Christopher Reeves C of E VA Lower School

Mission Statement

Christopher Reeves Lower School is a Church of England school and is founded on Christian principles. We are proud of our Values-based ethos and nurturing environment which we believe is the key to enabling all pupils to achieve to their full potential. We are fully inclusive and all children have access to a broad ranging cirriculum which not only emphasises the skills, understanding and knowledge associated with core subjects but also incorporates the spriritual moral, social and cultural development of every pupil. In implementing this policy, we believe pupils will be helped to overcome barriers and go on to gain confidence and self-esteem as learners, thereby having the best chance of achieving their full potential both at school and beyond.


How we support your child's learning

Parents will receive a Termly Report explaining how your child is progressing against their academic and social targets.
We hold Parent Consultation meeting once a term so you can discuss your child’s progress and we can show you examples of their work. Children are encouraged to be present for these meetings. We will also explain what we usually expect from children at that stage.
Parents can ask for additional meetings with the class teacher if they are concerned at any other time in the term.
In addition, some children with a SEND will have an Independent Education Plan (IEP) and this plan is agreed and reviewed by parents, pupil and class teacher. The actions on the plan will be delivered by class teacher and/or support staff in school, and may have support activities for parents to undertake at home. We will meet each term to review progress and plan together the next steps.
Sometimes, a pupil will have a home/school communication book so that key incidents at home or at school can be communicated quickly and confidentially. Communication by phone or email is also used where appropriate.


Accessibility of our service

Our school environment is accessible by:
Children & adults using wheelchairs – all on one level, wide opening doors, ramps, disabled toilet and changing facilities.
Children with dyslexia – staff work to guidelines for a dyslexia friendly classroom environment and from September 2014 the school will be using dyslexia friendly paper for pupils’ information and worksheets
Children with mild, moderate or high functioning autism – visual / individual cues, individual workspaces, ‘safe haven’ spaces
Children & adults with English as an additional language (EAL) – signs use clear language and visual cues, teacher expertise in developing EAL skills, translation support (on request) at Parent Consultation Meeting

Where specialist equipment is required, the school has a dedicated budget for SEND resources.


How we identify SEN

Our Early Years class, Reception, is a full part of our inclusive and accessible school. The class teacher is also the school’s SENDCo.
Before a pupil comes to school for the first time we:
Visit them in their nursery or playgroup
Visit parent and child at home
Invite children to come for a Stay and Play visit in school
Invite parents to an information evening at which they visit the classroom and outdoor area
Receive written information from the nursery, playgroup or child minder
These are all chances for us to discuss and understand your child’s needs, and any additional concerns about their transfer to school.
After that, we follow the same procedure above to identify resource and review your child’s needs so they can make progress towards the Early Learning Goals.


How we support your child/young person

Our Early Years class, Reception, is a full part of our inclusive and accessible school. The class teacher is also the school’s SENDCo.
Before a pupil comes to school for the first time we:
Visit them in their nursery or playgroup
Visit parent and child at home
Invite children to come for a Stay and Play visit in school
Invite parents to an information evening at which they visit the classroom and outdoor area
Receive written information from the nursery, playgroup or child minder
These are all chances for us to discuss and understand your child’s needs, and any additional concerns about their transfer to school.
After that, we follow the same procedure above to identify resource and review your child’s needs so they can make progress towards the Early Learning Goals.


How we match the curriculum to your child's needs

Differentiation – providing a range of levels and approaches for the same learning target – is part of high quality teaching that is delivered across the school. The teacher might:
Organise pupils into groups working at a similar level
Organise the class into small mixed ability groups
Teach a group of lower or higher achieving pupils while the teaching assistant supports the rest of the class
Arrange for a teaching assistant to support a small group of children
Give a group more time to complete work, or plan an extra challenge for another group

In addition to this, the class teacher will provide special resources or approaches according to pupil’s Individual Education Plan (IEP)

In some cases, pupils work best in a dedicated area of the classroom, to help them focus and reduce the stress of too much visual or auditory information. In other cases, pupils benefit from lots of visual cues provided in wall displays.


The support we give to your child's well being

Social and Emotional Learning
Christopher Reeves is a Values-based School and has achieved the Values Quality Mark. Values-based Education is taught in a structured way (in dedicated collective worship and in classroom lessons) and underpins all our activities and relationships throughout the school.

Medical Care
Parents are asked to complete a permission slip for medicines to be administered at school. However we do not usually administer antibiotics. Where children have longer term conditions such as asthma or diabetes, we work closely with parents to encourage and support children in taking responsibility for managing their medical needs. Our Medicines Co-ordinator is Mrs Harris.

Behaviour Support
Our behaviour policy is underpinned by our Values Education. Positive, values-based behaviour is rewarded by a range of systems including verbal praise, rewards appropriate to the pupils’ age (e.g. stickers, points, extra playtime), praise certificates in assembly, etc. When pupils’ behaviour goes against the school rules and values, teachers follow a procedure that provides many opportunities for the pupil to rethink their behaviour. If a pupil does not respond to any of the steps of this procedure, we will ask parents to come into school to discuss a way forward.

Child’s Voice
The School Council meets every week, with two members of each year group elected by the rest of the pupils, to represent their ideas and voice their concerns throughout the year. Pupils organise and record the meeting themselves with support from Mrs Fraser. They are given opportunities to make decisions that will affect all members of the school community.


The expertise we have access to

We access services from the following Bedford Borough and Northamptonshire teams, depending on where the child lives:
Educational Psychology
SEND
Behaviour and Attendance
School Nurse
Social Services
Child Protection / Safeguarding
Occupational Therapy, Physiotherapy
Child Development Clinics
GP
Paediatrician


How we include your child in extra curricular activities

As a fully inclusive school, we undertake for all children participate in all school activities. This means making sure we have enough members of staff to support children with additional needs for outdoor activities and school trips.

After school clubs are open to all children and additional support is put in place where necessary.

Occasionally parents of a child with SEND are asked to attend a day activity or residential trip, if it is felt that this would be of benefit to their child.


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

When a pupil with SEN is preparing to transfer to another school, we will put transition activities into the Individual Education Plans for the final two terms. This may involve additional visits to the new setting and an opportunity for parents to meet with relevant staff at the receiving school so that specific needs can be discussed.

The transfer to middle school has its own managed programme which every child accesses. Staff from the receiving school visit the children to discuss and answer their questions.
SEND paperwork, such as the Education Health and Care Plan, and most recent Individual Education Plans are given to and discussed with the member of staff responsible for the pupil’s support in the receiving school.

In addition, all children have a three day induction at the Middle School shortly before the end of the summer term.


How we match our resources to your child

The school is small and its SEND budget is sufficient to meet the needs of our pupils. The majority of the SEND budget is spent on staffing to ensure that staff rations support good progress for all groups of children in our mixed age classes. This may mean that some classes have a higher ratio of adults to pupils because the needs are greater. All resourcing decisions are made by the Headteacher and agreed with the Governing Body.


How we involve parents

All parents are welcome to contribute to the decision making process. We regualry seek feedback from parents both formally and informally.

To be involved in the school’s decision making you can:
Ask to speak to staff to express your ideas and/or concerns
Use Parentview – give online feedback via the Ofsted website
Be elected as a Parent Governor
Join the Parent Teacher Association (PTA)


How we include your child in the planning of their support

Children are encouraged to reflect on their learning and progress at regular intervals throughout the year, and to make suggestions about what they would like to learn next. This includes a self-evaluation which forms part of their final summer report.

SEND pupils are also involved in drawing up their Individual Education Plan. Your child will contribute by:
Saying what they can do well
Saying what they find hard
Telling us what things help them to learn
Knowing what their targets are and working towards those targets
Reviewing how they have done at the end of each term


General Contact Information

Who to contact at Christopher Reeves Lower School - 01933 353531
Class Teacher
SENDCo – Mrs Fraser
Head teacher – Mrs McNally
Governor with responsibility for SEND – Mr Fergus

Useful support services:

Parent Partnership –http://www.bedford.gov.uk/education_and_learning/parental_support/parent_partnership_service.aspx

UK Government –
https://www.gov.uk/children-with-special-educational-needs/overview


Contact for more information

Name:
Juliet Fraser
Address:
Hinwick Road, Podington, Wellingborough, Northamptonshire, NN29 7HU
Telephone:
01933 -353531
Email:
jfraser@crls.org.uk
Website:
http://www.christopher-reeves-school.co.uk