- Please state the number of pupils on your roll and your average class size
555 pupils on roll including Nursery
Average class size is 30
- How does the setting identify learners with SEN?
Both SENCOs are able to screen children using the Dyslexia screening test to identify characteristics of dyslexia-this is not a formal diagnosis. Both SENCOs use a range of testing material for Literacy skills to identify children’s weaknesses in this area. We work closely with outside agencies who offer specialist assessments, such as Speech and Language Therapists and Educational psychologists.
We identify learners with SEN through termly pupil progress meetings and by staff continually tracking children’s progress and setting up interventions.
- Is your setting physically accessible to all learners?
The school opened in September 2008 and was designed with the accessibility standards in place at that time. There is a lift in school which accesses the 2nd floor from the entrance in the main building. There are 2 buildings, the main building and mobile garden rooms which have access via a ramp. The main building has 2 disabled toilets which also double up as male staff toilets. The garden rooms have 2 disabled toilets.
Visual timetables are used in all classrooms and some children have individual ones.
There is a fence around the perimeter of the school premises.
There are various areas around school which children can access during social times if they need quieter areas, these are managed by staff.
Provision can be arranged for a child who finds noisy dining halls stressful – the Learning Mentors run a lunchtime support club.
- How does your setting adapt the curriculum for learners with SEND?
The class teacher is responsible for the planning, assessment and progress of children with support from the SENCO.
Differentiation is a fundamental part of our quality first teaching. Differentiation is planned for and takes different forms.
Provision is adapted to meet the needs of individual children as much as possible. Children may be identified to take part in interventions to help support their Maths, Literacy and Physical skills.
We have a Learning Mentor Team who run a number of pastoral interventions which focus on anger management, self-esteem, bereavement, positive attitudes.
- What training have your staff received to support learners with SEND?
All foundation staff have had Speech and Language skills training and Makaton training. A large number of staff have had training on Fischer Family Trust, Talking Partners, Narrative Intervention Programme, Vocabulary Intervention Programme, First Class at Number, Drawing and Talking, Jabadeo, Motor Co-ordination Programme. We have 2 fully trained Reading Recovery teachers and a Numbers Count teacher. The SENCO, Corina Antcliff has had Dyslexia training and has an accreditation for Practical Solutions for Dyslexia Plus.
Every class has their own SEN folder detailing children with SEND and their need. Each class has an experienced Teaching Assistant who is aware of all learners’ needs.
We have access to Speech and Language Therapists, Educational Psychologist and Hearing Impairment Specialists. If there are other agencies we need to contact we are able to do this as required.
A number of staff have had training in administering an Epi-pen and Epilepsy and Diabetic awareness training. Staff are trained by the school nurse or relevant medics as and when required depending on needs. We have 12 staff trained in Pediatric First Aid.
- How do you communicate with and involve families?
We have 3 formal parent evenings a year. These run alongside designated SEN review meetings where targets are planned with teachers and parents. For individual children where needed, home school books are set up. We have an open door policy where parents can meet with members of the Inclusion Team when required.
We have in the past set up events and training around Autism and reading with children. These events are repeated or added to depending on need.
We use other families to help translate messages if required.
- How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this?
We monitor progress made by SEND learners during Pupil Progress meeting and SEN reviews 3 times a year. We also monitor the effectiveness of interventions through pre and post testing, termly or half termly. Monitor the quality of interventions through observation throughout the year. Fortnightly meetings with Teaching Assistants to check progress of children they are working with.
- What support do you provide for the learners' overall wellbeing?
We have 3 Learning Mentors which allows us to reach more children. Vulnerable children are also supported at non-structured times such as social time and lunchtime as the Learning Mentor room is always open for children to have lunch there.
The school adopts an open door policy so the children feel safe and secure in that they are welcome to go and talk at any time they need to. We as a school believe in supporting the whole family, much time is spent by our Learning Mentors on programs such as Mini-gold.
- What kind of behavioural interventions do you use?
As a school we are committed to raising attendance and meeting our whole school target of 95%. Each half term we run an attendance meeting every half term as part of our Inclusion group.
Following this, attendance panels and workshops are completed and the impact of this monitored. We also involve outside agencies and refer families to MAST (Multi Agency Support Team) for support with attendance issues.
We have a 3 tier system in school based on the Jenny Mosley model. Our children working beyond the system are monitored carefully and have individual behaviour plans and report cards. Families are involved in this process from the start and review meetings are held fortnightly. For our children at the risk of exclusion, Pastoral Support Plans (PSP) are put into place with support from primary inclusion where appropriate.
- How do you ensure learners with SEND are included in non-classroom based activities?
All children access visits and residentials. We provide extra staff if needed.
There are regular pre-visit meetings regarding visits and residentials. Questionnaires are given to parents as part of the permission letter so important information or concerns regarding their child is recorded.
- Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify.
Breakfast Club
After School Club
Holiday Club
- How do you consult with and involve learners in their education?
Verbal feedback is given during lessons. A traffic light system is used for learners to communicate their response to their work. Children are able to express their views regarding their learning prior to SEN reviews.
- Do you have an online prospectus? Are there open days for families and learners?
Yes we have an online prospectus. Open days are held at the end of each academic year for families to discuss end of year reports and also meet the child’s new teacher. We offer taster sessions for new nursery children to come and visit nursery before they start.
- Does your setting offer any additional services for learners with SEND?
We signpost our families to support in the community. All of our families are involved in workshops as soon as children start in nursery. We have a number or families involved in the FAST project. As a school we often represent families at meetings and accompany to appointments as a support.