The Weatheralls Primary School

SEND

The Weatheralls Primary School information report   

Reviewed April 2018

 

To find information regarding the Special Educational Needs and Disabilities Support in Cambridgeshire, please use this link:

Cambridgeshire County Council’s Local Offer information page:

www.cambridgeshire.gov.uk/SEND

 

  1. How does the school know if children need extra help?
    • On a day to day basis Class Teachers will be marking children’s work and will be aware if children have understood and met the learning objective for each session.
    • Pupil Progress meetings are held half termly, with the senior management team, where every child’s progress and attainment is measured against their own previous progress as well as national expectations.
    • Class Teachers know their children well and will notice when a child is behaving differently. They will encourage the child to share their worries with an adult they trust.
    • Staff will endeavour to be available to discuss any concerns with parents as soon as they arise.
    • Discussions with parents are highly valued and often offer supporting information to get a clearer picture of areas of concern.
    • If the child is not achieving their set target the teachers will monitor this closely to determine if gaps in their learning are developing.

 

  1. What should I do if I think my child may have special educational needs?
  • Please speak to your child’s Class Teacher as soon as you have concerns.
  • You and your child’s Class Teacher may want to discuss your concerns with the school’s Special Educational Needs Co-ordinator (SENDCo). Our SENDCo is Duncan Poyser.

 

  1. How will school staff support my child?
  • On a day to day basis in the classroom, teaching will be differentiated to meet the needs of every child.
  • Close marking and tracking of pupil progress will identify any children who may need extra help.
  • Extra help may include individual target setting, support from teaching assistants or specific interventions aimed at supporting the identified need.
  • Any interventions used will be run by Teachers or specifically trained Teaching Assistants and will be monitored by the SENDCo.
  • The School Advisory Body is responsible for the education and wellbeing of all the children in our school. One specific Advisory Body member is responsible for liaising with all parties. Our Advisory Body member for SEND is Anne Bevan.
  • The effectiveness and impact of any interventions and/or support is monitored regularly and shared with all those who have been involved or have an interest in the progress, including parents.

 

  1. How will the curriculum be matched to my child’s needs?
  • On a day to day basis in the classroom, teaching will be adjusted to meet the needs of every child.
  • Where necessary adaptations will be made e.g. larger print, ICT support, individual support, word banks etc.
  • Some children may need support from an adult in school.
  • Some children may need targeted interventions.
  • School also seeks and takes advice from specialist services.
  • Any support accessed will be fully discussed and carefully monitored.
  • If possible following up on the child’s interests may enable the child to access learning more readily.

 

  1. How will both you and I know how my child is doing and how will you help me to support my child’s learning?
  • Through discussions at Parent/Carer Consultations and end of year written reports.
  • At times, extra meetings could be held, initiated by either parents/carer or school staff.
  • On a day to day basis Class Teachers will be marking children’s work and will be aware if children have understood and met the learning objective for each session.
  • Regular Pupil Progress meetings are held where every child’s progress and attainment is measured against their own previous progress as well as national expectations.
  • Class Teachers know their children well and will notice when a child is behaving differently. They will encourage the child to share their worries with an adult they trust.
  • Staff will endeavour to be available to discuss any concerns with parent/carers as soon as they arise.
  • Parent/carers are offered workshops to become familiar with the learning strategies the children are using at school.
  • The Class Teacher will set targets to support the learning at school and at home.
  • External agencies meeting with parents/carers and school staff to discuss further support if required.

 

  1. What support will there be for my child’s overall well-being?
  • Each child will take part in PSHE (Personal, Social, Health and Economic Education).
  • Restorative behaviour management system.
  • There exists many opportunities for the children to be supported or participate in creating a sense of well-being: e.g. Pupil voice, School Council, Sensory Room, lunchtime activities.
  • For those children who have experienced difficulties in maintaining secure friendships, lack self-confidence or are at times displaying anti-social behaviour patterns, the Marlborough Group will be offered to families. These programmes may be adapted to support the specific needs of the participants.

 

  1. What specialist services and expertise are available at or accessed by the school?
  • Locality Team
  • SALT (Speech and Language Therapy)
  • Medical clinicians i.e. GP, Visual Impairment Service
  • SEND Services
  • Joint Therapy Services
  • Community Paediatrician
  • Cambridgeshire County Council’s Local Offer information page:

 

www.cambridgeshire.gov.uk/SEND

 

  1. How will my child be included in activities outside the classroom including school trips?
  • A discussion will be held between staff and parents/carers to consider individual needs (i.e. accessibility, funding etc.) to be as inclusive as possible.
  • Risk assessments will be carried out and reasonable adjustments made.
  • Children with Medical Conditions will be supported in line with the school medical conditions policy.

 

  1. How accessible is the school?
  • Risk assessments are carried out and reasonable adjustments made to make the school as accessible as possible for all pupils.
  • We consult external agencies as required.
  • School policies about premises and inclusion and Supporting Children with Medical Conditions in school policy can be found at:

 

http://www.weatheralls.cambs.sch.uk/Policies/

 

  1. How will the school prepare and support my child to join the school or transfer to a new school?
  • The Reception Class teacher and Teaching Assistant will carry out home visits prior to the September start.
  • Visits are organized for pre-school children in the summer term before their start.
  • School staff visit pre-schools in the summer term before starting.
  • New parents’ information meetings outline all the information required and provides an opportunity for queries to be aired.
  • SEND discussions between specialist school staff to ensure those with specific needs are well catered for when moving schools.
  • Induction days for classes to visit their new classrooms and teachers at Soham Village College.
  • Additional visits to Secondary Schools where bespoke transition for higher levels of need are identified.

 

  1. How is the decision made about what type and how much support my child will receive?
  • Assessment of a child’s learning and well-being takes place in school every day with ongoing regular discussion between teachers, children and parents/carers. If a child is not making adequate progress, discussions will be held between parents/carers, child and the school staff to ascertain the problem i.e. a gap that needs to be closed, a learning or a language barrier, a medical need or perhaps a stressful situation which might be affecting their learning. The most appropriate type of support will then be discussed and the course of action agreed.

The involvement of other professionals will be decided in agreement with parents/carers and children. The amount of support will reflect the level of need.

 

  1. How are parents involved in the school? How can I be involved?
  • Sharing information with school staff.
  • Being aware of your child’s learning targets.
  • Completing home learning activities with your child.
  • Joining the HSA
  • Supporting your child with their learning in school and at home.
  • Completing Parent/Carer questionnaires.
  • Attending Parent/Carer consultations.
  • Attending any meetings or workshops in school to support your child.
  • Volunteering in school.
  • Completing home-school communication books or learning journals.
  • Becoming parent advisory body member.
  • Not feeling that any question is too silly and telling school staff if there is anything you don’t understand.

 

  1. Who can I contact for further information?

Statutory Assessment and Resources team – www.cambridgeshire.gov.uk/SEND

 or email start@cambridgeshire.gov.uk