Shotley CP School's offer for
Special Educational Needs and Disabilities (SEND)
Shotley Community Primary School is an inclusive school and is committed to supporting children with SEND.
The SENCo (Special Educational Needs Co-ordinator) is Ms Sterling.
The Governor for SEND is Sandy Bloom.
The Safeguarding, Child Protection and Welfare officer is Mrs Newman. Deputy Safeguarding Lead is Ms Sterling.
For an overview of our offer you can download the following document. Also on this page are some common questions answered for you to gain further information. Please contact us if you have any queries.
Download our SEND information report here
Shotley CP School's SEN Information Report for 2017-2018
How does the school know if your child needs extra support?
Children are regularly assessed as soon as they start school and if progress is not as expected, or progress or behaviour changes, then the child’s progress will be monitored and teaching strategies will be put in place to support your child. The teacher will let you know as soon as this is the case. Sometimes a need has been identified at pre-school level and provision to support this need, alongside a planned transition, will be put into place.
What do I do if I think that my child has a special need or disability?
First talk to your child’s class teacher who will liaise with the SENCO. If you still have concerns talk to the SENCO directly.
How will Shotley CP School meet my child’s needs?
- Teachers will differentiate the curriculum and plan activities and include a variety of resources, including the use of any additional adults, to support each child so that they are able to achieve (personalised learning).
- If teaching is having little impact on progress, and your child has difficulty in Reading, Writing or Maths, or has Social or Emotional and Behaviour difficulties, then further assessments, observations and interventions will be planned by the SENCO in collaboration with the class teacher, and delivered by a trained teaching or higher level teaching assistant, overseen by the class teacher. This could be in a group or on an individual basis.
- Targets will be set in an Support Plan and shared with you. Suggestions for supporting your child will be included and will be imperative in helping your child achieve their full potential. These suggestions may include investigating other considerations such as taking your child for a sight or hearing test.
- We consider it important that we know what you child is doing at home and that we can tell you about what we are doing in school. This is to ensure continuity in the support your child receives.
- Children who require support that has been identified by Occupational Health will have provision made, such as gym trail, or resources given such as a sloping desk.
How will the school know if my child is making progress?
- Progress is continually monitored by the class teacher and at least half-termly by the SENCO, with formal assessments made termly to ensure that the intervention is making an impact.
- Overall progress is shared with the senior leadership team on a termly basis where teachers discuss the progress of all their children in their class. Other factors such as attendance, engagement in learning and behaviour will also be reviewed.
- If interventions have had little or no impact, then it is likely that, with your consent, your child’s needs will be discussed with other professionals where available.
- Further support from external agencies may be required and a referral will be made, such as to the Speech and Language Service. You will be fully informed of this and your consent will be required. If a referral is successful (dependent on level of need and vulnerability) you will be welcome to meet the visiting professional with prior arrangement. A report is written and shared with school and yourselves, and actions suggested undertaken by teachers and support staff.
How will I know if my child is progressing?
- Parents meetings are held in the Autumn and Spring term with a written report in the summer term, with the option of meeting the teacher.
- Support Plans are reviewed with you at these parent meetings, or just before, but they can also be reviewed sooner, depending on the targets or if there are new concerns or if a need has been met.
- Teachers are also available in the playground before and after school for informal chats.
- Further appointments with the class teacher and/or SENCO can be made that are mutually convenient to everyone.
- The progress of children on a Statement or an Educational Health Care plan will be reviewed formally annually, where you will be invited to attend along with other professionals and staff who work with your child, and a report of the annual review will be written and sent to Suffolk County Council who review the provision and decide whether it remains appropriate or should be amended.
Children with significant need.
Children with marked difficulties such as those who show significant Autistic behaviours will be assessed by professionals such as a paediatric team at the hospital via the GP rather than the school. This will inform any further actions for example, the implementation of an Educational Health Care Plan and will trigger further funding for school and possible 1:1 support, either part time or full time.
Very occasionally a referral may be made for education at an alternative specialist setting and this would be done in full collaboration with families and the relevant professionals.
What specialist services are accessible to Shotley CP School?
- Speech and Language Therapy (SALT) team
- English and an Additional Language (EAL) team
- Educational Psychologist
- Outreach for children diagnosed on the Autistic Spectrum (ASD)
- Outreach for Specific Learning Difficulties (Dyslexia)
- Pupil Referral Outreach (Behaviour and Self-esteem)
- CAMHS (Child, Adolescent Mental Health Services)
- Educational Welfare Officer
- Special School Outreach
- Advisory Support teacher for Hearing or Visually Impaired.
Please note that some services are only accessible for the most vulnerable children.
How does Shotley CP School help me support my child’s learning?
The following are ways in which the school supports parents in understanding what their child is learning and how to support them further:
- Curriculum newsletter
- Weekly newsletter
- Training on school methods
- Curriculum open mornings and events
- Coffee mornings
- Website information
- Support plans with targets with suggestions for support at home.
- Positive Parenting workshops
Some children and families may require individual support such as a home-school log or positive reward system which helps form continuity between home and school and which supports regular communication.
How will my child be included in all activities?
Shotley CP will make any reasonable adjustment to ensure that every child is able to access the creative curriculum, class trips and visits.
How will we support your child when they are leaving this school?
In Year 6:
- The SENCO and Year 6 teacher will attend Primary Transition Days and your child will be able to meet teaching staff who will be working with them.
- A further SEND transition day may be organised for your child to meet the Special Needs Team at the high school. In some cases staff from the new school will visit your child in our school and extra visits by your child can be made.
- The SENCO will discuss the specific needs of your child with the SENCO of their secondary school.
When moving classes in school:
- Information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher.
- If your child would be helped by a book to support them understand moving on then it will be made for them.
If your child is moving to another school:
- We will contact the new school’s SENCO and ensure he/she knows about any special arrangements or support that needs to be made for your child.
- We will make sure that all records about your child are passed on as soon as possible.
Pupils with medical needs
Staff training is given by the school nurse at the request of the school and a detailed health care plan is written in collaboration with parents/carers. This is shared with all staff who work with the child.
How is the school accessible to children with SEND?
Wheel chairs are accessible through four entrances around the school and there is an internal ramp to allow access up the small number of steps between key stages 1 and 2. There is a disabled toilet. Each classroom has a sound fill system for those with difficulties in hearing. The hall has a hearing loop. Most of the staff are first-aid trained.