- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
Within school we closely monitor children’s progress through observations of their day to day learning, termly assessments, and pupil progress meetings. If they are not making the expected progress, we use a variety of assessments, observations and checklists to identify whether or not they may have special educational needs and what these needs may be. We have termly consultation meetings with you to discuss your child’s progress and we can meet sooner if necessary. At these meetings, we will discuss with you the needs that your child may have and how we can support them.
If you feel that your child has particular needs or have any concerns about how they are progressing, the class teacher would be the first person to talk to. If necessary, the SENCO will be involved and appropriate support will be put in place. The support will be monitored and if necessary, your child may be placed on the Special Needs register.
- How will early years setting/school/college staff support my child/young person?
At Burton Bradstock Primary School, we use an ‘Assess, Plan, Do, Review’ approach to support children’s needs.
Assess: Your child’s progress is continually monitored and reviewed by the class teacher and if necessary the SENCO. Any additional information, observations/assessments from outside agencies will be considered. The children will be involved at this stage in putting together One Page Profiles which show how they like to be supported in the classroom.
Plan: The information gathered during the ‘Assess’ process will enable us to look carefully at the type of support your child will need. The appropriate provision will be put in place to enable your child to progress and this will be recorded on a provision map. At the termly consultation, the provision map will be looked at and targets will be set. These targets will be broken down into small steps to ensure that they feel that they are making progress alongside their peers. These will be recorded on an Individual Educational Plan (IEP). You will be given copies of both the provision map and the IEP so that you know what we are working on in school and can support this work at home.
Do: We use a range of different strategies to help your child achieve their targets. Additional support such as in-class support, small group or 1:1 teaching may be given. Resources such as visual prompts or ICT may also be used. The children will be involved in putting together One Page Profiles which show how they like to be supported in the classroom.
Review: Your child’s progress will be reviewed at the next consultation meeting or sooner if necessary. We will look at the progress that has been made. It will then be decided if the child needs to stay on the SEN register and continue the support; whether support needs to be intensified or whether the child can be removed from the SEN register.
- How will the curriculum be matched to my child's or young person's needs?
At Burton Bradstock Primary School we plan a motivating, exciting, relevant and accessible curriculum through our termly whole school ‘Learning Quests’. We believe that all children learn best through first hand experience, and so we make as much use of the local environment as we can as well as providing trips and use of other local facilities such as the Leisure Centre. Good quality teaching is provided for all pupils that is planned to meet their particular needs.
If your child has SEN then they will need support that is ‘additional to and different from’ other children. The class teacher will plan a range of appropriate strategies to support the child’s learning. These include providing a differentiated curriculum which provides carefully planned tasks that are matched to your child’s individual needs. Additional resources such as visual aids and ICT may be used. These will be recorded on your child’s provision map.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
We use a range of assessment strategies to ensure that children are making the expected progress such as day-to- day observations, curriculum tests and age standardized tests.
We have an ‘open door’ policy and are happy to meet with you if you have concerns that you wish to discuss. You will be invited to a consultation 3 times a year and you will receive an end of year report in the Summer Term. You will be invited to any meetings held about your child. If seen as necessary we can set up a manageable home/school link book which may form part of your child’s individual educational plan.
- What support will there be for my child's/young person's overall well being?
At Burton Bradstock Primary School we believe that happy children learn best.
Within school we have a clear behaviour policy so that children know what is expected. The children are involved in drawing up classroom charters so that they have ownership of the classroom expectations.
We have weekly ‘Circle Time’ lessons which focus on Social and Emotional Aspects of learning. These support children to talk about their feelings, to develop empathy and to reflect on their own behaviour.
We have a teaching assistant who is trained as an Emotional Literacy Teaching Assistant (ELSA). She works with children on specific programmes to support their emotional well-being.
We work closely with other agencies when necessary so that we can access guidance on how to best support your child.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Our school involves a variety of outside agencies to support us and your child when necessary. These include:
Educational Psychologist - meets with parents and class teachers to discuss concerns, supports the SENCO through planning meetings, supports the SENCO and teaching staff by observing, assessing and setting targets.
Speech and Language Therapist - assesses speech difficulties and language acquisition, provides direct teaching, provides support and advice for the SENCO and class teachers.
Behaviour Support - Observes children’s behaviour within school and at play times, gives support in diagnosing needs, meets with parents to discuss behaviour and provides support and advice for SENCO and class teachers.
Outreach – This is a service provided currently by TADSS (Teaching Alliance of Dorset Special Schools. Their specialist teachers can come into school to observe children, provide advice on how we can support learning and meet with parents.
Hearing and Vision Support Service – supports children within school with direct teaching and resources, provides support and advice for staff.
Portage – eases transition from pre-school settings.
- What training are the staff supporting children and young people with SEND have had or are having?
All our teachers have Qualified Teacher Status. All teaching staff undertake SEND training in school as part of their continued professional development. This is delivered by the SENCO or by outside agencies. Recent training includes:
- Dyslexia awareness/Autism awareness/Attachment Disorder awareness
- Meeting children’s sensory needs
- Supporting children with Speech and Language needs
- First Aid
- How will my child/young person be included in activities outside this classroom including school trips?
First hand experiences are a key feature of learning in our school. We frequently use educational and residential trips to enhance learning opportunities. We will always include your child on a visit and meet with you to discuss any adaptations that may be needed to ensure that their particular needs are met. If necessary, a risk assessment will be drawn up and this will also be shared with you.
We offer a range of school clubs including sport and music. We would talk with you about the arrangements needed to ensure that your child can access the clubs that they wish to attend.
- How accessible is the setting/school/college environment?
Our school has had some adaptations to make it more accessible for children with physical difficulties. There are ramps to the entrance ways and downstairs classrooms to allow wheelchair access. We have disabled toilet facilities. Sound boards have been fitted to the classrooms to improve the acoustics for people with a hearing impairment.
Special arrangements may be necessary for some children with physical difficulties as our upstairs classrooms are only accessible by stairs.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
If your child is starting with us, we will invite them to spend some time in school with their new class teacher so that they can become familiar with the school environment. There will also be a chance for you to come in and meet with both the class teacher and the headteacher to get to know how our school works.
If other professionals are involved with your child, there may be a multi-agency meeting held, so that key information and good practice can be shared.
We have an open door policy so that you are always welcome to come in and speak to the class teacher with any questions or concerns.
We recognise that moving on to the next class can be difficult for a child with SEND especially as they may have spent 2 years with their class teacher. We therefore provide additional opportunities for them to visit their new class and get to know their new teacher. We may also provide a picture book of their new classroom, the children in their class and any important routines they may worry about. They can have this book to look at over the summer holidays to minimise any anxiousness.
If your child is moving to another school, we will make sure any key information and records are passed on as soon as possible.
During Year 6 we work hard to ensure transition to a new school is as seamless as possible and is an exciting experience for the children. Transition to a new school is often a worrying time and even more so if your child has SEN. There will be a number of opportunities for your child to visit their new school and staff from the secondary school may also come into our school to visit your child. The SENCO or class teacher will meet the SENCO of the secondary school to ensure that they are aware of your child’s needs. We can provide additional visits with a Teaching Assistant if necessary.
If your child has a statement or an Education, Health and Care Plan, the Annual review meeting will be held in the Autumn Term to ensure that the appropriate arrangements are in place for transition to secondary school.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The school budget, received from Dorset LA, includes money for supporting children with SEN. The Head Teacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of needs in the school. The Head Teacher and the SENCO discuss all the information they have about SEN in the school, including:
- the children getting extra support already
- the children needing extra support
- the children who have been identified as not making as much progress as would be expected.
Using all this information they decide what resources/training and support is needed. All resources/training and support are reviewed regularly and changes made as needed.
- How is the decision made about what type and how much support my child/young person will receive?
This decision will be made in partnership with you, the class teacher, the SENCO and outside agencies (if appropriate). We will look at all the information about how well they are doing and the specific needs that they have. We will then decide if they need to go on the Special Needs Register. Provision maps and IEPs will be set up to allow us to set the amount of support that is needed for them to make progress. This support will be monitored on a termly basis.
If progress is not being made at the SEN Support stage of the Code of Practice, despite a considerable amount of support being in place, we may decide whether to seek an assessment for an Education, Health and Care Plan. This is a legal process and advice will be sought from outside agencies before it is started.
- How are parents involved in the setting/school/college? How can I be involved?
At Burton Bradstock Primary School, we recognise the valuable role that you play in supporting your child’s learning. There are many different ways you can support your children such as: attending meetings, ensuring that your child completes homework/reading tasks to support their learning and join us in school to celebrate your child’s success at events such as our weekly Good Work Assembly, summer Music Concert and Sports Day. We also appreciate you keeping us up to date with any changes or information you feel that is necessary to pass on.