Kempston Rural Lower School
At Kempston Rural Lower School everyone is responsible for the environment in order to promote the happiness, safety and learning of all.
We will strive to provide a secure environment in which children enjoy their learning and reach their full potential, thrive and develop into confident and caring citizens.
Through a child-centred approach we aim to promote:
• High self esteem
• Spiritual and moral awareness
• Enjoyable and independent learning
• Caring individuals
In order to achieve these aims we will endeavour to:
• Treat the individual with respect
• Raise awareness to the needs of others
• Encourage children to be active in their own learning whilst developing a reflective attitude and necessary skills
• Maintain and raise standards
• Provide a broad, balanced and stimulating curriculum accessible to all
• Continue to develop our valued links with the community, the LA, the church and other external agencies
How we support your child's learning
Formal meetings will take place to discuss your child’s progress at least once each term to review IEP’s and to discuss children’s progress.
An open door policy will facilitate opportunities for you to discuss your child’s progress or additional needs as they occur.
Rigorous assessment is an integral part of our teaching and learning and this is used to inform how well your child is progressing towards their personal targets. This information will be shared with parents during formal meetings so that parents have a clear understanding of their child’s progress.
Teachers will make clear teaching strategies and the personalised differentiation that is used to allow your child to access the curriculum.
During termly meetings, your child’s teacher will discuss and agree strategies to be used at home to support your child. This may require parents to work with the teacher to receive appropriate training (e.g. using a number line or delivering pure sounds etc).
Transition meetings take place to ensure that when children move from one teacher/setting to another the receiving teacher is fully informed of the child’s strengths and area of need.
Accessibility of our service
We have a new purposefully built school premises, which fully adheres to current regulations for children with disabilities. There is changing facilities for SEN which includes a shower.
If required a translator will be sought so that parents whose first language is not English can fully engage in dialogue or in writing with matters concerning their child’s special educational needs.
Specialist equipment and facilities will be sourced necessary and financed through the SEN budget.
We have disabled parking located in the staff car park.
Information in other languages/advice will be sought from the LA, as required, to support communication with parents/ carers whose first language is not English.
The Head Teacher/SENCO decides on the deployment of resources for Special Educational Needs and Disabilities (SEND) in consultation with the school governors, on the basis of needs in the school.
How we identify SEN
Rigorous assessment is an integral part of our teaching and learning and this is used to inform how well your child is progressing towards their personal targets.
If despite a differentiated curriculum, your child continues to make less than expected progress, the class teacher will arrange a meeting to discuss concerns. Children will be given an Individual Education Plan (IEP) which identifies targets and resources and strategies necessary for these to be met. Parents are fully involved in this process and their input is a vital part of this process.
Parents are encouraged to use our open door policy to raise any concerns that they may have in relation to their child’s progress or possible special educational need that has not been identified by the school setting.
How we support your child/young person
The class teacher will plan and deliver a personalised differentiated curriculum. This is overseen and monitored by the Senior Leadership Team.
Teaching Assistants (TA) may also work with your child, either within the class or in small intervention groups. The TA will be fully qualified to deliver this support and works under the supervision of the class teacher. If intervention strategies are necessary for your child, you will be fully informed before this takes place by the class teacher.
The SENCo is fully involved in monitoring the progress made by children with SEN and relevant information is shared with the governing body.
Rigorous assessment is an integral part of our teaching and learning and this is used to inform how well our children are performing in relation to national benchmarks.
How we match the curriculum to your child's needs
Class teacher input via excellent targeted classroom teaching (High Quality First Teaching)
It is the responsibility of all Teachers to adapt the curriculum to ensure access to learning for all children in their class. Assessments are made during each lesson and this informs future planning.
Broad and balanced curriculum which is differentiated to meet individual needs and abilities
Our Teachers will use various strategies to adapt access to the curriculum, for example:
Visual cue cards and Now and Next boards
1:1 or small group support
I-pads, computers or other alternative recording devices
The school sets challenging but achievable targets for each individual child and the progress that the child makes against these targets are closely monitored.
The support we give to your child's well being
We value diversity and celebrate differences and this school ethos is mirrored in the behaviour and safety of our children.
Fully trained assistants are employed to administer medication and to provide personal care. The child’s dignity and wellbeing is our first concern.
We believe that poor behaviour is a result of an ill matched curriculum, or expectation. If your child is portraying behaviour difficulties we look for the cause rather than only deal with the unwanted behaviour. If a child suffers low self -esteem this can also cause the child to behave inappropriately. In this case we will work with parents and if necessary external agencies to support the child.
The expertise we have access to
The school seeks the support from a range of external agencies and specialists. These are listed on a link from our school website.
How we include your child in extra curricular activities
We ensure that all activities can be accessed by our children and make adjustments as necessary, to facilitate this.
Pupil premium is spent if necessary on ensuring children have an opportunity to attend trips and activities outside the classroom.
If a child with SEND is attending one of these activities, parents and carers are consulted to ensure that the child’s needs are fully met and necessary adjustments are made.
How we prepare your child to join us or transfer to another setting
Transition meetings take place to ensure that when children move from one teacher/setting to another, the receiving teacher/setting is fully informed of the child’s strengths and area of need and progress to date, along with interests and friendship groups etc.
Pre visits and social stories are used to prepare children for transition.
How we match our resources to your child
Funds from the school’s delegated budget will be used to support children with individual or small group support linked to the requirements set out in the child’s Individual Provision Map for up to 15 hours per week. This will include, an adult support working with children within and outside of the classroom, delivering tailored intervention work as required, additional lunchtime or playtime supervision etc.
If a child has an EHCP, the amount of support will be negotiated and agreed by the school setting, education authority, parent and if appropriate the child.
How we involve parents
The parents are informed and fully involved in the decision making and day to day school life of their child.
Regular meetings (at least one per term) are held to discuss progress. Written reports are also sent home each term. The Code of Practice (2014) sets out very clearly the expectation that parents will be fully involved. The school works in line with the expectations of this document and parents can view the Code of Practice (2014) via our website.
How we include your child in the planning of their support
When IEP’s are reviewed, children are consulted and encouraged to reflect on how well they have done towards meeting their targets. Before setting new targets or deciding on the best strategies and resources to use, children are asked and their opinion is taken into account. Children are expected to comment on their success against personal targets.
As part of the EHCP process, children’s views hopes and aspirations for the future are central to the document. At the time of referring a child for assessment, the SENCo and or Teacher asks the child to record or verbalise what they want to achieve through the process.
General Contact Information
1. Arrange a meeting with the child’s teacher.
2. If they are still concerned then they should talk with the SENCO, Mrs. Campbell (unless this happens to be the class teacher in which case parents should follow procedure 3).
3. If the parents are still not satisfied then a meeting with them, the Head Teacher and all the staff who work with their child will be called.
4. The parents can, if they wish, take their case to the Governing Body if they think that the school has not acted in accordance with the code of practices.
If you are uncertain whether we can meet your child’s needs, please call the school office and discuss the matter with either the Head Teacher or SENCO.
Further information can be sought through the Code of Practice (2014) and the Parent Partnership Service and the Education Authority Local Offer via link on school website.
Contact for more information
Record Last Reviewed On: 28/11/2016