Beauchamp Middle School

Mission Statement

‘To create a calm and purposeful school where everyone feels valued and able to achieve their full potential’

How we support your child's learning

At Beauchamp, we operate an ‘open door policy’ where parents are encouraged to come in and speak with staff where there is a concern.

A pastoral parents evening is held in the first half of the autumn term to discuss how your child has settled in socially. An accompanying report detailing their behaviour, effort and homework is sent to all parents.

A second, academic parents evening, is held in the first half of the spring term to discuss your child’s academic progress. The point score system is explained to all parents and the expectations are made clear through subject specific ‘next step targets’. You can support these targets by ensuring homework is completed and you are welcome to contact your child’s form tutor should you wish to find out specific areas on which to work.

IPM’s are distributed on parents evening. You are welcome to take them home and look at them before signing and returning. Should you wish to discuss an IPM in more detail, you are welcome to telephone the school to arrange an appointment to discuss them.

The ‘Positive Parenting Program’ is available through links in the school. Please contact Ms McErlean, pastoral manager, should you wish to discuss this further. There is also access to this information via the Bedford Borough website too. When searching, type in ‘Triple P’.
Leaflets are also available in reception.

Accessibility of our service

The school building is accessed via ramps. There are lowered kerbs to the front of the building. Corridors are double width allowing wheelchair access. A disabled toilet is available in reception and there is a lift at the end of the year 5 corridor allowing movement between floors.

Our EAL (English as an Additional Language) co-ordinator, Mrs DeVincentis, is happy to arrange translators as and when requested.

How we identify SEN

We know the children need extra help if:
1. Concerns are raised by parents, carers, teachers or the child themselves.
2. Limited progress is being made (less than 2 points progress across an academic year, in a range of subjects).
3. There is a change in the child’s behaviour or progress.

How we support your child/young person

The SEND department liaise continually with the pastoral team. This allows staff to be aware of the needs of the children both academically and socially. Information is shared on a need to know basis to establish a broader picture of the child as a whole.

If a member of staff raises a concern, they will need to decide if this is a social or academic concern.
If it is a social concern, they will contact the pastoral manager who will then begin looking into the concern and how best to support the child and/or family.

If it is an academic concern, the member of staff will complete an SEND referral form and the SEND department will begin the Graduated Response process.
The child will receive:
1. Quality first teaching to see if the area of concern becomes less of a concern.
2. Intervention in the subject area that is identified as challenging or where least progress is being made, if quality first teaching is not having an impact.
3. External advice will be sought if interventions do not begin seeing progress made.
4. Once external advice has been acted upon, if there is still no progress, an assessment can be requested with the aim of achieving an EHCP (Education and Health Care Plan).

At all stages, parental involvement is key. We will relay any concerns to parents in a timely and appropriate way prior to any interventions taking place. We operate an open door policy whereby parents are welcome to arrange an appointment at any stage they feel necessary to come and discuss the concerns face to face.

How we match the curriculum to your child's needs

Every child in the school receives quality first teaching. Within every lesson, differentiation is planned and tailored to meet the learning objective to ensure all children can reach it. It may be that some children require simple additional resources, which are provided by the class teachers. Star challenges are provided to encourage, motivate and extend the learning of any child who has grasped a concept and effectively demonstrated their full understanding. We encourage learners from all abilities and backgrounds to attempt them in any lesson as we recognise that the children may not feel confident to do so in one lesson, but may be able to in another.

Should advice be given from professional outside agencies, the school will act upon this advice to offer the support. This may include a range of strategies, resources or training.

The support we give to your child's well being

Your child’s well-being is crucial. A positive and engaged child is more likely to be able to exceed his or her full potential rather than just meet it.

In the first instance, if we noticed a change in the behaviour, focus or overall well-being of your child, we would contact you to either discuss or arrange a meeting to discuss support we can offer. It might be that something has happened with a friend during the day and they need some support to sort things out. It might be that they have forgotten to complete a piece of homework and are struggling to manage their time. Whatever it is, we can offer advice and guidance on how to best support the children and you.

Should there appear to be more long term concerns, we will have an informal conversation with the children and encourage them to discuss their problems. Form teachers are also involved so that they are aware of any concerns and also any personal targets that may be discussed. If this were to persist, an assistant key stage leader or key stage leader would become involved. If beneficial, the pastoral manager may be notified and involved.

Only in the most serious circumstances would a member of the senior leadership team become involved

Medicines are administered in school if they are prescribed and written consent is provided from parents or carers.

Good attendance is encouraged by all staff. The class in each year group that has the best attendance each week is awarded the attendance trophy.

The school council encourage, support and represent the views of the student body.

The expertise we have access to

At times, it is necessary to work alongside external agencies to gain support and knowledge from their expertise. External agencies that the school are proud to work alongside include:
Educational Psychologists.
Autism Advisory Team.
Speech and Language Therapy.
Occupational Therapy.
Social Care Team.
CAMHS (Child and Adolescent Mental Health Service).
CHUMS (Child Bereavement, Trauma and Emotional Well-being Service).
Educational Welfare Officers
Sensory Impairment Team
0-19 Team (school nurses).
SEND team at Bedford Borough Council.

How we include your child in extra curricular activities

All children have access to all activities and school visits.
Funding may be available (on request) for residential field trips.
Risk assessments are compiled before each visit or activity takes place.
Risk assessments may be written for a specific student should the need arise.
A range of extra-curricular activities are offered at lunchtimes and after school. A timetable of these activities is sent home half termly. Places on some may be limited so a first come first serve policy is operated.

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

For children joining in year five, members of the year 5 team visit the main feeder schools to meet the children and obtain information about them from their current lower school. Information may be collected on achievement, academic strengths, hobbies such as sport, musical talents, EAL status, SEN status, nationality and languages, friendship groups and what the child is like as a person. This enables the year 5 team to organise form classes ready for September. (Some more vulnerable children may have already been up in small groups to spend some time at the school on a morning, to begin preparing them for transition a little earlier to allow them to adapt to the changes).

An activities morning is held on a Saturday morning in the autumn term. This is a taster of what children can expect to do at Beauchamp and many parents find it useful for themselves and the children in deciding which school to attend.

In July, the children have a transition day where they spend time with their new class, form teacher and have the opportunity to ask questions, have a look around the building and experience what life will be like for them when they start in September.

A new parents’ evening is then held where the parents have an opportunity to meet the form teachers and learn about how the school day works, the timings of lessons, what equipment and uniform is needed, and the best way to contact the school. At the end of the evening, parents then have the opportunity to ask any questions they may have about the school.

In year eight, transition day takes place in the summer term. The children spend either a morning or day at their new upper school to experience what school life will be like once there.

Staff email addresses are provided on the school website should parents have any questions after the evening. Tours of the school are offered at the parents’ convenience by the headteachers. Please telephone the school office to arrange one.

How we match our resources to your child

Children that currently have an Early Health Care Plan (EHCP) are given first priority with the allocation of hours of support from a teaching assistant.
The support is then informed by transition meetings with colleagues from Lower Schools and support is then given to children who may be identified as requiring additional support.

Literacy Across the Curriculum (LAC) premium funding is accessed where necessary to facilitate interests/outside agency involvement which benefit pupils.

Pupil premium funding is used to target intervention and resources to improve results across all year groups for example ‘Magic Belt’ for English and ‘Toe by Toe’ for Maths.
Children have access to a pastoral support manager through money made available through the pupil premium allocation as well as inclusion in all activities such as extra-curricular clubs and residential field trips.

Year 7 catch up money is used for pupils who didn’t meet the expected standard in Maths and English and in year 6 for small group work.

Additional information can be obtained on our school website under the navigation bar. Click on the ‘Performance’ tab and select ‘Pupil Premium’ for further information.

How we involve parents

Parental involvement and support is key. We encourage parents to contact any of our staff should the need arise and by whichever means preferred. This could be via a note in the child’s planner, an email, a telephone call or a drop in. Should parents feel that their concerns may take more than a few minutes to discuss, we encourage them to ring in to arrange an appointment.

Although parents evening is a great opportunity to discuss any concerns, we do encourage parents to contact staff sooner rather than later to ensure a more timely resolution and support should the need arise.

How we include your child in the planning of their support

All children with an IPM have termly meetings with teaching assistants that work in the SEND department. Questions about their learning are asked and are kept informal and chatty. The questions are tailored to be simple English so the children know exactly what they are being asked and can give honest and detailed answers.

Children that have and EHCP are at the heart of the review meetings. Similarly to the IPM meetings, they are asked questions about how they think they are doing academically and socially, what they would like to be able to achieve in the short term, what they would like to be able to achieve in the long term and future goals. A section is also shared where they get to hear from adults close to them what is admired about them. This allows the child to feel recognised, valued and supported.

General Contact Information

In the first instance, please contact your child’s form teacher to discuss any concerns you may have.

If there are any further questions, please feel free to contact the school to arrange an appointment with the SENDCo, the pastoral manager or head teacher.

Contact for more information

Mr Nathan Browning
Hawk Drive, Bedford, Bedfordshire, MK41 7JE
01234 300900 Ext 213
01234 300901

Record Last Reviewed On: 09/11/2016