Riseley C of E Primary School
At Riseley C of E Primary School we are proud to be an inclusive school where we work together to challenge, inspire and motivate all children to become successful in ‘Learning for Life’. Our mission is to ensure that the potential to succeed for every child is realised, regardless of their specific needs, including those with special educational needs or disabilities.
Who to contact
Where to go
- Riseley C of E Primary School
- MK44 1DR
- Get directions
Time / Date Details
- When is it on
- School Hours Monday to Friday 8.55am to 3.15pm
- Time of day
- Session Information
Before and After School Club 8 - 8.45am and 3.15 - 5.30pm
- Age Bands
11-14 years old
Parents and carers
5-10 years old
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?
The progress of all children is carefully monitored by the class teacher who is responsible for checking on the progress of your child.
The Headteacher, Leadership Team and SENDCo meet every half-term to discuss pupil progress.
A child may need help if:
· There are concerns raised by parents/carers, teachers or child.
· There is a change in pupil’s behaviour.
· The progress rate is slow.
· The achievement gap between child and peers does not close.
· The achievement gap between child and peers widens.
· There has been liaison with a previous school who has identified difficulties
· There has been liaison with outside agencies.
· There has been a health diagnosis.
- How will early years setting/school/college staff support my child/young person?
· The class teacher will ensure systems are in place that allow for the early identification of any barriers to learning and participation.
· The class teacher will oversee, plan and work with each child building on what your child already knows, can do and can understand to ensure progress is made.
· The class teacher will meet with parents, consider the thoughts of any child with SEND and co-produce an Individual Provision Plan (IPP) in order for achievable short SMART targets or ‘next steps’ to be implemented. These will be reviewed half termly.
· There may be a teaching assistant (TA) working with your child (either individually or as part of a group).
· The TA or class teacher may run specific intervention groups, to consolidate previously taught concepts to support a child further.
· The SENDCo oversees the support and progress of any child requiring additional support.
· A care plan may be appropriate.
· A behaviour plan may be appropriate.
· Education, Health Care Plan (EHCP) may be appropriate.
· One of the governors is responsible for SEND and meets twice yearly with the SENDCo. They also report to the governors.
· Governors agree priorities for spending with the overall aim that all children receive the support they need to make progress.
· For further information, the SENDCo and Headteacher are available to discuss support.
- How will the curriculum be matched to my child's/young person's needs?
· Work within the class is pitched at an appropriate level so that all children are able to access the curriculum. For example, there could be 3 different levels of work set for the class, or there could be some individual differentiation.
· Differentiation means that all children can access a lesson.
· Class based support staff work alongside the class teacher to support children with SEND.
· Class teachers plan to deliver high quality first teaching, differentiated according to differing abilities and according to the specific needs of all groups of children in their class. Teaching is based on what the child already knows, can do and can understand.
· As a school we use provision mapping to support all children in the classroom.
· Once the relevant observations, data collection and scrutiny has taken place, alongside the relevant discussions with parents and carers, interventions are used to support children’s needs further.
- 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?
The progress of all children is carefully monitored by the class teacher who is responsible for checking on the progress of your child. The staff meet termly to discuss pupil progress. Each teacher provides an ‘overview’ of teaching practice through the use of a provision map. The Leadership Team discuss pupil progress each half term.
Other ways include:-
· In early years, the Interactive Learning Diary is available for parents and carers to access their child’s learning journey.
· On Friday mornings both Nursery and Reception classes have a ‘Friday morning open session’ to encourage parents to play alongside their child and to share their learning journal with each other.
· Termly parents’ evenings.
· Curriculum evenings e.g. reading, phonics, internet safety, maths.
· School operates open door policy – parents are able to make appointments with the class teacher, SENDCo or Headteacher.
· Children are set SMART targets (specific, measurable, achievable, realistic, time-scaled).
· Home/school link book may be appropriate.
· Termly curriculum information sent to parents.
· Home/School Agreement.
· School website.
· Fortnightly newsletters available both on-line and as a hard copy.
· End of year report.
- What support will there be for my child's/young person's overall well being?
· The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class.
· All classes follow a structured PSHE (Personal, Social and Health Education) programme called ‘Jigsaw’.
· The Pupil Support Co-ordinator is able to offer support and advice to you as parents and to your child.
· The class teacher liaises with the SENDCo for further advice/support, which may involve working with outside agencies.
· Nurture groups are set up to support emotional and social development. At lunchtimes, children are able to access the ‘15 club’, set up to provide a supervised sanctuary for a child experiencing social difficulties and uncertainties on the playground.
· If a child has behavioural difficulties a behaviour management plan may be written to identify specific issues, put support in place and set appropriate targets.
· School has a policy regarding the administration and managing of medicines on the school site.
· Parents need to contact the class teacher if medication is recommended by health professionals to be taken during school time.
· On a day to day basis the office staff oversee the administration of medicines.
· Staff have regular training and updates regarding conditions and medication.
· A Care Plan may be needed to support a child with specific medical needs. These are often drafted in consultation with the school nurse or lead professional.
· Some teaching staff and teaching assistants, including lunchtime assistants, have had First Aid training.
· Good attendance is actively encouraged throughout the school.
· The attendance of every child is monitored on a daily basis by the office staff. Lateness and absence are recorded and reported to the Headteacher. Registers are checked by the Education Welfare Officer.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
At times it may be necessary for the School to involve an external specialist in order to achieve the best outcomes for your child. If a child has been identified as needing more specialist input instead of or in addition to good and outstanding classroom teaching and intervention groups, referrals will be made to outside agencies to advise and support the School in enabling the child to make progress. Parents will always be asked to give their permission before the School makes a referral to a specialist provision e.g. through the Early Help Assessment or Educational Psychologist.
a) Local Authority Provision delivered in School
· Educational Psychology Service (full cognitive assessments) and their drop-in service
· Sensory and Communication Support Team (Autism Bedford)
· Early Help Team
· Early Years Support Team
· Advisor for Teaching and Learning
· Early Help for Parenting – Triple P
· Specialist Support Service – Northamptonshire
· Local Authority LAC provision
b) Health Provision delivered in School
· CAMHS (Child & Adolescent Mental Health Service)
· CHUMS (Child Bereavement, Trauma and Emotional Wellbeing Service)
· Social Care
· SALT (Speech and Language Therapy Team) and drop-in service
· Occupational Therapy
· Child Development Centre (CDC) – provision following referrals
· School Nurse
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Teaching staff and Support Teaching Assistants receive continuous professional development. This is supported by external professionals wherever possible, or through direct training provided by the SENDCo.
The focus during 2018-2019 has been on Cognition and Learning, Selective Mutism, Anxiety, Strategies to support ADHD in the classroom and on the playground and the effective use of provision maps in the classroom.
The focus during 2019 - 2020 year will be on Coping with ADHD and behaviour, how to support children in the classroom with literacy weaknesses, managing behaviour and demand avoidance for the ASD child and using assessment tools to support early concerns and determine progress in SEMH needs.
- How will my child/young person be included in activities outside this classroom including school trips?
· At Riseley Primary School we ensure that children with SEND are able to engage in activities available in the School with children who do not have SEND.
· Activities and trips are available to all.
· Risk assessments are carried out and procedures are put into place by our Educational Visits Co-ordinator to enable all children to participate. For some children, this may mean receiving 1:1 support during the visit.
· Before and After-School Kids’ Club, run by trained Teaching Assistants, is open to all children. All children are included in all aspects of the school curriculum, although some clubs are age specific.
- How accessible is the setting/school/college enviroment?
- The school site is on one level and is wheelchair accessible
- There is a disabled toilet large enough to accommodate changing
- The school budget includes money for supporting children with SEN and disabilities
- Appropriate resources and equipment are provided for children with specific needs e.g pencil grips, writing slopes etc
- 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?
At Riseley Primary School we recognise that transitions can be challenging for a child with SEND and we take steps to ensure that any transition is as smooth and ‘stress free’ as possible. We encourage all new children and their parents to visit the School prior to starting.
a) Moving from pre-school/nursery to Riseley Primary School steps include.
· Visits to pre-schools and nurseries, prior to the children starting at Riseley Nursery or Reception classes, take place by the Early Years staff and the SENDCo when appropriate.
· Discussions with the previous or receiving schools prior to the pupil joining or leaving.
· Home visits and visits into the setting are carried out before nursery children start.
· The SENDCo is always willing to meet parents/carers prior to their child joining our School.
b) Moving classes in School:
· An information sharing meeting takes place between the current teacher and the new receiving teacher. This is a time when records, provision class mapping and key timelines are discussed.
· A robust transition programme runs throughout the school during the second half of the summer term for the children.
· A child with SEND and requiring sensitive support regarding the forthcoming changes is provided with additional times in their new classroom. This will be considered carefully by the class teacher and the receiving class teacher and highlighted within their IPP. This is supported further by a transition booklet (social story) which incorporates photographs of their new room and new teachers. A copy is sent home and a copy kept in school in order to refer to.
· Before the start of the new school year, parents and children requiring this additional support are invited to re familiarise themselves with their new classroom to alleviate anxieties. This is an opportunity for the parents and children to ask questions about their first few days.
c) Moving to another school:
· If a pupil with SEND transfers to another primary school, the SENDCo and Pupil Support Co-ordinator ensures that all SEND information is sent to the new school in good time once official notification of that transfer has been received. The class teacher will speak directly to the receiving teacher in the first instance.
· Information about the support and any special arrangements that have been made to enable access to the curriculum and progress towards learning goals is forwarded to the new school’s SENDCo who will speak to the receiving school’s SENDCo if necessary.
d) Transferring from Year 6 to Secondary School
· Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
· Usually, a transition to Secondary School programme is put in place for pupils with SEND (some activities are organised by receiving Secondary schools). This is an opportunity for your child to visit their new school and share their individualised personalised ‘one-page profile’ to key teaching staff to ensure the ‘voice of the child’ is heard.
· The Pupil Support Co-ordinator ensures all SEND information is forwarded to receiving secondary schools in good time before transition takes place. In most cases, a transition review meeting to which you will be invited will take place with the SENDCo from the new school.
· The Pupil Support Co-ordinator is able to organise extra transition visits for SEN and vulnerable pupils.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
· The class teacher, SENDCo and Headteacher discuss the child’s needs and the support required for a child to continue to make progress. The impact made from interventions or support given is reviewed and discussed to ensure a child with SEND is making appropriate progress.
· Supportive tools and equipment are considered and purchased when appropriate.
· Ensure each child is making progress against national/age expected levels.
· Parents receive verbal feedback. The impact is measured by reviewing the children’s targets and ensuring that they are met.
· There is on-going discussion with parents.
· The TAs funded from the SEND budget, deliver programmes designed to meet the needs of those children receiving ‘school support’ because of their identified SEND.
· Those children requiring additional support are monitored, information gathered and if appropriate, an Educational Heath Care Plan applied for.
- How is the decision made about what type and how much support my child/young person will receive?
All teachers complete ongoing assessment which quickly identifies children who need additional support. Termly pupil progress meetings are held between class teachers, the SENDCo and the Headteacher; this also helps to identify children who are not making sufficient progress and/or require additional ‘school support’. We will always discuss initial concerns with parents/carers and equally encourage them to discuss any concerns that they may have with us. We work with parents/carers of children with SEND to set individual targets and plan additional support to enable the child to achieve these targets. We can request support from outside professionals when we feel that external help is needed.
- How are parents involved in the setting/school/college? How can I be involved?
Parents are welcomed into our school and seen as a vital role in the education of their children.
· Parents are actively encouraged to talk to the class teacher or other members of staff at a mutually convenient time before or after the School day. This may be either face-to-face or via a telephone call, should parents work.
· We have parent consultation times each term and an annual school report. In our Nursery and Reception class, open play sessions occur weekly where parents are invited to share their learning journals and to share their child’s achievements with them. This is also available online through the Interactive Learning Diary.
· Parents are informed of progress and targets for ‘next steps’. These are reviewed half termly.
· We run termly ‘parent drop in sessions’ to discuss their child’s challenges and difficulties with the school’s Educational Psychology Service. Additionally the SENDCo also runs an informal termly ‘parent drop in session.’
· Parents are invited to contribute to discussions about how the school and home can ‘work together’ in order to achieve the best possible outcomes for their child.
· Parents are invited and encouraged to attend parent workshops and courses available through the Bedford Borough Local Offer or Parent Forum. These will be advertised via our newsletter and website.
· We welcome parents to stand for parent governors.