When a child first begins school the amount of information presented to parents can seem daunting, especially if their child has SEND. We have published a number of FAQs posed by parents relating to our school and SEND provision.
How does the school manage the administration of medicines?
The school has a policy regarding the administration and managing of medicines on the school site. (This can also be found on the website)
- Parents need to contact Mrs Shaw if medication is recommended by Health Professionals to be taken during the school day. Parents will be required to complete a form regarding the administration of the medicine and consenting to it.
- As a staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations. Should your child have a particular condition which requires regular and constant medication then if necessary a member of staff will receive specific training.
What support is there for behaviour, avoiding exclusion and increasing attendance?
As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. (Good To Be Green)
- If a child has behavioural difficulties an Individual Behaviour Management Plan (IBMP) is written alongside the child and Parents to identify the specific issues, put relevant support in place and set targets.
- After any behaviour incident we expect the child to reflect on their behaviour with an adult, often completing a reflection form. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
- Attendance of every child is monitored on a daily basis by the Office Staff. Lateness and absence are recorded and reported upon to the Head teacher. Support is given through an incentive scheme where good attendance is actively encouraged throughout the school. We award children termly on their attendance rate.
How will my child be able to contribute their views?
We are a Rights Respecting School where we value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has an open forum for any issues or viewpoints to be raised.
We also run our own family groups in school. This happens fortnightly and a member of staff has a group of children and the group discuss and debate various topic, current news and higher order thinking activities. It is also an opportunity for the children to reflect on their week.
- Children who have IEPs (Individual Education Plans) discuss their targets with the SENCO.
- There is an annual pupil questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry.
- If your child has an EHCP (Education Health & Care Plan) or Statement of SEN their views will be sought before any review meetings.
What specialist services and expertise are available at or accessed by the school?
- As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: – Behaviour Intervention; Health including – GPs, school nurse, clinical psychologist, paediatricians, speech & language therapists; occupational therapists; social services including – Locality Teams, social workers and Educational Psychologists.
What training have the staff supporting children with SEND had or are currently having?
- Another member of staff has had training in delivering Speech & Language programmes from Speech & Language therapists. One of our members of staff has accessed some training specifically on Dyslexia.
- All of our LSAs have had training in delivering reading and spelling / phonics programmes.
How will my child be included in activities outside the classroom including school trips?
- All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
- A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
How accessible is the school environment?
- The school site is wheelchair accessible The school building is all on one level with ramps at specified fire exits. Should a child have very specific needs and a changing area is required then school liaises with professionals and the authority to make any changes required.
- Should English be an additional language the we can liaise with EMTAS (Ethnic Minority & Traveller Achievement Service) who assist us in supporting our families with English as an additional language.
How are the school’s resources allocated and matched to children’s SEN needs?
- We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.
- We have a team of Learning Support Assistants who are partly funded from the SEN budget and deliver programmes or interventions designed to meet groups of children’s needs.
- The budget is allocated on a needs basis. The children who have the most complex needs are given targeted support.
- All children no matter what their needs are, receive daily Quality First Teaching.
- At St. Chad’s we aim to keep children with SEND part of their whole class therefore support is often given in the form of an LSA working alongside the children and teacher.
Interventions are carried out throughout the day at times when the children do not miss their whole class teaching.
How is the decision made about what type and how much support my child will receive?
The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate. SEND is discussed each week at the staff meeting to allow staff to share concerns or ideas as to how we can help the child. Teacher’s assess the children on a daily basis and review and evaluate their lessons to accommodate the needs of their children.
Termly assessment is carried out and staff mark and moderate together. Levels are collected on a tracking system. These are reviewed in a specific provision mapping meeting to look at gaps in the children’s learning. We look at what we can provide to meet the child’s needs and we discuss and measure the effectiveness of the interventions the children have undertaken that term.
- Different children will require different levels of support in order to bridge the gap to achieve age expected levels.
Throughout the process, we keep an on-going dialogue with yourselves as parents
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.