Scott Lower School
Scott Lower is an inclusive school and we celebrate the fact that each and every child is unique and therefore, the educational needs of every child are different; this is especially the case for children with Special Educational Needs. We have been awarded the Inclusion Quality Mark in recognition of the fact that every child is treated as an individual.
How we support your child's learning
We have very strong links with our parents. We have an “Open Door” policy and we actively encourage our parents to talk to their child’s class teacher as soon as they need to.
We have Consultation Evenings in the Autumn and Spring terms and an optional Consultation Evening in the Summer term.
Parents are given targets and suggestions to support their children’s learning at Consultation Evenings. These targets are regularly reviewed with our parents.
We hold termly Curriculum meetings for our parents, where we can share information about how parents can support their children’s learning.
The Early Years staff write about the day’s activities on a whiteboard outside the classroom doors so that parents are aware of what the children have been doing in school.
Adult Learning is organised for our parents and is linked to supporting the adults to be able to support their own children’s learning. We also organise a Magic Parenting course to support our parents with positive behaviour management strategies. These courses are all free of charge and are organised by our family Support Worker, who is also able to offer support and advice to parents on an individual basis.
Accessibility of our service
• We recognise that accessibility is not easy at Scott Lower, as the school is built on many different levels, but our Accessibility Plan sets out our aspiration to become more accessible. We do of course, make reasonable adjustments.
• Our new classroom block is fully compliant with DDA requirements.
• There is a disabled toilet in the new classroom block.
• We ensure, where ever 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.
How we identify SEN
We know when children need additional help if:
• Concerns are raised by parents, carers, teachers or the child.
• Only limited progress is being made.
• There is a change in the child’s behaviour or progress.
If you are concerned about your child in any way, the first person you should speak to is the class teacher.
If you remain concerned, you should contact the school’s Special Educational Needs and Disability Co-ordinator, (SENDCo) Mrs Jo Sawford through the school office on: 01234 352630.
How we support your child/young person
The needs, both academic and emotional, of every child are catered for in the class teacher’s planning. All planning is differentiated to suit every child’s individual needs. Sometimes, this might include additional support from either the class teacher or teaching assistant, this could be within or outside the classroom.
• If a child has difficulties related to more specific areas of their education, they might work within a small group either with the class teacher or teaching assistant, this is known as “intervention”. The duration of the intervention is dependent on how much progress is made.
• Sometimes a pupil might need some extra specialist support from a professional outside of the school. If this is the case, a referral will be made, with parents’ consent. Any advice given by the external professional will be implemented in school as soon as possible.
• Governors monitor the effectiveness of the provision in place for our pupils identified with SEND, our SEND Link Governor makes termly visits to the school and our SENDCo produces regular reports for our Governors.
How we match the curriculum to your child's needs
• Once a child has been identified as having special needs, their work will be differentiated appropriately by the class teacher to ensure that they are able to access the curriculum more easily.
• The curriculum will be adapted following any recommendations from external professionals.
• Specialist resources or equipment would be provided to ensure that the child could access the curriculum appropriately, if necessary.
• Further strategies would be used with the child if recommended by external professionals.
The support we give to your child's well being
Our school is committed to ensuring that every child’s well-being is central to everything we do. We offer a wide range of support for children who are experiencing difficulties either at home or at school. These include:
• If the staff notice a change in a child’s behaviour or social or emotional well-being, we would meet with you to discuss the situation and plan the best way forward to support the child.
• If a child has a medical need a detailed Care Plan is put into place with the support of a member of the School nursing Team, this would be discussed with you. These plans are shared with all staff who support the child in school.
• If a child has a significant behavioural difficulty, a Behaviour plan would be implemented.
• If a child has significant difficulties with their social or emotional well-being, they might attend our Nurture Group, with parental consent.
• All children have the opportunity to develop their social and emotional skills through the use of SEAL materials, (Social and Emotional Aspects of Learning).
• Medicines are able to be administered in school, only if they are prescribed and a consent form has been signed by the parents.
• Good attendance is actively encouraged by all members of staff. The class with the best attendance keep “Jimbo” our Attendance Teddy in their classroom for a week and are named on the weekly newsletter. Our Attendance Officer is proactive in ensuring that our children’s attendance is good. Our Family Support Worker supports identified families to improve their attendance.
• Our children are encouraged to express their views and respect the views of others. Our School Council represent the views of their respective classes.
The expertise we have access to
There are times when it is necessary to work alongside external agencies to follow their expertise. The external agencies used by the school include:
• Educational Psychologists.
• Autism Advisory Team.
• Speech and Language Therapy Team.
• Occupational Therapy Team.
• Social Care Team.
• CAMHS (Child and Adolescent Mental Health Service).
• CHUMS (Child Bereavement, Trauma and Emotional Well-being Service).
• Educational Welfare Officers.
• Sensory Impairment Team.
• 0-19 Team ( School nurses).
• The SENDCO has the National SENDCO Award.
All staff receive regular training to increase their knowledge of Special Educational Needs and Disabilities.
Our Family Worker is Miss Lily Aceto.
How we include your child in extra curricular activities
All children have access to all activities and school visits.
• The class teachers identify any additional support that a child might require to enable them to access school visits.
• This additional support, whatever its nature, is then recorded on the Risk Assessment.
• The School’s Educational Visits Co-ordinator and Headteacher monitor this.
• Our Before and After School Club is available to all children, although we operate a First Come, First Served policy as places are limited.
How we prepare your child to join us or transfer to another setting
We strive to ensure that transition to our school, within our school and from our school, is as smooth as possible. We have many procedures in place to ensure that this is the case. These include:
• Home visits are offered before the children start either Nursery or Reception.
• The staffvisit local pre-schools and nurseries to discuss the children’s needs and share records.
• Parents join their children for an hour’s visit before they start Nursery and Reception.
• All children spend a transition morning or afternoon with their new teachers before the end of each academic year.
• Relevant information is shared with the receiving teachers at each transition point.
• Transition with the local Middle School starts early in the academic year.
• Additional visits are arranged for children who need more time in either their new classes or new school.
How we match our resources to your child
• The SEND budget is allocated each financial year and is allocated appropriately.
• The Headteacher, SENDCo and class teachers meet every half term, during Pupil Progress Meetings, and discuss the needs of individual children and allocate support as deemed necessary.
• Regular meetings are held with parents/ carers to discuss any additional support necessary for their child.
• Every half-term, the progress of every child is monitored to ensure that we are aware of the impact that any additional support and resources are having.
How we involve parents
We believe very much in working positively in partnership with our parents. Parents know their children better than anyone else and their views, advice and support are welcomed in school. This might be through:
• Discussions with the class teacher.
• During discussions with the SENDCo.
• During Parents’ Consultation Evenings and through informal meetings.
• Parents are able to become Parent Governors if a position arises.
• All parents are automatically able to join the PTA.
How we include your child in the planning of their support
We aim to encourage all of our children to become independent learners, who are aware of their own learning targets and know that their views are valued.
If a child has an individualised plan, their own views are included on the plan, either in a written, pictorial or scribed format.
General Contact Information
We encourage our parents to contact their child’s class teacher in the first instance to discuss their child.
If there are any further questions, it might be necessary to arrange a meeting with the SENDCo.
Contact for more information
- Mrs Jo Sawford
- Hawk Drive, Bedford, Bedfordshire, MK41 7JA
- 01234 352630
- 01234 211366
- SEN Link:
Record Last Reviewed On: 25/11/2016