the field of Special Education.

Many staff have Masters Degrees in Special Education or other related areas including SALT and TEAACH (Treatment and Education of Autistic and related Communication Handicapped Children)

All staff at Castlebar School receive weekly training from a variety of professionals to support their work.

How We Evaluate the Effectiveness of Our Work

  • The school works very closely with the Local Authority’s Link Officer and School Effectiveness team to monitor the work of the school on a termly basis.
  • The school has been judged by Ofsted as Outstanding
  • Castlebar is a Teaching School and a National Support School
  • On a termly basis we measure every child’s progress using the PIVATs which breakdown P’ Levels in to small steps. This data is closely analysed by the school staff and Governors.
  • We compare our data with National data using progression guidance
  • We look at other data to support us and evaluate our effectiveness including feedback from the parents annual questionnaire and feedback as part of the review process. We use data collected from questionnaires for pupils on their views about school.

Support for Improving Emotional and Social Development

At Castlebar School we believe that pupils’ emotional and social development is underpinned by the relationships within the class, department and whole school. We believe that this as much caught as taught; something that as a school we should nurture and enable in a variety of practical and learning ways.

It is clear within our school that emotional and social skills are not only taught but ultimately ‘caught’ from adults through attuned, creative and mindful relationships acted out within a supportive and positive environment where all adults are skilled in managing and recognising their own emotions and moods.

How the School Involves Other Bodies Including Health and Social Care, Local Authority Support Services and Voluntary Sector Organisation in Meeting Young People‘s SEN and Supporting Their Families

The school has a number of health professionals employed/commissioned by the school; these include Speech and Language, Occupational Health, Specialist psychologist and nurse. Castlebar also has its own school Social Worker. The school adopts a facilitative and multi-agency approach and supports Pupils and families where required.

The school Social Worker who liaises with all the social care teams in the borough and out of borough teams. The SSW attends all meetings related to social care issues involving pupils and their families. The school also works closely with the Integrated Service for Children with Disabilities – ESCAN. An Educational Psychologist from this team works at the school. Where a pupil is receiving support, the school works closely with the provider to ensure that strategies are effectively implemented in school.

Arrangements for Handling Complaints from Parents About the Provision Made at the School

Parents are encouraged to make an appointment with the class teacher if they have concerns about attainment, achievement, progress or happiness in school.
Where a child continues to make little progress despite the support provided by the school, including external support and advice, and there is increasing evidence that the child has needs that cannot be met within the resources ordinarily available to school, we will ask the Local Authority to undertake a statutory re-assessment of the child’s SEN statement or EHC plan.

Governor Involvement: All schools have a designated SEN Governor responsible for making sure the necessary support is available for every child who attends the school. The name of this Governor can be found on the school web-site.

If You Need to Make a Complaint

Parents have the following rights of redress, should the school, Governors or LA fail in its duty to provide, or if the parent disagrees with a decision or feels that there is discriminatory practice:

  • The school or LA complaints procedure – click here to download our complaints policy
  • An appeal to The SEN and Disability Tribunal (LA decision)
  • A claim against the responsible body (Chair of Governors or LA) for disability
  • To the SEN and Disability Tribunal for discrimination
  • A complaint to the LA Ombudsman (Schools and LAs)

Where can I find information on the Ealing Education authority offer?