SEN Information Report

Sunningdale School is commissioned by the Local Authority to provide for children aged 2 – 11 years who have severe, profound, and multiple or severe learning difficulties, which may include Autism.

The placing authority is Together for Children on behalf of Sunderland City Council.

The young person will have severe and persistent lifelong difficulties with literacy, numeracy, or motor co-ordination despite regular attendance or have profound and multiple learning difficulties that are lifelong.

The child will have an Education, Health and Care Plan with cognition and learning as a primary need.

The child’s needs should in line with those identified at range 5. The young person will have:

• Associated severe and complex learning difficulties impact on their ability to make progress within the curriculum despite the use of specialist materials, aids, equipment, furniture and/or extensive adaptations to the physical environment.

• Potential requirement that health care inputs and therapies be intensive and daily, including interventions from Occupational Therapist/Speech and Language Therapist and Physiotherapist.

• Requires a total communication approach and is or may be an augmentative alternative communication user.

• Cognitive scores that fall within the range for severe learning difficulties, typically with an IQ below 50.

• Specialist interventions such as PECS, Makaton, Intensive Interaction, Tac-Pac, hydrotherapy

• Potentially may have a degenerative condition.

• Complex medical needs requiring frequent monitoring and medical intervention throughout the school day with access to a school nurse.

• Significant levels of difficulty in cognitive processing, requiring significant alteration to the pace and delivery of the curriculum.

• The child is socially immature and vulnerable because of limited social awareness, difficulties with reasoning, understanding, or expressing thought.

Interventions recommended by external specialists will have been used and despite these the child shows little, or no progress or intensive support is required to ensure progress; and

An Educational Psychologist will have been involved with the child and will have identified this level of need. This recommendation will have been discussed with an EHCP review meeting or the outcome of an EHCP needs assessment.

You can ask your local authority to carry out an assessment if you think your child needs an EHC plan.

The process will involve:

• An assessment by all the professionals involved with your child. Each professional will write a report about the child’s needs.

• An invitation to parents to visit different schools/settings. Parents will be asked to write their views about their child’s needs and to choose a preferred

• All reports are submitted to the SEN department and a panel of professionals decides on the ‘setting’ and the type of support required to meet your child’s needs.

• The application will be considered by Together for Children at the resourced panel meeting following statutory assessment. The Panel will be chaired by the SEN Strategic Lead/Team Manager.

• The Panel will consider available places, whether the entry criteria for the provision are met, needs of other pupils attending the school and advise on the placement.

• A draft EHCP will be written if professionals agree one is required. This will provide details about the child’s needs and the support required. Once professionals and parents agree the EHCP is accurate a final version will be issued.

• Following agreement, a transition package will be agreed between the team around the child to ensure successful transition into the school. This will be planned for up to six weeks, in partnership between school staff and the child’s mainstream school, to ensure a successful transition for the young person and their family

Starting Sunningdale School

• The Assistant Headteacher at Sunningdale School will contact your child’s existing school/nursery to organise a transition programme when the final EHCP has been agreed.
• The transition programme agreed between the two schools will include the number and length of visits required to ensure your child is comfortable and at ease in their new school. It will also take account of the support required during the transition period.
• The programme will be flexible; the number of visits and how long will depend on the needs of the child and how well they settle into their new class.
• The programme will involve a member of staff from the child’s present class to support them during visits to Sunningdale School and to share relevant information about your child.
• Parents are invited to meet up with a member of administrative staff in order to complete the relevant admission forms, ask questions, and order uniform. Parents also have the opportunity to speak to the school nurse.
• A start date will be agreed between schools and transport will be arranged if the child meets the local authority agreed threshold distance. (And if it is required)

 Leaving Sunningdale School and transferring to secondary school provision:
 

• Staff from the secondary school begin by visiting children and their teachers at Sunningdale School.
• A bespoke transition programme takes place from May half term to meet the needs of individual children.
• Parents are contacted by the secondary school to arrange a visit and meet the staff who will be working with your child.
• If you have any concerns or require advice and support around this transition please contact our parent partnership advisor Jan Patterson.

If your child is leaving Sunningdale School to attend a mainstream school or a special secondary school the same process will take place in terms of sharing information and visits to the school.

• The provision of transport is dependent upon the distance from your home to Sunningdale School. Children who live over two miles away from the school will be entitled to free transport.
• The SEN department will contact the Transport department who will then organise transport for your child.
• The driver and escort staff will introduce themselves to you and your child prior to your child starting school.
• The date and time will be arranged and any medical information shared.
• Parents are welcome to transport their child to school even if the child is entitled to free transport.

• To ensure that we are able to meet each child’s holistic needs as specifically as possible Sunningdale School’s curriculum is arranged into four pathways.

These are:

• The Pre-formal Pathway
• The Semi-formal Explore Pathway
• The Semi-formal Play Pathway
• The Formal Pathway.

• Each of these Pathways has its own distinct overarching pedagogical (teaching and learning) approach that begins to meet the collective needs of the pupils within that pathway which is then personalised to a higher degree to meet the specific needs of individual pupils.
• For more information on our curriculum pathways, please see our curriculum pages.
• The curriculum is personalised; each child has a Personal Learning Plan (PLP).
• The curriculum is creative and taught through half termly themes. Teachers take into account pupil voice and the child’s interest when planning and teaching to the needs of the pupils.
• The curriculum involves indoor and outdoor learning, including life skills and therapies.

• All children are assessed within their first two weeks of attending Sunningdale.
• Teachers track the progress of all children using ipsative assessment. (Link to assessment page)
• Teachers track the progress of children in nursery and reception using Early Years Goals.
• All pupils in reception are assessed using the Early Years Profile.
• We encourage parents to help set annual targets by meeting with their child’s teacher early in the autumn term.
• Parents are invited to an end of year parents evening to share information about their child’s progress.
• Every child has an Education Health Care Plan; it is statutory that they have a minimum of one annual review meeting per year with parents and other professionals invited with a report provided from school and professionals.
• At Sunningdale School we have an open door policy. There are frequent opportunities to look at your child’s work or speak to your child’s teacher (appointments only).

• Children have access to health professionals including Speech and Language Therapist, Physiotherapist, Occupational Therapist who all work part time at Sunningdale School. Professionals work with the class teacher to set targets for your child (if required). The targets will be part of the child’s Personal Learning Plan (PLP) and classroom staff will work with your child on their specific targets throughout the school week. The class teacher feeds back the progress to professionals. The length of interventions may vary according to the child’s needs. Professionals may also organise information sharing ‘surgeries’ for a teacher and parent to attend.
• The Visual Impairment Team and Hearing Impairment Team will work with those children who require this specialist service or the professionals may set targets and share with the class teacher. The targets will be part of the child’s Personal Learning Plan (PLP) and classroom staff will work with your child on their specific targets throughout the school week. The class teacher feeds back the progress to professionals.
• The Headteacher or Special Educational Needs and Disabilities Coordinator (SENDCo) may contact other services for additional expertise and advice (with parents’ permission) such as Autism Outreach Service, Children and Young People’s Service, Educational Psychologist, Children with Disability Team (social services).
• There are different specialists such as orthopaedics and LECKEY reps (chairs) who may come into school to provide additional services. These specialists will ensure children who require specialist equipment receive regular assessments and updated equipment as and when required.
• There are a number of Therapies available at Sunningdale School including rebound therapy (trampoline), light room therapy, sound therapy, hydrotherapy (pool), access to sensory integration and soft play. Access to therapies will be according to identified ‘need.’ An assessment may need to take place involving medical consultants and professionals.
• There is a school nurse on site throughout the school day. Some doctors hold their clinics in school rather than at the hospital. This occurs approximately one morning every two to three weeks. This limits waiting time as the child only needs to be taken out of the classroom when the doctor is ready.
• Children at Sunningdale School benefit from learning through outdoor experiences. The majority of children have access to half a day a week on the school bus. They access hands-on experience in the community linked to the class half termly theme and the learning areas identified within the child’s Personal Learning Plan (PLP). Children may access parks, shops, farms, woods, cultural venues.
• Children in KS2 who are confident swimmers and don’t require a hydrotherapy pool also have access to sessions at the local secondary school pool (Sandhill View).

• All children have a Personlised Learning Plan PLP which includes targets and advice from other professionals working with the child. This ensures each child has an individualised programme to enable them to access the curriculum.
• Some therapies are allocated to pupils by needs or by a rota system due to the high demand.
• Staff: pupil ratio is approximately 3 staff to 10 pupils. Only in exceptional circumstances are additional staff deployed to work with a particular child more closely.
• Pupil premium is an identified funding stream allocated by the government for all pupils on free school meals. The Headteacher and Deputy Headteacher identify where and how the funding will be utilized to support an individual pupil or groups of pupils.

• All staff are trained in Makaton signing, Moving and Assisiting, Feeding Assistant, PECSs (Picture Exchange Communication System), using Widgit symbols and Safeguarding.
• Some staff are trained in other communication systems such as Intensive Interaction and SCERT’s.
• Some staff are medically trained (gastrostromy feeds, epilepsy, first aiders, paedriatric trained) to enable your child to access the curriculum.
• A number of staff across the school are trained in specific therapies (light room, sound, hydro and life guard).
• Training is regularly updated. All staff have their own personal training targets identified on an annual basis.

• All children have opportunities to access lunchtime clubs throughout the week. 
• After school club – children are allocated using a rota system due to the high demand (parents are required to collect their child from school)
• Some children may have an opportunity to experience residential trips during their time at Sunningdale School.

• Parents are invited to family assemblies throughout the year.
• Parents can become Governors of the school
• There are regular themed coffee sessions.
• Parents are encouraged to attend a parents evening at the start of the academic year to meet your child’s class staff and discuss and set targets for the year.
• Parent surgeries occur throughout the year and for you as the parent to discuss your child with a particular professional and the class teacher.
• Every child has an Education Health Care Plan; it is statutory that they have a minimum of one annual review meeting per year with parents and other professionals invited to discuss your child’s progress and set targets.
• Towards the end of the academic year parents are invited to Parents Evening to discuss progress.
• There are a number of parent courses and workshops organised throughout the year by Sunningdale School and the local authority.
• Parents can access their child’s progress through Parent Share on the Evidence for Learning.
• Early Years Stay & Play Sessions
• Regular special events eg ‘Healthy Minds Day’
• Parents awareness training available at school

• Communication is key. As a parent we encourage you to write and send photographs of activities your child has been involved in at home through the Evidence Me app. This supports high quality partnership working which benefits your child’s learning.
• Attendance at medical appointments, parent evenings and meetings with school staff.
• Attendance at parent courses/workshops.
• Use curriculum advice and activity ideas from the class teacher that will support your child to transfer skills between home and school.

• We have a parent partnership advisor (Mrs Jan Patterson) who supports early intervention for children and their families as and when required.  If you require support please contact Jan on the school number.
• The curriculum and targets set by your child’s class teacher support your child’s personal, self-help and independence skills. We also use strategies to support your child to use appropriate behaviour in different situations.
• Pupils are encouraged to use their ‘voice’ to make good choices.
• Sunningdale is a ‘nurturing’ school. We use the programme as part of the whole curriculum to address areas such as friendships, bullying, feelings and behaviour.
• A Sex and Relationship Education programme is adapted to the needs of pupils across the school.
• All staff have undertaken safeguarding training and follow the policies and procedures to protect and keep your child safe.
• Sunningdale School’s ethos is to encourage pupils to be independent and confident learners preparing them for life after Sunningdale.

• Foundation of light
• Jigsaw (club for children with Autism)
• The Special Lioness

• The school has in place an accessibility plan which can be accessed here.

• Governors play an active part in the life of the school and have a high level of awareness of the school’s provision and practice.
• Governors hold the Head teacher and staff to account, ensuring the school provides the best possible learning opportunities for children with SEN

• SENDCo – Jonathan Moffatt: For advice on Annual Reviews and Education Health Care Plans (EHCP), and transitions in and out of school.
• Deputy Head Teacher – Charlotte Beattie: Pre-school, Curriculum and Assessment.
• Headteacher – James Waller: Complaints.
• School Office – Natalie Headen: General Enquiries, Administration forms/School Uniform.
• Family Partnership Advisor – Jan Patterson: Support with attendance and remote / home learning.

• In the first instance please contact James Waller (Head Teacher) at the school to make an appointment to discuss.
• Please refer to the Complaints Policy on the website or contact the school for a ‘hard’ copy