Livingstone Primary School
At Livingstone we offer every child the opportunity to succeed. We recognise that every child is an individual, learning and developing at different rates, and bringing a range of skills, abilities and interests to their individual learning styles. We ensure that quality planning, teaching, assessment and evaluation take these individual differences into account, in order to enable children to make appropriate progress.
Who to contact
Where to go
- Livingstone Primary School
- MK41 7LG
- Get directions
- Breakfast club costs £3.00 for the hour. If your child is entitled to free school meals (not Universal Free School Meals which all KS1 children are entitled to) there is a discounted rate on offer which is £1.75 per hour. Afterschool club has the following costs, depending on how long your child attends the club: 3.30 p.m. – 4.30 p.m. £3.00 (discounted rate £1.75) 3.30 p.m. – 4.45 p.m. £4.00 (discounted rate £2.00) 3.30 p.m. – 5.30 p.m. £6.00 (discounted rate £3.50) 3.30 p.m. – 5.45 p.m. £6.50 (discounted rate £4.00)
- Age Bands
11-14 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?
Children's abilities are assessed against their age related expectations. Livingstone School works closely with parents/carers to discuss concerns they may have regarding their children. We ask that parents and carers keep us informed of any changes in their circumstances that might affect their child's wellbeing and learning. Having a Special Educational Need means that a child requires support that is additional to, or different from that normally provided in classrooms, in order to access the curriculum. Any child may have a special educational need during their school career. This may be for learning, social, emotional or physical reasons. If you have concerns you can speak with the class teacher and SENDCo. You can also write, telephone the school or email the SENDCo. At appointments you are always welcome to bring a friend or family member.
- How will early years setting/school/college staff support my child/young person?
The class teacher is responsible for all the children in the class, whatever their needs. The class teacher plans how they will deliver the curriculum for their class. The curriculum can be adapted to meet the needs of small groups or individuals, so that the teacher can make the best fit possible to the children's needs. The Class Teacher and Senior Leadership Team analyse the progress of all children, to ensure that progress is made, and that additional support is put in place where needed. The SENDCo reports on SEND within the school to the Governing Body each term. The SENDCo and Governor with responsibility for SEND hold regular meetings and produce a report for the Governors each year.
- How will the curriculum be matched to my child's/young person's needs?
At Livingstone School the curriculum is organised to meet the needs of our learners. Particular emphasis is placed on children's strengths and interests, endeavouring to produce a personalised curriculum that is stimulating and fosters the desire to learn and progress. Teaching teams in each class and year group have regular scheduled meetings to assess, plan, review, and reflect on children's learning. Teaching teams plan for quality first teaching for all pupils, and identify the best approach to enable different individuals and groups to progress. Children learn to work together, developing their social skills and understanding. Children are encouraged to seek 'the next challenge', and to become resilient, enthusiastic, and independent learners. We use a mixture of whole class learning, group learning in mixed ability groups, group learning in ability groups, paired and individual 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?
We have a close working relationship with all families and carers of children at Livingstone School. This starts with a home visit for your child before they join our Reception Year, and continues with consultation meetings with your child's class teacher each term. There are also opportunities for informal contact throughout the school year. We hold information sessions and demonstration activities about how we teach reading, writing and maths, and how you can support your child in these areas. Your child will have a reading diary, where a member of the teaching team will sign and write a comment when they read with your child. We would like you to sign the reading diary each time you hear your child read, and add any comments too. We have a Reading Reward Scheme with prizes for frequent readers! You can find out about our curriculum, and what your child will be learning about, special subject focus days or weeks on our school website, and also in the regular newsletter. When a child joins our school, a baseline assessment is made. Regular termly updates are provided during consultation meetings, and these cover both academic progress and information about how your child is settling into Livingstone Primary School, noting their strengths and interests. Children's work and progress towards targets is carefully tracked against national expectations, and against their personalised targets. At the end of the school year you will receive a report describing your child's progress and achievement during the year. You can arrange to meet with your child's class teacher or the SENDCo at an appropriate time if you have any concerns that you wish to discuss. If your child is nominated, they will receive a positive ‘phone call home from the Headteacher, where he will describe the behaviour, achievement and attitude that has led to the nomination.
- What support will there be for my child's/young person's overall well being?
We recognize that well-being is crucial for enabling children to learn. Children need to be happy, feel secure, be confident of acceptance and feel valued and respected in order to be effective learners. All staff at Livingstone work to support these values and to promote understanding of each other, particularly if there is a dispute. We use Social and Emotional Aspects of Learning (SEAL), together with Jenny Mosley’s Whole School Programme of PHSE through Circle Time, and have whole school and class assemblies to discuss the values and themes described in this programme. Medicines are managed in school in accordance with the Guidance on managing medicines in schools and early years settings published on the Bedford Borough Secure Website. There are qualified First Aiders at all levels of staffing in the school. Each class is equipped with a first aid kit. There is a first aid station during break times, and travelling first aid kits are carried on all school visits. The school's Positive Behaviour Policy is accessible through the school website. The School uses a ‘Behaviour Ladder’ details of which are on the school website. The school uses the document Mental health and behaviour in schools Departmental advice for school staff (DfE June 2014) The school attendance officer works closely with families to promote good attendance. A first day call system is in place for any unauthorised or unexpected absence where the school has not been informed. Attendance below 92% or lateness, triggers a response in the form of letters and reminders. The school attendance officer has regular contact with the Educational Welfare Officer. If a child has a specific need, this is considered on an individual basis. The school has a range of awards (whole class and personal) for good attendance.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
Although Livingstone is not a specialist setting, we access support from specialists and agencies who can support learners in a variety of ways. This type of referral is made with the informed agreement and contribution of parents / carers.
Some of the services we use regularly are: Speech and Language Therapy, Child Development Centre, including Early Years Support Service and Paediatric Services, Family Intensive Support Service, Educational Psychology Services, Teachers of the Deaf, CHUMS Emotional and Well-Being and Bereavement Services, Early Help, and the Multi Agency Support Hub. The range of agencies with whom the school works at any given time reflects the requirements of the individual children in our care at that time, and may be subject to change. The needs of Individuals and/or groups of children within the school also impact on planning for and securing Staff Continuous Professional Development and additional Training.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Mental health and Well-Being SHANARRI indicators Anxiety Loss and Grief including Divorce and Seperation Self Harm Anger Self Esteem Friendship Attachment and Parenting Depression Training Provided by Educational Psychology Team (ADHD, Working Memory, etc.) Training from Early help & Autism Bedfordshire: Supporting Autism in the classroom Level 3 Mentoring The Blanks Levels of Questioning – Language Acquisition Successful Supervisors (for Lunchtime Supervisors) The SEND process (Bedford Borough)
- How will my child/young person be included in activities outside this classroom including school trips?
Educational Visits for classes are inclusive, with additional adults supporting specific children. The Educational Visits Policy is available on our website School clubs are inclusive, although high level of demand means that not all children can attend all clubs or necessarily attend for more than one term. The school runs Breakfast and After School Clubs (see our 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?
All children are visited at home prior to starting in the Reception Year. This is an opportunity for the children to meet the Reception Staff Team members, and for Parents to discuss any concerns that they may have, and ask questions about starting school. There is a specific Open Evening for Reception Class parents, offering further familiarisation with the staff and setting. Families wishing to attend the school can telephone to book into a scheduled guided visit, where they will be shown around the school. Staff from new settings are welcomed into the school to meet and work with the pupils who will be joining them. Reciprocal visits are also arranged where children are invited to attend introductory orientation sessions at the school they will be moving on to. Transition meetings between the SENDCo at Livingstone and the SENDCo at the new setting are scheduled. Parents and Carers are invited to attend these transition meetings. The SENDCo can contact the new setting on behalf of the parents to enquire about arranging a visit for Parents / Carers and the child to familiarise themselves with the new setting. Towards the end of the academic year children take part in 'Moving on up day' where they spend time in their new classroom, meeting the teaching staff and completing 'all about me' activities. Prior to this day, the new teacher is briefed by the SENDCo regarding specific support needs for individual children. Personalised transition booklets can also be provided to support children transitioning to a new year group within the school. The school holds an Open Evening for parents / carers and children to come and look around their new classroom.
- 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 knows the child best in day to day learning situations. They liaise with parents / carers at consultation meetings and by request. The SENDCo can assist at these meetings. Teaching teams within the year group plan for differentiation for each lesson, and resource accordingly. Details of the provision for individuals with Education health and Care plans are unique to the child named in the plan. Decisions regarding the type of support each child will receive are made using a graduated approach which is reviewed termly with the child, parents / carers and all teaching staff involved in the planning and delivery of the support. Support is then adapted or modified, dependent on the review findings. If a child requires specific resources as specified by assessments of special need, these will be acquired through the budget allocated to SEND by the Governors. Pupil Premium Grant is also used to support children in overcoming barriers to learning. (see website) All additional support is closely monitored and reviewed with regard to progress against the baseline assessment and toward the desired outcomes. The teacher will consult with the child being supported, their parents / carers, the SENDCo and any specialists involved.
- How is the decision made about what type and how much support my child/young person will receive?
The school is committed to using its best endeavours to remove barriers to learning. To this end, the quality of teaching and the progress made by children is closely monitored, using a philosophy of the sharing of best practice, in-house and externally provided training, and teaching observations. The aim is to provide quality first teaching, with personalised and differentiated approaches to the benefit of all children attending Livingstone. Should the child continue to experience difficulty in accessing learning, the graduated response (as described in the SEND Policy) will be instituted. The four part cycle of Assess, Plan, Do, Review ( see section 4) allows the teacher and SENDCo to revisit strategies and interventions, to critically analyse them for effect and decide if they require further refinement or modifying, or whether they are not impacting sufficiently on the child’s progress to be continued. The school uses as a reference point Bedford Borough SEND Provision Guidance - to determine whether needs might be best met by : Quality First Teaching, Targeted Support, or Personalised support.
- How are parents involved in the setting/school/college? How can I be involved?
The school has an active Parent Teacher Association, and Parent members of the Governing body. Parents / Carers are regularly provided with the opportunity to voice their opinions in a consultation questionnaire. Responses to these comments are published in the school newsletters. All additional support provided for children in our care is based on consultation and dialogue with parents / carers. The Headteacher is a presence on the playground each morning, greeting the children and families as they arrive for school each day, and as they leave at the end of the school day. He is available for private meetings by arrangement. All concerns are to be taken to the class teacher in the first instance if possible