Kempston Rural Primary School

Schools Extended Local Offer Response

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?

Rigorous assessment is an integral part of our teaching and learning and this is used to inform how well your child is progressing towards their personal targets.

If despite a differentiated curriculum, your child continues to make less than expected progress, the class teacher will arrange a meeting to discuss concerns.  Following guidance from the Code of Practice, the school will follow a graduated response. Children will be given an Individual Provision Plan (IPM) which identifies targets and resources and strategies necessary for these to be met.  Parents (and where possible children) are fully involved in this process and their input is a vital part of this process.

Parents are encouraged to use our open door policy to raise any concerns that they may have in relation to their child’s progress or possible special educational need that has not been identified by the school setting.

How will early years setting/school/college staff support my child/young person?

The class teacher will plan and deliver a personalised differentiated curriculum.  This is overseen and monitored by the Senior Leadership Team. 

Teaching Assistants (TA) may also work with your child, either within the class or in small intervention groups.  The TA will be fully qualified to deliver this support and works under the supervision of the class teacher.  If intervention strategies are necessary for your child, you will be fully informed before this takes place by the class teacher.

The SENCO is fully involved in monitoring the progress made by children with SEN and relevant information is shared with the governing body.

Rigorous assessment is an integral part of our teaching and learning and this is used to inform how well our children are performing in relation to national benchmarks.

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

Class teacher input via excellent targeted classroom teaching (High Quality First Teaching).

It is the responsibility of all teachers to adapt the curriculum to ensure access to learning for all children in their class. Assessments are made during each lesson and this informs future planning.

Broad and balanced curriculum which is differentiated to meet individual needs and abilities.

Our teachers will use various strategies to adapt access to the curriculum, for example:

Visual cue cards and Now and Next boards

Visual timetables

Writing frames

1:1 or small group support

IPad, computers or other alternative recording devices

The school sets challenging but achievable targets for each individual child and the progress that the child makes against these targets are closely monitored.

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?

Formal meetings will take place to discuss your child’s progress at least once each term to review Individual Provision Maps (IPMs) and to discuss children’s progress.

An open door policy will facilitate opportunities for you to discuss your child’s progress or additional needs as they occur.

Rigorous assessment is an integral part of our teaching and learning and this is used to inform how well your child is progressing towards their personal targets. This information will be shared with parents during formal meetings so that parents have a clear understanding of their child’s progress.

Teachers will make clear teaching strategies and the personalised differentiation that is used to allow your child to access the curriculum.

During termly meetings, your child’s teacher will discuss and agree strategies to be used at home to support your child.  This may require parents to work with the teacher to receive appropriate training (e.g. using a number line or delivering pure sounds etc).

Transition meetings take place to ensure that when children move from one teacher/setting to another the receiving teacher is fully informed of the child’s strengths and area of need.

What support will there be for my child's/young person's overall well being?

We value diversity and celebrate differences and this school ethos is mirrored in the behaviour and safety of our children.

Fully trained assistants are employed to administer medication and to provide personal care. The child’s dignity and wellbeing is our first concern.

We believe that poor behaviour is a result of an ill matched curriculum, or expectation.   If your child is portraying behaviour difficulties we look for the cause rather than only deal with the unwanted behaviour. If a child suffers low self-esteem this can also cause inappropriate behaviour. In a case such as this we will work with parents and if necessary external agencies to support the child.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

When necessary the school also seeks the support from a range of external agencies and specialists. These are listed on a link from the Bedford Borough website

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

The school is committed to delivering high quality staff training, both internally and externally.

How will my child/young person be included in activities outside this classroom including school trips?

We ensure that all activities can be accessed by our children and make adjustments as necessary, to facilitate this. 

Pupil Premium is spent if necessary on ensuring children have an opportunity to attend trips and activities outside the classroom.

If a child with SEND is attending one of these activities, parents and carers are consulted if necessary to ensure that the child’s needs are fully met and necessary adjustments are made.

How accessible is the setting/school/college enviroment?

We have a new purposefully built school premises which fully adheres to current regulations for children with disabilities.  There is changing facilities for SEN which includes a shower.

If required a translator will be sought so that parents whose first language is not English can fully engage in dialogue or in writing with matters concerning their child’s special educational needs.

Specialist equipment and facilities will be sourced necessary and financed through the SEN budget.

We have disabled parking located in the staff car park.

Information in other languages/advice will be sought from the LA, as required, to support communication with parents/carers whose first language is not English.

The Head Teacher/SENDCO decides on the deployment of resources for Special Educational Needs and Disabilities (SEND) in consultation with the school governors, on the basis of needs in the school.

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?

Transition meetings take place to ensure that when children move from one teacher/setting to another, the receiving teacher/setting is fully informed of the child’s strengths and area of need and progress to date, along with interests and friendship groups etc.

Pre visits and social stories are used to prepare children for transition. Children with autism or communication and language needs etc. joining our school receive a photo book of the school so that they know what to expect when they join us. This will include a photograph of key members of staff; their classroom including pegs, drawers and tray etc.; photographs of the school hall and the school gate etc.  These are made individually for the child and matched to their needs.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Budget

Funds from the school’s delegated budget will be used to support children with individual or small group support linked to the requirements set out in the child’s Individual Provision Map. This will include, an adult support working with children within and outside of the classroom, delivering tailored intervention work as required, additional lunchtime or playtime supervision etc.

If a child has an EHCP, the amount of support will be decided by Bedford Borough SEND team, the school will ‘top’ up this allocated support by an additional 12 hours.  

How are parents involved in the setting/school/college? How can I be involved?

How we involve parents

Parents are informed and fully involved in the decision making and day to day school life of their child.

Regular meetings (at least one per term) are held to discuss progress. Written reports are also sent home each term.  The Code of Practice (2014) sets out very clearly the expectation that parents will be fully involved. The school works in line with the expectations of this document and parents can view the Code of Practice (2014) via our website.

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How we include your child in the planning of their support

When IPMs are reviewed, children are consulted and encouraged to reflect on how well they have done towards meeting their targets. Before setting new targets or deciding on the best strategies and resources to use, children are asked what they think will help and their opinion is taken into account. Children are expected to comment on their success against personal targets.  

As part of the EHCP process, children’s views, hopes and aspirations for the future are central to the document. At the time of referring a child for assessment, the SENDCO and or teacher asks the child to record or verbalise what they want to achieve through the process.