- Please state the number of pupils on your roll and your average class size
482 pupils (as of January 2017)
Average class size: 30
- How does the setting identify learners with SEN?
We offer specialist assessments by school staff and / or external professionals.
- Is your setting physically accessible to all learners?
The school is built on an attractive but steeply sloping site. There are six buildings in total, five ‘mobile’ units and the main building. Half the children are taught in these ‘mobile classrooms’ every day. The building was originally opened for up to 360 pupils. The expansion in numbers has been accommodated by the installation of the 'mobiles'. The site is very well used and developed, but is showing the impact of 120 additional pupils to its intended capacity.
There is ramped access to each ‘mobile’ but the paths to these slopes can be steep.
The main building is on five different internal levels, with stairs only internally to connect each. The teaching areas in the main building are open plan with two classes sharing each.
Externally, there are two main playground spaces upper and lower, connected by a stepped slope and / or a long series of steps.
The main building is in the middle of the site. Access is made, during the school day, by crossing the upper playground. There are gates and walls around the perimeter of the site, and entrances / exits are closely monitored during all breaks.
Individual provision has been made in particular classrooms to make provision for children with visual impairment.
Other individual adaptation is made to support children as needed – this can be through adapted timetables, small resources, use of withdrawal spaces, adult support, ICT provision, quiet and safe places and so on.
Each year group has access to at least one quiet room, used for smaller group intervention and individual work.
Lunchtime is busy and can be quite loud. Individual pupils are supported through this in offering quiet spaces, activities and clubs catering to their individual need where possible.
- How does your setting adapt the curriculum for learners with SEND?
Class teachers plan the education programme for all our learners, overseen by the Special Educational Needs Coordinator (SENCO) and Senior Leadership Team. Our aim is to deliver quality first teaching with differentiated levels of work to meet the wide ranging needs of our learners.
We use a variety of ways to support our learners for e.g. in-class Teaching Assistant (TA) support, planned programmes of work for small groups, TA led group support, teacher-led group support and differentiated tasks. We can adapt our provision and routines where appropriate to support children’s learning; we recognise that some of our children benefit from more individualised programmes of work.
We endeavour to support our children holistically and use many opportunities to do so through a varied and wide curriculum We also use our ‘Friendship Room’ facility to support small groups of children with a range of difficulties, for e.g. difficulties with social skills, friendship difficulties, bereavement, attachment difficulties, etc. We have groups accessing our ‘Friendship Room’ in the afternoons throughout the week.
- What training have your staff received to support learners with SEND?
All teaching and support staff access training throughout each year to support all our learners, some of which can be specific training and other training can be more general and aim to help staff meet the needs of all our pupils.
We have recently undertaken training on Attachment Disorders and have also recently become a ‘Team Teach’ school.
We offer in-house training and support for our staff as well as accessing training from external agencies.
- How do you communicate with and involve families?
We communicate with our parents through letters, e-mails, texts, telephone calls, school website and blogs and at termly parents’ evenings. We hold Special Educational Needs / Disability (SEND) review meetings on a termly basis and, whenever possible, make ourselves available to meet with parents as and when is necessary.
We set termly targets for our learners and endeavour to make these specific for our SEND learners, we aim to put SMART (small, measurable, achievable, realistic, timed) targets in place each term to help us to focus on specific targets to enable learners to make individual steps of progress.
We support our parents and are happy to meet to discuss the needs of individual children and, where needed, would look to support parents whose first language is not English by inviting a translator along to meetings.
- How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this?
We assess and evaluate the effectiveness of our provision for our learners on a termly basis through our pupil progress meetings. We are able to highlight children who are not making individual progress and look at how we can impact on their learning to support them.
We make adjustments appropriate for individuals and measure the effectiveness this has on the child.
We meet with parents of SEND children termly and evaluate the termly targets we set, and look to identify new targets for individuals in line with their specific needs.
- What support do you provide for the learners' overall wellbeing?
We offer support through our ‘Friendship Room’ for our children who have additional needs which can impact on their learning. Our ‘Friendship Room’ supports small groups of children with a range of difficulties for e.g. difficulties with social skills, friendship difficulties, bereavement, attachment difficulties, etc.
'The Hub' provides curriculum and social skills learning in small groups with a real focus on self-esteem and success. The provision is run by two curriculum specialist teaching assistants.
We arrange and plan for our extra provision with the class teacher and work with them to put additional support in place for individuals. We also support our children within the classroom through our SEAL (Social and Emotional Aspects of Learning) programme of work, which looks at the social and emotional aspects of learning.
Some of our children follow a specific plan which supports them throughout the school week and may support the child during unstructured times.
We host MAST drop-in sessions for parents and families so that they might access support more easily, or be directed to appropriate services more quickly.
- What kind of behavioural interventions do you use?
We support children, and intervene where behaviour causes concerns, in a graded manner. We specifically teach social and relationship skills in all year groups through Personal, Social, Health and Economic education (PSHE) work. Children who need more support can access our own pastoral work; we employ two members of staff especially for this purpose. Children may have 1 to 1 or group work with these staff.
We put a great deal of effort into contact with parents and carers, ensuring their support.
Communication amongst staff is very strong with good systems to support this, so that individual needs are well-known. This means triggers can be avoided and support opportunities taken.
We adjust support levels, alter the curriculum offer, introduce more structured or shorter-term rewards, use a range of sanctions (including being taught in other areas of the school) and offer ‘safe spaces’ for calming to prevent escalation of negative behaviours.
All our staff have been trained in ‘Team Teach’, and method for safely engaging in physical intervention. The first approach is always de-escalation and distraction, however.
We make the most impact on attendance by making sure our teaching is engaging, relevant and appropriately challenging. We also work on first day absences, check on longer absence, reward full attendance, meet parents to discuss issues and find solutions, inform parents about their child’s attendance rate and involve Attendance Officers in the most serious cases.
- How do you ensure learners with SEND are included in non-classroom based activities?
We plan for all our children to access the activities taking place in school and differentiate appropriately to meet the needs of all. We use our support staff to assist our learning /activities to enable inclusivity for all our pupils.
We will involve parents in the planning of activities and trips where necessary and look to involve them to support the activity or trip if they are able to.
- Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify.
We host activities and clubs before school on three mornings per and after school on five afternoons per week (but not breakfast or holiday clubs).
- How do you consult with and involve learners in their education?
We seek to involve our pupils in making some key decisions around meeting their individual needs. We aim to bring them to greater independence and encourage them to contribute to learning goals and targets. We promote the use of 'Pupil Voice' through our Rights Respecting Schools work. School Council and the RRS Steering Group both present pupils' views.
- Do you have an online prospectus? Are there open days for families and learners?
The school Prospectus is available on-line through the school’s website.
Senior staff are very happy to welcome visitors and to tour the school with prospective parents and pupils.
Parents from non-feeder schools are offered the chance to visit during the school day during the application for admission period.
All parents of pupils offered place are invited for an Information Evening with Year 3 teachers and senior staff.
There are many opportunities each year for parents to come into school to look at children’s work, support children’s learning and to discuss progress. Year group 'blogs' on the school website keep parents well-informed about activities in school and beyond. In December 2015 the average number of visitors to the blogs equalled one per pupil per week.