Bedford Road Primary School

Mission Statement

School’s Mission statement
We Aim:
• To seek excellence in all that we attempt, setting high standards and targets to ensure that all of our children reach their potential.
• To offer a rich meaningful curriculum which provides memorable learning experiences
• To promote learning and high aspiration through the positive ethos of the school.
• To provide a secure environment where children feel valued and where their choices and beliefs are respected.
• To support and extend pupils' learning opportunities.
• To work with our local community to enrich and enhance the lives of all who come into contact with our school.
• To encourage independence whilst appreciating the needs of others. To actively seek to do the right thing, to be a good friend and to leave our school with a well developed set of personal values.

SEN Mission Statement:
Bedford Road Primary School is an inclusive school.
Every teacher is a teacher of every child regardless of SEND.
We aim to adapt provision to raise the aspirations of and expectations for all pupils including those with SEND, providing a focus on positive outcomes for children.


How we support your child's learning

• Parents and families of all children regardless of SEND are welcome to discuss their child’s progress with the class teacher and/or SENDCO. The SENDCO is always striving to build upon excellent relationships with our Bedford Road families. Parents and carers are actively encouraged to be partners in their child’s education and have opportunities to discuss the progress their child is making through:
o informal discussions
o termly Individual Provision Plan (IPP) review meetings
o parents consultations
o telephone contact
o home-school communication diaries as app.
o meetings with the SENDCO and/or family support worker
o annual written reports.
• Your child’s class teacher will explain to parents and families the expected progress your child should be making through the opportunities listed above.
• The class teacher has a responsibility to plan for, teach and assess all children within their class. Ongoing assessments are made throughout the term, with more formal assessments happening termly.
• During IPP meetings the class teacher, along with parental input, will review outcomes of targets previously set, and will explain the next set of targets for your child and any strategies or resources used to overcome barriers to learning. We encourage parents to offer strategies for school and suggest to parents strategies that can be worked on at home too. We want to work in partnership with parents and value the support parents and families can offer their children at home. We are more than happy to answer any questions or queries you may have and explain how we will support your child in working towards their targets.
• Parents and families of all children are invited to parent workshops throughout the year; for example workshops on phonics, reading and numeracy.
• Parents and carers of children with SEND are encouraged to attend coffee mornings and workshops at Bedford Borough Parent Carer Forum www.bbpcf.org.uk
• For continued support for children on our SEND register, as we seek to provide excellence in our provision, parents may be invited to Team Around the Family meetings (TAF meetings), where we can review strategies used so far, the impact they are making and plan further action (whether this be within the school or seeking external support).


Accessibility of our service

• All classrooms at Bedford Road Primary are wheelchair accessible.
• Disabled changing and toilet facilities are available in one of the school blocks.
• Improvements are continuously being made to support the needs of children with sensory needs, including adapting the auditory environment and working resources for children with visual or audio impairment in partnership with the sensory team.
• Bedford Road Primary is very proud of the variety of languages spoken at our setting by pupils, families and staff. We can print letters and information in alternative languages if requested. We are always more than happy for families to bring along a friend or relative to translate any information during meetings. We have good relationships with our parents and many are happy to assist us in communicating with parents or carers whose first language is not English.
• Bedford Road Primary strives to secure equipment and facilities for children with SEND so they can make the best possible progress. We act swiftly on advice given to us by advisors and experts working with our individuals to support their needs.
• Bedford Road Primary is an inclusive school and will consider any barriers to accessibility, learning and communication found for individuals, and always attempt to the best of our ability and in consultations with parents, to make any reasonable adjustments necessary.


How we identify SEN

Children with SEND are identified by one of three assessment routes all of which are part of the overall approach to monitoring progress of all pupils:
• The progress of every child is monitored at termly pupil progress meetings. Where children are identified as not making progress in spite of Quality First Teaching they are discussed with the SENDCO or a member of Senior Leadership team and a plan of action is agreed.
• Class teachers are continually aware of children’s learning. If they observe that a child, as recommended by the 2014 Code of Practice, is making less than expected progress, given their age and individual circumstances, they will seek to identify a cause. This can be characterised by progress which:
o is significantly slower than that of their peers starting from the same baseline
o fails to match or better the child’s previous rate of progress
o fails to close the attainment gap between the child and their peers
• Parents sometimes ask us to look more closely at their child’s learning. We take all parental requests seriously and investigate them all. Frequently, the concern can be addressed by Quality First Teaching or some parental support. Otherwise, the child is placed at Special Educational Needs Support on our SEND register and given interventions to address their needs that are different to and additional to normal differentiated lessons.
If more specialised advice is needed in identifying SEND, then the SENDCO / class teacher and parent may wish to conduct an EHA (early help assessment) to request a service to come in and observe and advise, or they may opt to attend a ‘drop-in’ appointment on offer in Bedford Borough with experts such as Educational Psychologists, autism experts and behaviour specialists.

The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. At Bedford Road Primary we identify the needs of pupils by considering the needs of the whole child which will include not just the special educational needs of the child but also consider the impact of other areas such as;
o Attendance and Punctuality
o Health and Welfare
o EAL
o Being in receipt of Pupil Premium Grant
o Being a Looked After Child
o Being a child of Serviceman/woman


How we support your child/young person

Bedford Road Primary is a caring and nurturing setting; we look at the whole child and celebrate their strengths.
• The behaviour policy promotes the emotional and social development of all pupils positively, rewarding behaviour for learning with ‘rainbow rewards’, focussing on our ‘learning powers’ and embedding value-based outcomes. Where there are concerns in this area, the children follow a consistent behaviour consequence procedure for low/mid/high-level behaviours that all children are well aware of. Parents are encouraged to be involved and support their child in making positive choices and being happy at school.
• Children are supported by all staff and those children with heightened needs may be supported by the family support workers also.
• Each term, some children take part in our weekly Kaleidoscope sessions, where trained staff use a range of activities in our designated room to build self-esteem and social awareness for children in a calm and positive colour-based therapy.
• For children with specific social, emotional and mental health needs, the policy may be adapted in line with advice from specialists working with the children and provision is then adapted so that the child feels safe and secure. Some examples include nurture group, social groups, 1:1 support in play etc. If needed, a pastoral support plan is put into action and advice is sought from the Greys Education Panel to try and avoid exclusion for all pupils.
• The family support workers work closely with families to improve and maintain attendance, and attendance is a whole school focus celebrated in assemblies.
• All pupils regardless of SEND are encouraged to take an active role in the school through opportunities such as joining the school council, clubs and committees to share children’s views.
• Children with SEND, and parents or carers of children with SEND fill out an annual questionnaire to share their views about how they are being supported.
• The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.
• Some pupils may have an Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed.
• For more information on the arrangements in school to support pupils with medical conditions, please see our Medicines Policy.


How we match the curriculum to your child's needs

• Class teachers differentiate their teaching so that all children can access the curriculum, achieve and make progress. Homework is either set as open-ended tasks such as in creative curriculum ‘takeaway tasks’ or ‘family maths’ or aimed at individual/group ability focus such as spellings. Reading / sound packs are sent home daily individual to each child.
• Children at Bedford Road are encouraged to develop a ‘growth mindset’, believing in themselves and their abilities, with some opportunities to choose the level of challenge they would like in their tasks.
• At times children will be supported by other adults such as teaching assistants under the guidance of the class teacher.
• At Bedford Road, we use a creative curriculum approach, where children’s learning is based upon a topic and their interests within it. In addition to formal work that is well differentiated for all pupils, there are many opportunities for children to develop in their own learning interests through role play areas, reading areas and other ‘explore and learn’ set up choices eg cooking construction sand/water play.
• Specialist teachers may support your child with specific difficulties.
• Resources and equipment, such as pencil grips, writing slopes, and specially adapted scissors etc, are used to remove barriers to learning.


The support we give to your child's well being

• All children benefit from ‘Quality First Teaching’ throughout the school; this means that class teachers are responsible for assessing, planning for and teaching all children at a level which allows them to make the best possible progress. In addition, we implement some focused interventions to target particular skills.
• In each class there are children who have more significant barriers to learning and who don’t seem to be able to make progress even with usual classroom differentiation. These are children who need some provision that is ‘different from or additional to’ the provision made for the rest of the class. These children are classified as needing Special Educational Needs Support or SENS. The staff, parents and child then start to become part of the ‘graduated approach’ cycle to try and find effective provision for the children to make progress. This includes assessing where we are at, planning a provision / reasonable adjustment / intervention, implementing this via an IPP system, and then reviewing it, before starting the cycle again.
• The class teacher is responsible for writing and reviewing an IPP, seeking advice from the SENDCO if necessary. The SENDCO monitors the IPPs, checks targets are suitable and attainable and that progress from previous IPPs has been made before IPPS are finalised. IPPs are written at least 3 times a year, or more often, if targets are achieved or limited progress is being made. Staff supporting the child on IPP targets, write a short comment about the progress made towards each target.
• Children are part of the review cycle, where appropriate and can contribute opinions about their own progress.
• Parents are invited into school to discuss the progress towards previous targets and discuss and explain future targets.
• Class teachers track the progress each child with SEND is making on specific interventions. The SENDCO monitors the effectiveness of the interventions each term.
• Class teachers keep provision maps to record all support and interventions applied. The SENDCO monitors these each term and ensures all record keeping is up to date.
• The SENDCO meets the SEND governor termly to analyse and review the systems in place for all SEND children, and look at trends in SEND over the school.
• The SENDCO meets regularly with both the SEND local government officer working in partnership with the school and with the Educational Psychologist assigned to the area, as well as having an annual planning meeting with each at the start of every school year.


The expertise we have access to

Within our school all staff are trained in;
o Embracing Diversity
o Sounds Write / Read Write Inc / Grammar
o Numicon / Shanghai Maths
o Big Write
o All children achieving their potential in PE
o Positive Behaviour Management
o Safeguarding
o Prevent
o Online Safety
o Achievement for All Structured Conversations
o Asthma / Allergy management in the classroom
o British Values
The SENDCO also meets with all staff termly to discuss specific needs of individuals in the school and raise awareness about some aspects of SEN such as identifying and managing autism in the classroom, speech and language support in a school, making an effective fine motor intervention etc.

Specialist Staff are trained in;
o Talking Partners
o Fischer Family Trust – Reading Intervention
o Therapeutic Story Writing
o The teaching of Maths – Specialist Maths Teacher
o Read Write Inc
o Bereavement training
o First Aid
o ELKLAN
o Kaleidoscope
o Switch On Programme (Literacy)
o SENDCO has achieved National Award for SEN (NASENCo award)

We seek the expertise and advice from other professionals such as;
o Speech and Language Therapists
o Occupational Therapists
o Sensory and Communication Team (for the visually / auditory impaired)
o Play Therapists
o Children and Adult Mental Health (CAMH) service
o Educational Psychologists
o Behaviour Support and Inclusion Team
o Support for children with family in prison


How we include your child in extra curricular activities

• School trips and clubs are available to all children. All staff use a vigorous risk assessment procedure for all trips and visits that is checked by the Head-teacher.
• Parents or carers will be consulted on arrangements different to the normal school day or routine so that children have an enjoyable and fulfilling experience.
• If a child needs support for a trip or activities outside the classroom, parents will be invited to discuss any reasonable adjustments that can be made.
• All children are welcome at before and after school club, with some children being supported by the family support worker.
• Any adults running clubs will meet with the class teacher or parents prior to the child starting a club if the parents wish to discuss any needs or adjustments to be made.


How we prepare your child to join us or transfer to another setting

The school has a thorough transition policy for both within school transition and upon moving to another setting.
o As children change year groups, all children meet their new teachers and have small sessions with them in the summer term prior to the change over.
o The SENDCO highlights all children with SEN, and the adjustments that need to be made from the start for a smooth transition to all staff involved. Extra sessions for the child to meet and greet new staff and visit new classrooms are offered.
o If 1:1 support has to be changed year on year, thorough transition meetings occur.
o For children transitioning to a new school, or the next stage of education, or onto a specialised provision for their needs; consultations are held with parents/carers, teaching and specialist staff, in how we can best meet the academic, emotional, medical and social needs of the child. The SENDCO and Family Support Worker offers opportunities for the child and parent to have supported visits to the new setting.
o SENDCOs from both settings will meet or have contact via telephone or email to ensure all information is sent and received, and strategies or advice are consistently applied.


How we match our resources to your child

• Annually, the Senior Leadership team, including the SENDCO look at both the SEN budget and the needs of the children and allocate resources accordingly, in the form of teaching assistant support, resources, training and ‘buy-in’ of specialist services.
• High quality teaching, differentiated for individual pupils is available to all pupils. Where the need is greater, interventions are put in place after discussions with the SENCO and the ‘graduated approach’ response is followed on a continuous cycle (see question 4).
• If progress is still not satisfactory then the parents or school may wish to apply for an Education Health Care Plan (Formally Statement of Special Educational Needs).
• The progress of all children is rigorously monitored each half term and is analysed by the Assessment Coordinator and SENDCO.


How we involve parents

• Parents are welcomed into the school, subject to DSB checks, to support in classes with aspects such as reading and with school trips.
• Parents are invited to parent’s consultation evenings and open evenings, celebrations assemblies and class performances, visits to the church to mark special events such as Christmas and the Leavers Assembly, concerts and bake sales. Over the year, there are parental workshops too.
• Parents receive termly overviews of their child’s topics to discuss at home.
• Parents of all children are welcome to join the PTFA or support the school through sponsored events or Christmas and Summer Fayres.
• For children with SEN, parents are involved in all aspects of the provision decisions – including reviewing and planning of each IPP cycle, meetings requesting any specialist report and discussing ways forwards, and formal contributions in applications for support or reviews of EHCPs. No procedure is made without parental consent.
• Parents and carers of children with SEND are encouraged to attend coffee mornings and workshops at Bedford Borough Parent Carer Forum www.bbpcf.org.uk


How we include your child in the planning of their support

• All children regardless of SEND have termly targets to work towards.
• Children with SEND give their views about the progress they have made towards their targets during the review cycle of the IPP.
• Children with SEND are part of an annual questionnaire to ensure their voice is heard and we are meeting the needs of the child the best we can.
• Where applies, children are invited to, or asked to make a verbal / written contribution to any review of their provision – such as at an annual review of an EHCP or at a Team Around the Family meeting.


General Contact Information

If you have any concerns, questions or enquiries about your child we would be more than happy to assist you. You are welcome to make an appointment with one of the following members of staff or book a visit to look around before deciding if you would like your child to attend Bedford Road Lower School. You can contact the following people at the school on 01234 851011 where we will be happy to support you.
• Class teachers
• SENCO – Mrs R. Felice or Mrs K. Maslen
• Head teacher – Mrs L. Gould
• Family Support Worker – Mrs J. Holden


Contact for more information

Name:
Mrs K Maslen / Mrs E Llewellyn / Ms B Crocker
Role:
SENCO's
Address:
Hillgrounds Road, Kempston, Bedford, Bedfordshire, MK42 8QH
Telephone:
01234 851011
Fax:
01234 301313
Email:
kmaslen@bedfordroad.school / ellewellyn@befordroad.school
Website:
http://www.bedfordroadlower.org.uk

Record Last Reviewed On: 13/10/2017