Sharnbrook John Gibbard Lower School

Mission Statement

We aim to create a school community in which every child matters and thrives. We provide each child with the opportunity for growth – personal, emotional and intellectual. We aim to ensure that every child fulfils their potential and has the opportunity to excel. At Sharnbrook John Gibbard Lower School we all work together to create an exciting and stimulating learning adventure for everyone.


How we support your child's learning

Your child’s progress will be continually monitored by the class teacher. Their progress will be reviewed formally with the Head teacher and SENDCo every term in reading, writing and numeracy.

If your child is in Reception or above, a more sensitive assessment tool can be used, which shows their attainment in more detail – breaking learning down into smaller steps (PIVATS – Performance Indicators for Value Added Target Setting).

At the end of key stage 1 (i.e. at the end of year 2), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.

Where necessary, children will have an IEP based on targets set by outside agencies specific to their needs. Targets will be designed to accelerate learning and close the gap. Progress against these targets will be reviewed regularly, evidence for judgements assessed and a future plan (next steps) made.

The progress of children with an EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.

The SENDCo will also check that your child is making good progress within any individual work and in any group that they take part in.

Regular book scrutinies and lesson observations will be carried out by the SENDCo and other members of the Senior Leadership Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.


Accessibility of our service

• The school is fully compliant with DDA requirements.
• The school is on different levels but there is easy access via a ramp and double doors.
• The front desk has a wheel-chair height section and is DDA compliant.
• There are two disabled toilets.
• Where there are steps or a ramp there are hand rails. Externally there are textured paving slabs for additional safety.
• Steps are edged in yellow paint to aid visual impairment.
• We ensure where ever possible that equipment used is accessible to all children regardless of their needs.
• Before and After-school provision is accessible to all children, including those with SEND.
• Extra-curricular activities are accessible for children with SEND.
• All classrooms have carpets and blinds to absorb sound.


How we identify SEN

If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to

• Listen to any concerns you may have.
• Ensure you know how to support your child at home
• Plan any additional support your child may need.
• Discuss with you any referrals to outside professionals to support your child

If you have concerns about your child’s progress, you should speak to your child’s class teacher initially. If you continue to be concerned that your child is not making progress, you may speak to the Special Education Needs Disabilities Co-ordinator (SENDCo) or the Head teacher. The school SEND Governor can also be contacted for support.


How we support your child/young person

The types of support available:

a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching). For your child this would mean

• That the teacher has the highest possible expectations for your child and all pupils in their class.
• That all teaching is built on what your child already knows, can do and can understand.
• That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning, using IT.
• That specific strategies (which may be suggested by the SENDCo) are in place to support your child to learn.
• Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
• Specific group work
• Intervention which may be in the classroom or a group room and run by a teacher or a teaching assistant (TA).

b) Specialist groups run by outside agencies, e.g. Speech and Language therapy.

This means a pupil has been identified by the SENDCo or class teacher as needing some extra specialist support in school from a professional outside the school. This may be from Local Authority services, such as the Behaviour Support Team or Sensory Service (for students with a hearing or visual need) or agencies such as the Education Psychology Service (EPS).

What could happen:
You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.

The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.

c) Specified Individual support. This type of support is available for children whose learning needs are severe, complex and lifelong.

This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching. This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Your child will also need specialist support in school from a professional outside the school. This may be from Local Authority central services such as the Behaviour Support or Sensory Service (for students with a hearing or visual need) or outside agencies such as the Speech and Language Therapy (SALT) Service.

For your child this would mean
• The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
• After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.


How we match the curriculum to your child's needs

Class teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child’s needs are met.

Support staff, under the direction of the class teacher, can adapt planning specifically to support the needs of your child where necessary and prepare additional resources..

Specific resources and strategies will be used to support your child individually and in groups.

Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs.


The support we give to your child's well being

We have a school policy (available on request) for the administration of medicines which follows local guidelines. Many of our staff are First Aid trained and we all have regular training on administering Epi-Pens.

One of the administration team oversees, registers and, with the Head teacher monitors attendance. If a child is causing concern then the Head teacher speaks to the parent to find out the cause.

We have whole school policies to support behaviour so that everyone is familiar with rewards and sanctions. Children who would benefit from additional pastoral support are offered a place in a “Treasure Group” this is a nurture group which helps children to gain confidence, develop resilience and express their feelings.

We also use the expertise of the local authority for specific areas such as Behaviour Support, Child bereavement and emotional wellbeing service.


The expertise we have access to

School provision:
• An additional teacher is responsible for teaching SEND groups/individuals on a part-time basis.
• Teaching Assistants often working in a quiet space, with either individual children or small groups.
• IT support in the form of writing, maths, phonics and spelling programmes, is delivered by teaching assistants small group or individual sessions, according to need.
• Teaching Assistants offering support for children with emotional and social development through our “Treasure Groups”

Local Authority Provision delivered in school:
• Autism Outreach Service
• Educational Psychology Service
• Sensory Service for children with visual or hearing needs
• Speech and Language Therapy


How we include your child in extra curricular activities

Wherever possible we try to involve parents in planning trips as they have so much knowledge about their child and can anticipate their needs. All children are invited to attend trips. Sometimes particularly for a sporting event, we are only asked to send a certain number on a team but we try to share out these opportunities.

Sometimes we telephone parents when we are out on a trip, just to reassure them. Sometimes parents accompany their child on the trip.

All children are welcome to attend Before and After School Club. Those who need it are allocated an additional adult.


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

We recognize that transitions can be difficult for a child with SEND and we take steps to ensure that any transition is as smooth as possible.

If your child is joining us from another school:
• The SENDCo will visit pre-schools when appropriate.
• If your child would be helped by a book to support them in understand moving on, then one will be made for them.
• Your child will be able to visit our school and stay for a taster session, if this is appropriate.

If your child is moving to another school:
• We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENDCo from the new school.
• We will make sure that all records about your child are passed on as soon as possible.
• If your child would be helped by a book to support them in understand moving on, then one will be made for them.

When moving classes in school:
• Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. IEPs/Provision Map will be shared with the new teacher.
• If it helps, a book will be made to support them in understand moving on.
• Teachers and TA’s will hold joint transfer meetings so that details can be shared fully.

In Year 4:
The SENDCo will discuss the specific needs of your child with the SENDCo of the child’s middle school. Where appropriate, a transition review meeting to which you will be invited will take place with the SENDCo from the new school.

Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
Where possible, your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school.

If your child would be helped by a book to support them in understand moving on, then one will be made for them.


How we match our resources to your child

Support for children is decided between the school staff who are involved in the day to day provision. Parents are always asked their opinion. Following assessments, teachers meet with the Head and SENDCo at a Pupil Progress Meeting. The progress of all children is discussed and we talk about which children would benefit from further support. Often this support is allocating one-to-one support with a trained Teaching Assistant or with our additional teacher. We discuss and agree the programme which would best suit the child, for example a younger child with a speech problem might benefit from a short, daily programme which could be continued at home over the weekend. An older pupil might benefit from 3 longer sessions over the school week. Staff report this back to parents so that you are aware of our actions and can further support your child at home. This joined up approach is essential.
Often this type of additional support will last for the half term. We are careful to date work and make notes on the progress made so that we can track the impact. This helps us decide what we need to do next.


How we involve parents

We welcome parents into the school and offer opportunities to help out in class. Sometimes parents are invited into lessons to see how different skills are taught, in order to better support children at home.

Parents are able to meet with the SENDCo or send the SENDCo an email on progress checks, whether academic or personal development at any time throughout the year.

Parents are invited to SEND parent consultation meetings during the Autumn and the Spring term. Parents and children are invited to be part of review meetings when reviewing and discussing IEP/IPP progress and new targets. Parents are always included in annual reviews. We show video clips of the children during annual reviews if they are not able to attend the meetings. Questionnaires are sent out to evaluate our service and to ensure that we grow and adapt our approach and provision with the demands of our pupils and parents.


How we include your child in the planning of their support

During review meetings we make sure that we know the pupils strengths and try to ensure that pupils can have access to things that they enjoy and are good at as well as receiving support for weaker areas. Children will often request an intervention to suit their needs through discussions with the SENCo and support staff; pupil voice is paramount.

We also provide Treasure Groups to enhance children’s self esteem

IEPs are regularly discussed with the pupil both to review their progress and share next steps.


General Contact Information

If you want to contact us to discuss your child or whether you are considering joining our school please contact the Head teacher or SENDCo on Tel: 01234 781328 so that we can arrange to meet with you.

We operate an open door approach at school and all parents are welcomed into the school. We do try to be available to answer queries and concerns as soon as possible.

We have published our Parents’ Information report 2014 on our school website under the tab Statutory Information


Contact for more information

Name:
Mrs Susan Osborne
Role:
SENDCo
Address:
High Street, Sharnbrook, Bedfordshire, MK44 1PF
Telephone:
01234 781328
Email:
sosborne@johngibbard.lpplus.net
Website:
http://https://nbstcloud.lpplus.net/website/JohnGibbard/Pages/home.aspx

Record Last Reviewed On: 20/01/2016