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Balliol Primary School

At Balliol we believe in an aspirational curriculum which offers all children memorable experiences within an exciting, challenging and creative environment alongside effective teaching of key skills for life and learning.  We see parents as partners in the education of their children and greatly value their involvement in school life.  Working in partnership with our community, we believe that we can lay foundations for success that will equip your child to become a confident and aspirational learner as well as a responsible and compassionate citizen.

Who to contact

Contact Name
Louise Youngman
Contact Position
Headteacher
Telephone
E-mail
louise.youngman@balliolschool.co.uk
Website
https://www.balliolschool.co.uk/

Where to go

Name
Balliol Lower School
Address
Balliol Road
Kempston
Bedford
Postcode
MK42 7ER
Get directions

Time / Date Details

When is it on
School day 8:45am to 3 15pm

Other Details

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?

All children are assessed on entry to the school in order to ensure that they are provided with a curriculum which allows them to progress.

Class teachers are continually aware of children’s learning. If they observe that a child, as recommended by the 2014 Code of Practice, is making less than expected progress, given their age and individual circumstances, they will seek to identify a cause.

The progress of every child is monitored at termly pupil progress meetings. Where children are identified as not making progress in spite of Quality First Teaching, they are discussed with the SENDCo or a member of Senior Leadership team and a plan of action is agreed.

Parents sometimes ask us to look more closely at their child’s learning. We take all parental requests seriously and investigate them all. Frequently, the concern can be addressed by Quality First Teaching or some parental support. Otherwise, the child is placed at Special Educational Needs Support on our SEND register and given interventions to address their needs that are different to and additional to normal differentiated lessons.

If more specialised advice is needed in identifying SEND, then the SENDCo/class teacher and parent may wish to conduct an EHA (Early Help Assessment) to request a service to come in and observe and advise, or they may opt to attend a ‘drop-in’ appointment on offer in Bedford Borough with experts such as Educational Psychologists, autism experts and behaviour specialists.

All children benefit from ‘Quality First Teaching’ throughout the school; this means that class teachers are responsible for assessing, planning for and teaching all children at a level which allows them to make the best possible progress. In addition, we implement some focused interventions to target particular skills.

In each class there are children who have more significant barriers to learning and who don’t seem to be able to make progress even with usual classroom differentiation. These are children who need some provision that is ‘different from or additional to’ the provision made for the rest of the class. These children are classified as needing Special Educational Needs Support. The staff, parents and child then start to become part of the ‘graduated approach’ cycle to try and find effective provision for the children to make progress. This includes assessing where we are at, planning a provision / reasonable adjustment / intervention, implementing this via an IPP system, and then reviewing it, before starting the cycle again.

The class teacher is responsible for writing and reviewing a PLP (Personalised Learning Plan) or Speech and Language Plan, seeking advice from the SENDCo if necessary. The SENDCo monitors the PLP’s, checks targets are suitable and attainable and that progress from previous PLP’s has been made before they are finalised. PLP’s are written at least 3 times a year, or more often, if targets are achieved or limited progress is being made. Staff supporting the child on PLP targets, write a short comment about the progress made towards each target.

Children are part of the review cycle, where appropriate and can contribute opinions about their own progress.

Parents are invited into school to discuss the progress towards previous targets and discuss and explain future targets.

Class teachers keep provision maps to record all support and interventions applied. The SENDCo monitors these each term and ensures all record keeping is up to date.

The SENDCo meets the SEND governor to analyse and review the systems in place for all SEND children, and look at trends in SEND across the school.

The SENDCo meets regularly with both the Borough SEND officer working in partnership with the school and with the Educational Psychologist assigned to the area, as well as having an annual planning meeting with each at the start of every school year.

Our primary approach to differentiation is through quality first teaching, ensuring that lessons are delivered, taking into account the differing needs of the class. Where a child has additional needs which are deemed to be specific or temporary, then they will be scheduled to receive Wave 2 intervention – a short term specific programme tailored to meet their individual need. Should a child’s need be deemed significant or long term they will received Wave 3 intervention – a termly programme of additional support, delivered in addition to the main curriculum and with the possible support of an EHC plan.

Children at Balliol Primary are encouraged to develop a ‘growth mind-set’, believing in themselves and their abilities, with some opportunities to choose the level of challenge they would like in their tasks.

At times children will be supported by other adults such as teaching assistants under the guidance of the class teacher.

Specialist teachers may support your child with specific difficulties, this will always be discussed with parents first.

Resources and equipment, such as pencil grips, visuals prompts, writing slopes, and specially adapted scissors etc… are used to remove barriers to learning.

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

All children benefit from ‘Quality First Teaching’ throughout the school; this means that class teachers are responsible for assessing, planning for and teaching all children at a level which allows them to make the best possible progress. In addition, we implement some focused interventions to target particular skills.

In each class there are children who have more significant barriers to learning and who don’t seem to be able to make progress even with usual classroom differentiation. These are children who need some provision that is ‘different from or additional to’ the provision made for the rest of the class. These children are classified as needing Special Educational Needs Support. The staff, parents and child then start to become part of the ‘graduated approach’ cycle to try and find effective provision for the children to make progress. This includes assessing where we are at, planning a provision / reasonable adjustment / intervention, implementing this via an IPP system, and then reviewing it, before starting the cycle again.

The class teacher is responsible for writing and reviewing a PLP (Personalised Learning Plan) or Speech and Language Plan, seeking advice from the SENDCo if necessary. The SENDCo monitors the PLP’s, checks targets are suitable and attainable and that progress from previous PLP’s has been made before they are finalised. PLP’s are written at least 3 times a year, or more often, if targets are achieved or limited progress is being made. Staff supporting the child on PLP targets, write a short comment about the progress made towards each target.

Children are part of the review cycle, where appropriate and can contribute opinions about their own progress.

Parents are invited into school to discuss the progress towards previous targets and discuss and explain future targets.

Class teachers keep provision maps to record all support and interventions applied. The SENDCo monitors these each term and ensures all record keeping is up to date.

The SENDCo meets the SEND governor to analyse and review the systems in place for all SEND children, and look at trends in SEND across the school.

The SENDCo meets regularly with both the Borough SEND officer working in partnership with the school and with the Educational Psychologist assigned to the area, as well as having an annual planning meeting with each at the start of every school year.

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

Our primary approach to differentiation is through quality first teaching, ensuring that lessons are delivered, taking into account the differing needs of the class. Where a child has additional needs which are deemed to be specific or temporary, then they will be scheduled to receive Wave 2 intervention – a short term specific programme tailored to meet their individual need. Should a child’s need be deemed significant or long term they will received Wave 3 intervention – a termly programme of additional support, delivered in addition to the main curriculum and with the possible support of an EHC plan.C

hildren at Balliol Primary are encouraged to develop a ‘growth mind-set’, believing in themselves and their abilities, with some opportunities to choose the level of challenge they would like in their tasks.

At times children will be supported by other adults such as teaching assistants under the guidance of the class teacher.

Specialist teachers may support your child with specific difficulties, this will always be discussed with parents first.

Resources and equipment, such as pencil grips, visuals prompts, writing slopes, and specially adapted scissors etc… are used to remove barriers to 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?

The school has an open door policy and staff are happy to discuss any issues relating to individual children through direct contact with the class teacher or through a formal appointment which can be made through the school office.

Consultation evenings take place in the Autumn and Spring Term as well as a formal annual report, which is written in the Summer Term. For children with additional needs there are termly review meetings with the class teacher where targets are reviewed and individual plans are prepared alongside parents.  The SENDCo also offers consultation appointments on consultation evenings and parents are encouraged to sign up if they wish to discuss their child’s needs and support they are receiving further.

Children who have a SEND plan termly PLP review meetings take place where parents are invited in to discuss their child’s targets, progress towards targets and to set new ones if deemed appropriate.  Parents are actively encouraged to be involved in this process and for continued support for children on our SEND register, parents may be invited to Team Around the Family meetings (TAF meetings), where we can review strategies used so far, the impact they are making and plan further action (whether this be within the school or seeking external support).

Early Years pupils have a home/school book and the children have a scrapbook in which progress is documented. The scrapbooks are given to the children at the end of the Reception Year.

On-going workshops are held across the year which address key skills and introduce parents to the approaches used to teach children key Maths, Reading and Writing skills.

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

We have a strong focus on pastoral support for all of our children and this is reflected in our adoption of a Values based approach to PSHCE and a robust reward system. Children’s voice is valued and the School Council has opportunities to contribute to a variety of school decisions.

 

Whole school assemblies not only promote our Values but also promote positive well-being and children are encouraged to take part in short mindfulness and physical activities throughout the school day in their classrooms.

 

Children are supported by all staff and those children with heightened needs may be supported by the family support worker also.

Each term, some children take part in our weekly Kaleidoscope sessions, where trained staff use a range of activities in our designated room to build self-esteem and social awareness for children in a calm and positive colour-based therapy.

Children with mental health or behavioural needs are supported with a Pastoral Support Plan and we employ a pastoral support team which includes Behaviour Support Worker and Family Support Worker to help support the needs of these children.  For children with specific social, emotional and mental health needs, interventions may be implemented including social stories, social skills groups, Play Therapy, Dangerous Academy etc…  All interventions are carefully planned for and monitored closely to ensure positive impact.

The school adheres to an Administration of Medicines Policy. Children with ongoing medical needs will be supported with a Care Plan, and where appropriate this plan will be posted throughout the school for ease of reference in an emergency situation.  Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.

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

The school employs the following specialist staff, all of whom have qualifications from their validating body:-

  • Speech and Language Therapist
  • Play Therapist
  • Pets as Therapy support
  • Family Support Worker

We also access a number of Local Authority professionals including:

  • Early Years Support Team
  • Educational Psychologist
  • Behaviour Support Team
  • Autistic Advisory Teacher
  • Early Help Team
  • SEND Team
  • Inclusion Support Officer
  • Children and Adult Mental Health (CAMH)
  • Sensory and Communication Team
What training have the staff supporting children and young people with SEND had? Are any being trained currently?

All staff have access to professional development opportunities and training is consistently encouraged. Recently staff have been trained in the following: 

  • Team Teach
  • Lead Behaviour Support Training
  • Safer Recruitment
  • Protective Behaviours
  • PREVENT
  • FGM
  • Young Carers
  • Talk 4 Writing (Pie Corbett)
  • Lift Off to Language
  • ‘ECERS’ Training
  • ‘ITERS’ Training
  • Talk for All
  • ‘URLEY’ Project
  • EAL for Early Years
  • Kaleidoscope Therapy
  • Mentally Healthy School
  • Attachment Theory
  • Cognitive Skills
  • Sensory Processing
  • Blanks Levels
  • Talking Partners
  • Therapeutic Story Writing
  • SENDCo has achieved National Award for SEN (NASENCo award)

Where staff are working with specific learning needs they will be encouraged to attend additional training to ensure children’s needs can be fully met.

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

It is the policy of the school to ensure that all children have access to all school trips and we work with parents to ensure that any additional needs are addressed in order that school trips can be fully inclusive.

All school clubs, including breakfast and after school clubs are open to all children and the expectation is that any child attending will be supported if this is deemed to be necessary.

Those children who have additional needs and would like to attend clubs then discussions with parents and Teachers take place and additional support is implemented if deemed appropriate to ensure children can access the club fully.

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?

When children transfer from Balliol to a new setting, be that mainstream or a specialist provision we aim to work with the receiving school to facilitate a smooth transition. Where children need additional visits these are arranged and parents can be accompanied to visit new schools to address any concerns that they may have. We will work with parents to secure a seamless transition in whatever way is deemed appropriate for the individual child.

Transitions within the school are also carefully managed and children spend at least a full day with their new teacher in the summer term.  Additional transitions are arranged within the school and transition booklets with key information are created to support children over the long summer break if deemed necessary.

High quality teaching, differentiated for individual pupils is available to all pupils. Where the need is greater, interventions are put in place after discussions with the SENDCo and the ‘graduated approach’ response is followed on a continuous cycle.

If progress is still not satisfactory then the parents or school may wish to apply for an Education Health Care Plan.

The progress of all children is rigorously monitored each half term and is analysed by the Assessment Coordinator and SENDCo.

Parents are welcome to discuss their child’s additional needs with members of school staff at any time and their wishes will be taken into account when provision mapping and target setting is being undertaken.

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

Decisions regarding resource allocation are made by the school’s Senior Leadership Team and are monitored through the school’s provision map. The school has recruited a team of support staff who are able to deliver intervention programmes across a broad range of additional needs.

Additional to these intervention programmes being implemented the school is also able to get advice from specialist service via the ‘buy in’ service to Bedford Borough.

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

Parents are welcomed into the school, subject to DBS checks, to support in classes with aspects such as reading and with school trips.

Parents are invited to parent’s consultation evenings, celebrations assemblies and class performances and concerts. Over the year, there are parental workshops too which parents are encouraged to attend.

Parents receive termly overviews of their child’s topics and weekly homework is given out.  

For children with SEND, parents are involved in all aspects of the provision decisions – including reviewing and planning of each PLP cycle, meetings requesting any specialist report and discussing ways forward, and formal contributions in applications for support or reviews of EHCPs.

The Family Support Worker is also available to work closely with families and can support them in getting advice on a number of different topics, including housing, benefits, financial difficulties and support with home-life.  Additional support can be sought via the Early Help process where further professionals can get involved if parents feel this would be beneficial.

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

We acknowledge the importance of strong home school relationships and welcome parents to school events, including class assemblies, Harvest and Christmas concerts, workshops and curriculum days throughout the year.

 

Parents views are taken into account in an annual questionnaire and parents are asked to comment on receipt of their child’s annual report. For children with additional needs there are termly review meetings where parents can express their views on the existing provision for their child and also discuss current targets and how their child is progressing as well as advice on what support can be given at home.

Parent consultations also take place twice a year and parents are encouraged to attend to discuss their child’s progress.  Consultation appointments can also be made with the school’s SENDCo if parents wish to discuss their child’s needs or support they are receiving further.

Parents are welcome to take on a greater role at the school by joining ‘Friends of Balliol,’ or by opting to become a school governor.

We also welcome informal approaches where there are individual concerns regarding the quality of provision for individual children.