Camestone Lower School

Mission Statement

We are committed to inclusion, meeting individual needs, and the provision of the highest quality for all pupils and the efficient use of resources.


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 or SENCO. Parents and carers are actively encouraged to be partners in their child’s education and have opportunities to discuss their child’s progress through:

• informal discussions
• termly Individual Education Plan (IEP) review meetings
• telephone contact
• meetings with the SENCO and/or family support worker
• annual written reports

• The class teacher has a responsibility to plan for, teach and assess all children within their class. Teacher assessments are made each term.
• Your child’s class teacher will explain the expected progress your child should be making through the opportunities listed above.
• During IEP meetings the class teacher will explain the targets set for your child and any strategies or resources used to overcome barriers to learning. 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.


Accessibility of our service

• All classrooms at Camestone Lower are wheelchair accessible.
• Disabled changing and toilet facilities are available.
• Improvements have been made to the auditory environment to support the needs of children with sensory needs.
• 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.
• Camestone strives to secure equipment and facilities for children with SEN so they can make the best possible progress. We act swiftly on advice given to us to support the needs of our children.
• Camestone is an inclusive school and will take all reasonable steps to make it accessible to all children.


How we identify SEN

Children with SEN 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. If children are identified as not making progress in spite of Quality First Teaching they are discussed with the SENCO 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 on our SEND register.

The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. At Camestone Lower School 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;
• Attendance and Punctuality
• Health and Welfare
• EAL
• Being in receipt of Pupil Premium Grant
• Being a Looked After Child
• Being a child of Serviceman/woman


How we support your child/young person

• All children benefit from ‘Quality First Teaching’; 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 a few 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.
• The class teacher writes and reviews the IEP, seeking advice from the SENCO if necessary.
• The SENCO monitors the IEPs, checks targets are suitable and attainable and that progress from previous IEPs has been made before IEPs are finalised.
• IEPs are written 3 times a year, or more often if targets are achieved.
• Staff supporting the child with IEP targets gather evidence to show the progress made.
• Children are part of the review cycle where appropriate.
• 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. This effectiveness of interventions is discussed at pupil progress meetings.


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.
• At times children will be supported by other adults such as teaching assistants under the guidance of the class teacher.
• Specialist teachers may support your child with specific difficulties.
• Resources and equipment are used to remove barriers to learning and build on the child’s strengths.


The support we give to your child's well being

At Camestone Lower School we look at the whole child and celebrate their strengths.

• The behaviour policy promotes the emotional and social development of all pupils rewarding behaviour for learning and value based outcomes.
• Children are supported by all staff and those children with heightened needs may be supported by the family support worker also.
• The family support worker works closely with families to improve and maintain attendance, attendance is 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 and attending clubs.
• 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 may also have special educational needs (SEN) and may have a statement, or 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.


The expertise we have access to

Within our school all staff are trained in;
• Embracing Diversity
• Sounds-Write
• Numicon
• Positive Behaviour Management
• Safeguarding
• Achievement for All Structured Conversations

Specialist Staff are trained in;
• Talking Partners
• Bereavement training
• First Aid
• SENCO has achieved National Award for SEN (NASENCo award)

We seek the expertise and advice from other professionals such as;
• Speech and Language Therapists
• Occupational Therapists
• Play Therapists
• Children and Adult Mental Health (CAMH) service
• Educational Psychologists
• Behaviour Support team
• 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.
• Parents or carers will be consulted on arrangements different to the normal school day or routine so that children have an enjoyable experience.
• 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 anything.


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

Transition arrangements from class to class, across key stages and to another school:
• Consultation with parents/carers in how we can best meet the academic, emotional, medical and social needs of the child.
• Consultation with teaching staff, support staff and other lead professionals as to how we can best support the academic, emotional, medical and social needs of the child.
• Opportunities for the child and parent to have supported visits to the new setting, both prior to starting Camestone Lower School or on transitioning to middle school.
• SENCOs 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.
• Within school transition meetings and opportunities for children to meet their new teachers happen each year before transferring up to the next year group.


How we match our resources to your child

• The Senior Leadership team, including the SENCO look at the needs of the children and allocate teaching assistant hours accordingly.
• 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. The effectiveness of this support is evaluated during pupil progress meetings.
• 1:1 intervention or specialist advice is sought then put in place and monitored.
• 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 term and is analysed by the teachers, SLT and head teacher.


How we involve parents

• Parents are welcomed into the school to support with reading and school trips.
• Parents are invited to parents evenings, class performances, concerts, fabulous finishes, decoration day and other special days throughout the year.
• Parents of all children are welcome to join the PTFA or support the school through sponsored events or Christmas and Summer Fayres.


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 IEP.
• Pupil questionnaires.


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 Camestone Lower School. You can contact the following people at the school on 01234 855587where we will be happy to support you.
• Class teachers
• SENCO – Mrs K Merritt
• Head teacher – Mr P. Staynard
• Family Support Worker – Mrs A. Spalding


Contact for more information

Name:
Mrs Gillespie
Role:
SENCO
Address:
Jowitt Avenue, Kempston, Bedford, MK42 8NW
Telephone:
01234 855587
Fax:
01234 401717
Email:
office@camestoneschool.co.uk
Website:
http://camestoneschool.co.uk/contact.htm

Record Last Reviewed On: 24/11/2016