Riseley Lower School

Mission Statement

At Riseley C of E Lower School we are proud to be an inclusive school where we work together to challenge, inspire and motivate all children to become successful in learning for life.
We expect children and staff to share experiences based on Christian Values, so that pupils can learn effectively and reach their full potential.

How we support your child's learning

• Termly parents’ evenings
• End of year report
• Curriculum evenings e.g. reading, phonics, internet safety, maths
• School operates open door policy – parents are able to make appointments with the class teacher, SENCo or head teacher
• Children are set SMART targets (specific, measurable, achievable, realistic, time-scaled)
• Home/school link book may be appropriate
• Termly curriculum information sent to parents
• Home/School Agreement
• School website
• Weekly newsletters

Accessibility of our service

• School site is all on one level and is wheelchair accessible
• Disabled toilets are large enough to accommodate changing
• Designated disabled parking space in school car park
• Appropriate resources and equipment provided for children with specific needs e.g. pencil grips, writing slopes etc

How we identify SEN

• Child may be performing below age expected levels
• Liaison with previous schools
• Concerns raised by parents
• Concerns raised by staff
• Liaison with outside agencies
• Health diagnosis

How we support your child/young person

• Class teacher will oversee, plan and work with each child with SEND in their class to ensure progress is made
• Class teacher will meet with parents at least on a termly basis
• There may be a Learning Support Assistant working with your child (either individually or as part of a group)
• SENCo oversees support and progress of any child requiring additional support
• For further information the SENCo and head teacher are available to discuss support
• SENCo reports to governors termly
• One of the governors is responsible for SEND and meets regularly with the SENCo. They also report to the governors
• Governors agree priorities for spending with the overall aim that all children receive the support they need to make progress
• Individual education plan targets
• Care Plan may be appropriate

How we match the curriculum to your child's needs

• Work within the class is pitched at an appropriate level so that all children are able to access the curriculum. There could e.g. be 3 different levels of work set for the class, or there could be some individual differentiation etc.
• Differentiation means that all children can access a lesson.
• Class based support staff work alongside the class teacher to support children with SEND.
• Class teachers plan to deliver high quality teaching, differentiated according to differing abilities and according to the specific needs of all groups of children in their class. Teaching is based on what the child already knows, can do and can understand.
• As a school we use provision mapping to support all children in the classroom

The support we give to your child's well being

• Class teacher has overall responsibility for the pastoral, medical and social care of every child in their class
• The class teacher liaises with the SENCo for further advice/support, this may involve working with outside agencies
• Nurture group
• School has a policy regarding the administration and managing of medicines on the school site
• Parents need to contact the class teacher if medication is recommended by health professionals to be taken during school time
• On a day to day basis the office staff oversee the administration of medicines
• Staff have regular training and updates regarding conditions and medication
• Care Plan
• Teaching staff and teaching assistants, including lunchtime assistants, have had first aid training
• Good attendance is actively encouraged throughout the school
• The attendance of every child is monitored on a daily basis by the office staff. Lateness and absence are recorded and reported to the head teacher. Registers are checked by the Education Welfare Officer
• If a child has behavioural difficulties a behaviour management plan may be written to identify specific issues, put support in place and set targets. As a result of the support we give there have been no exclusions this year

The expertise we have access to

• Staff work closely with any external agencies felt to be relevant to a child’s needs e.g. behaviour intervention, speech and language therapist, Early Help Assessment, educational psychologist, school nurse, health visitor etc.

How we include your child in extra curricular activities

• All children are included in all aspects of the school curriculum, although some clubs are age specific
• We aim for all children to be included on school trips
• Risk assessments are carried out prior to any off-site activity
• Before and after school Kids’ Club is open to all children (there is a maximum of 16 places)
• Before and after school Kids’ Club is run by trained learning support assistants

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

• We encourage all new children to visit the school prior to starting
• Children with SEND will be encouraged to have further visits
• Information evenings for parents at the start of each year
• Additional transfer meeting for parents of children moving from Nursery to Reception or Reception to Year 1
• Home visits by Early Years team prior to Nursery or Reception entry
• Year 4 children attend a four day residential activity centre with other Year 4 children from Lower Schools which feed into the local Middle School
• Year 4 children attend various events at the Middle School to aid transition e.g. Arts Day, sporting events etc
• When children are preparing to leave for Middle School they have a 3 day visit. Children with SEND have an additional visit with a programme tailored to aid transition
• Middle School staff visit Year 4
• We liaise closely with the SENCo and other staff at the receiving Middle School ensuring all paperwork is passed on and individual needs are discussed and understood
• The Middle School SENCo attends relevant TAC (Team Around the Child) meetings
• Transition items are regularly discussed at cluster head teachers’ meetings

How we match our resources to your child

• Class teacher, SENCo and head teacher discuss the child’s needs and the support required
• Ensure all special educational needs are met to the best of the school’s ability with the funds available
• Recognise that different children will require different levels of support in order to bridge the gap to achieve age expected levels
• Termly pupil progress staff meetings
• LSAs funded from the SEND budget deliver programmes designed to meet children’s needs
• On-going discussion with parents
• Check impact by reviewing children’s targets and ensuring they are met
• Ensure each child is making progress against national/age expected levels
• Parents receive verbal feedback

How we involve parents

• Home/school agreements
• Parental questionnaires
• Information evenings
• Parent governor roles
• Weekly special assemblies
• Active PTA
• Monthly coffee morning
• Parent volunteers in school and on school trips
• Parental help running clubs e.g. table tennis, Speedstacks
• Nursery and Reception Friday morning ‘Stay and Play’

How we include your child in the planning of their support

• School council
• Action Plans for Learning
• Pupil questionnaires
• One to One pupil questionnaires
• Teachers’ planning for lessons often includes ideas suggested by the children

General Contact Information

• First point of contact would be the child’s teacher
• Could also arrange to meet the SENCo or the head teacher
• SEN Information Report
• If considering whether to join the school contact the school office to arrange to meet the head teacher

Contact for more information

Mrs Alex Brown
Church Lane, Riseley, Bedfordshire, MK44 1EL
01234 708218

Record Last Reviewed On: 23/05/2018