Your Child has Special Educational Needs. What can we at Carter’s Charity Primary School offer you?
At Carter’s Charity Primary School, we embrace the fact that every child is different, and, therefore, the educational needs of every child is different; this is certainly the case for children with Special Educational Needs.
Who are the best people at Carter’s to talk to about my child’s difficulties with learning or their Special Educational Needs/Disability(SEND)?
The class teacher
The SENCo/Inclusion Manager: Mrs Janina Callery
i) involved in supporting your child’s learning
ii) kept informed about the support your child is getting
iii) involved in reviewing how they are doing.
The Head teacher: Mr Brendan Hassett
The SEN Governor: Mrs Sarah Strahan
What are the different types of support available for children with SEND in our school?
A range of support packages are routinely used dependent upon the needs of the child and the aspects of learning being focussed upon. These can be:
How can I let the school know that I am concerned about my child’s progress in school?
If you have concerns about your child’s progress, you should speak to your child’s class teacher initially.
If you continue to be concerned that your child is not making progress, you may speak to the Special Education Needs/Disabilities Co-ordinator (SENCo).
The Headteacher and/or school SEN Governor can also be contacted for support.
How will the school let me know if they have any concerns about my child’s learning in school?
If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to:
How is extra support allocated to children, and how do they progress in their learning?
The school budget, received through Lancashire, includes money for supporting children with SEN.
The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.
The Head Teacher and the SENCo discuss all the information they have about SEND in the school, including:
From this information, they decide what resources/training and support is needed.
The school identifies the needs of SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.
Who are the other people providing services to children with SEND in our school?
Local Authority Provision delivered in school
Health Provision delivered in school
How are the staff in school helped to work with children with SEND, and what training do the staff have?
The SENCo’s job is to support the class teacher in planning for children with SEN.
The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEN. This includes whole school training on SEN issues, such as Autism Spectrum Disorder (ASD) and speech and language difficulties.
Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
How will the teaching be adapted for my child with SEND?
Class teachers plan lessons according to the specific needs of all groups of children in their class (including using PIVAT targets) and will ensure that your child’s needs are met.
Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary.
Specific resources and strategies will be used to support your child individually and in groups.
Planning (including that for specific PIVAT targets) and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs.
How will the progress of my child be measured?
Your child’s progress will be continually monitored by his/her class teacher.
His/her progress will be reviewed formally with the Headteacher and SENCo every term in reading, writing and Maths.
If your child is in Reception or above, a more sensitive assessment tool can be used, which shows their attainment in more detail – breaking learning down into smaller steps (PIVATS – Performance Indicators for Value Added Target Setting).
At the end of each key stage (i.e. at the end of year 2 and year 6), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
Where necessary, children will have an IEP based on PIVATS (Performance Indicators for Value Added Target Setting) or based on targets set by outside agencies specific to their needs. Targets will be set using these PIVAT levels and designed to accelerate learning and close the gap. Progress against these targets will be reviewed regularly, evidence for judgements assessed and a future plan made.
The progress of children with a statement of SEN/EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.
The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in.
Regular book scrutinies and lesson observations will be carried out by the SENCo and other members of the Senior Management Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.
What support do we have for you as a parent of a child with SEND?
The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.
The Inclusion SENCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
Personal progress targets /IEPs/ IBPs will be reviewed with your involvement every term.
Homework will be adjusted as needed to your child’s individual requirements.
A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.
Each term, you will receive a written report about your child’s progress and attitude to their own learning. At the end of the term, there will be a consultation evening for you to come into school with your child to meet with the class teacher to discuss the report, their targets and any plans to improve further.
How is Carter’s Charity School accessible to children with SEND?
How will we support your child:
We recognize that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.
If your child is joining us from another school:
If your child is moving to another school:
When moving classes in school:
In Year 6:
How will we support your child’s emotional and social development?
We recognize that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative.
All classes follow a structured PSHE (Personal, Social, Health end Economic education) curriculum to support this development. However, for those children who find aspects of this difficult we offer:
If your child still needs extra support, with your permission the SENCo will access further support through the CAF process.