Great Barford Lower School

Mission Statement

Great Barford Lower School aims to provide a secure, happy and effective learning environment in which children, staff, parents and governors work together for every child:

To develop their skills and talents to their full potential.
To become thoughtful and responsible members of society.

All children will be:
Provided with the maximum opportunity to learn, to acquire a broad range of skills, knowledge and understanding, and to develop their physical, social and personal skills.
Encouraged to grow in all aspects of their being, to achieve their personal potential, to promote self-esteem and respect for others and to constantly explore their individual talents.

The staff will deliver to each child the stated aims of the school through:
Preparing effective classroom activities.
Creating a disciplined, motivating, fair and secure learning environment.
Understanding the individual child’s potential, demonstrated aptitudes and building a relationship to nurture their talents.

The parents/carers will be:
Encouraged to participate in the development of the school and their children.
Provided with timely feedback on their child’s development with honesty and respect.
Given support and encouragement to work with the school on defined priorities.

The local community will:
Be provided with a school that fulfils the educational and developmental requirements required by society.
Benefit from the positive contributions made by a thoughtful and responsible school community which always acts as a good neighbour.
Be encouraged to support the school and all its efforts within the community.

The Governors will:
Ensure efficient and effective systems and procedures are operated in collaboration with staff, parents, children and the community towards the school’s aims.
Be held accountable for raising standards in school and ensuring that the potential of every child is reached.


How we support your child's learning

We pride ourselves on our friendly school environment in which all staff have an in depth knowledge of all of the pupils in our care. We have parent consultations in Autumn and Spring term and you will receive a school report in the Summer term. Class teachers are always available to speak to at the end of the day and we also host weekly drop in sessions (Wednesday 3:00pm-3:15pm), which provides you with the opportunity to meet with your child’s teacher and see your children’s work. We run curriculum evenings every 2 years; these are sessions ran for each year group and focus on strategies and ideas for supporting your child’s learning and development at home. Curriculum letters are sent home at the start of each term to inform parents of the focus for the new topic and of planned activities. Each child has a home/school link book, which enables teachers and parent/carers to share information with one another.

In addition to the above parent/carers of children with SEND have termly review meetings with the class teacher, and where appropriate the child, to discuss the child’s progress towards their targets, the effectiveness of the strategies currently in place and to discuss the next steps. Parent/carers will be given a copy of the agreed targets and interventions. Additional progress review meetings can be arranged with the class teacher and SENDCo.


Accessibility of our service

The school building is one storey and fully wheel chair accessible, with a disabled toilet and changing facility. There is a hearing loop system already installed in 1 classroom and we are committed to making reasonable adaptations to support individual’s needs as they arise. We can also translate or enlarge documents and publications on request.

The school’s disability policy is available on the school’s website:
http://www.greatbarford.beds.sch.uk/website/policies/804


How we identify SEN

All teachers complete ongoing assessment which quickly identifies children who need additional support. Termly pupil progress meetings are held between class teachers, the SENDCo and the Head teacher; this also helps to identify children who are not making sufficient progress and/or require additional support. We will always discuss initial concerns with parents/carers and equally encourage parents/carers to discuss any concerns that they may have with us. We work with parents/carers of children with SEND to set individual targets and plan additional support to enable the child to achieve these targets. We can request support from outside professionals when we feel that external help is needed.


How we support your child/young person

The SENDCo works closely with the class teachers to plan and review provision for children with SEND. Children with SEND receive additional support from teachers, Teaching Assistants and where appropriate external specialists. The nature and amount of support will differ depending on the individual need; this will be explained by the SENDCo and class teacher and outlined in the child’s individual plan.

There is a designated Governor who meets with the SENDCo to ensure that the SEND policy is fully implemented and that appropriate support for children with SEND is being provided.


How we match the curriculum to your child's needs

We provide a differentiated and personalised curriculum, which means that lessons are adapted to ensure that all children can access the learning. Depending on individual need this is done through additional resources, additional explanations/instructions, additional adult support and/or by adapting tasks and expected outcomes.


The support we give to your child's well being

We promote an inclusive ethos in which all children’s efforts are recognised and celebrated. We are committed to meeting children’s personal, social and emotional needs in order for them to be able to fully access the learning. The School implements a clear behaviour policy, which is available on the School’s website (http://www.greatbarford.beds.sch.uk/website/policies/804).

Each classroom uses their own reward system that is appropriate for the age of the children and the needs of the class. The reward systems focus on celebrating positive work and behaviour and encourages pupils to work together to achieve individual and class rewards. We provide additional provision for individuals who need support with behaviour and with the child and parents set targets and outline strategies to help the child to meet these targets.

We can administer prescribed medication to children who have a care plan or a long term medical condition diagnosed by a health professional. We can also make arrangements for parents/carers to administer medication to your child during the school day; please discuss this with a member of the office staff.

We work closely with our Family Support Advisor Donna Gower who works with families to support attendance, sleeping, diet, behaviour, emotional well being and routines.


The expertise we have access to

We are committed to the continuing professional development of all staff and match training opportunities to the needs of the staff and the needs of the pupils.

We also work closely with the Educational Psychology Team and can apply for additional support from support services and health
care professionals.


How we include your child in extra curricular activities

All children are welcome at the School’s Breakfast and After School club and extra curricular clubs offered during lunchtime and after school. The Breakfast and After School club staff are employed by the school and also work as Teaching Assistants within the classes; this helps to develop excellent relationships between staff, pupils and parents/carers. It also enables information to be easily passed on between teachers and parents/carers and helps to ensure a smooth transition between the extended care provision and the main school day. If needed we will make adjustments to ensure that all children can access and enjoy the clubs that we offer and if required the class teacher and SENDCo will liaise with the club leaders to ensure that appropriate strategies are implemented.

Risk assessments are completed prior to trips to ensure that all children will be safe and that individual needs can be met. We always ensure that individual needs are catered for; this may involve using a visual schedule, pre-teaching of what will happen on the trip, allocating additional adult support and/or pairing individuals up with the class teacher. We welcome parental advice regarding how your child is likely to cope on a trip and your ideas for extra support that they may benefit from.


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

If you are considering your child starting at our school we would invite you and your child to look round the school and to meet with Mrs Evans who is our Head teacher. If your child is starting at the beginning of a school year we would invite them to attend our roll up morning in the July before they start; this provides them with the opportunity to meet with their new class, their new teacher and to see their new classroom. We also run termly sessions for parents of children starting in our Nursery class and in July of each year we host a new parents evening for parents of children starting in the Reception class.

During the summer term a transition meeting is held between the year 4 teacher who is also the Assistant Head teacher and the Head of year 5 from the Middle school. Year 4 pupils attend a roll up day in the July before they start at Middle school; additional visits are also arranged for those children who would benefit from them. We share appropriate information with the children’s next school, including passing on copies of individual targets and support strategies.


How we match our resources to your child

Decisions about the support that your child receives are made in line with statutory guidance and through consultations with parents/carers, pupils, class teachers, the SENDCo and Head teacher. Together we will identify the support that is needed to help your child achieve their targets. Our SEND budget is allocated to make sure that all children are supported efficiently. With parents/carers and pupils, we regularly review the impact of the support and adapt the support as required.


How we involve parents

We value the in depth knowledge that parents/carers have about their children and encourage parents/carers to communicate with us regularly. As outlined in section 1 we have termly reviews for parents/carers of children with SEND and have Autumn and Spring consultations between all parents/carers and their child’s class teacher. The views of parents/carers are also sought through the questionnaire that is included in your child’s school report.

We encourage parents to become involved in the life of the school by volunteering in school and by becoming part of our ‘Friends’ committee; information about the Friends committee can be found on the school website:
http://www.greatbarford.beds.sch.uk/website/meet_the_friends_1/6737

If you would like to volunteer within school please speak to your child’s class teacher.


How we include your child in the planning of their support

Pupils with SEND are involved in the termly meetings to review their progress towards their individual targets. They are also involved in discussions about their next targets and the additional support that they require to help them meet their targets.


General Contact Information

If you have any questions or concerns relating to your child your first point of contact is your child’s class teacher. You can also contact the school’s SENDCo Sarah Morton at smorton@gbls.org.uk or via the school office. If you are considering applying for a place for your child at our school please contact the school office on 01234 870342; they will arrange a time for you to come in to meet Sarah Evans the Head teacher and to look around the school.


Contact for more information

Name:
Sarah Evans
Role:
SENDCo
Address:
Silver Street, Great Barford, Bedford, Bedfordshire, MK44 3JU
Telephone:
01234 870342
Email:
sevans@gbls.org.uk
Website:
http://www.greatbarford.beds.sch.uk