Ensuring that all children attending St Chad’s RCVA Primary school receive provision that maximises their enjoyment and achievement is central to all we offer. Consultation with families is key to securing success in this area.
How will I know how my child is doing and how will you help me to support my child’s learning?
What opportunities will there be for me to discuss my child’s progress?
- We offer an open door policy where you are welcome any time to make an appointment to meet with either the class teacher or SENCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.
- We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
- Sometimes, we operate a home / school link book which your child will bring home regularly so that comments from parents and teacher can be shared and responded to when needed, this ensures that we can also work together and there is a constant line of communication.
- If your child is on the SEN register they will have an Individual Education Plan (IEP) which will have individual / group targets. This is sent home on a termly basis and parents are invited should they wish to talk through the targets. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed. The SENCO also meets with your child each term and discusses the targets in a child friendly way, they are also presented with a target card that they can use to help them remember and think about their achieving their targets.
- If your child has complex SEND they may be part of an IPA (Inclusion Partnership Agreement) or have a Statement of SEN, which means that a formal meeting will take place to discuss your child’s progress and a report will be written. The SENCO will work with all outside agencies that are involved in the welfare of your child.
How does the school know how well my child is doing?
- As a school we measure children’s progress in learning against National expectations and age related expectations.
- The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. We formally assess the children each term and level their reading, writing and numeracy. As a school, we track children’s progress from entry through to Year 6, using a variety of different methods including National Curriculum levels and Reading and Spelling ages.
- Children who are not making expected progress are picked up through Pupil Progress meetings with all staff. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. If your child is discussed at one of these meetings parents will be informed.
- When the child’s IEP is reviewed comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.
- Staff also discuss how interventions are working to support children or if in fact, some children need to join an intervention group to help with their progress and the meeting of targets.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.