Cople Lower School

Mission Statement

Our shared vision is to provide a caring and stimulating learning environment where all children thrive and will recognise and achieve their full potential, so that they can become good citizens of the future.

We are:

A friendly, caring place where children and adults feel they make a contribution and are valued as individuals.

A safe place with good behaviour and values, where children learn respect for themselves and others.

A place where children develop a love of learning inspired by high quality teaching that builds upon strengths and talents.

A partnership between children, parents, staff, governors, other schools and the community as a whole.


How we support your child's learning

• Children’s progress tracked carefully by the class teacher. This is shared with the head-teacher each half-term. Any concerns from data will be shared with a parent by the class teacher.
• Open door policy, all staff available to talk to parents
• Curriculum newsletters with key information and coverage
• Parent’s Evenings each term with a detailed report in the Summer term
• Parents of children with SEND/IEPS invited to attend termly review meetings to help with setting the new targets


Accessibility of our service

• Building is wheelchair accessible
• Single Storey
• Disabled toilet


How we identify SEN

Regular monitoring is in place within each class. Pupil progress meetings are held each half-term. This allows the head teacher and class teacher to discuss any children who may require SEN support.

If there are any concerns then parents are advised to meet with the class teacher and then the SENDCO if required for further support and assessments.


How we support your child/young person

Appropriate intervention is planned and reviewed each half-term by the Sendco and Intervention Teacher. Parent’s are informed in writing each half-term of any intervention that their child is receiving.

The SENDCO frequently observes classrooms around the school to check appropriate SEN provision is in place.


How we match the curriculum to your child's needs

All class teachers are expected to cater for all children in their class. As we are a small village school, teachers quickly get to know most children very well. Teachers are able to adapt learning to suit the needs of the children. If they ever have any difficulties or queries, they will discuss these with the SENDCO or head teacher. Class teacher’s are aware that they are responsible for the progress of all children in their class.


The support we give to your child's well being

As a small school, children with SEND are known by all staff. All staff have basic first aid training in addition to named first aiders who have more specialised training.
We follow national guidance of administering medicine in schools. This is overseen by a named member of staff. If an SEND child has 1 to 1 support, it may be appropriate that medicine or specific care is administered by that key person. If an SEND child has specific medical care needs, then appropriate training would be sought.
The school has an inclusive behaviour policy which recognises that some children, including those with SEND, may need individualised behaviour programmes.
We work with a range of outside agencies to support children’s needs and promote inclusion. All children are included in various activities to gather their views. This may be through the use of suggestion boxes, school council, assemblies, circle times and questionnaires.


The expertise we have access to

The SENDCO is currently undertaking the ‘National Award.’

Our lead intervention teaching assistant is trained in Numicon and Sounds Write

The school receives support from a range of specialists in Bedford Borough, upon request. These include:
Educational Pyschologist, Speech and Language, CHUMS, CAMHS, Health Services, ASD support


We also have a Family Support Worker who regularly visits the school and offers coffee mornings to parents too. She will often work with vulnerable children and their families and liaise with External Agencies where appropriate.


How we include your child in extra curricular activities

All children will be offered each of the activities provided. Risk assessments will make reference to a child’s SEND when relevant. Ratios are extended to include extra support for children with SEND when needed. Activities may be adapted where necessary. We are inclusive and if we feel an individual need may impact a child on a trip then parents of the child will be invited to support the child and school in this.
Children with SEND are welcome to attend extra-curricular activites and before and afterschool care club. Additional staff are deployed if necessary and all leaders are made aware of the child’s needs.


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

The child would be invited into the setting so they become familiar with the surroundings. When the child transfers to their next setting, we will ensure that the class teacher passes on relevant assessment and personal data so that the staff at the new school are well aware of both strengths and weaknesses.

Preparation may also include extra visits from future staff to get to know your child in a familiar place and possible extra visits to the new setting in order to help your child settle in


How we match our resources to your child

All decisions made are as a result of talking to you. We talk through our concerns and share them
explaining the possible actions that can be taken. A home school book may be introduced.


After a period of time, maybe a term or less depending on the issues, we will meet and discuss how your child is getting on. Questions will be asked – are matters progressing? Can more be done? What are the next steps? A proportion of the school’s budget is allocated for special educational needs, but more can be applied for if the strict criteria set by the county council are met.

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

If there are any concerns, the class teacher will alert you initially. This will be a chat to discuss any observations and also discuss what a ‘good’ day and ‘bad’ day might look like.


In addition, if your child has an Educational Health Care Plan (EHCP), 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.


How we include your child in the planning of their support

Children regularly discuss their progress with their teachers and are involved in identifying the next steps for their learning.

Children are invited to complete pupil surveys on a regular basis and are encouraged to put suggestions in the Suggestion Box. Their views are also sought by the school council and in termly meetings.


General Contact Information

General Contact Information
• Contact the school office to arrange to meet the Head Teacher Mrs Johnson The SENDCO (Miss Parrella) 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 for more information

Name:
Danica Parrella
Address:
Willington Road, Cople, Bedford, MK44 3TH
Telephone:
01234 838827
Email:
oaks@copleschool.org.uk
Website:
http://www.copleschool.org.uk/