Harrold Lower School

Mission Statement

Harrold Lower School is committed to creating a happy, safe, secure and stimulating environment, which allows the children to develop both intellectually and socially at a pace appropriate to their individual needs. We aim to encourage an enjoyment of life and develop a love of learning through the provision of an academic and social framework based on the understanding that everyone has a right to be respected; to feel safe and to learn.

How we support your child's learning

Home visits before new children start school
Home school communication book for every child checked daily
Termly parent consultations with written reports on progress, levels and next steps
Annual written school report
Information given to parents with each report on national expectations for children in each year group
Weekly meetings for parents to update on learning for the week
Links to a class page on the school website
Individual plans for children with additional needs with extra meetings at least half termly and extra if required (by parents or staff)
Regular parents evenings for introduction to new year group and then subject specific help your child to learn.
Regular newsletters
Half termly assessments in reading, writing and maths

Accessibility of our service

Wheelchair accessibility all round main areas
Disabled toilet on site
Reasonable adjustments would be made to support any children in our care from our SEN budget
Borough support would be sought for EAL parents/children

How we identify SEN

Regular assessments with tracking and monitoring of progress data
Regular observations of children
SMSC profiles completed and tracked bi-annually
Class teacher reports any concerns to SENCo and then parents
Open door policy for parents to contact staff via meeting, phone or e mail
All needs catered for
Provision map of all children identified as vulnerable completed termly by the SENCo and shared in staff meetings

How we support your child/young person

Class teachers oversee and plan the education provision
Teachers, support staff and trainees will work with children as necessary to aid progress
Roles are explained through meetings , parents evenings and information leaflets
Governors are informed through reports from SENCo and meetings between link governor and SENCo
All interventions are tracked and evaluated for impact by SENCo
Vulnerable children are highlighted on the class tracking data and monitored by SENCo, Class teacher and assessment lead

How we match the curriculum to your child's needs

All work is differentiated in every class to meet the needs of each child
Use visual aids and different styles of teaching for different learning styles
Topic curriculum approach allows for flexible approach to planning
Teachers use the method of assess, plan, do, review
Curriculum and learning environment are adapted through observing and assessing the children

The support we give to your child's well being

Permission slips are completed by main carer if children requires medication in school administered by office staff
Training for staff on specific needs e.g. epipen
Behaviour policy in place with individualised behaviour plans for children that need them
Home school agreement signed by all parents and children on entry
Attendance certificates each term for good attendance
SMSC profiles completed for every child twice a year and monitored by PSHE lead
SMSC evidence grids filled in each term and tracked by PSHE lead
Social skills groups run as needed
Social stories used as needed
School council for children to express their views
Child centred review process for statements

The expertise we have access to

Borough services e.g. educational psychologists, advisory teachers, pupil support
Speech and language therapy, occupational therapy, physiotherapy, paediatricians
Pets as therapy work in school
National tracking from NHS
Reception weight, height, hearing and sight
SENCo in school has completed the National award and the Advanced SENCo unit towards MA
Link with social services as needed

How we include your child in extra curricular activities

All activities and trips are inclusive for all
Risk assessments are completed
Staff attendence - extra as required
Parents accompany on trips
Club leaders are informed of any additional needs and provision put in place if required

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

Transition meetings between setting and school
Transition visits from setting to school with and without parents
Transition booklets, meetings, home visits
Transition forms completed by teachers and passed up with discussion
All about me form completed by parents
Setting staff can also visit once child has settled in
Meetings with relevant staff
Involve next school in review meetings
Transition visits to new school
Staff liaise between schools

How we match our resources to your child

Resources are allocated dependent on need
Discussion and review meetings with parents and other specialists
Tracking of data and evaluation of impact
SENCo oversees and coordinates resources

How we involve parents

Weekly parent meetings
Policy reviews with parent groups e.g. through questionnaires and meetings
Home school communication books for every child checked daily
Child centred review meetings
Annual general parent questionnaires

How we include your child in the planning of their support

Differentiation of planning e.g. personalised learning considering the pupils interests and needs
Pupils involved in their own target setting, next steps for learning and how to get there
Feedback with chance for discussion on work
Pupil questionnaires on subjects and provision
Child centred reviews

General Contact Information

School Office
Class Teacher
Head teacher
Local Authority

Contact for more information

Miss Laura Bertin
The Green, Harrold, Beds, MK43 7DB
01234 720312