Renhold VC Lower School

Mission Statement

At Renhold Lower School we aim to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. It is the school’s policy to welcome children with special educational needs. It is estimated that 20% of children will have a special educational need at some time during their school career, be it short or long term. This may be a need for extra help in a specific subject like reading or may be an emotional difficulty following, for example, a bereavement. Renhold VC Lower School is committed to integrating children with special educational needs. It also has a policy of positive intervention for any child experiencing difficulties in any area of the curriculum.


How we support your child's learning

All children are assessed by their class teachers every half term through the school’s assessment cycle. There are two parent’s evenings each academic year and the option for a third on request. There are also three sets of written reports each year. Half-termly information booklets are sent home from class teachers which describe the content of the school curriculum and separate sheets suggesting ways to support pupils (e.g. in spelling, reading and numeracy) are sent home and are accessible via the school website. There are also lists of general targets for each class group in literacy and maths which are accessible via the school website. Children are also involved in the setting of targets and are made aware of their own individual targets for reading, writing and maths.
If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to:
- Listen to any concerns you may have.
- Plan any additional support your child may need.
- Discuss with you any referrals to outside professionals to support your child.
The school has an open-door policy by which you can discuss any concerns you have regarding your child, both educational and otherwise. The first point of contact would be the class teacher however separate appointments can be made to speak to the Headteacher, the SENCo or the Family Support Advisor.


Accessibility of our service

The school is fully compliant with DDA requirements. The school has easy access and double doors and ramps. There are two disabled toilets and changing facilities. 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 SEN.


How we identify SEN

The school’s SEND policy and the SEND Code of Practice describe the processes involved in identifying pupils who need extra help including the following:
The SENCo’s job is to support the class teacher in recognising when a child is not making the expected progress and in planning for children with SEND. The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEND issues, such as Autism Spectrum Disorder (ASD) and speech and language difficulties.

Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from the Autism Outreach Team (AoT) service. They also visit local Special Schools to observe best practice in various aspects of SEND e.g. St Johns Special School, Ridgeway School and Autism Bedford.


How we support your child/young person

As with Q4 and also: 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. As far as possible, children will be included in setting their own goals and developing strategies to meet those goals. The SENCo and Headteacher will oversee the provision of SEND via the school’s provision map and SEND policy. There is also an appointed Governor for SEND.


How we match the curriculum to your child's needs

Class teachers aim to remove barriers to learning by planning differentiated lessons according to the specific needs of all groups of children in their class and will ensure that children’s needs are met. Support staff, under the direction of the class teacher, can adapt planning to support the needs of children where necessary. Specific resources and strategies will be used to support children individually and in groups. For example by teaching new vocabulary prior to a lesson, by using adapted resources or by providing visual cues to support pupils. Planning and teaching will be adapted, on a daily basis if needed, to meet children’s learning needs. As far as possible, children will be included in setting their own goals and developing strategies to meet those goals.


The support we give to your child's well being

The class teacher is responsible for overseeing the care of individual pupils. However, we have appointed first aid trained members of staff and an overall member of staff responsible for the administration of medicines. Two staff have been trained in developing strategies to support wellbeing and are undergoing Theraplay Training.There is also a Family Support Advisor who gives additional support to families in many aspects of well-being for children. Children are encouraged to contribute their own views towards their well-being. The school follows a child-centred approach where the aspirations of the child and their family are taken into account. For example, children have pupil passports which ensure that their individual needs are highlighted and considered, these are given to every adult who comes into contact with the pupil during the school day to ensure consistency of care.


The expertise we have access to

The Headteacher and SENCo both have additional qualifications in supporting children with SEND. All teaching and support staff have received up-to-date training in literacy support. Several members of staff have received training in supporting children with Autistic Spectrum Disorders. One of our teaching assistants has a degree level qualification as Specialist Teaching Assistant in Literacy and Numeracy.
The school has a Sensory Room which is used extensively to provide therapy e.g. for children with limited communication skills. 1:1 tuition. The LA provides funding for a small cohort of individual pupils in years 3 and 4 to receive I hour per week of additional targeted support in numeracy or literacy. 1:3 Tuition : We also have two experienced teachers who deliver small group interventions in literacy and numeracy for pupils in years 1, 2, 3 and 4.

Local Authority Provision delivered in school
- Autism Outreach Service
- Educational Psychology Service
- Sensory Service for children with visual or hearing needs
- Parent Partnership Service
- SALT (Speech and Language Therapy)

Health Provision delivered in school
- School Nurse
- Occupational Therapy
- Physiotherapy
- CAMHs (Child and Adolescent Mental Health Services)
- Art Therapy


How we include your child in extra curricular activities

Our school is fully inclusive and will make every possible attempt to enable all pupils to access school trips, extended services clubs and facilities and other enrichment activities. All appropriate adults are familiar with the school’s SEND policy and are kept fully informed and involved in the planning of activities in order to enable such access. Individual pupil passports and other child-centred resources ensure that the needs of individual pupils are met as far as possible.


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

When a child joins or leaves our school we ensure that transition arrangements are made to ensure as smooth a passage to the next stage in their education as possible. Prior to joining the school teachers or teaching assistants may visit the child in their current setting and talk to other adults involved in their care. Similarly, the child will be encouraged to visit us prior to joining the school. This may take the form of visits of varying length, depending on the individual.

The SENCo will be in communication with the SENCo and class teachers from the previous or the next school so that any relevant information regarding the pupil is passed on. A discussion will be held between the Headteacher, SENCo and class teacher as well as the family of the child, and ideally the child themselves, in order to create a pupil passport so that we can quickly get to know the child and anything that is unique and special to them.


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 SEND 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, they decide what resources/training and support is needed.

The school identifies the needs of SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.


How we involve parents

We follow a child-centred approach to all of our families. We have an open-door policy by which the school can be contacted at any point (ideally first thing or last thing in the school day) regarding the welfare of our children. The school website contains a wide variety of information about various aspects of school life. Parents and other visitors are encouraged to visit the school as volunteers, e.g. by hearing children read or helping out on school trips.
When a child is considered to require additional support, parents are informed at the very earliest opportunity and included in the decision making process and at every stage from that point onwards.


How we include your child in the planning of their support

Pupil voice is of paramount importance at Renhold.
Children are involved in planning their education provision as far as possible e.g. when a school support plan (SSP) is written by a class teacher and/or SENCo, the opinions of the child are considered. They are asked to say what their strengths and areas of difficulty are and the ways in which they prefer to be helped. They are encouraged to come to any meetings regarding their education support and forms and targets are written in child-friendly language and explained to them as clearly as possible.
The school also has a very strong school council which is another avenue by which their voice can be heard. Two members of teaching staff have received training from the Nurture Group Network, on supporting the emotional health and wellbeing of pupils and are currently undergoing Theraplay Training.


General Contact Information

The Class teacher is the usual first point of contact regarding the discussion about a child. However, the Headteacher, SENCo and Family Support Worker are also available via the school office:
Tel 01234 771724
The SENCo is Mrs Andrea Ward

The Local Authorities Local Offer is available on the Bedford Borough website: https://sendguide.bedford.gov.uk/


Contact for more information

Name:
Mrs Andrea Ward
Role:
SENCo
Address:
Church End, Renhold, Bedfordshire, MK41 0LU
Telephone:
01234 771724
Email:
andrea.ward@renhold.beds.sch.uk
Website:
http://www.renhold.beds.sch.uk

Record Last Reviewed On: 23/05/2018