Goldington Green Academy

Mission Statement

From little seeds to mighty trees; give, grow, learn, aspire!


How we support your child's learning

You will have termly meetings with your child’s teacher as well as informal meetings whenever they are needed. You will also have a written report at the end of the year, two formal parents’ consultations and a three meetings where individual pupil plans are set. This is a plan where your child’s personal targets are agreed, alongside the support your child will receive. Teachers will show you how your child is progressing and how this compares to most children of the same age. Teachers may also share information with you through a home school diary. As part of this communication we will make sure you understand the extra support we give your child and how it helps them, your views will also be included when we plan this. During the termly meetings we will also agree actions with you, for to do to support your child beyond school, and if appropriate, your child will be able to decide what they will do to support their own learning.
Your child’s teachers and the SENDCO will assess your child’s progress using observations and different assessments which are appropriate to your child’s needs. We will share your child’s achievements with you and the next steps we need to help them take. Sometimes we will need to involve other specialists such as Speech and Language Therapists, School Nurses, Educational Psychologists, Family worker or Specialist Teachers amongst others.
We offer regular parent support such as coffee mornings where issues can be talked about, alongside training such as helping your child with reading or maths, supporting behaviour or sessions with the school nurse about toilet training, sleep or medical needs. We also host parent support groups.


Accessibility of our service

Our buildings are all on the ground floor and are fully wheelchair accessible, with disabled toilets and shower facilities. We have a hearing loop installed in one classroom and are committed to making reasonable adaptations to support pupils’ needs as they arise. All classrooms have interactive whiteboards which can be easily altered to suit learners with visual impairments; all classrooms also have visualisers, resources which quickly magnify an item to be viewed. We use school budgets to purchase resources to support pupils.
Classrooms have dual language and visual information e.g. timetables. Staff use symbols to support visual communication.
We provide all materials in multiple formats and languages; our website offers a translation function. To ensure good communication we employ interpreters at parent consultation events and other key events and have strong links with support groups such as The Polish Integration Service who will translate. Our English as an Additional Language (EAL) manager meets families to complete a full induction and provides follow up support.


How we identify SEN

All class teachers know their pupils very well and use their expertise to quickly identify any concerns. Class teachers make observations and assessments and share concerns with parents. The SENDCo will also provide supportive advice. If necessary we will work with parents to create an Individual Pupil Plan with clear targets and plan some additional support or adaptations to the curriculum as appropriate. If we feel that external support is needed we will request support from outside professionals.
If parents have any concerns we have an open door policy which means we welcome you in school. Concerns can be raised with the class teacher or SENDCO, if you are still worried you can meet with the Inclusion Manger who is the Deputy Head.
As a mainstream school we support pupils with all types of special needs however we have a specialism in Autism.


How we support your child/young person

Any child with SEND will be supported by a team. This will include the SENDCo overseeing the class teacher and learning support team. In Early Years the Phase leader also supports the team in planning for the child and implementing any external advice. In Early Years a child will have a key worker and if needed a one to one support worker.
How much support a child gets will be flexible depending on their needs and this will be explained by the SENDCo and class teacher.
School Governors meet with SENDCo to be updated on provision and to look at progress of pupils. They also oversee the allocation of funding. The Inclusion Manager tracks the impact and effectiveness of all provision and makes adaptations as appropriate.


How we match the curriculum to your child's needs

We differentiate and personalise. This means that all children have access to a range of learning opportunities and teachers match lessons to their needs and preferences. We recognise that some children need more than this so make changes to support their needs. This may be providing additional resources such as special chairs, pencil grips, braille books, visual cues or ICT based resources. It may be that we alter the curriculum to make it accessible, for example planning additional social skills sessions, giving simplified learning opportunities or a completely different experience such as learning basic skills outside through Forest Schools teaching (cooking on fires, building shelters or similar). We also provide additional adult support if it is appropriate for the child. We also use specialist resources such as PECS (picture exchange system) or signing. Please see our Inclusion and Special Educational Needs policy for further details.


The support we give to your child's well being

Pastoral care is a strength of our school, pupils have access to learning mentors and additional clubs such as breakfast club to support their emotional needs. We also provide additional social clubs and therapeutic support for those pupils who need it. Children who find unstructured times such as playtimes difficult can access a lunch club or adult support, and may work with support staff to use extra resources to help them cope.
All support staff and lunchtime supervisors have first aid training and three staff are qualified in paediatric first aid at a higher level. Staff will administer medicines in line with our Supporting Pupils with Medical Needs policy, available on our website. We also provide personal care in a way which supports independence and dignity and is in line with our Safeguarding policies.
For all types of need pupils views are sought; this may be in writing or verbally or may be through pictures or visual resources. This will depend on the most method which is easiest or most meaningful for the child. A trusted adult will support your child in making their views know and make sure they can access the appropriate resources and method for doing this.
As a values based school, we work with all pupils to support behaviour choices and help pupils to be happy and calm in school. We have a clear and consistent behaviour policy which all children know. Some children need extra reward charts or behaviour plans which we work with parents to create. We do all we can to support behaviour and only exclude as a very last resort (please see our Behaviour Policy)
We have a Family worker who will support families who have issues around attendance; she will support you in overcoming any problems which stop you getting your child into school.


The expertise we have access to

We have staff with specialist qualifications in Autism, Behaviour, Sign Language and Team Teach. We have qualified learning mentors, supportive play workers, and nurture group leaders. All Teachers are also qualified to at least degree level, to teach up to Year 6.
We also work closely with play therapists, music therapists, the Behaviour Support Team, the Autism Advisory Teacher, Health Teams and Social Care. We also employ our own Educational Psychologist, Cliff Turner.


How we include your child in extra curricular activities

As an Inclusive school we ensure all children have access to experiences beyond the classroom, and this is monitored by Senior Leaders. All pupils are welcomed in clubs, and some clubs are targeted to those with additional needs to develop specific skills. Staff running the clubs liaise with the child’s teachers and parents/ carers to make sure that support strategies are in place.
We will make adaptations to ensure trips or clubs are a positive and meaningful experience for pupils with SEND. This may mean provision of extra resources such as a visual schedule for a pupil with autism or pre teaching of what will happen on a trip. We provide additional adult support should children need this. Before going on a trip we will also seek parental advice regarding how your child is likely to cope and any extra support you think will be needed. We also visit the trip venue and undertake a risk assessment. We invite parents to accompany us on a trip if we feel it would benefit the pupil.


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

We value the knowledge you have on your child and want to work closely with you to ensure that your child’s learning is effective.
When your child joins us we will involve you by asking you to share key information about your child, helping us to understand their interests, likes/dislikes and favourite toys/games/places. This sharing of information will be on going throughout your time at Goldington Green, we also ask that you share any key events or changing needs with us so we can support your child.
We will send you regular newsletters, outlining what our teaching strategies are what activities we intend to offer.
You will be invited to attend regular meetings to discuss your child’s progress and celebrate their success. At these meetings we will also discuss how to support your child as they move into the next phase / setting.
Each time your child moves to a new class the previous teacher will meet with their new teacher and share information and strategies which best support your child. The SENDCo will also support this information sharing. You will also be involved by having opportunities to meet the new teacher and visit the new class. Your child will also spend time with their new teacher and environment.
If your child is moving to a new setting, the same process will apply and a child’s achievements and areas of need shared with the new school. We will also help to organise extra visits for you and your child. If needed, we will support your child with visual ‘Social stories’ to explain the transition and explain to them what will happen.


How we match our resources to your child

Decisions about the support your child receives are made in line with statutory guidelines. The class team, SENDCo, external professionals (if appropriate) and you as parents will all be part of the decision making process. We will set targets for expected outcomes for your child and look at the best support we can give them to achieve this. We use research to help us know what works and carefully track the progress your child makes to be certain that the support is having the right impact, changing the support package if necessary. We will look carefully at your child’s needs to make sure all their special needs are supported.
Our SEND budget is allocated to make sure that all children are supported efficiently and in the best way possible. We always look for ways to support a child that gives them the most independence as we know this is best in their long term interests.


How we involve parents

We have an open door policy and encourage parents to communicate with us regularly. In addition we have termly meetings with parents of pupils with SEND alongside twice yearly parent consultations. Our parent coffee mornings are also a good chance for informal support.
Parent views are sought about key decisions for their child’s individual provision plan and we value and respect your in depth knowledge of your child.
Parent views are sought using questionnaires, surveys on our website and via the Headteacher’s parent forum. We also have a listening box on our website where you can share views and ideas.
We encourage parents to volunteer in school, hearing readers, leading sewing or cooking clubs. We also seek volunteers to accompany us on school trips or to help with the Parent Teacher and Friends association.


How we include your child in the planning of their support

Staff give pupils regular opportunities to talk about what they like/ dislike in school and how they like to learn. Staff then include these ideas in planning your child’s support. Pupils are also taught to reflect on ‘what went well’ and what would be ’even better if’. This helps them to understand themselves as a learner.
Staff get to know each child and support them appropriately in sharing their views. This may be through verbal chats, use of pictures, prompt grids, choice cards, role play, ICT or any other way that a child is able to share their thoughts in a meaningful way


General Contact Information

Your first point of contact is your child’s class teacher who will be able to help you. You can also contact the school’s SENDCo Liz Turner on: senco@goldingtongreenacademy.co.uk 01234 326335.
If you wish to contact any of the professionals working with your child (Educational Psychologists, Speech therapists etc) you will be given their direct contact details or the SENDco will set up a meeting for you.
Parent Partnership will also support you.


Contact for more information

Name:
Liz Turner
Role:
SENCO
Address:
Goldington Road, Bedford, MK41 0DP
Telephone:
01234 326335
Fax:
01234 358708
Email:
senco@goldingtongreenacademy.co.uk
Website:
http://www.goldingtongreenacademy.co.uk

Record Last Reviewed On: 25/07/2017