Wootton Lower School

Mission Statement

Wootton Lower School values the abilities and achievements of all its pupils regardless of gender, race and/or disability. We are committed to discovering and providing the best learning conditions for each pupil, promoting development in understanding and social maturity alongside their peers wherever possible.
We believe that all pupils have the same entitlement to the full range of the school curriculum, and we are committed to making this accessible to all our pupils through differentiation and varied teaching styles, according to individual needs.
At Wootton Lower School we embrace the fact that every child is different and therefore, the educational needs of every child is different; this is certainly the case for children with Special Educational Needs and/or Disabilities.

How we support your child's learning

- We believe in working closely with parents. This starts in Reception with the home visits before your child starts our school. There are twice yearly parent consultation evenings to discuss your child's progress. We encourage informal contact through the year with your child's class teacher.
- We hold parent information evenings for parents on phonics, reading and maths. Some of these have been recorded and can be found on our website.
- At the start of each year we hold a 'meet the teacher' event for parents to get to know their child's class teacher at the very start of the school year.
- Each child has a reading diary to record what your child has been reading. There is also an opportunity for you to comment on their reading in the diary.
- At the start of each term a topic web is sent home to parents informing you what your child will be learning.
- When a child has an Individual Education Plan (IEP) the parents or carers, the class teacher, the child and Special Educational Needs Coordinator (SENCO) if necessary are all involved in termly planning and review meetings.
- The SENCO tracks the levels of the children with Special Educational Needs and/or Disabilities (SEND) termly and discusses with the class teacher any modifications or adaptations to support which are necessary. Any changes are discussed with parents at IEP review meetings.
- Each child receives an end of year report as well as interim reports in the spring and autumn terms.
- Parents can arrange meet the SENCO and class teacher anytime to discuss any concerns.
- The SENCO monitors the teaching of children with SEND by observing lessons and children working with Learning Support Assistants (LSAs).

Accessibility of our service

- Our school is on a single level and accessible by wheelchairs.
- There is a disabled toilet.
- For parents whose first language is not English, endeavors are made to produce documentation in other languages upon request.
- Equipment and facilities, like specialist chairs or hearing loops are provided for children with SEN and/or disabilities by the school.
- Teachers plan and deliver the curriculum so it can be accessed by all learners, making good use of visual resources to aid understanding.
- The school has an accessibility policy which is reviewed annually to ensure the school site remains inclusive

How we identify SEN

- Children are continually assessed by their class teacher. Each term teachers meet with a member of the Senior Leadership Team to look at all children's progress. If a child is not making expected progress, then the SENCO will become involved and discuss with the class teacher whether the child may have any Special Educational Needs. Parents will also be involved in these discussions.
- If a teacher has a concern over a particular child, they will discuss this with the parents and SENCO.
- A child is identified as having Special Educational Needs (SEN) if their learning or disability calls for special educational provision which would be different from or additional to that which is normally available to pupils of the same age.
- At Wootton Lower School, we work closely with parents and carers to discuss any concerns they may have over their child. If a parent or carer has any concerns over their child, we encourage them to speak to their child's class teacher as soon as possible. We also encourage parents and carers to keep us informed of any changes in their circumstances that might affect their child's wellbeing.
- Parents and carers are welcome to meet with the SENCO at any time. If more convenient, they can write, telephone or email.

How we support your child/young person

- The class teacher is responsible for all children, whatever their needs are.
- The class teacher plans the curriculum. They then adapt their planning so it meets the needs of all children in the class.
- If a child has an IEP, this is monitored by the SENCO. Parents meet termly with teachers (and the SENCO if required) to discuss their child's IEP.
- If a child is not making expected progress then short term intervention is planned for groups of learners or individuals. This is usually taught by Higher Level Teaching Assistants (HLTAs) or Learning Support Assistants (LSAs).
- The SENCO works closely with the Governor who has responsibility for SEN to ensure children are making progress and all statutory duties are being fulfilled. This Governor reports back to the whole Governing Body.
- The SENCO analysises the progress of all children with SEN each half term to ensure the provision put in place for these children is effective.

How we match the curriculum to your child's needs

- At Wootton Lower School we endeavour to make all our lessons outstanding so each lesson meets the needs of all learners.
- We plan a topic based curriculum which aims to stimulate and engage all our learners. Teachers consider children's strengths and interests, endeavouring to produce a personalised curriculum.
- All children learn differently so teachers use a variety of teaching styles to meet different children's needs.
- Lessons are differentiated to meet the needs of all learners. This means the teacher gives children adapted activities so all are learning the same concept but some at a more simplified or more challenging level.
- At Wootton Lower School we embrace a -growth mindset- approach where every child and adult believes they can achieve.
- We use a combination of whole class, group, paired and individual learning. Sometimes this is mixed ability and sometimes children work in ability groups.
• The school environment has been developed and adapted to optimise small group learning, within the learning village, an outdoor cabin and a nurture room.

The support we give to your child's well being

- At Wootton Lower School, we believe a child's well being to be paramount. We are a values school, which means we all believe in living by values such as friendship, respect, trust and perseverance which creates a culture where every child appreciates each others individuality.
- If a child has a particular worry, they can place it in 'Ben's Worry Box', which is checked daily by staff. A member of staff and Ben (the puppet) will then speak to that child about their worry.
- We have a nurture room where children who have emotional difficulties can take themselves to if they need some quiet time.
- Medicines are managed in school in accordance with the Guidance on managing medicines in schools and early years settings.
- The school has many trained first aiders. Each classroom is equipped with a first aid kit. First aid kits and medicines are taken on school visits and a first aider will always be present.
- The school has a behaviour policy which focuses on rewarding positive behaviour and showing our values. If a child needs additional help with their behaviour, then a behaviour plan and any necessary support is put in place.
- Children's attendance is monitored closely. If the school has not been informed of an absence, then a member of the office staff will phone home. The school meets half termly with the Education Welfare Officer to monitor attendance.
- Children are encouraged to be present at their IEP review meeting to share their views.
- All children, regardless of ability are encouraged to run for election for the school council.
- The Headteacher meets with the children who have been celebrated that week in our Celebration Assembly for afternoon tea. This is an opportunity for children to share their views about the school. Children would have been celebrated for showing our values or trying really hard with their learning.

The expertise we have access to

- We have a Speech and Language Therapist who assesses all children on entry to our school. If needed, speech and language plans are then put in place. Parents are involved in these initial assessments and have an opportunity to meet with the therapist.
- Where necessary, we access a wide range of services to support our children with SEND. These include the Child Development Centre, Family Intensive Support Service, Educational Psychology Services. CHUMS Emotional and Well-Being and Bereavement Services, Occupational Therapists, Physiotherapists and Autistic Advisory Teachers.

How we include your child in extra curricular activities

- Educational Visits are inclusive for all children. Additional adults will support specific children where necessary.
- When planning Educational Visits, teachers have to consider children with SEND.
- All children are welcome to our school clubs. However, there is high demand for some clubs which means not all children can attend these clubs all of the time.
- The school runs an inclusive Breakfast Club. There is also an inclusive After School Club at our school.

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

- Before children start our reception class, they are visited at home by their reception class teacher. Where necessary, the SENCO will also visit these families. This is an opportunity for the parents and children to meet the teachers and discuss any concerns they may have.
- There is an open evening for parents whose children are starting in our reception class. This is a chance for them to familiarise themselves with the staff and the setting.
- For a child with SEND additional meetings and visits may be necessary to ensure the parents and children feel ready to start at our school.
- Families wishing to some to our school can telephone the school office to arrange a visit where our year 4 children will be delighted to give them a guided tour. There is also an opportunity to meet with the Headteacher.
- Transition meetings are held between the SENCO and the SENCO of the new school, where a child with SEND is moving school.
- Parents are welcome to meet with the SENCO if they wish to discuss potential schools for their child when they leave our school.
- All children's past and current IEPs and any other relevant paperwork is passed onto new schools.
- Year 4 teachers prepare all their children for middle school by talking about the schools and answering questions or concerns the children may have. If necessary, additional visits are planned for children who have SEND. LSAs will work with children who have difficulty with change. Photos of the new setting are shared with these children so they can become familiar.
- Teachers meet with the child's previous teacher to discuss the specific needs of the children with SEND.
- Where appropriate, transition booklets are provided for children who need support with moving to a new year group.

How we match our resources to your child

- Teachers plan differentiated work for their class and judge where additional support is needed.
- The class teacher decides where Learning Support Assistants will provide additional support.
- For a child with SEN, the class teacher and SENCO will decide what additional support the child will need. This is based on a graduated approach. Progress is monitored half termly and then support is modified or adapted.
- Parents are informed of any change in levels of support.
- If a child needs specialist resources, this will be acquired through the SEN budget.

How we involve parents

- The School has an active Parent Teacher Association and parents are members of the Governing Body.
- An annual parent questionnaire is sent out to all parents and carers by the Governing Body. Findings are published on the schoo's website. The Governors and Senior Leadership Team endeavour to address any concerns parents have.
- The Headteacher greets the children and families as they arrive for each school day. He is also available for private meetings.
- The SENCO is full time always available for discussions.
- The school has a Family Support Advisor, who parents are welcome to meet with each morning.
- The class teachers see the parents and carers at the end of each day. Parents are welcome to have an informal chat with teachers at this time or are welcome to make an appointment with the school office for another time.

How we include your child in the planning of their support

- All children have targets in numeracy and literacy and are encouraged to self assess as to whether they have met these targets or not.
- There is an active school council made up of children from all year groups. The children decide what their projects will be.
- At Wootton Lower School all reception children have a year 4 'buddy' who helps them in school.
- Children who have SEND are involved in the reviewing and planning of their IEPs.

General Contact Information

- To make an appointment to visit the school, please telephone the school office.
- Your first point of contact if you want to discuss anything regarding your child is your child's class teacher.
- If you have any queries regarding your child's Special Educational Needs, the SENCO is always available through telephone conversations, face to face meetings or email. Contact details are available at the start of this document.
- The schools Family Support Advisor is available for support.
- The Parent Partnership Service is available for advice.
Email parent.partnership@bedford.gov.uk

Contact for more information

Wendy Burnett
Wootton Lower School, Bedford Road/Harris Way, Wootton, Bedford, MK43 9JT
01234 768239
01234 764389

Record Last Reviewed On: 29/01/2018