Skip to main content

Ursula Taylor C of E School

Ursula Taylor Primary School seeks to provide a secure, yet challenging environment where all young people will achieve their full potential, regardless of any difficulty they may have in accessing the curriculum.

We will endeavour to provide an inclusive environment and curriculum where pupils with a wide range of Special Educational Needs and Disabilities are included as fully as possible into the life of our school, encouraging them to feel valued, happy and active members of our school community.

We recognise that all children, staff and families share the responsibility for identifying and supporting pupils’ individual educational needs, and that a teamwork approach will provide the security, balance and high quality provision to ensure all children make good progress and have aspirations

Who to contact

Contact Name
Hannah Lee
Telephone
E-mail
office@ursulataylor.bedssch.co.uk
Website
Ursula Taylor C of E School

Where to go

Address
Ursula Taylor C Of E School
High Street
Clapham
Bedford
Postcode
MK41 6EG
Get directions

Other Details

Age Bands
11-14 years old
18-25 years old
Parents and carers
15-17 years old
0-4 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?

The class teacher may highlight that your child may require additional support if:

  • There is a lack of progress.
  • There may be lower than expected assessment results.
  • There may be changes in your child’s behaviour.
  • The child asks for help.
  • The child arrives at school with existing SEND and support strategies in place.

If you have any concerns regarding your child’s progress, SEN provision or well-being, please speak to your child’s teacher in the first instance. If you still have concerns, contact Mrs Lee (SENCo) via the school office to make an appointment.

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

If your child is on the SEND register, your child’s class teacher will be involved in planning and monitoring the support your child receives whilst at school, which will be outlined in a Learning Support Plan. This support will be linked to one of the SEN areas of need outlined in the code of practice (2015):

  • Communication and interaction.
  • Cognition and learning.
  • Social, mental and emotional health.
  • Sensory and/or physical.

The support in place for your child will be discussed at termly review meetings, where there is the opportunity to discuss progress, and together plan the targets to be focused upon for the next term. Within the classroom, the teacher and teaching assistants are responsible for delivering support, and where needed will gain advice from the SENCo and external professionals. The class teacher and SENCo are responsible for reviewing support, and will measure the impact of this throughout the term, with half termly reviews of any interventions. 

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

The curriculum we offer at Ursula Taylor is ever evolving and changing to meet the needs of the children we serve. Our primary aim is to provide our children with the opportunities to acquire a rich knowledge base and embed key skills such as, thinking skills, research methods, investigative skills and the ability to work independently and in a team. Our belief is that children learn best when they are immersed in a topic, allowed freedom to find out new things and have the flexibility to take their learning in the direction they wish too. At Ursula Taylor we operate a topic based curriculum, which encompasses knowledge, skills and rich opportunities to learn.

All teachers within the school apply high quality first teaching strategies, differentiating their teaching and the learning of the children, to enable all children to access the curriculum, achieve and make progress. Within lessons we support the independence of the children, by helping them to develop a growth mindset approach to their learning. Having a growth mindset helps to enable our children to positively embrace challenges, and also take greater ownership over scaffolding their own learning during lessons.  

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?

At Ursula Taylor we invite parents to attend meetings throughout the year to discuss their child’s progress. As part of these meetings we follow an ‘assess, plan, review and do cycle’, related to the child’s learning and wellbeing, and work together to identify new targets for the child to work towards. The Learning Support Plan created as part of this meeting, will clearly outline interventions and support in place within school, but will also give some guidance as to how you can support your child’s learning at home. We also offer an open door policy, ensuring that staff are available throughout the year to meet with parents when requested, with there being a Home Learning Log for each child to strengthen home/school communication. 

 

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

It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. It is important to us that Ursula Taylor children grow in a safe and secure environment, and become positive, responsible and increasingly independent members of the school and wider community.

We are a caring community, whose values are built on mutual trust and respect for all. As a Church School we promote Values Education, and as such we teach our children Christian Values and how they can support and influence of our daily lives.

 

At Ursula Taylor we value the children’s wellbeing and promote this throughout the year, through a wellbeing week at the beginning of the year and a weekly wellbeing session at the end of the week. This wellbeing time is important to enable the children to build strong relationships with their class teacher and as a class; having time to talk to each other, share passions, and together have new experiences that are driven by the children.

To promote positive mental health of children at Ursula Taylor we provide a variety of clubs, for example, gymnastics, football and cooking club, which are available to all of our children (there is a charge for some clubs run by external coaches). Through their class teacher, some children may be nominated to attend a nurture group, which will support children with developing their social and emotional needs. We believe it is very important for the children to have a say within their education, with the voice of the child being represented through class Eco and School council reps and House captains within Year 6, who are voted for by their peers.

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

Where appropriate, the SENCo and class teachers work closely with external professionals, (for example, speech and language therapists, early help team, ASC advisors and educational psychologists), to improve the learning experience for children at Ursula Taylor. As all children at Ursula Taylor are treated as individuals, the support they may receive from external professionals will vary, with the SENCo working collaboratively with parents and class teachers to decide the most appropriate support available.

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

Throughout the year, teachers and teaching assistants have the opportunity to attend a number of training sessions regarding SEND and inclusion, delivered either internally or by external professionals

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

Each year group goes on a school trip at some point during the year, often linked to their topic learning or to a sporting activity. There is sometimes a small cost associated with these trips, but they are available for all children within the year group to attend, with concessions for pupil premium children. Any child with an EHCP who has a 1:1 within the classroom will receive 1:1 support during the trip, who will tailor the experience, where needed, to meet the child’s needs.

In Year 4 and Year 6 we have a residential trip that all children are invited to attend. If children with SEND are looking to attend either of these residential trips, the SENCo will meet with parents to discuss any reasonable adjustments that need to be made in order for their child to access the experience.    

How accessible is the setting/school/college enviroment?

Our school aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind. As part of our Accessibility Plan, we continually monitor and aim to improve children’s access to the curriculum in regards to:

  • Increasing access to the curriculum for pupils with a disability.
  • Improving and maintaining access to the physical environment.
  • Improving the delivery of information to pupils with a disability.

To view this in more detail, please look at the Accessibility Plan, available on the school website.

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?

To support transition for children with SEND, the SENCo works closely with the feeder schools to make this as smooth as possible for the children, providing additional transition opportunities throughout the year:

  • Group sessions in the summer term with the SENCo, focusing upon any anxieties and worries the children may have about moving to another school.
  • Additional visits to their Secondary school during the summer term with the SENCo, visiting the school at different points in the day building towards busier periods. This is also an opportunity for the children to ask questions and share their worries with staff from their next school.
  • Opportunities for parents to meet with the SENCo and discuss possibilities for their child’s next school and any concerns they have. This may include visits, at the request of parents, with the SENCo to different schools and provisions.
How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

At Ursula Taylor we follow a graduated approach to support for your child, in line with the SEND Code of Practice (2015). Each child’s needs within the first instance are met through universal quality first teaching strategies, moving to a more targeted and specialist approach to support where needed. The level of support a child receives is decided in conjunction with the SENCo, class teacher, teaching assistant, parents and the child, with this being reviewed during termly Learning Support Plan review meetings. At Ursula Taylor we recognise that every child has individual needs and work hard to provide personalised support and resources to meet these needs.       

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

At Ursula Taylor we follow a graduated approach to support for your child, in line with the SEND Code of Practice (2015). Each child’s needs within the first instance are met through universal quality first teaching strategies, moving to a more targeted and specialist approach to support where needed. The level of support a child receives is decided in conjunction with the SENCo, class teacher, teaching assistant, parents and the child, with this being reviewed during termly Learning Support Plan review meetings. At Ursula Taylor we recognise that every child has individual needs and work hard to provide personalised support and resources to meet these needs.       

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

Parents are encouraged to be involved and actively engage with their child’s learning, in regards to the needs and support for their child and through the curriculum. Differentiated home learning tasks will be sent home throughout the school year to encourage children to share their learning with others and reinforce what is being taught within school. Through parent’s evenings and review meetings, parents will be given the opportunity to talk directly to the class teacher about their child’s learning, with opportunities made throughout the year to meet with the SENCo.

 During the year, there will be 3 coffee mornings held to allow parents of children with SEND, the opportunity to meet other parents and build a support network within the school. A number of professionals will also be available during these mornings, e.g. Educational Psychologist, SEND Advice, Autism Bedfordshire etc. to enable parents to gain advice about their child’s needs. Parents will also have time to speak to the SENCo as part of this.