Elstow School

Mission Statement

At Elstow School we believe that it is every child’s right to achieve his/her full potential regardless of ability, gender, race or socio-economic circumstance. We recognise that although the majority of children should achieve this through the normal differentiated curriculum, there are some children whose learning or behaviour requires special provision.

How we support your child's learning

At Elstow School we hold 3 parents meetings per year where we discuss the child’s progress both academically, socially and emotionally. Every child is also provided with a termly report on their child’s progress which details the learning objectives that have been taught and whether the child has met these or is still working towards them. We have an open door policy so that all teachers are available after school for parents to be able to discuss any concerns that they may have regarding their child’s education. All Early Years staff are also available at the beginning of the school day and meet and greet each child and their parent as they come into school. If a child has a particular need then we can set up home/school communication books so that the parent is kept informed about how their child is doing on a daily basis and this also gives the parent an opportunity to write in anything that has happened at home that may affect the child at school. We offer parents workshops about what the children will be learning and also separate Numeracy and Literacy parent workshops to teach parents the specific teaching strategies that we use in school. There are also interactive videos available on the school website that talk children and parents through the strategies step by step.

Accessibility of our service

Elstow School is all on one level and so is fully wheelchair accessible. We have hearing loops installed in our newly built Year 5 and 6 classrooms and have also had specialist auditory equipment installed in one classroom for a child with a hearing impairment. The school has a disabled toilet located in the main entrance area. For parents whose first language is not English we have used staff who speak their Mother Tongue to translate, if we do not have access to someone in school who speaks the parents Mother Tongue we have access to limited translation services provided by the Local Authority. If a child with a special need needs access to specialist equipment or facilities then this can be purchased from the school’s Special Needs budget depending on the cost and the level of support that the child is entitled to. Funding can also be secured from the Local Authority for more specialist equipment or be provided by specialist services such as the sensory advisory service or occupational therapy.

How we identify SEN

Where possible, the school tries to meet every pupil’s needs within the classroom through ensuring that the planning, teaching and approaches used cater for all needs. However, where it is identified that a pupil is not making satisfactory progress, the class teacher will consult the SENCO. If this leads to the conclusion that the pupil needs help over and above what is normally available within the class, the pupil will receive help outside what is provided for all pupils and an Individual Education Plan (IEP) will be jointly drawn up by the class teacher and parents. If a parent has any concerns about their child’s progress or special needs then they can meet with the class teacher to discuss these. If they still have concerns then they can arrange a meeting with the SENCO and/or the Headteacher.

How we support your child/young person

The class teacher will consult with the SENCO to discuss the difficulties encountered. Following the identification and assessment of need, an Individual Education Plan (IEP) will be drawn up by the class teacher and parents with a planned programme of work for the child. The IEP will be written using ‘child-friendly’ language and shared with the child as appropriate for his/her age. A close record of progress will be kept and the child’s progress towards set targets will be reviewed termly with parents. Targets will be specific, measurable, achievable, realistic and time related (SMART) so that progress can be measured. If a child is found to be making little progress s/he will move onto the next stage of assessment, where outside agencies will be consulted for further advice and support. Support will be provided by either the class teacher or the classroom teaching assistant, the type of support and how often this will take place if clearly identified on their IEP/Provision Plan and will be explained to parents when they meet with the class teacher to go through the IEP. If a child has a social or emotional need then this may be addressed by the child having intervention from our learning mentor and this may be in conjunction with our Family Support Advisor if the parents also need advice and support. The SENCO closely monitors all children who have an IEP to ensure that they are being provided with the appropriate provision.

How we match the curriculum to your child's needs

All class teachers are required to plan to meet the individual needs of the children in their class. This is usually done by differentiating 5 ways so that all ability groups have access to activities and resources that cater for their individual needs and abilities. If a child has a specific need that means that they need the curriculum differentiated further then an individual timetable can be drawn up so that their individual needs and provision can be catered for. The school can adapt the curriculum and learning environment to accommodate children’s individual needs; this may be through the use of an individual timetable, visual timetable, individual working area or by adapting resources so that they are accessible to children who may have a specific need, such as dyslexia or a visual impairment.

The support we give to your child's well being

Elstow School employs its own learning mentor and Family Support Advisor. The learning mentor works with children who have a social or emotional barrier to learning. She provides support such as social skills groups, forest schools, one to one support for child who may have been bereaved or be experiencing the breakdown of a parents relationship. The Family Support Advisor works closely with families who may be having difficulties with their children either at home or school. She can provide informal support for parents who may have difficulties with children’s eating or sleeping habits as well as providing more long term support such as parenting classes. She also runs coffee mornings and afternoons where parents can come and speak about any concerns that may have with their children and meet other parents who have children at our school. We have a clear and consistent behaviour policy which focuses on encouraging and rewarding good behaviour. We run the ‘Good to be Green’ system where each child starts every day on green and gets rewarded for staying on green all week, these rewards are increased if a child can stay on green for 2, 3 or 4 weeks. If a child has a particular difficulty with behaviour then an individual behaviour plan may be implemented which identifies their difficulties and states how best to deal with these to prevent these from escalating. This is written in conjunction with and shared with parents as well as all staff in our school.

The expertise we have access to

We have 2 teaching assistants who are trained to deliver specialist dyslexia intervention which is done on a weekly basis with some of our children who have been diagnosed with dyslexia. We also have a higher level teaching assistant who is trained to deliver EAL intervention. All of our staff are Level 2 Autism trained and our Headteacher is trained at Level 3. All of our staff have also had training on dyslexia and dyscalculia. Our learning mentor is trained to deliver Forest Schools and Dinosaur Schools which are both social and emotional interventions. She is also trained to deliver life story work and has done this with several of our children who are looked after. Our Family Support Worker is trained to deliver Webster Stratton parenting classes. Our SENCo is trained in Elklan Speech and Language support. One of our teaching assistants is trained to deliver Theraplay and is supervised monthly by a fully qualified Play therapist.

How we include your child in extra curricular activities

We welcome all children to attend activities that take place outside of the classroom. If a child has a particular need then we can alter the activities that are taking place so that are able to participate. All trips are risk assessed on an individual basis and if we feel it is necessary we allocate extra members of staff to ensure that all children’s needs are met and they are able to be included. We regularly liaise with the parents of children with special needs to ensure that we are aware of how trips or activities may affect their child and what adjustments may be needed to ensure their inclusion on these.

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

We offer extra transition visits for vulnerable children or children who have special educational needs. During these transition visits they can have a tour of the school to familiarise themselves with the building, meet their new class teacher and the children who will be in their class. We have also produced mini books for children who may have anxieties around their new school which have pictures of their new class teacher, their classroom, where the toilets are etc. If a child with special needs is moving onto a new school the SENCO will contact the SENCO in the new school and ensure all information is passed on as well as arranging meetings with parents and professionals as appropriate.

How we match our resources to your child

We have provision mapping in place for all children so that it is clear what their level of need is and what resources may be needed to support their provision. The decision on what resources are purchased and where these are allocated are made in liaison with the class teacher, the SENCO and the Head teacher. The decisions are based on the level of need of the child, what level of support the child is on i.e. do they have additional needs or an Educational, Health and Care Plan and what funding is attached to this level of need.

How we involve parents

We have an open door policy so that parents are able to come into school and speak to their child’s class teacher or another member of staff if they have any questions or concerns about your child. If your child has an Individual Education Plan (IEP) then you will be invited in to school to discuss your child’s targets and provision and also add anything that you feel is appropriate. This will happen 3 times per year or more often if it is felt that there needs to be more regular reviews of progress. We welcome parents views on the education of their child and regularly consult with you to ensure that the provision that your child is being provided with is appropriate and is having the desired impact.

How we include your child in the planning of their support

Children are involved in their target setting through discussion with their class teacher. All children who are on the SEND register are aware of their targets and are encouraged to contribute to these. Where possible children are involved in the IEP meetings that take place between parents and class teacher. For children who have a Statement of Special Needs or an Education, Health and Care Plan the SENCO will meet regularly with these children to discuss how they think they are getting on and what school can do to ensure that they have everything that they need. We encourage children to discuss their progress in school and ensure that feedback we get from children in acted upon.

General Contact Information

If you would like to discuss the progress of your child then the first point of contact would be your child’s class teacher. If you feel that this does not resolve your query then you can come in and meet with the school SENCO. If you are considering whether your child should join our school then please contact the school office who will be happy to arrange an appointment for you to meet Vicky Maples, school SENCO and inclusion manager. If you would like to discuss this on the phone then please contact 01234 302300 and ask to speak to Vicky Maples.

Contact for more information

Vicky Maples
Abbeyfields Road, Bedford, Bedfordshire, MK42 9GP
01234 302300

Record Last Reviewed On: 02/05/2017