Shortstown Primary School

Mission Statement

Shortstown Primary School is an inclusive school which has a positive impact on children’s lifelong learning and achievement through high expectations in a creative and motivating environment.


How we support your child's learning

• Regular meetings between class practitioners / keyworkers and inclusion manager.
• Individual education plans (IEP) agreed and reviewed half termly with targets and next step for the child’s development.
• Progress meetings at parent evenings and through 3 reports a year.
• Access to family support worker and inclusion manager as required to support any concerns or training needs.
• Meetings involving all professionals involved with the child’s care and development, as regularly as required.
• All agreed strategies are shared with staff involved in child’s school life and feedback received is included and discussed during the parent review meetings, or sooner if required.


Accessibility of our service

• New build which adheres to current access legislation.
• There are 5 disabled toilets and a full Hygiene room with shower facilities.
• There is a T system for hearing impaired children including a portable system.
• Interpreters are used as required to support any additional languages.
• All equipment in school is asset registers and audited yearly. Locked cupboards are also available.


How we identify SEN

• Regular assessments in the classroom and during out of hours education provides information on children’s progress in all aspects of their development.
• Any concerns will be raised with the parent and inclusion manager for further monitoring.
• Support will be agreed with the parent to help any issues at school level.
• If concerns continue, discussions with external agencies will be organised, once agreed with parents.
• Additional professional advice will be adhered to and implemented in the form on IEP’s
• As an inclusive school we are currently catering for a number of children with a variety of needs.


How we support your child/young person

• There is a Governor responsible for Special Educational needs and disabilities who liaises closely with the inclusion manager to ensure policies and procedures are implemented effectively.
• There is a Preschool manager, Early years leader and inclusion manager who communicate regularly for transition from preschool to the reception classroom.
• The Early years practitioners are available on a daily basis at the end of the day to discuss any concerns with parents.
• Meetings can be arranged regularly depending upon the support required.
• All staff and managers involved with the child will be involved in meetings with parents to provide consistent support.
• Monitoring against IEP’s and Early years assessments provide clear indicators of children’s progress. Parents will be asked to feed their observations from home into these to enable a bigger picture. Any further / ongoing support will then be agreed.
• Early years advisors and other external agencies will be invited to support as necessary.


How we match the curriculum to your child's needs

• As an all-inclusive school, all children’s needs are valued and addressed through planning and evaluation of progress.
• There are a number of in school support systems including a Nurture unit, Social skill groups, emotional groups, outdoor groups, and intervention groups for Numeracy, Literacy and children with additional language.
• The school attempts to provide more than one adult in the classroom to provide support to children’s changing needs.
• Differentiation is planned for in numerous ways for example – through the use of different resources, adult support, adapted expectations and different learning environments, including quiet spaces and outdoors.


The support we give to your child's well being

• The school employs a family support worker who works closely with the inclusion manager. Part of her role is to monitor and support families with attendance. She works closely with the education welfare team at Bedford Borough.
• The inclusion manager supports a number of emotional and social opportunities in school through group work and opportunities for external visits and workshops.
• The school has a SEND teaching assistant, trained in a variety of assessments and support techniques who helps both pupils and staff, to ensure needs are met.
• The school has a nurture unit for emotional development run by 2 members of staff, both trained and experiences in behaviour and emotional development of children.
• All staff receive behaviour training and support. She also supports children’s targets, given by external agencies, through group or 1:1 support.
• Behaviour plans are drawn up with the inclusion manager and all staff who deal with the child.
• The head teacher and Governors are informed in all processes and decisions.
• Bedford Borough education support team are utilised and external support sought.
• The school works hard with all parties to try and prevent the exclusion of any child.
• The school has been recognised as a St Johns school for first aid as the children receive first aid training and due to the number of staff trained in all levels of first aid.
• There are staff dedicated to the administration of medicines and the policies and procedures are updated to reflect current expectations, including the new DFE guidance on medical needs.
• All children are involved in IEPs, behaviour plans and medical needs decisions and supported to understand the processes. Their input is also sought before major decisions are made and agreed with them, ie: for the request for a statement or external agency support.


The expertise we have access to

• The school is received its inclusion award in 2014 and has been renewed July 2017
• All staff receive training in positive behaviour management techniques.
• There are a number of staff with training in supporting Autistic children
• A member of staff has a good knowledge of supporting children with Downs syndrome
• CACHE 5 practitioner in the preschool
• EAL courses for planning and assessment
• Sign language L2
• We have a lead member of staff for wellbeing, who works with the Nurture lead supporting children’s emotional wellbeing.
• Family support worker and inclusion manager attends network groups and the behaviour and attendance panel to share information.
• Family support worker and SEND TA provide ‘story links’ for children and parents.
• There are a number of staff and TAs trained in the principles of play therapy, music and art therapy.
• The school employs a play therapist to support children’s who may benefit from this intervention.
• The family support worker liaises with the children’s centre and facilitates the training of “Parent Puzzle” course.
• The inclusion manager has participated as a member on SEND panel and is a mentor for new SENCOs
• The Head teacher has been a representative on the exclusion panel and is a local leader in education
• The team have close links with a number of external agencies to support the different needs of the children and have up to date early help training to support families in accessing a variety of external agencies.
• All staff are safeguard trained and prevent trained.


How we include your child in extra curricular activities

• The school has a Dawn Til Dusk club, operating from 7.30am until 6.00pm daily, who welcome all children from all year groups, regardless of need. Their workers liaise with school and parents to ensure good provision.
• All children will be given the opportunity to attend any activity either in school or outside, including residential. Parents are paramount in this to ensure all needs are met and the activity also meets the child’s needs.


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

• The team around the child entering the setting will include the Head teacher, inclusion manager, class teacher and any other staff who will be supporting the child and on occasion the family support worker. The team will liaise with the child’s current setting to aid transition.
• Parents and any involved professionals will be invited to meet and discuss the child’s needs, to ensure the school can accommodate the requirements.
• Discussions between the settings will take place to ensure all records are transferred and information shared, any queries will be raised and discussed with necessary parties.
• Transition between all year groups takes place with staff sharing information, opportunities for the parents to meet new staff and understand the next expectations.
• Throughout all processes the inclusion team will assist with changes and ensure the child’s needs are being met.


How we match our resources to your child

• All resources are allocated to any individual as their need dictates.
• There are a number of processes from discussions with staff or parents who may raise a concern, assessments which may show concern over progress, or a child who may seek support.
• The school endeavours to put as much support in place to enable the child and family to succeed.
• At all parts of the process the parents’ involvement is key.
• Governors will be informed where staff and budget decisions are needed, decisions are made with evidence from practitioners dealing with the child and the reports from the inclusion team.
• All children’s progress across all aspects of the curriculum are monitored and resources allocated accordingly. Where specific resources are targeted, impact will be judged on the original outcome expectations.


How we involve parents

• Communication with parents is an important part of the school.
• There is a member of the senior team available on the main door every morning and evening. All class teachers are available at the end of the day.
• Parents can make appointments with the family support and inclusion team through the school office.
• Official parent consultation meetings are held through the year.
• Half term meetings with parents are organised to review Individual education plans and medical needs plans.


How we include your child in the planning of their support

• The inclusion team and staff will discuss children’s progress and needs with them. This is incorporated into the IEP and planning where possible.
• We have a child information board in the centre of the school which holds contact numbers for support agencies such as Child Line, NSPCC, Young carers and what to do if upset or concerned about bullying, including cyber bullying. The board also shows photos of staff in school who can help.
• There is a worry box for the children to place concerns in, this is emptied by the inclusion manager and all issues dealt with and support provided as required.
• If any issues arise the children will be supported to discuss their feelings and share their thoughts.
• There is a behaviour support group, Esafety group, student council and designated playleaders. These are all children known to the pupils who can be approached for support. The leaders and members of the group will then relay information to the relevant staff member to help solve any concerns.


General Contact Information

• School office can direct all concerns to the relevant person in the school. 01234 740881, office@shortstownprimary.co.uk
• The SENDCO is Gina Bobbett, who also holds the role of assistant head and inclusion manager. Gbobbet@shortstownprimary.co.uk
• The Head Teacher is Denise Cottam. office@shortstownprimary.co.uk
• SEND / inclusion Governor – Lesley Adams – contact via school office.


Contact for more information

Name:
Gina Bobbett
Role:
SENCo
Address:
Beauvais Square, Shortstown, Bedford, Bedfordshire, MK42 0GS
Telephone:
01234 740881
Email:
gbobbett@shortstownprimary.co.uk
Website:
http://www.shortstownprimary.co.uk

Record Last Reviewed On: 24/07/2017