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All staff at Charlton Mackrell C of E Primary School are committed to providing the best learning opportunities for all children. We are an inclusive school, working with parents and a range of professionals to ensure the best education for all.

 

Please find here information on how we care for children with Special Educational Needs and Disabilities (SEND). Click on the links for more information or contact the office.

Here are links to various government documents on Special Educational Needs and Disabilities.

 

Charlton Mackrell C of E Primary School SEND information report

How do we help parents understand their child's educational needs?

We always aim to build positive partnerships with parents by being open and as accessible as possible.  We are here to listen to you about your child's needs as you know them best.  Parental involvement ensures that we can work together for successful outcomes for all.

How do you know if a child needs extra help?

Upon entry to CM School registration forms are completed by parents together with supporting documentation from other settings, if applicable.  All children at CM School are monitored closely by their Class Teachers. If the parent/s/Class Teacher have any concerns about the progress or attainment of a child, they will be discussed with Mrs Kempton, our Special Educational Needs Co-ordinator (SENCo). She will carry out specific assessments to identify any difficulties in more detail and will, if necessary, refer to external agencies with the consent of parents or signpost parents to contact agencies direct for support or advice. Teachers are available at the beginning and the end of the day for brief discussions or an appointment can be made if a more detailed discussion is needed.

How will school support my child?

Your child’s education will be overseen by their Class Teacher through on-going observations and assessments. They may work with Class Teachers, Teaching Assistants or external advisors, who will deliver specific programmes, which may be individually personalised to ensure your child accesses the curriculum effectively. This will be explained to parents by class teachers, but further support and clarification can be sought via the SENCo.

We are currently working hard to achieve the Somerset Inclusive Dyslexia Friendly Schools Award, which means that we will be recognised for our support of those children with dyslexia, as well as all children.  Across the school, we are applying a consistent approach to providing children with the support they need.  We have bought in a number of tools to help us assess the children as well as class based resources such as coloured overlays, games and dyslexia friendly reading materials.  We have found that the work we are doing is supporting all children's learning.

We have created a number of quiet places, such as our Brymer Room and Peace Garden, which are used for individual and small group work, to meet social, emotional and educational purposes. 

The staff team is first aid trained, with a number of members qualified as paediatric first aiders.  We also have an ELSA specialist who supports the emotional welbeing of our children.  Team around the school (TAS) and team around the child (TAC) meetings are arranged to support individual families and children.

How will the curriculum be matched to my child's needs?

All class work is planned to support all learners with children's different styles of learning taken into account, so outcomes are varied. Observation, marking and assessment inform planning on a day-to-day basis to ensure all work is accurately matched to the needs of all children.

How will I know how my child is doing and how will you help me to support their learning?

Teachers and the SENCO continually observe and assess all pupils to monitor the impact of interventions.  There are parents’ evenings each term and annual reports are sent home in the Summer Term.  Parents of identified SEN children will be offered termly meetings to ensure that we are all working together.  In addition, parents of children with High Needs funding, or those with an Education Health and Care Plan will have an annual review meeting to inform and plan for next steps. Home School contact books may be used if appropriate.  Topic webs are sent home as well as well as a choice of homework tasks, which give you the opportunity to share your knowledge and encourage home learning. 

What support will there be for my child’s overall wellbeing?

As a school family, older children are given the responsibilty of acting as a buddy to younger/new children. In addition, due to the size of the school, all staff and children care for each other. In addition to the support received for academic subjects, children are able to spend time with our Nurture Learning Assistant (ELSA). The Community Learning Partnership (CLP) also have a Parent and Family Support Advisor (PFSA), who can work with children and families. Specific plans and support will be put into place for children experiencing difficulties with behaviour and those needing medical support. Staff may be deployed to help build capacity within the school. 

What specialist services are accessed by the School?

When a child has a specific need, we access County services such as educational psychology, learning and behaviour support advisors. We also access advice for physical impairments and medical conditions, including support for children with hearing and vision impairments, from the Physical Impairment and Medical Support Team (PIMS).  Speech and Language Therapists, physiotherapists and occupational therapists via the NHS are contacted when needed. As and when needed, to ensure that we understand the needs of individual pupilis, we invite specialist training for the whole team, for example: MacMillan Nurse, asthma, attachment, Epipen and CAMHS.

How accessible is the School environment?

The School site is mostly wheelchair accessible. Where there are steps, alternatives are available with ramped entries. There is a disabled toilet facility.

How do we cater for off site visits?

All children have the right to access educational visits wherever it is safe for them to do so. For those with additional needs, alternative provision can be made; for example, additional adult support, alternative transport arrangements or alternative arrangements for the administration of medicines. Parents are invited to accompany a visit if suitable.

How will the School support my child’s transitions to new settings?

Depending on the child's needs, a school entry plan meeting (SEP) may be arranged in the term prior to your child leaving our school.  This will be attended by you and school staff, together with any external professionals involved in supporting your child. At the meeting, plans are agreed as to how all concerned can make the transition to your child's next setting or senior school as smooth as possible.

For children with medical needs, this will include identifying staff training needs to ensure your child’s needs are fully met and any potential difficulties/hazards identified and solved.

‘Move up’ sessions are held in the Summer term to ensure children are familiar with the staff and setting prior to starting school in September. On moving to secondary school, children in Year 6 with additional needs are discussed with the SENCo at the secondary schools once places have been allocated. Additional visits can be organised within school time, supported by school staff and additional resources made, eg books of photos to ensure your child is familiar with the people and places they will come across.

 

 

 up-dated February 2017