- 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?
The staff at Symondsbury are proactive in identifying any difficulties which hamper progress in a child's learning. Where any concerns arise, the class teacher will discuss these with the SENCO, then the class teacher or SENCo will contact parents. The school works hard to ensure that both school and parents work in partnership to support the child. If you, as a parent, are concerned that your child has a special education need in the first instance, you should contact the class teacher to discuss these. The class team will be able to give more information and insight to your child's needs. The class teams will then speak to the SENCo and the Headteacher, if required. We welcome your full input. We want to ensure that we are working together to fully support your child if they have a need.
Before you child starts their first steps into school, the reception class teacher visits your child in their pre-school. Here she introduces herself to your child and gets to know them alongside discussions with the pre-school staff. Home visits are available if needed. Any additional need that is already identified can then be discussed and appropriate provision planned for the start of September. The reception teacher and SENCo work closely together and, if required, the SENCo will also make a visit and have a discussions to ensure that we are putting in place the right support for your child from the start of their time in school. We will develop a personalised program of support which is monitored by the SENCO who works in an advisory role.
If your child comes to us from another school we liaise with that school to identify any additional need and support that may be needed. We will also meet with you, as the parents, to support their transition into our school.
Once the school has identified an additional need, we work tirelessly to ensure that the right support is in place. This may involve some of the following; Interventions with a trained teaching assistant or with specialist teacher, assessment by outside agencies. The teachers and SENCo carry out regular assessments to ensure that your child is making progress against their personalised targets.
- How will early years setting/school/college staff support my child/young person?
All our teachers hold the QTS teaching qualification and have continued to develop their own skills through attending courses. We are lucky enough to have a team of highly skilled Teaching Assistants providing fulltime support in every class. We pride ourselves on providing high quality teaching and learning in every classroom. This includes enthusiastic and passionate staff, an exciting and enriching curriculum, differentiated learning, teaching and learning strategies that considers the individual children’s learning styles and effective feedback. This ensures that, where possible, all the children’s needs are met within the classroom environment. Teachers liaise with Teaching Assistants before, during and after lessons to ensure that the pupils gain maximum benefit from having additional adult support in the classroom.
At the school we use many assessment systems to help us to identify specific support. This includes the schools tracing system for pupil progress and assessment programmes, where appropriate, which may include for dyslexia, dyscalculia, maths, reading and working memory.
Some children may require additional support to make accelerated progress in a subject area to catch up with their peers. Where we feel that an intervention to support your child’s needs will be beneficial we will implement this. You will be informed by the class teacher if this happens. Our support programmes range from in-class support with a TA, out of class intervention provided by a trained TA or specialist teacher, social skills groups, Behaviour Support, Emotional Literacy Support. The support is very much dependent on the child’s individual needs and tailored to them personally. These programs are short term and designed to support pupils to catch up with their peers. All interventions are overseen by the SENCO and measured to monitor impact against expected rates of progress and evaluated at the end of each academic year.
Staff have had training in supporting specific needs such as Speech & Language, Hearing Impairment, Dyslexia, Autism and ADHD. We research and take advice from others to further support the children in our school to develop our own practice and provide effective support to your child.
Children who are on the SEN register have meetings three times a year with the class teacher and are offered additional meetings with the SENCo if required to discuss your child’s progress against the targets that have been set. These targets are personalised to your child’s needs and set out the support that they will have in school and what you can do at home to support them. All students with an EHCP have an individual support package based on the identified needs in their plan. Staff meet regularly to update these plans with appropriate next step targets and at least termly with parents to plan together.
Governors play an active role in strategically monitoring the quality of our special educational needs provision. The link SEND governor meets with the SENCO to discuss provision on a termly basis and reports back to the full governing body.
The school also accesses support from specialist staff such as the Hearing and Vision Support Team, Behaviour Support Team and Specialist Educational Needs Support Team. We would look for additional support from outside agencies if it is needed. Parental permission is always requested in these circumstances and you will be fully involved in the process.
- How will the curriculum be matched to my child's or young person's needs?
Symondsbury provides a broad and balanced curriculum. As far as possible all children follow their National Curriculum age related expectation. Children with SEND may need adjustments to enable them to fully access the learning and help them achieve. This may include:
· differentiated targets
· Specific resources, such as writing slopes, chewies, larger pencils, seating
· Additional support from the class teaching assistant
· changes to the environment
· And with complex needs a more individualised approach can be taken
Lessons involve a wide variety of activities, including individual, paired and group work as well as activities developing visual, auditory and kinesthetic skills. The quality of teaching is regularly monitored to ensure that all students are receiving a high standard of learning and teaching.
- 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?
An ongoing system of monitoring is in place for all children in our school. All children are assessed by the class teams on a daily basis against the lesson objectives, against weekly progress and termly progress. Progress of all children is monitored by the SLT (Senior Leadership Team) in conjunction with the class teachers. Rates of progress for children with SEND will be carefully monitored and responded to by the SENCo. This may include changes to the support offered.
All parents are invited to a termly parents evening with the class teacher to discuss their child’s progress and attainment, usually lasting about 10 minutes. Children who are on the schools SEN register will be invited in at a different time to allow slightly more time to discuss your child’s needs and discuss any concerns and agree actions to support your child. Prior to these dates we have ‘Open classes’ where you, as the parent, are invited into your child’s classroom to look at the work they have been carryout out over the term. Your child’s class teacher will give them home learning tasks to complete and we encourage reading widely across the school.
If your child has an EHCP, parents are invited to attend review meetings at least three times a year with the SENCO and class teacher. One of those meetings will be the student’s Annual Review to which all staff and agencies involved with the student contribute to the Review. The students will also take part in these meetings and be expected to contribute.
- What support will there be for my child's/young person's overall well being?
At Symondsbury pupil well-being is highly valued as we feel it is vital to their education and enjoyment in school. The schools values include the 6 R’s of, Respect, Rejoice, Responsibility, Relationships, Reaching and Reflect. We have a focus upon one specific R each term. Every week, each class has a SEAL (Social, Emotional, and Aspects of Learning) where they discuss different aspects of their overall wellbeing. This includes friendships, being themselves, going for goals and internet safety. We have high expectations of behaviour and our rewards and consequences system is understood by all children across the school. We have a ‘Star of the week’ from each class that is celebrated in our celebration assembly on a Friday. Attendance is rigorously monitored by the office and Headteacher and we have awards for 100% attendance.
A medical policy is in place which ensures that students with medical needs are fully supported. Relevant staff are trained to support medical needs and in some cases, such as the use of epipens, all staff have been trained. All our staff are trained in the administration of emergency medication for the alleviation of anaphylactic shock and are trained First Aiders. They receive regular training to keep their skills up to date.
At Symondsbury we recognise that all children can experience circumstances that affect their wellbeing (such as bereavements, parental separation or friendship difficulties). We have a trained ELSA (Emotional Literacy Support Advisor) who can offer support to children. We can also signpost parents to other agencies that can offer support if required. We also encourage all the children to take an active role in their own wellbeing through weekly SEAL (Social and Emotional Aspects of Learning) lessons and responsibilities such as training to be a peer mediator.
Pupil voice is central to the school’s ethos and this is encouraged in a variety of ways. The School Council meets once a term with representatives from each class. Pupils are democratically voted onto the council by their class group. All children also take part in annual pupil interviews where their views and experiences at school are sought to help ensure that, as a school, we are supporting every child.
At Symondsbury we offer all children a wide variety of extra-curricular activities, be that during a lunchtime or after school. The activities on offer may include gardening, music, arts and crafts and sporting activities.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Symondsbury has developed a number of established relationships with professionals in health and social care and locality services. All external partners are vetted in terms of safeguarding. The school works with outside agencies such the Educational Psychologist, Behaviour Support Team, specialist teachers such as the Sensory Specialist teacher or EAL (English as an Additional Language) advisory teacher, Speech and Language Support, Hearing and Vision Support Services and Occupational Therapy and the Paediatric Team (when a child has been referred to their service by their local doctor). We also work with on occasion the locality team which enables us to signpost parents to support groups and courses. We follow a graduated approach as outlined in the SEN Code of Practice, seeking advice from these, and other, outside agencies when previous school actions have been reviewed and further support and advice established as an appropriate next step.
- What training are the staff supporting children and young people with SEND have had or are having?
Our staff at Symondsbury are all passionate about providing the best support for the children in our care. We keep ourselves up to date by reading relevant research to our specific areas of needs, attending training or leaning from other practitioners.
All teaching staff have qualified teacher status. A number of teaching assistants have undertaken additional training to be able to support children with emotional needs, speech and language difficulties, physical needs, maths and literacy. Time and money are invested in training staff to improve quality first teaching and develop enhanced skills and knowledge for the delivery of additional interventions. All classes also have SEN files with good practice ideas and overviews of a range of SEN needs and throughout the year there are opportunities for staff to be trained in a wide range of specific SEND needs.
We have specific members of staff trained in the following;
· the SENCo hold the National SENCo Award
· Bereavement counselling
· ASD support
· Fisher Family Trust – Reading Support
· First Class at Number (1 & 2) maths support
· Write Away Together – writing support
· Speech & Language Support
· Learn to move
- How will my child/young person be included in activities outside this classroom including school trips?
There are a range of activities and visits provided by the school and all visits are available to all students. School policy promotes inclusion, where possible, of all our learners in all aspects of the curriculum including activities outside the classroom. The school consults with parents and health professionals to make access arrangements for SEND students so all can participate in school visits and outside learning. All staff organising visits are trained and complete risk assessments. Where there are specific issues regarding safety and access for individuals, further plans are put in place to ensure needs are discussed and planned for (using risk assessments) in consultation with parents.
- How accessible is the setting/school/college environment?
The school already has physical access to most areas within the building, which is on ground level and all outside play areas. We have disabled toilet facilities. At Symondsbury Primary School we will work with parent/carers and children to identify and address needs within the school, in collaboration with other services as necessary.
- 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?
Children starting school for the first time, meet their Reception teacher in their pre-school settings and are invited to a sequence of transition days in the summer term where they can meet staff, get to know their class and the wider school environment. If a child joins the school from another setting, parents are invited to meet the head teacher and staff and tour the school before their child starts.
Symondsbury has good links with the local secondary schools and children are offered sports, arts and music opportunities at the secondary school at different points during their primary years. In Year 6 they follow a transition programme where secondary school staff visit the school and then children attend days at the secondary school during the summer term. For children with specific SEN needs an enhanced transition package is available if needed. A sum-mentor project also runs during the summer holidays where children work with pupil mentors and members of the locality team.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The school has a designated SEND budget which is used at the discretion of the Headteacher and Governors to provide quality first teaching and interventions which are tailored by need of the pupils that we have in our school. The SENCo, along with the class teachers will identify where resources are needed and match these to the need of the specific child. The SENCo then discusses this with the Headteacher and where available gain access to the resources or support required.
- How is the decision made about what type and how much support my child/young person will receive?
All children’s progress is continually monitored by their class teacher, the SLT and where appropriate the SENCo. Working with the child, their families and other staff, assessment data is used by the SENCO to consider the course of provision that will best match the student’s needs. The class teachers discuss the needs of their pupils with the SENCo and the type and how much support a child receives is very much personalised for their individual need. For example, do they need a short catch up intervention for math’s? This would involve a 6 week intervention with a trained TA that is monitored by the SENCo. Or, if they have a profound need, which means they are unable to access the learning in their class independently despite all other interventions, does additional TA support or outside agency support need to be sourced. Children on the SEN register have their personalised targets reviewed at the termly progress meetings. Any changes to support will be detailed and implemented, if necessary. The pupil, parents and other professionals involved in the provision for the child are requested to share their views.
For children with EHC Plans an Annual Review is arranged to discuss the child's progress and provision and whether the Plan continues to accurately reflect the child's needs. This meeting involves the child, parents, teachers and all professionals involved in your child’s care and education.
The SENCO oversees all additional support and regularly reports to the Headteacher and SEN Governor.
- How are parents involved in the setting/school/college? How can I be involved?
At Symondsbury Primary we seek to build positive working relationships with all our parents as we recognises the importance and impact of parental involvement in your child’s education. Communication is vital to success. Class teachers are available each day via the school office to discuss concerns that you have or pass on vital information about your child’s developments, such as upsets, bereavements, etc. we have an active parents association within the school. We welcome the active participation of our parents by;
· Attending events such as the Christmas and summer fayes
· Being involved in consultations that the school has such as yearly parent questionnaire.
· Becoming an adult reader and supporting children across the school who benefit from having additional time being read too.