Question

Response

Who are the best people to talk to about my child’s special educational needs and/or disability?

Your child’s teacher will:

• Check on the progress of your child and identify, plan and deliver any additional help your child may need
• Write Learning Plan targets and review these once per term, with support from parents/carers and pupils
• Ensure staff working with your child are helped to deliver appropriate support so they can achieve the best possible progress
• Ensure that the school’s SEND Policy is followed in their classroom and for all pupils they teach with any SEND

What are the different types of support available for children with SEND?

Wave 1 – often referred to as Quality First Teaching:

• All teachers have the highest possible expectations for all children in their class
• Teaching builds on what your child already knows, can do and can understand
• Different ways of teaching are in place so that your child is fully involved in their learning
• Specific strategies/resources are in place to support your child Wave 2 – often referred to as Interventions:

• These are additional learning opportunities completed with your child, usually in a much smaller, focused group, for children who are not making expected progress
• These can help to fill gaps in learning caused by other influences, such as illness or other barriers to learning
• These are focused on small specific targets, to help children close gaps and catch up with their peers

Wave 3 – often more individualised and on a 1:1 basis:

• This usually means your child is on the school’s SEND register and will receive additional support to reach targets as detailed in their Learning Plan
• We may wish to refer your child to an outside professional to offer further assessments or advice for us to better understand your child’s needs and receive recommendations to support your child
• This type of support is typically available for children with specific barriers to learning that cannot be overcome through quality first teaching and intervention groups

How can I let the school know I am concerned about my child’s development or progress?

• The first step is to contact your child’s class teacher and make an appointment
• You may also contact Miss Finn SENCo KS2 or Mrs King SENCo EYFS/KS1, to share any concerns
• Miss Hall, Mrs Dunkley & Mrs Leigh - Assistant Headteachers for the school, are also available to share concerns with

How will the school let me know if they have any concerns about my child’s development or progress?

• Class teachers continually monitor and assess your child’s progress on a daily basis
• Attainment and progress are monitored carefully across core subjects during pupil progress meetings with the senior leadership team, where additional support may be put in place
• If progress is still limited after additional support has been implemented, class teachers liaise with the SENCo, for further advice and support. Class teachers will then meet with parents/carers, to discuss and seek views on progress

• It may be decided between school and parents/carers to place your child on the SEND register – this will provide additional support for your child in the form of a ‘Learning Plan’, detailing short-term achievable targets

What specialist services are available at or accessed by the school?

• We liaise carefully with outside professionals to ensure we are accessing specialist services where necessary
• In school weekly we have: Speech and Language Therapy Service, Social, Emotional, Mental Health and Learning Team, Time for You Counselling Service
• In school fortnightly we have: Complex Communication Team
• In school termly we have: Educational Psychology Service
• Less frequently we have: Occupational Therapy, Physiotherapy, CAMHs, School Nursing
• To be able to refer through to these services we follow an Initial Concerns process – please speak to your child’s teacher for further information

How are the teachers and support staff helped to work with children with SEND and what training do

they have?

• Training is provided throughout the year to support staff to work with children with SEND, such as: ASD, ADHD, Diabetes, Epilepsy, Epi-Pen, Asthma, SALT
• When other training needs arise, this is organised and implemented as soon as possible

How will the teaching be adapted for my child in school?

• Class teachers plan lessons according to the needs of all groups of children in their class and will ensure your child’s needs are met
• Specific resources and strategies can be used to support your child, such as: privacy boards, pencil grips, sit fit cushions, word mats, visual prompts, visual timetables,

traffic lights, time out cards, movement/sensory breaks

How will we measure the progress of your child?

• Your child’s progress is continually monitored by their class teacher as part of the whole school’s cycle of assessment
• Their progress is reviewed formally three times a year and a judgment based against the National Curriculum objectives for all subjects, using the school’s assessment system Insights

• At the end of each key stage 2 (Y6) all children are required to be formally assessed using Standard Assessment Tests (SATs). This is something the government requires all schools to do and results are published nationally
• Children on our SEND register who receive SEND support have a Learning Plan, which is reviewed termly with their class teacher and yourselves
• Children who have an EHCP will have their progress formally reviewed annually at an Annual Review, with the Local Authority present as necessary

What support do we have for you as parents/carers of a child with SEND?

• Your child’s teacher is regularly available to discuss your child’s progress or any concerns you may have
• The SENCo is available to meet with you to discuss your child’s progress or any concerns you may have
• All information from outside professionals will be discussed with you and/or a report provided
• Passports to Success are reviewed each term with your involvement
• Our Family Support Worker, Miss Swallow is available to offer support and advice to you informally, or more formally through Early Help
• Our Learning Mentors are also available to offer support and advice
• SEND coffee mornings held for parents/carers with occasional guests within the SEND industry

How is the school accessible to children with SEND?

• The school building is fully accessible for all children; we have many disabled toilets, a changing bed and wheelchair access to every area.
• We ensure that all equipment used is accessible to all children regardless of their needs.
• Before and after school provision is accessible to all children, including those with SEND. Extra-curricular activities are also accessible for children with SEND.

How will we support your child when they are leaving school or moving on to another class?

• We recognise transitions can be difficult for children with SEND and we take all steps to ensure that transition is as smooth as possible
• For children joining Nursery/Reception – a home visit with their new teacher, along with a photo booklet to share with your child in the weeks prior to them starting