St Nicholas CE Primary Pcademy is a mainstream primary school with an inclusive ethos
1. How does the school know if children need extra help?
At St Nicholas CE Primary Academy, children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:
- Liaison with previous school or pre-school setting.
- Child performing below ‘age expected’ levels or equivalent (e.g. percentile rankings).
- Concerns raised by a parent.
- Concerns raised by a teacher: for example, if behaviour or self-esteem is affecting performance.
- Liaison with external agencies e.g. for a physical/sensory issue, speech and language.
- Use of tools for standardised assessment such as: Language Link, Speech Link, GLS Dyslexia Screening, Lucid LASS, Lucid COPs
Children with an EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority.
2. How do I raise concerns if I need to?
- Talk to us – contact your child’s class teacher about your concerns initially. If you feel that you would like to speak to a senior member of staff, ask to arrange an appointment with the SENCo (Special Educational Needs Co-ordinator: Dionne Harper. Appointments can be arranged in person, by phone or by email. Please see the school contact details at the top of this report.
3. How will the school support my child?
3a Who will oversee, plan and work with my child and how often?
- The class teacher will oversee, plan and work with each child with SEND in their class to ensure that appropriate progress is made in every area
- Our Head Teacher and SENCo oversee the progress of any child identified as having SEND
- There may be a Teaching Assistant or HLTA (Higher Level Teaching Assistant) working with your child either individually or as part of a group. The content of this support will be explained to parents when support begins, as part of a child’s bespoke programme of learning, in a meeting with the SENCo to discuss the SEN support, this is then reviewed and shared during termly parents’ evenings.
3b Who will explain this to me?
- The SENCo/AEN Assistant will explain your child’s SEN support plan at the beginning of the academic year.
- The class teacher will meet with you formally on at least a termly basis (usually as part of parents’ evenings or separately if required), in order to discuss your child’s progress and the support that they are receiving
- Class teachers are always happy to discuss your child’s needs if you have questions or concerns between more formal meetings. Please speak to them directly to arrange this
- An appointment can be made with the SENCo to discuss support in more detail if required. SEN support plans will be written in consultation with children and parents. These will form part of the written record of the support provided and copies will be provided to parents.
4. What support will there be for my child’s overall well being?
4a What is the pastoral, medical and social support available in the school?
- We are an inclusive school that holds a child’s emotional and spiritual development as a priority
- The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class
- Any additional staff working with vulnerable children requiring support during the school day, will work under the direction of the SENCo and Head Teacher.
4b What support is there for behaviour, avoiding exclusion and increasing attendance?
- The school aims to work in a supportive role with children and families to understand the cause of difficulties and to take steps to address this.
- The school has adopted behaviour and exclusion policies available on the school website.
- If a child has significant behaviour difficulties, a Personal Support Plan (PSP) is written to identify the specific issues, put relevant support in place and set targets with a view to identifying and addressing the underlying reasons behind the behaviour. The school works closely with the School Liaison officer and Inclusion Services to provide the best support possible to children and families.
The school has an adopted attendance policy. Attendance of every child is monitored on a daily basis by the school. Lateness and absence are recorded and reported to the Head Teacher. Should additional support be required in relation to attendance we can support in making a request for Early Help, where this is considered appropriate. Various incentive schemes are used to promote positive attendance throughout the school including the presentation of certificates individually and the 100% attendance hoodies.
4c How will my child be able to contribute their views?
- Children who have SEN or Support Plans discuss their progress and targets when these are reviewed If your child has an EHCP, their views will be sought before any review meetings (as is age appropriate)
- All children are provided with the opportunity to be voted onto the Schools Council and Playground Buddies, as well as hold other positions of responsibility, by their class or teachers.
5. How accessible is the school environment?
- Our school has an adopted accessibility policy
- All areas of the school are accessible by wheelchair. Ramps are provided near stepped areas and one disabled parking bay is available in the staff car park.
- Accessible toilet facilities are available both in the KS1 hall and KS2 area.
- If you have specific access queries or concerns please speak with us.
6. How will the curriculum be differentiated to match my child’s needs?
- All learning activities within class are planned and differentiated at an appropriate level, so that all children are able to access learning according to their specific needs.
- The class teacher, alongside the SENCo will discuss a child’s needs and what support will be appropriate.
- Children with SEND will have access to the appropriate resources needed in order to help them to make progress.
How will we know if this has had an impact?
- Ensuring that the child is making progress academically against national/ age expected levels (or equivalents) and that the gap is narrowing between them and their peers
- By reviewing children’s targets in SEN Support Plans and ensuring that they are being met
- Through verbal feedback from the child, the parent and teacher to build a wider picture
- Through children moving off the SEN Register when they have made sufficient and sustained progress – parents will always be informed if this has taken place.
7. How will I know how my child is doing and how will you help me to support my child’s learning?
What opportunities will there be for me to discuss my child’s progress?
- You are welcome to make an appointment to meet with either the class teacher or SENCo at any time throughout the year and discuss how your child is getting on. We can offer advice and practical ways that you can help to support your child at home.
- Every child has a contact book where parents and school can communicate in ‘informal’ written form. These books are checked by school staff as often as possible
- When the child’s SEN Support Plan is reviewed, comments are made against each target to show what progress the child has made
- If your child has complex SEND they may be part of an EHCP. In such instances a formal meeting will take place to discuss your child’s progress and a report will be written at least annually.
8. How does the school know how well my child is doing?
- As a school we track and analyse the children’s’ progress in learning against national expectations and age related expectations on a half-termly basis
- The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Year R through to Year 6, using a variety of different methods. Please ask the school if you require any further details
- Pupil Progress Meetings are held each half term between each class teacher and the Head teacher or Deputy Head Teacher. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed
- Where specific needs are apparent, the school has a range of assessments which can be used to explore a child’s strengths and difficulties in more depth, for example GLS Screening, Lucid LASS, Lucid COPs, Educational Psychologist.
- The Head Teacher and SENCo report regularly to the Governing Body to inform them about the progress of children with SEND and how resources are being used. Information provided will never name individual children in order to maintain confidentiality at all times.
- We have a governor who is responsible for SEN, who meets regularly with the SENCo and attends briefing sessions. They also report back to the Governing Body
9. How will my child be included in activities outside the classroom, including school trips?
- All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and may discuss this in advance with parents. It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs
- A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities that will cover the same curriculum areas will be provided within the school environment, wherever possible.
- A variety of after school clubs are provided and after school. We aim for these to be as inclusive as possible and may provide additional staff or sessions in order to achieve this.
10. How will the school prepare and support my child when joining the school or transferring to a new school?
- We encourage all new children to visit the school prior to starting
- We can create ‘social stories’ with/for the children if transition is likely to prove challenging
- For children starting in Reception, a series of visits for children are planned throughout the second half of the Summer Term as well as the opportunity for parents to meet individually with the class teacher, in order to help children, parents and staff get to know each other.
- A transition form is sent to all pre-schools and other schools prior to children transferring to St Nicholas. The Teachers will visit settings where possible.
- We liaise closely with the staff when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood
- If your child has complex needs, an EHCP review will be used as a transition planning meeting to which we will invite staff from both schools
- Transition between year groups and key stages within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher
- At any point where a child with SEND is preparing to leave our school, we would seek to arrange additional visits for the child in question to support smooth transition. Many secondary schools also run programmes specifically tailored to aid transition for the more vulnerable pupils at the end of the primary stage of education.
11. What specialist services and expertise are available at or accessed by the school?
- Our SENCo holds the national SENCo accreditation Within the school we have a culture of sharing good practise and expertise; this enables us to ensure our staff have as much knowledge as possible within the field of supporting children with SEND
- The environment is designed to support children with individual needs e.g. visual timetables, individual workstations etc. as required
- As a school we work closely with any external agencies that we feel are relevant to supporting individual children’s’ needs within our school including: LIFT, Educational Psychologist, Specialist Teaching and Learning Service, Health services including: GPs, school nurse, CAMHS (Child and Adolescent Mental Health Service), Educational Psychologist, paediatricians, speech and language therapists, occupational and physiotherapists; Children’s Services including: Early Help locality teams, social workers; educational psychologists and specialist advisory teachers.
12. What training have the staff supporting children with SEND had or are currently having?
- We look to ensure that we have a variety of skills among our staff body, in order to enable us to support children in the best possible way.
- Recent training has included: All staff – Read, Write Inc. All TA’s – Every Lesson Counts. 1 TA and FLO – Emotional Well-being tool kit. 2 Class Teachers – Language through Colour. 2 TA’s – Fizzy/Clever Hands. 1 TA – Fresh Start. 1 CT – Dyslexia support in class. Deputy Head Teacher/SENCO – AEN Updates. Deputy Head Teacher/SENCO – Peer SEN reviews (Anne Massey). 2 CT’s – Planning from P Scales – STLS support.
The school also operates an internal continuing professional development (CPD) programme for support staff, based upon the needs of both children and staff on a weekly basis.
13. Who can I contact for further information?
- Please speak to the class teacher in the first instance
- General information relating to SEND can be found on the school website, including within the SEND policy. This can be found on the policy page of the school website
- Further information is available from the SENCo (Dionne Harper), Headteacher or in exceptional circumstances, the SEN Governor.
- The school has a complaints policy, which is available on the policy page of the school website
You might also wish to visit the following website:
- Kent County Council – www.kelsi.org.uk
14. Who should I contact if I am considering whether my child should join the school?
Please contact the Pupil Secretary for further information: 01797 361906 / firstname.lastname@example.org