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Eileen Wade Primary School

Who to contact

Contact Name
Victoria Harrison
Contact Position
Special Educational Needs coordinator
Telephone
E-mail
office@ewps.org.uk

Where to go

Name
Eileen Wade School
Address
High Street
Upper Dean
Huntingdon
Postcode
PE28 0ND
Get directions

Other Details

Age Bands
11-14 years old
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?

• Parent concerns – parents are encouraged to share their concerns with school staff

• Discussions with parents • Information passed on by nursery or previous school

• Regular assessments and tracking pupil progress

• Staff concerns raised with SENCo

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

• The SENCo will work with other staff and parents to plan for the needs for a child with additional needs.

• The Class Teacher will plan work to meet the individual needs of a child when necessary

• Teaching assistants may deliver a programme of work, work with a child on a one – to one basis or in a small group.

• Teaching assistants will give feedback to the class teacher so that future learning can be planned for

• Teachers and Teaching Assistants take part in the termly reviews with parents

• There is a named Governor for Special Educational Needs and Disabilities (SEND)

• The Head Teacher’s termly report to the Governing Body gives information about SEND

• Pupils’ performance is assessed regularly and tracked over time to ensure that progress is being made

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

• Classes at this school are mixed Year Groups and teachers are skilled in adapting
the curriculum to meet the needs of all children.

• A variety of teaching styles are used

• Teachers regularly review the progress made by each child and will further adapt
the curriculum where necessary

• When children find a concept or task difficult the teacher will take a different
approach

• A wide range of resources are employed to stimulate learning

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?

• Accessible staff who are happy to discuss your child and any concerns you may have • Learning, Care and Behaviour Plans for children who have additional needs

• Termly discussions and review of children who have additional needs with parents

• Annual written report detailing your child’s effort and attainment over the year

• Curriculum information evenings e.g. Early Years, Literacy, Maths

• Regular assessment of pupils and tracking progress

• Curriculum Information sent out termly to parents and available on the school web

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

•We have a policy for the administration of prescribed medication

• Support will be given for personal care where needed

• Staff receive training from medical staff (e.g. school nurse) for children who may
have severe allergies or other health issues

• Emotional literacy sessions are provided to support children expressing their
feelings in an appropriate way.

• Although the class teacher has responsibility for the overall well-being of every child
in their class, all staff work together to ensure that children are cared for and their
different needs are met

• The class teacher liaises with the SENCo who may involve outside agencies for
advice and support.
• Children with more complex needs may require a Care Plan.

• We have a team of trained First Aiders and there is always a First Aider on school
visits.

• On school visits some children are provided with one-to-one support

• Attendance is monitored and absence is followed up if not reported. Registers are
checked by our Education Welfare Officer. Discussions are held with parents in
cases of frequent absence.

• Our Behaviour Policy outlines our expectations and approaches to behaviour
management so that it can be applied consistently across the school.

• Reward systems are in place

• Some children may require a behaviour plan to target specific issues. Parents will
be involved in this process.

• Personal, Social and Health Education lessons support the development of
children’s skills and knowledge

• School Council and School Games Committee provide opportunities for pupils’
voices to be heard

• A range of clubs with high attendance levels are available

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

• Services from Bedford Borough Council – Behaviour Support, Specialist Teachers,
Educational Psychology Team, Early Years Intervention.

• Services from local health – Speech and Language, Occupational Therapy,
Physiotherapy, School Nurse, Paediatrician

• Height, weight and vision screening – carried out by school nurse

• The school works with the appropriate Social Care team.

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

• All children are included in school activities, day and residential visits.

• The school will liaise with parents, staff, external providers and transport companies
to ensure that all children will be included in visits and that their needs will be met.

• Risk assessments are carried out and adjustments to activities will be made where
necessary.

• Medication can be administered where necessary.

• Our ‘Before and After School Club’ is open to all pupils.

• The school will discuss children’s needs with parents.

• Many of the clubs are run by school staff who know the children well and are able to
support children with special educational needs.

• If necessary, we will seek advice from outside agencies.

How accessible is the setting/school/college enviroment?

• We are a one storey building that is accessible for wheelchair users and children with mobility difficulties. We have ramps in place where needed.

• We make reasonable adjustments for children with visual and auditory difficulties.

• We use our SEND budget to provide resources to support pupils with educational needs.

• We use support from Bedford Borough Council for parents and children who do not have English as a first language

• We are happy to discuss any special requirements your child may have

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

• Each child will be allocated time / resources according to need.

• Where children have a Statement or Education, Care and health Plan, the school
will provide support according to the requirements of the plan.

• Children’s learning and progress is tracked

• Discussions with staff will identify on-going or new needs

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

• Each child will be allocated time / resources according to need.

• Where children have a Statement or Education, Care and health Plan, the school
will provide support according to the requirements of the plan.

• Children’s learning and progress is tracked

• Discussions with staff will identify on-going or new needs

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

• Parents are welcome to contact the school at any time to discuss any ongoing or
new concerns

• There are termly meetings for parents of children with additional needs to review
their progress and set new targets

• Parents have copies of plans and targets and are encouraged to support their
children at home

• Where appropriate the school may provide resources or activities to work on at
home to support the learning targets

• When outside agencies are brought in, parents are involved in discussions about
their child and any resulting actions