What kinds of Special Educational Needs does Somercotes Infant & Nursery School make provision for?
Somercotes Infant and Nursery School provides education for 3 to 7 Years (Nursery to Year 2). We provide provision to meet the needs of all children with different needs, including; moderate and severe learning difficulties, children with specific special educational need such as; Autism, Language and Communication, Behaviour and Sensory difficulties.
At our school we say ‘We all Belong!’
How would Somercotes Infant & Nursery School identify if my child needed extra help?
At Somercotes Infant and Nursery School all class teachers differentiate for the needs of their pupils in every lesson. If a child is highlighted as struggling with a particular area of learning they will receive an intervention which is targeted support for the area of difficulty. It is hoped that with additional support, the child would develop in this area and become stronger in it. If a child continues to find a particular area(s) a difficulty we would agree on specific targets for the child to work on over the term. We would record the child’s specific targets on an Individual Education Plan (IEP) which would be shared with both the child and the parents. This would allow us to track the child’s progress, giving us all a clear picture of their developments. If a child continued to require additional support we may decide that we need to apply for further support – for example Behaviour Support, Graduated Response to Individual Pupils request (GRIP) or an Education and Health Care Plan Assessment (EHCP) but this would be in consultation with you and the child in order to best meet their needs.
Somercotes Infant School have a range of tests and development profiles that may be used to judge a child’s abilities. We also have a number of professionals that we are able to approach to support both the school and the child in their area of need. For example, we have a number of children who receive support from Physiotherapists, School Nursing Team, Occupational Therapists, Family Resource Workers and Specialist teachers for a variety of areas. The school finds it extremely beneficial to receive support from outside agencies.
How does the school evaluate the effectiveness of its provision for children with Special Educational Needs?
All children’s progress is rigorously tracked by members of the school’s Senior Leadership Team. This assessment tracking is officially every half term but ongoing so we can respond quickly to the children’s needs. Governors are kept informed of the progress of these and all children at regular committee meetings.
How does the school assess and review the progress of children with Special Educational Needs?
Those children who are receiving additional support through intervention groups are constantly being assessed and reviewed. Children who have an IEP are also continuously involved in assessment of their learning. They have their IEP formally reviewed 3 times per year, or as and when necessary. If a child has a statement of SEN or an Education and Health Care Plan these are formally reviewed annually. However these children will also have IEP’s in place.
How do you and I know how well my child is doing at school?
We aim to meet with parents at regular points throughout the year. Your child’s needs will be a factor in the level of contact that we will require from you. As a school we hold two parent consultation evenings each year and an annual report at the end of the school year. If your child has an IEP, these will be discussed during the parent meetings or when they require reviewing. If your child has a Statement of SEN or an Education and Health Care plan, this will be reviewed annually. For some children they will require a Home – School Diary. This allows daily interaction between parents and teaching assistants / class teachers. As a school we hold an ‘open door policy’, teachers and teaching assistants ‘meet and greet’ on a daily basis. Parents are invited to contact the school with any problems or queries, as and when is necessary.
How will school staff support my child?
The support your child receives will be dependent upon your child’s needs. For example, if your child has a Statement or an Education and Health Care Plan they will have been given a specific number of hours support. If your child is on an IEP or need interventions they will receive support specific to their needs and development. Therefore children do not all receive the same amount of support. Children may receive 1:1 support, small group targeted support – in or out of the class, by either a teacher or a teaching assistant or intervention and booster groups which may take place over one or two terms. Class teachers are responsible for differentiating to the different needs of their pupils. Therefore, children will be fully integrated into classroom life, whilst receiving an appropriately challenging curriculum.
How does the school adapt the curriculum and learning environment for pupils with SEN?
As all children are individuals the curriculum will be adapted to their needs. This may be by providing children with different tasks or different resources to carry out their learning challenges. Thought is given to where children are seated in classrooms for a range of reasons. We have two rooms specifically used for interventions and booster groups.
How is the decision made about the type and how much support my child will receive?
If your child has a Statement or Education and Health Care plan their needs will have been identified through this. This will indicate how much support your child needs. As a school we have provided additional support at times, when we feel necessary. If your child is receiving support through interventions or an IEP their level of support will be very specific to their needs. For example, if your child is being supported through an intervention for one specific target it would be normal for this to be targeted a couple of times throughout the week. If the school has discussed with you a range of difficulties for your child you should expect your child to receive a greater level of support. Individual timetables are made where necessary for children who do not have a Statement of SEN or an Education and Health Care Plan, but do have a range of learning needs.
How will my child be included in activities outside of the classroom including school trips?
All year groups access trips and visitors throughout the year. The school will fully include all children wherever possible. It may be that children require additional adult support or resources – such as pushchairs / wheelchairs for visits out of school. This would be discussed and planned with parents prior to any trip. As all trips are individual, necessary arrangements for lunch, toileting and breaks would be discussed with you as necessary.
Would a child with SEN start at the same time as their peers?
We plan for all children to begin with their peers. If children enters school with a statement / Education and Health Care Plan we would plan a range of activities to support their transition into school. For example, we may arrange additional sessions in school, have professionals meetings or make a picture book of important people and places in school. If a child joins us from another school or setting the SENCO would liaise with the previous SENCO to ensure we have as much information as possible about the child. On occasions, we have provided children with a reduced timetable on entry, this is planned for individual circumstances where appropriate.
What support is there for my child’s overall well-being?
We have a robust safeguarding policy in place. Pupil’s health and well-being is paramount, therefore we work closely with medical practitioners. If your child has a medical / health need we will write a health care plan specifically for them. If children require medication during the school day, a consent form will have to be completed prior to the administration and all medicines are kept securely in the main office (Please see our medicines policy). If children require support with personal care this is conducted discreetly and aims to foster independence whenever possible (Please see personal care policy). We also provide all staff (including lunch time staff) with information that may be needed to specifically support your child. We work closely with the local Multi Agency Teams, which enables us to recommend or provide additional support to children and families. Within school we have staff trained in emotional support.
What training is provided for staff supporting children with SEN?
Our staff have a range of experiences and expertise for supporting children with SEN. All staff have received SCIP (positive handling) training, whilst some teaching assistants have further expertise in other areas e.g. Speech and Language, Every Child a Talker (ECAT). Our SSSEN support team provides support for class teachers, teaching assistants and whole school development. Currently we have a member of the SSSEN team working in school at least once a week. We are committed to developing staff’s knowledge and keeping their skills up to date, therefore regular training takes place throughout the year.
How accessible is Somercotes Infant & Nursery School?
Our school is fully accessible. We have dedicated disabled parking bays and toileting facilities. We have ramps where needed. We work closely with the Physical Impairment team to make adaptations and provide additional resources for children who require these.
How are parents involved in the school? How can I get involved?
We hope to meet new parents when you are deciding on your choice of primary school. We hold a parents’ open evening for new parents in July, before children start Reception in September.
The school provides many social events and fundraising activities over the year, such as Christmas and Summer Fair’s, Summer Ball, Easter egg hunt, coffee mornings and many more. Please see the school office or our website for more information.
How is my child involved in their education?
When it is appropriate your child will be fully involved in reviewing and setting their new targets. Children are involved in the reviewing process of IEP’s and Statement / Education and Health Care Plan reviews. In school we also encourage children to take control of their day-to-day learning. This is done by giving them choices about how to tackle learning challenges, the style in which they complete a learning challenge or the level of the challenge that they are completing.
We have a school council, which is made up of representatives from every class, from reception – year two. These children meet every two weeks. They currently responsible for improving the lunch time provision for all of the children.
What specialist services and expertise are available to the school?
We work closely with the following to support the needs of children in our school:
- Speech and Language Therapists
- Occupational Therapists
- Physical Impairment
- Multi Agency Teams
- Family Resource workers
- Educational Psychologist
- School Nurse
- Autism Outreach
- Social Workers
- Hearing Impairment
- Behaviour Support.
What do I do if I have a concern about the school provision?
Initially, we recommend a discussion with your child’s class teacher.
If you still have any enquires regarding support for your child and SEN or a concern regarding the school provision please contact Sarah Gray – Acting Headteacher and SENCO.
In the unlikely event that your concern is not resolved then please contact our Chair of Governors – Penny Akehurst.
Where can I get further information about services for my child?
The information in this report forms a part of Derbyshire County Council’s local offer. This can be accessed at http://www.derbyshiresendlocaloffer.org/