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Special Education Needs  Disability Policy.pdfSpecial Education Needs Disability Policy.pdf

Medical Conditions Policy.pdfMedical Conditions Policy.pdf

SEND report to governors April16.pdfAccessibility Plan 2014-2016.pdf   

 

Somerset Choiceshttp://www.somersetchoices.org.uk/

 

KINGSTON ST MARY C OF E VA PRIMARY SCHOOL
SCHOOL OFFER FOR SPECIAL EDUCATIONAL NEEDS
 PARENT AND CARER INFORMATION

 

As a school we welcome every child and strive to help them to do the very best they can at school.  Some children need additional help or support for a short period of time and a few children need a significant amount of help or support on a longer term basis to achieve their potential.

 

This booklet is to inform you of the types of support available for your child at Kingston St Mary C of E Voluntary Aided Primary School.  It will help you to understand who can help and how this help and support can be accessed.

How do you know if a child needs extra help?

All children at Kingston St Mary C of E Primary School are monitored closely by their Class Teachers.  This is done through on-going observations, assessments and tests.  There are also regular meetings between the Head Teacher and every Class Teacher to ensure that all children are making progress (known as Pupil Achievement Meetings).   The Special Educational Needs Co-ordinator (SENCO) also meets with each Class Teacher and the Class Teaching Assistant every term to look in more detail at those children who are not making expected progress and to review their provision and to offer advice.

 

Information about your child and their needs may also come from a variety of other sources:

 

  • Pre-school liaison and school entry planning meetings prior to your child starting in the foundation stage.
  • Reports and assessments from outside agencies, for example speech and language therapy, educational psychology and the health service.
  • Parental Concerns.
We have developed a graduated response to identifying and supporting children who may need additional help or support.  Initially this is completed by the Class Teacher to ensure the child’s needs are being met within the class, it may also involve a classroom observation by the Special |educational Needs Co-ordinator (SENCO).   If the Class Teacher still has a concern about your child’s progress they discuss this with the SENCO.   The SENCO may then ask you to come to a meeting to discuss your child’s progress with you and to listen to any concerns that you may have.  An initial plan of action will then be made on how to support your child; this may involve assessments by the SENCO.    You might also be asked to give your permission for any necessary referrals to outside agencies or professionals to support your child’s learning (for example speech and language therapy or Learning Support Services).

 

Who are the best people to talk to at the School about my child’s difficulties with learning and special educational needs and what are their responsibilities?

 

The Class Teacher

If you have any concerns you should see your child’s Class Teacher in the first instance.    Teachers are available for brief discussions at the beginning or end of the day.  An appointment can be made via the School Office (01823 451353) or a note in the Reading Record Book if a more detailed discussion is needed.  Your child’s Class Teacher is responsible for monitoring the progress of your child, identifying, planning and delivering any additional help your child may need.    

 

The Special Educational Needs Coordinator (SENCO)

You may also want to talk to the Special Educational Needs Co-ordinator (SENCO), Fiona Robinson.  Fiona usually works at the School on Thursdays and can be contacted via the School Office to make an appointment or to discuss your concerns.   

 

The SENCO is responsible for co-ordinating the support for children with Special Educational Needs and Disability (SEND) and developing the school’s SEND policy to make sure that all our children get a consistent, high quality response to meeting their needs in school.   

 

The SENCO is also responsible for liaising with all the other professionals who may be coming into school to help support your child’s learning and provides specialist support for teachers and support staff in school on strategies and programmes of work that can enable children with SEND to achieve the best possible progress.

 

The Head Teacher

If you feel matters have not been resolved by the Class Teacher or SENCO you can make an appointment to speak to Miss Greenslade, the Head Teacher, to discuss your concerns.

 

 Miss Greenslade, is responsible for the day to day management of all aspects of the school including the support for children with SEND.   She is also responsible for ensuring that the school’s Special Educational Needs & Disability Policy (SEND Policy) is carried out.    She must make sure that the Board of Governors is kept up to date about any issues in the school relating to special educational needs.

 

The Governing Body

The School’s Governing Body, in co-operation with Miss Greenslade, is responsible for determining the School’s SEND Policy and making sure that the school’s SEND resources and staffing are used to give the necessary support needed for children with SEND.  Mrs Lucy Hay is the governor with a specific responsibility for Special Educational Needs & Disability, she meets regularly with the SENCO to discuss SEND provision in the School.

 

How will the School support my child and how is the curriculum matched to my child’s needs?

The Class Teacher is responsible for your child’s education.  They will oversee, plan and work with each child with additional needs in the class to ensure that progress in every area is made.   All children receive high quality inclusive teaching incorporating a range of learning styles and appropriate learning objectives matched to the needs of the children.  Observation, marking and assessment inform teacher’s planning also ensuring that all work is accurately matched to the needs of all children.    

 

Within our school we describe the support given as ‘waves’ of support or intervention:

 

Wave 1 is the high quality inclusive teaching given to all children.

 

Wave 2 is small group intervention given to some children in class who are not necessarily on the SEND register, but may need some short term additional support such as extra phonics, spelling or reading groups.

 

Wave 3 intervention is for those children who need more individualised learning programmes and may have longer term special needs. 

 

There may be a Teaching Assistant (TA) working with your child either individually or as part of a group.  If this is above the normal support given in class then this will be explained to you by your child’s Class Teacher when the support starts, during Parents’ Evenings and, for children on the SEND register, through SEND Planning and Review meetings with the Class Teacher and SENCO.

 

Outside Agency and Professional Advice

Outside agency and professional advice and training informs class teachers in adapting their teaching, equipment and classroom to meet individual needs.  This advice can also help to form individual programmes of work for some children.   We can access specialist service advice from speech and Language therapists, physiotherapists and occupational therapists via the NHS Integrated Services.   We can also refer children to The Child and Mental Health Service (CAMHS).

We receive support from the following Somerset Local Authority Services:

 

  • Educational Psychology
  • Learning Support Services
  • Taunton Deane Partnership College (For support for children with Social, Emotional and Mental Health needs)
  • Physical Impairment and Medical Support Team
  • Hearing Impairment Team
  • Visual Impairment Team
  • Autism and Communication Advisory Service
  • Special Educational Needs Assisted Technology Service (SENATAS)
How will I know how my child is doing?
There are parent evenings in the Autumn and Spring Terms and end-of year reports are sent home in the Summer Term.   In addition to this, children on the SEND Register will have termly Individual Learning Plans (ILPs) which list the targets the children are working towards, together with the additional provision which has been put in place to enable them to achieve these targets.  Parents/Carers of children with ILPs are invited to planning and review meetings with the SENCO and the Child’s Class Teacher to review the child’s progress and to plan for future action and support.  For children with more complex needs other professionals that are working with them might also be invited to their ILP planning and review meetings.   The child also meets with the SENCO and a Teaching Assistant that they work with, to give their views and ideas about their progress and their learning plans.

Children who have additional funding in place to support them or have an Education Health and Care Plan (previously known as a Statement) will have an annual review of their progress via an Annual Review Meeting where they can discuss with the SENCO and their Class Teacher what is working well for them and any concerns and problems there might be.   Future targets are then set.   Parents/carers, key teaching assistants and external professionals who support your child are also invited to the Review.

 

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

 

Parent and Family Support Advisor (PFSA)

We are an inclusive school and all members of staff believe that having high self-esteem is crucial to a child’s well-being.  Class Teachers and support staff work closely with children to build trusting and supportive relationships.  All children are given chances to talk about their views through regular personal, social, health education (PSHE) class discussions and there is a school council where children can contribute their views via their class representative at the half-termly school council meetings.    Children who need extra support with their feelings and worries are sometimes given time to talk with a trusted key adult and may need more regular meetings between their Class Teacher and Parents and Carers.  We also have support from a Parent and Family Support Advisor (PFSA) Nicki who can work with children and families on a wide range of situations.

 

 If you would like support from Nicki she can be contacted via the school.

 

Emotional Literact Support Assistant (ELSA)

Mrs Gwawr Seabright is our designated Emotional Literacy Support Assistant (ELSA)following training with the Educational Psychology Service. She can work with individual and groups of children to support them with a range of issues, including recognising and controlling feelings, self-esteem, managing anger, friendships and social skills.

 

How accessible is the School environment?

The school is partly wheel-chair accessible and there are changing and disabled toilet facilities.  All children, including those with SEND are encouraged and supported to be fully involved in all areas of school life.  All clubs and school trips are open to them and individual arrangements are planned in advance to ensure they are able to participate.

 

How does the school support children with significant medical needs?

Children with significant medical needs or health conditions will have a Health Care Plan which will detail what support needs to be given at school and who is responsible.  The Health Care Plan will be drawn up in consultation with the appropriate health care professionals.

 

Some children may require medicine to be given in school.  The school keeps a record of each occasion a child is given or is witnessed to have taken medication.  Details of date, time and dose are recorded.  This applies equally to daily or emergency medication.

 

How will the School support my Child’s transitions to a new setting?

 

Starting School

Prior to starting the Foundation Stage Class, children identified as having Special Educational Needs will have a School Entry Planning meeting.  This will be attended by parents/carers, pre-school staff, school staff including the School SENCO and any external professionals involved in supporting the child.  Through discussions, an action plan is devised to make the transition to school as smooth as possible.  For children with a medical condition, this will identify staff training needs to ensure your child’s needs are fully met.   All families will be invited to a new parents’ meeting to gather information.  The Foundation Stage Teacher may also visit your child to see them in their pre-school setting.  All children will be invited to attend transition sessions to ensure that they are familiar with the staff and the setting in advance. 

 

Moving Classes

When your child moves to a new class the teachers and SENCO meet to share information about your child’s strengths and needs so that the transition into the next class can be planned appropriately and actions put in place.    

 

Transition to Secondary School

On moving to Secondary School, children in Year 6 with SEND are discussed by our SENCO with the SENCO at the Secondary School once the places have been allocated.  Additional visits for children with SEND to the Secondary School can be organised by the SENCOs.  An additional meeting for parents/carers and the SENCOs might also be arranged to plan the child’s transition to the Secondary School setting.

 

If your child has complex needs an Annual review meeting will take place in the Summer Term and the SENCO from the Secondary School will be invited to attend.

 

What training is provided for the support staff who work with children with SEND

All teaching assistants who work with individuals or groups of children on interventions will have received training by the SENCO or the relevant agency or therapist e.g. speech and language therapist, to deliver the sessions.  These sessions are overseen by the Class Teacher and SENCO who continually work together with the TA to plan, evaluate and review the effectiveness of the programmes and the child’s progress.     The TAs attend training provided by the Local Authority Services, Integrated Therapy Services, private companies and through School based training in line with the school development plan and also to support individual children.  They also attend training run by the school SENCO which is used to develop their skills in the classroom and when working with groups and individual children.   In addition, we use our connections with other local schools through the ‘School to School’ group to access shared training and to share good practice by visiting and learning from colleagues in other schools.

 

How are the school’s resources allocated and matched to children’s SEND needs?
The School aims to ensure high quality provision for children with SEND with the funds it has available through its SEND budget. We have a have a team of trained TAs who are funded from the SEND budget and work throughout the school supporting individuals and groups of children.  The Head Teacher in liaison with the SENCO is responsible for allocating the TA time and targeting provision according to need and the budget available.
 
For more information
Contact the School Office on: 01823 451353
 
Our School Offer is part of the Local Offer provided by the Local Authority.  The Local Authority Local Offer can be found on http://www.somersetchoices.org.uk/
 
 
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