Kings Oak Primary School

Mission Statement

King’s Oak Primary School a school where people are welcomed, excellence is pursued, efforts are valued, ambition is nurtured and the potential of every child is realised.


How we support your child's learning

At King’s Oak Primary School we employ an open door policy with parents so that they feel valued and welcome to come in and talk openly to staff regarding any aspect of their child’s school life. Parents are invited to join key stage assemblies celebrating ‘Achievement of the week’ every Monday.

Parent consultation evenings are offered to parents in the Autumn and Spring terms during which parents are invited to discuss their child’s progress and attainments. Written reports are sent out to parents at the end of the summer term.

Children on the SEND register have Individual Provision Plans (IPP) which are reviewed every term for children in years 1-6 and every half term for children in Nursery or Reception. Parents are invited to come into school to discuss the targets and the progress made with their child’s class teacher. The SENCO may also be present at the meeting. The views of both parents and children are sought when agreeing all IPPs.

Children who are targeted through the Achievement for All programme have targets which are discussed and agreed with parents during termly structured conversation meetings. These meetings are held during the school day with the child’s class teacher.


Accessibility of our service

• The school is fully compliant with DDA requirements.
• The Acorn/Oak Buildings are on one level with easy access, double doors and ramps.
• The King’s Building is on two levels, the upper floor is not currently accessible for wheelchair users, however classrooms and all other facilities can be accessed on the ground floor
• There is a disabled toilet, shower area and changing facilities in all three buildings.
• We ensure wherever possible that equipment used is accessible to all children regardless of their needs.
• After-school provision is accessible to all children, including those with SEND.
• Extra-curricular activities are accessible for children with SEND.
• EAL – where possible we use members of staff to translate, if we do not have access to someone in school who speaks the parents Mother Tongue we have access to limited translation services provided by the Local Authority.
• Specialist equipment – if specific equipment is required in order for a child to access the curriculum this can be purchased from the school's Special Needs where possible. In some cases funding can also be secured from the Local Authority for more specialist equipment or be provided by specialist services such as the sensory advisory service or occupational therapy.
• King’s Oak Primary houses the Borough provision for children with hearing impairments. We have access to Educational Communicators and a Teacher for the Deaf who use British sign language to support the children throughout the school day.


How we identify SEN

Where possible, the school tries to meet every pupil's needs within the classroom through quality first teaching. However, we also understand the importance of early intervention, therefore, if a child is identified as not making satisfactory progress intervention programmes may be put in place in order to support the child’s understanding of basic skills.

It may also be appropriate for the child to have an Individual Provision Plan (IPP), this will be drawn up by the class teacher, alongside the SENCO, and will outline the provision the child will receive which is additional to and different from other children in the class.

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 (SENCo).


How we support your child/young person

The class teacher will consult with the SENCO to discuss the difficulties encountered by your child. Following this an Individual Provision Programme (IPP) will be drawn up by the class teacher with a planned programme of work for the child. The class teacher will meet with parents and provide a copy of the IPP. Parents will be encouraged to share their views and the IPP can be altered if necessary.

The IPP will be written using 'child-friendly' language and shared with the child as appropriate for his/her age. A close record of progress will be kept and the child's progress towards set targets will be reviewed termly with parents.

Targets will be specific, measurable, achievable, realistic and time related (SMART) so that progress can be measured. If a child is found to be making little progress s/he will move onto the next stage of assessment, where outside agencies will be consulted for further advice and support.

Support will be provided by either the class teacher or the classroom teaching assistant, the type of support and how often this will take place if clearly identified on their IPP/Provision Plan and will be explained to parents when they meet with the class teacher to go through the IPP. If a child has a social or emotional need then this may be addressed by the child having intervention from our learning mentor. The SENCO closely monitors all children who have an IPP to ensure that they are being provided with the appropriate provision.


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 to support the needs of your child where necessary.
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 school can adapt the curriculum and learning environment to accommodate children's individual needs; this may be through the use of an individual timetable, visual timetable, individual working area or by adapting resources so that they are accessible to children who may have a specific need, such as dyslexia or a visual impairment.


The support we give to your child's well being

• King’s Oak Primary has two learning mentors who work with children who have a social or emotional barrier to learning. They provide support such as social skills groups and one to one support for children suffering emotionally, such as those children who may have been bereaved or be experiencing the breakdown of a parents’ relationship.

• We have a clear and consistent behaviour policy which focuses on encouraging and rewarding good behaviour.

At King's Oak we use the positive Good to be Green Behaviour system - outlined below:
"Its Good to be Green".
At King's Oak Primary School we encourage good behaviour and will reward it in different ways.

We strive to:
• Promote mutual respect and tolerance.
• Ensure children to take responsibility for their own actions and behaviours.
• Set standards through good examples of behaviour.
• Praise and share good behaviour both privately and publicly throug celebration assemblies, sticker charters, weekly rewards, golden time and visits to the Head Teacher.

• The school follows guidance detailed in the Local Authority’s Guide on Managing Medicines in School and Early Years Settings and with regards to administering medicines, no child under 16 should be given medicine without written parent consent. A record is also kept in a written form each time medicines are given.

• Weekly Inclusion meetings are held to monitor and discuss the needs of children; this includes the Emotional, Health and Well Being of all pupils.

• We have a robust Child Protection Policy in place, following National and LA guidelines.

• If further support is required the SENCo may be able to access outside agencies, with your agreement, through the Early Help Assessment.


The expertise we have access to

The Borough Hearing Impaired Provision is based at the school. Children identified as having significant hearing loss will benefit from individualised programmes and support as set out in their Statement of Special Educational Needs or Education, Health and Care Plan (EHCP). This support may include:

• Individual/group sessions with a Teacher of the Deaf
• Educational Communicator support within lessons

Mrs Lesley Boyle and Miss Suzie Hoefkens are the interim SENCO's at King's Oak. Both have the National Award for SENCO's and have significant experience in Early Years and Primary Special Needs work. Miss Hoefkens is responsible for Reception and Key Stage 1 and Mrs Boyle is responsible for Key Stage 2.


How we include your child in extra curricular activities

King’s Oak Primary encourage all children to take part in activities that take place outside the classroom. If a child has a particular need then activities are differentiated in order to allow the child to be able to participate.

All visits are risk assessed on an individual basis and if we feel it is necessary we allocate extra members of staff to ensure that all children's needs are met and they are able to be included.

We liaise with the parents of children with special needs so that we are aware of how trips or activities may affect their child and what adjustments may be needed to ensure they are included.


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

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

If your child is joining us from another school:
• The SENCo will visit pre-schools with the Foundation Stage Leader when appropriate.
• If your child would be helped by a book/photographs 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 SENCo 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 SENCo from the new school.
• We will make sure that all records about your child are passed on as soon as possible.

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. IPPs/Personal Targets will be shared with the new teacher.
• If appropriate/possible your child will be have taster sessions with his/her new teacher.

In Year 6:
• The SENCo will discuss the specific needs of your child with the SENCo of the child’s secondary school. In most cases, a transition review meeting, to which you will be invited, will take place with the SENCo from the new school.
• our 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.


How we match our resources to your child

The school budget, received from Bedford Borough LA, includes money for supporting children with SEND.
The Head Teacher decides on the deployment of resources for Special Educational Needs or Disabilities, in consultation with the school governors on the basis of needs in the school.

The Head Teacher and the SENCo discuss all the information they have about SEND in the school, including:
• the children getting extra support already
• the children needing extra support
• the children who have been identified as not making as much progress as would be expected

From this information, the school identifies the support, training and resources needed.

The decisions are based on the level of need of the child, what level of support the child is on i.e. do they have additional needs or an Educational, Health and Care Plan and what funding is attached to this level of need.


How we involve parents

We have an open door policy so that parents are able to come into school and speak to their child's class teacher or another member of staff if they have any questions or concerns about your child.

If your child has an Individual Provision Plan (IPP) then you will be invited in to school to discuss your child's targets and provision and also add anything that you feel is appropriate. This will happen 3 times per year or more often if it is felt that there needs to be more regular reviews of progress. We welcome parent’s views on the education of their child and regularly consult with you to ensure that the provision that your child is being provided with is appropriate and is having the desired impact.


How we include your child in the planning of their support

Children are involved in their target setting through discussion with their class teacher. All children who are on the SEND register are aware of their targets and are encouraged to contribute to these. For children who have a Statement of Special Needs or an Education, Health and Care Plan the SENCO will meet regularly with these children to discuss how they think they are getting on and what school can do to ensure that they have everything that they need. We encourage children to discuss their progress in school and ensure that feedback we get from children in acted upon.


General Contact Information

The first point of contact is the main office who can then contact the necessary people or inform you of setting arrangements and key information.

If parents have any concerns we encourage them to speak to their child’s class teacher directly or to discuss their concerns with the Inclusion Lead/SENCO.

Our school website holds all the key information and contact details for parents. There is also a link to Bedford Borough Council’s Local Offer from our school website which can be found alongside the school’s SEND Information Report.

Bedford Borough’s website provides further information on the Local Offer and provides names of support services that provide parents with more information for instance Parent Partnership arrangements.


Contact for more information

Name:
Lesley Boyle / Suzie Hoefkens
Role:
SENCO's
Address:
Oak Road, Bedford, Bedfordshire, MK42 0HH
Telephone:
01234 220480
Fax:
01234 220481
Email:
enquiries@kingsoakprimary.co.uk
Website:
http://www.kingsoakprimary.co.uk

Record Last Reviewed On: 12/07/2017