Great Denham Primary School

Mission Statement

At Great Denham Primary School we are dedicated to putting the family at the heart of our school and community. To this end we are committed to providing a holistic approach that meets the needs of all our pupils and their families.

How we support your child's learning

• 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; so we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
• We operate a home / school link planner which your child will bring home daily so that comments from parents and teacher can be shared and responded to when needed.
• If your child is on the SEN list they will have an IEP which contains information about how we will be supporting your child in the classroom and how you can support them at home. These documents are discussed and agreed in termly scheduled meetings with parents.
• In addition, if your child has a Statement of SEN, a formal meeting will take place once a year with parents, local authority representative and external agencies to discuss your child’s progress and a report will be written to summarise the meeting and recommend any changes to the statement itself.

As a school we measure children’s progress in learning against the new national expectations as outlined in the new National Curriculum (2014) and age related expectations.
Through continuous class teacher assessments, progress is measured 3 times a year, noting areas of improvement and where further support is needed. As a school, we track children’s progress from entry at Reception against the EYFS expectations through to Year 6, using a variety of different methods in line with the new assessment requirements.
Children who are not making expected progress are picked up through assessment point meetings (Pupil Progress Meetings) with the class teacher, SENCo and Head teacher. In these meetings a discussion takes place considering any difficulties individual children are experiencing, and what further support can be given to aid their progression.
Termly review meetings take place for children who have IEPs where progress is discussed and reviewed. At these times alternative support strategies can be considered.

Accessibility of our service

• The school site is fully wheelchair accessible with 5 disabled toilets large enough to accommodate changing and an accessible shower.
• The school teaching accommodation is on one level.
• There is disabled car parking.
• When we communicate with parents whose first language is not English we use staff within the school to interpret, as well as making use of professional Borough translators and signers etc.

How we identify SEN

At Great Denham Primary School students are identified as having SEN through a variety of ways including the following-

• Liaison with nursery schools/previous school
• Identification of children performing at below age expected levels
• Concerns raised by parents
• Concerns raised by teachers- if, for example behaviour or self-esteem is affecting performance
• Liaison with external agencies
• Health diagnosis through paediatrician
• Standardised intake assessments

How we support your child/young person

• Our SENCo oversees all support and progress of any child requiring additional support across the school.
• The class teacher will plan and oversee work for each child with SEN in their class to ensure that progress is maximised in every area.
• There may be a Teaching Assistant (TA) working with your child either individually or as part of a group.
• The class teacher or SENCo will meet with parents once a term to discuss and review any support needs.
• The Head Teacher reports to the Governors every term to inform them about the progress of students with SEN; this report does not refer to individual children and confidentiality is maintained at all times.
• One of the Governors is specifically responsible for SEN and there is a dedicated team of governors that meets regularly with the SENCo.
• The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress.

How we match the curriculum to your child's needs

• In Reception we allow children time to settle in to school, but through the EYFS- a comprehensive set of developmentally graded milestones we can quickly identify where children may need extra support or experiences to make age related expectations by the end of their time in Reception.
• All work in the classroom is pitched at an appropriate level so that all children are able to access the curriculum according to their specific needs. Teachers and support staff will use the IEPS to inform their planning for each lesson.
• In each session the work will be differentiated carefully according to the individual needs in the class. The benefit of this type of differentiation is that all children can access a lesson and learn at their level.

The support we give to your child's well being

• We are a very inclusive school. We welcome and celebrate diversity. As a staff we believe passionately in our wonderfully stimulating immersive curriculum that is great fun and personalised, which creates maximum enjoyment for all children as they work. This curriculum is crucial to promoting high self-esteem and the well being of everyone. We have an experienced, caring, supportive and understanding team looking after our students.
• The class teacher has overall responsibility for the pastoral, medical and social care of every child in his or her class; therefore this would be the parents’ first point of contact. If further support is required the teacher liaises with the SENCo for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Behaviour Support Team.

• The school also has a Family Support Worker who will work with vulnerable children and their families and liaise with External Agencies where appropriate.
• The school has a policy regarding the administration and managing of medicines on the school site.
• Parents need to contact the office staff if medication is recommended by Health Professionals to be taken during the school day and fill in a form.
• On a day-to-day basis the medicines coordinator (a trained First Aider) will oversee the administration of any medicines.
• 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.

• As a school we have a very positive approach to all types of behaviour with a clear behaviour system that is followed by all staff and students.
• The school’s Inclusion Team meets on a fortnightly basis to discuss individual students who need a variety of support to access the full curriculum.
• The Head teacher monitors attendance of every student on a daily basis. Lateness and absence are recorded and analysed to ensure that support is directed to students and families where needed.
• We are very supportive of Student Voice where we value children having opportunities to express their views on all aspects of school life. This is usually carried out through the School Council, which meets regularly to discuss issues identified by the students in school.
• Children with SEN are involved in the creation of their IEP, which will allow for their views on all aspects of their learning needs.
• If your child has a Statement of SEN their views will be sought before any annual review meetings.

The expertise we have access to

• Sensory Circuits (daily)
• Music Therapy
• Drama Therapy
• Play Therapy
• Specialist TA for Autistic Spectrum Conditions
• A specialist teacher for Dyslexia
• Family Support Worker- helping vulnerable children and their families access school in the most positive way possible
• Education Welfare Officer
• Autistic Advisory Support Team
• As a school we work closely with any external agencies that are relevant to individual student’s needs within our school including: Educational Psychologists, Behaviour Intervention; Health including – GPs, School Nurse, Hemihelp Paediatricians, Speech & Language therapists; social services, Hearing and Sensory impairment Team.

How we include your child in extra curricular activities

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

discussed and understood.
• Transition meetings with local nurseries and preschools inform us of the needs and support that your child requires.
• For children with SEN we encourage visits to assist with familiarisation to new surroundings. We would also visit them in their current setting if possible.
• If your child has complex needs or a Statement of Special Educational Need then the SENCo will attend a review meeting in nursery, preschool or school. This will help to inform and aid planning and preparation for successful transition.
• We would also encourage attendance at our series of information/ experience days including “Stay and Play” and Transfer days to support the transition of the most vulnerable students.
• We liaise closely with Staff when receiving and transferring students to different schools ensuring all relevant paperwork is passed on and all needs are

How we match our resources to your child

• We ensure that the needs of all students who have Special Educational needs are met to the best of the school’s ability with the funds available.
• We have a large team of TAs who are funded from the SEN budget and support children on a 1 to 1 basis.
• The budget is allocated on a needs basis. The children who have the most complex needs are given the most support.

How we involve parents

• We have 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.
• There are parent consultation meetings held at key points in the academic year where you are able to discuss your child with their class teacher or other key members of staff.

How we include your child in the planning of their support

• We value and celebrate children being able to express their views on all aspects of school life. This is usually carried out through the School Council.
• Children are involved in the creation of IEPs, ensuring that their personal perspective about their learning needs is included.
• If your child has a Statement of SEN their views will be sought before any annual review meetings.

General Contact Information

• Contact the school office to arrange to meet the Head Teacher Mrs Denise Burgess. Mrs Anna Spyropoulos Deputy Head and the SENCo can be involved in any discussions about how the school could meet your child’s needs.

• First point of contact would be your child’s teacher to share your concerns.
• View our SEN policy on the school website.
• Contact Parent Partnership.
• There is a link to the local authority’s offer on our school website.

Contact for more information

Bev Wilson
Great Denham Primary School, Greenkeepers Road, Great Denham, Bedford, Bedfordshire, MK40 4GG
01234 342521