Thurleigh Lower School
Thurleigh Primary School is a popular small rural school set in a lovely location in the village of Thurleigh. The school is within easy reach of Bedford and Rushden and attracts pupils from a variety of localities.
Who to contact
Where to go
- Thurleigh Primary School
- MK44 2DB
- Get directions
- 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?
Our school recognises that a child has SEND if they have a learning difficulty and/or disability which calls for special educational provision to be made for them. The children will have:
A significantly greater difficulty in learning than the majority of others of the same age, or
A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
We work in partnership with parents, schools and external agencies to identify children with SEND. Through our discussions with you, observations of your child in a variety of situations, tracking progress and your child’s responses to interventions and approaches, along with external advice, we will develop a fuller understanding of your child’s learning and health needs.
Some children will have been identified as having SEND by their previous setting (eg school or pre-school). For these children we aim to ensure that we are aware of their learning needs prior to arrival in our school. We will review with you your child’s needs and together plan their next steps.
If you think your child may have a special educational need or disability, please talk to us. It may be that your child’s teacher has already raised concerns regarding learning and progress. Initially this may be a meeting with you to discuss your thoughts, share ideas and enable us to work together with you to plan actions which will support your child’s learning
- How will early years setting/school/college staff support my child/young person?
The key staff involved in the education and care of children with Special Educational Needs and Disabilities (SEND) and what they are responsible for:
All staff members in our school are responsible for the progress and care of children with SEND. However, there are some staff who have a specific role and responsibilities:
Cathy Piotrowski, is our Link Governor for SEND. Together with the Governing Body she has responsibility for ensuring the regular review of the effectiveness of the school SEND policy and the deployment of resources. This review will also look at the impact these have on the progress children make in our school.
Sarah Moore, our Head Teacher. She has strategic responsibility for SEND to ensure that the statutory requirements are met and that the SEND policy is in place.
Sheri Morgan, our Special Educational Needs Co-ordinator (SENCO). She has strategic responsibility for SEND to ensure that the statutory requirements are met and that the SEND policy is in place. She also provides support to staff to tailor their teaching to children’s different learning styles and needs, and provides a link between outside agencies.
Class Teachers are the first point of contact for parents and carers. They know your child well and are best placed to respond to your child’s individual needs. All staff receive additional support from the SENCo as required. Class teachers are directly responsible for all children’s progress in their class and lead learning for all children. This will involve planning the day to day learning in the classroom and planning and monitoring children’s progress in any additional interventions that may be appropriate.
Teaching Assistants work closely together with Class Teachers to ensure that all children make at least good progress and are well cared for. They work mainly in the classroom, supporting the whole class, groups and individual children in tasks and activities that are planned for by the class teacher. In addition, they have a role in implementing interventions in a group or one-toone basis that have been designed to support specific learning needs.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
We currently work, or have worked with the following agencies in the past to support your child’s progress and well-being:
Speech and Language Therapist
Specialist and School Nurses
- 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?
Whether your child is starting school in Reception, you are moving into the area, or they are moving on to another school, it is important that we talk together to plan for this change.
The following strategies have been put in place in the past to assist with transition:
Meetings with parents/carers to find out more about the child’s needs
Informal walk around the school
School staff visit current setting and talk to staff
Transition meeting with parents/carers, pre-school or school staff from current setting and new setting. This would include information sharing, agreeing communication methods and sharing targets.
Creation of a photo book to introduce your child to us.
Child led visits to the school. This could be initially visiting the school with a familiar adult and exploring the school environment.
Meetings with external agencies to ensure that staff receive additional training if required.
Time invested in good transition arrangements is time well spent. It means that you can be confident about your child’s needs are being met at school and your child is happy and familiar in their new environment.
- How are parents involved in the setting/school/college? How can I be involved?
We recognise the importance of a close partnership between the school and parents and carers. We provide a range of opportunities for you to meet with school staff about your child’s needs and progress.
We have an “open door” policy to ensure that parents and carers can have access to information and support quickly. Teachers are often available at the beginning and end of the day for a quick discussion, however, if a more in depth conversation is required, staff would be happy to meet you for a more formal appointment.
All children with SEND will have a termly review or half termly depending on the age and stage of learning. This meeting will focus on your child’s learning, share successes and identify next steps that we will work on together. Your child may attend part of this meeting.