Why Church Langley chose the SEND Inclusion Award 

Church Langley Primary School took on the SENDIA to address some of the challenges faced by having growing numbers of SEND pupils with high level additional needs in school and to build on the good practice already happening. To obtain external validation of the work the school does in relation to children with SEND that they could use to respond to negative online comments when the school has no 'right to reply' - let the award speak for the school so to speak!

Which particular issues did the award help the Church Langley Community Primary School identify?

• The need for further professional development to empower teachers to effectively adapt the curriculum to meet the needs of learners with a range of SEND. 
• Extending opportunities to foster parental engagement by encouraging them to come into school to work alongside their children on non-educational projects, e.g. a craft afternoon to have fun and develop parental networks.
• The need to enable children to develop some sense of ownership over their targets for progress, to be clear about what these are and to ensure that all parties involved with the child are working towards achievement of the same objectives.
• To strengthen the voice of children with SEND throughout the school whilst ensuring that all children in our setting have an informed understanding of SEND and hidden disabilities especially.

What changes did the school make as a result of this?

• We used staff meeting times to share best practice, explore ways of adapting the curriculum to meet different learning needs and styles; share adapted resources; highlight the importance of visuals to support learning and how these can be used effectively alongside signs, gestures and agreed definitions to support learning (particularly for children with language processing difficulties); considered how to use simple technologies, e.g. voice recorders to support the development of independence within our pupils with SEND alongside explicit training in the use of visual coding, precision teaching and behaviour management.
• We reviewed, updated and extended our record keeping systems to ensure that information gathered from a range of stakeholders is adequately recorded and shared with all those involved with a child and is then passed on to other adults at the point of transition, e.g. year to year not just at key points of transition.
• We amended our One Plans to meet the needs of parents who asked for more clarity about their child's specific SEND and to meet the needs of pupils by empowering them to identify at least one target they really wanted to achieve - this was highlighted green on their plan so that both parents and school staff knew what was of primary importance to the child.
• We hosted events in school for parents of children with SEND both with and without their children present, which helped to foster a sense of community among parents with children at the school and provided invaluable information by inviting guest speakers and outside providers to attend coffee mornings, etc.
• We established a pupil voice group comprised purely of children with SEND who were given opportunities to talk about what works well for them in school, what they would like to improve, etc. This group continues to meet regularly.
• We provided advice, guidance and training - through role play - for teachers on how to host positive meetings with parents of children with SEND; how to manage challenging questions, expectations, etc.
• We utilised exit interviews with Year 6 leavers who had SEND to find out from a more mature perspective about what has worked well for them throughout their time at the school and what we might do better/differently to enhance the pupil experience for children with special needs. These were used in addition to other pupil and parent perception surveys, the analysis of which prompted some of the development activities undertaken.
• We dedicated a whole term's assemblies to hidden disabilities to strengthen understanding of SEND among all pupils within our school, which had a very positive impact on our children with SEND many of whom spoke more publicly about their own needs and 'owned' them in a more positive manner, recognising that their peers now understood their needs and would not 'judge'.

What impact did these changes have?

• Staff are more knowledgeable about SEND and feel more confident in adapting the curriculum to meet needs effectively, which in turn impacts positively on pupil attainment and progress.
• Parents have formed some social networks between themselves following on from school based events and have provided very positive and appreciative feedback on being given more regular opportunities to work alongside their child in school, which in turn has enabled them to try some alternative strategies at home.
• Parents have felt listened to - they can see some of the changes the school has made in response to their feedback and suggestions.
• There is more shared understanding about the needs of many of our SEND pupils within school and more collaborative working around some of the most vulnerable pupils.
• Pupils are becoming more adept at recognising their next steps for development and the things that they would like to learn, improve or get better at. Older pupils are beginning to evaluate their own progress and metacognition amongst some of the older pupils with SEND has improved.

Has achievement of the award resulted in any direct impact/s on pupil achievement?

Yes, raising the awareness of staff around the needs of pupils with SEND and practical ways of adapting the curriculum has positively impacted on achievement and fostered increased autonomy amongst several children. Further to this, shared understanding around children's primary targets has facilitated increased success in many children achieving these, which in turn has boosted their self-esteem and desire to achieve further.

How would you describe the whole experience from start to finish and achieving the award?

Undertaking the SEND Inclusion Award has been an entirely positive journey at the heart of which has been the commitment and collaboration of a wonderful working group. Bringing like-minded individuals together through this model has been fundamental to our success and has enabled us to support and influence the mindset and working practices of others through co-operation and collective responsibility. The power for change has come from having dedicated time to review practice among a team of people committed to enhancing what was already in place and to make it even better for the benefit of those children who need our support most.

The working group model was a real strength of the award process and is an approach that we will be adopting to address developmental areas within other aspects of school life.

Achievement of the award has provided affirmation that our school promotes and provides effective inclusive practice.

How would you recommend this award to a school thinking about undertaking the process?

I would definitely encourage other schools to embark on the award process, promoting the positives it offers:

• collaboration and collective responsibility
• delegated responsibility, which provides professional development opportunities for other colleagues
• an opportunity to 'shine a light' on a specific aspect of school life and effect change through dedicated time to focus on what needs doing and do it - there are so many demands on our time within school that dedicating an hour and a half every four to six weeks really made a difference
• effective mechanisms for gathering stakeholder views and using these as the impetus for change and development
• the working group model is totally transferable and could be used to strengthen and develop any aspect of school life.

Headteacher feedback: 

'Completing the SEND Inclusion Award has been a very positive experience for our school. The formation of a working group informed by stakeholder evaluations and school evaluation was the driving force for change, enabling us to build on identified strengths whilst working collaboratively to address areas for development whilst engaging with staff, pupils and parents. The working group facilitated delegation of tasks and responsibilities making change management effective through distributed leadership.'
Stacey Ward, Headteacher, Church Langley Community Primary School

Looking ahead 

What are the school's next steps? 

• To continue to meet regularly with the SEND pupil voice group.
• To provide ongoing opportunities for parents of children with SEND to participate in school based events alongside their children and to attend information sessions for parents hosted by school with the support of local charities, providers, etc.
• To install sensory walks within the school building to support the emotional regulation of pupils and provide positive 'breaks' when needed.
• Coproduce town-wide enrichment activities for pupils and families with SEND to complement the sports offer currently available. 
• Continue to explore and develop ways in which older pupils can become more active participants in meetings about them and their special needs provision, so that their views are fully heard.

Interested in achieving the same impact? 

The SEND Inclusion Award helps schools to create an inclusive environment where all pupils participate fully in school life. 
 
👉 Find out more about the award and how your school can begin its journey today.