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Sheerhatch Primary School

DEVELOPING INDIVIDUALS, GROWING A COMMUNITY

Safe, Honest, Enthusiastic, Encouraging, Respectful, Hardworking, Ambitious, Tolerant, Caring, Happy.

Welcome to Sheerhatch Primary School. Our  school opened in September 2017 following the merger of Cople Lower School and Willington Lower School. We are a Community School for children aged from 4 to 11, from the two villages and beyond. We  expanded our provision to include a Year 5 class in September 2017 and  are delighted to have full Primary status having retained Year 6 in September 2018.

Who to contact

Contact Name
Danica Kipling
Contact Position
SENDCO
Telephone
E-mail
office@sheerhatchprimary.org.uk
Website
Website

Where to go

Name
Sheerhatch Primary School
Address
Church Road
Willington
Bedford
Bedfordshire
Postcode
MK44 3QD
Get directions
Notes

Sheerhatch Primary serves Willington and Cople. 

Our address for our Cople site is:Willington Road, Cople, Bedford, MK44 3TH.

Our address for our Willington site is: Church Road, Willington,Bedford, MK44 3TH

Time / Date Details

When is it on
Monday-Friday
Time of day
Morning
Afternoon
Session Information
Care club: Breakfast Session: £4.20
Care Club: Session 1 (finishes 4.45pm): £5.75
Care Club: Session 2 (finishes 6pm): £5.25

Other Details

Age Bands
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?

Class teachers continuously monitor the progress of all children in their class through a wide range of informal and formal assessments. On a termly basis, Class Teachers meet with the Headteacher to discuss progress made by all children in the school. Parents with children who are identified as having a Special Educational Need or Disability (SEND) meet with their child's Class Teacher each term to discuss their progress in line with school targets and expectations and to review the child's Individual Education Programme (IEP). The school records and monitors any 1:1 or group intervention on a whole school Provision Map, and this reviewed and updated at least once per term.

 

If the class teacher feels there are any issues or concerns, they will approach you. If however, you have any worries or concerns, please do speak to the class teacher at the first instance. Each half term there will be 'SENDCO Surgeries' held. This is an informal discussion about any concerns you may have about your child's individual needs. For example, poor progress, speech and language, behaviour etc. The SENDCO will be able to offer some strategies or if relevant, make a referral.

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

Our provision at Sheerhatch Primary School is inclusive and we promote an environment where all children feel safe and valued. We actively seek to identify any barriers to learning and support children to enable them to achieve their full potential. All teaching is differentiated to accommodate a range of learning styles. Specific resources are used to support individual children's learning as needs are identified. 

 

Teaching assistants are used in a variety of way to support 1:1 and small group learning both in the classroom and through targeted intervention. You will be informed if your child is receiving extra intervention.

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

Our provision at Sheerhatch Primary School is inclusive and we promote an environment where all children feel safe and valued. We actively seek to identify any barriers to learning and support children to enable them to achieve their full potential. All teaching is differentiated to accommodate a range of learning styles. Specific resources are used to support individual children's learning as needs are identified. 

 

Teaching assistants are used in a variety of way to support 1:1 and small group learning both in the classroom and through targeted intervention.

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?

Relationships are built up between school support staff, teaching staff and parents informally on a day to day basis. If any concerns arise about your child's learning or progress, parents are initially encouraged to request a meeting with their child's Class Teacher.

Further meetings can be arranged to discuss strategies and progress as required. We encourage parents/carers to get involved. You are an important part of the identification process.

Further conversations between the SENDCo, the Class Teacher and parents can be arranged as appropriate to discuss any developing needs. The SENDCo is responsible for coordinating any additional support that your child may need. If appropriate an Individual Education Plan (IEP) will be written and shared with parents. This will detail any specific targets that your child will be working towards.

The Headteacher oversees all areas of the school's provision. If appropriate, the Headteacher will be involved in meeting with parents to discuss children's progress and deciding upon how the school can best meet your child's needs.

Our SEND Governor supports the school in ensuring that the needs of all children are met in line with the SEND Code of Practice (2014). The SEND Governor and SENDCo will meet each term to discuss any SEND updates. Where necessary, the school will offer support, workshops, planning information in order for you as a parent to support the child with their learning.

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

At Sheerhatch Primary School, we recognise that some children have additional emotional and social needs that need to be developed and nurtured. Through Personal, Social and Health Education (PSHE) lessons we support children in understanding their own emotions and feelings. We use the Jigsaw scheme of work across the school which adopts a 'mindfulness' approach. Our weekly whole school Values based assemblies also help children to recognise  their own and others' feelings. Throughout the school day there are many opportunities for children to develop their social skills, both during lesson times and at playtimes. 

For children with specific emotional and social difficulties an IEP may be required in order to help address specific areas of need. This will be written by the Class Teacher and/or SENDCo and shared with parents. There are a range of social emotional interventions that can be accessed. If parents are concerned about their child's well-being the SENDCo can make appropriate referrals.

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

All school teaching and support staff participate in regular CPD training throughout the school year. Our SENDCo (Mrs Kipling) has completed the National Qualification for SENDCos. We have a specialist teaching assistant who receives regular training on new initiatives in order to deliver high quality intervention to individuals and small groups of children.

The SENDCo and other senior staff will monitor teaching regularly to ensure that good quality teaching is taking place and that children with SEND are appropriately supported. All staff are familiar with the 'Assess, Plan, Do, Review' procedure.

 

Sheerhatch Primary School has brought into the buy-back system so that Educational Psychologist assessments can be accessed as necessary. The SENCo will liaise with other agencies as necessary such as Speech & Language Therapy, Behaviour Support etc.

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

 

All school teaching and support staff participate in regular CPD training throughout the school year. Our SENDCo (Mrs Kipling) has completed the National Qualification for SENDCos. We have a specialist teaching assistant who receives regular training on new initiatives in order to deliver high quality intervention to individuals and small groups of children.

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

All educational experiences at Sheerhatch Primary School are inclusive for all. When out of school trips are organised, through risk assessments are carried out by the school to ensure that any individual needs are identified and supported during the visit. Our adult:pupil ratio is always as high as possible and at least in line with the Local Authority guidelines. Our onsite Care Club (before and after school care) and all of the clubs run by school staff or outside agencies are inclusive and available to all, with some age restrictions.

How accessible is the setting/school/college enviroment?

The school is fully compliant with DDA requirements. Both sites are all on one floor and there are disabled toilets on site. Reasonable adjustments would be made to support any children with additional needs in our care from our SEND budget. For more information see our Accessibility Plan.

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 joining our Reception Class are offered at least two introductory visits during the Summer term before they start school. Our Early Years team also visit children in their Preschool settings prior to them starting school. We liaise closely with Preschool staff to ensure that there is a smooth transition between the two settings. Home visits may be arranged if it is felt appropriate. We also liaise closely with our receiving secondary schools to ensure that there is a smooth transition for our children when they leave us at the end of Key Stage 2. If your child has an Education and Health Care Plan (EHPC), parents will be consulted and encouraged to discuss their wishes regarding the next stage of their child's education.

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

The  Headteacher, SENDCO and Class teachers discuss individual children on a regular basis through pupil's progress meetings and day to day discussions. It may be that a child has an individual education plan which is produced by the class teacher. This will have set targets which are discussed with a parent and reviewed each half term.

If the staff and parents agree that additional support and funding is required, then an ECNAF application takes place (EHC application). This goes to the borough and they decide at a SEND Panel if the funding is agreed.

If an EHCP is issued, the targets and outcomes are used to support the child. An EHCP review would take place annually.

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

Parents are a key part of a child's education. The school will involve parents in decision making and next steps as much as possible. Parents can arrange an appointment with the class teacher at any point.