Turvey 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?

We are committed to early identification of SEN.  As a small rural lower school we have smaller than average class sizes.  The teachers have a good understanding of the children’s needs and abilities.  Accurate and regular monitoring of pupil progress takes place.   Class teachers meet with SENDco every half term to discuss any concerns.  We have a positive relationship with parents.  We have an open door policy and encourage parents to be actively involved in their child’s education.

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

We are a fully inclusive school and strive to ensure that all pupils reach their full potential in all areas.  We value the contribution that every child makes to our school.  We aim to meet the needs of every child as an individual.

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

The curriculum is adapted to meet the needs of the individual.  Lessons are differentiated to meet the needs of all of the children in the class. The progress of children is carefully monitored.  If sufficient progress is not made additional support and specific intervention programmes are given.

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?

We monitor the progress of all children at formal half termly pupil progress meetings.  These take place with the class teacher, head teacher and SENDco.  Staff produce a report outlining additional interventions. The effectiveness of these programmes are regularly reviewed.

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

Some children will need additional support to manage their emotions or behaviour.  If a child is having difficulties, we have a wide range of strategies that we can use to support pupils.  Group intervention programmes are provided which include emotional, behavioural and social support.  These have included programmes to raise self-esteem, to manage emotions, increase resilience and to control anger.  We also provide personalised programmes tailored to individual needs, this could include the use of regular sensory circuits.  With parental agreement, we work with external agencies to support the children and their families further.

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

The school works closely with external agencies to support the needs of children and their families.  We have an assigned educational psychologist and work with the Local Authority support services.  We also work with Camhs, Chums, health practitioners and speech therapists.

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

All staff delivering intervention programmes have received appropriate training.  We adapt our support and training programme to meet the needs of the individuals in the school at any given time. The SENDco ensures staff are kept regularly updated.  The school has experience of supporting children with a wide range of needs including autism, ADHD, visual and hearing impairments, physical difficulties, learning difficulties and speech and language difficulties.

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

The curriculum and environment is adapted to meet the needs of the individual.  Lessons are differentiated to meet the needs of all of the children in the class. The progress of children is carefully monitored.  If sufficient progress is not made additional support and specific intervention programmes are given.  This includes use of the outside learning environment and school trips.

 

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?

Children are well supported when transferring to new schools.  The SENDco liaises directly with the SENDco of the new school to discuss the child’s needs and ensure a smooth transition.  Additional visits are arranged for the child/parents to visit the new school if required.  The SENDco then stays in contact with the new school to offer ongoing support during transition.  

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

All intervention programmes are well resourced.  Additional resources are purchased according to need.

How is the decision made about what type and how much support my child/young person will receive?

Additional support is carefully tailored to the needs of the individual.  This is based on our detailed knowledge of the child and is decided in consultation with the parents.  

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

All parents are actively encouraged to be involved in their children’s education.  Termly meetings are held to discuss progress and review interventions.  We also have regular informal discussions with parents and an open door policy where parents are welcomed.  Class teachers are available to speak to parents on the playground each day both before and after school.