Kymbrook Lower School

Mission Statement

Our Federation is committed to providing an excellent, enriched, enjoyable education to all the children attending our schools. We believe that all children, regardless of race, gender, social status, special educational need or disability, share a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and have the right to be fully included in all aspects of school life.

We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.

We are committed to inclusion. Part of the schools strategic planning for improvement is to develop cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.

This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs. Creating truly personalised ways into learning.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:

• girls and boys, men and women
• minority ethnic and faith groups, Travelers, asylum seekers and refugees
• learners who need support to learn English as an additional language (EAL)
• learners with special educational needs
• learners who are disabled
• those who are able learners
• those who are children looked after by the local authority and adopted children
• others such as those who are sick; those who are young carers; those who are in families under stress; pregnant school girls and teenage mothers
• any learners who are at risk of disaffection and exclusion

How we support your child's learning

• Staff and parents/carers will work together to support pupils identified as having additional needs.

• Parents/carers will be involved at all stages of the education planning process. An appointment will be made by the class teacher to meet all parents/ carers whose children are being recorded as having additional needs. The SENCO will attend this meeting if the school or the parent thinks this is appropriate.

• At review meetings with parents/carers we try to always make sure that the childs strengths as well as weaknesses are discussed. Where we make suggestions as to how parents/carers can help at home, these are specific and achievable and that all parents/carers go away from the meeting clear about the action to be taken and the way in which outcomes will be monitored and reviewed.

• ALP /EHCP targets will include targets to work towards at home, and parents/carers are always invited to contribute their views to the review process. All ALPs /EHCP’s and reviews will be copied and sent to parents/carers after meetings.

• Ideas and materials for supporting learning at home will be discussed with parents/carers and distributed on request. Parents/carers will also be invited to work alongside pupils in the classroom where this is appropriate.

• Curriculum workshops are offered for parents/carers to attend.

• Parents/carers evenings provide regular opportunities to discuss concerns and progress. Parents/carers are able to make other appointments on request.

• Regular communication between school and home will ensure that concerns are promptly acted on.

Accessibility of our service

The school is a remote rural school in North Bedfordshire. We do have a Borough run bus service through selected local villages, however anyone else choosing to commute would need to be able to provide their own transport arrangement.

The school itself is a victorian building with a modern school hall. The school is accessible with disabled toilets in the main building and the school hall. The school has acoustically good classrooms. The school is set in three seperate buildings and accss between the three is good.

How we identify SEN

Identification and Assessment Arrangements, Monitoring and Review Procedures.

The schools systems for regularly observing, assessing and recording the progress of all children is used to identify children who are not progressing satisfactorily and who may have additional needs. The schools also pay full attention to identification/referrals from parents, carers and health professionals.

• Baseline assessment results (PiP’s) & Follow Up Baseline.
• Progress measured against the objectives in the National Literacy and Numeracy Strategies and New National Curriculum 2014.
• National Curriculum descriptors for the end of a key stage / alongside ‘Milestone’ indicators in line with the New National requirements 2014.
• Progress measured against the P level descriptors
• Standardised screening and assessment tools
• Observations of behavioural, emotional and social development
• An existing EHCP or external assessments
• Assessments by a specialist service, such as educational psychology, identifying additional needs
• Another school or LEA which has identified or has provided for additional needs

Based on the schools observations and assessment data and following a discussion between the class teacher, SENCO and parent, the child may be recorded as needing either:

1. Differentiated curriculum support within the class
2. Additional support through Action for Learning Progress provision, which could include small group work, 'rapid' interventions, nurture group work, alterations to environment.
3. 1-1 tuition provision.
4. EBD provisions e.g. 'Dinosaur School' when appropriate.

How we support your child/young person

Core Offer.
To All Pupils we offer:- 'Stage not Age' Sounds Write Groups.

Early Identification via Durham University Pips.

Strong Emphasis on Skills Acquisition.

Well differentiated class teaching.

On site CHUMS trained counsellor.

Access to wrap around care and After School Clubs.

To Early identified we offer:- The above plus:-

Small Groups Early Intervention yr 1 up.

'Rapid Support' Schemes for small groups.

Webster Startton 'Dinosaur School' Strategy.

A range of screeners including:- Dyslexic, Early Number and Pupil Interactive Reading Assessment and Boxall Profiles to identify needs.

To Pupils needing intensive supprt we offer:- The above plus:-

1-1 tuition in school to encourage 'keep up'.

Action plan for Learning Progress - to track intervention.

Work with a variety of external agencies.

How we match the curriculum to your child's needs

Based on the schools observations and assessment data and following a discussion between the class teacher, SENCO and parent, the child may be recorded as needing either:

1. Differentiated curriculum support within the class
2. Additional support through Action for Learning Progress provision, which could include small group work, 'rapid' interventions, nurture group work, alterations to environment.
3. 1-1 tuition provision.
4. EBD provisions e.g. 'Dinosaur School' when appropriate.

The support we give to your child's well being

The school has a strong emotional well being and P.S.C.HE.E. programme. We are a 'Values' School and put strong emphasis on modelling and teaching twenty two 'values' over two years. We can provide excellent support for children who need it via 'Dinosaur School' and our trained CHUMS Counsellor.

The expertise we have access to

The school has it's own specialists in providing for EBD issues. We access the Educational Psychology service and Behaviour Support services provided by Bedford Borough as and when these services are necessary.

The school also has access to the School Nursing Service. The school has a series of screeners that can be used to identify difficulties. The SENCo. has had twenty years of SENCo. experience and as such is very well equipt in identifying and dealing with any educational or behavioural difficulties. The school provides 1-1 tuition where this is deemd appropriate.

How we include your child in extra curricular activities

All children are treated equally and all efforts will always be made to ensure that there is accessibilit to all educational opportunities and experiences.

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

Transition is especially important to us. We ensure smooth transition into the school via a series of taster days. Our Pre-School works very closely with us and Pre-School children often join us in the school environment accessing the Hall, Library and the Early Years Setting before children join us.

We are driven to provide all our children with a set of learning attitudes and skills that will equip them to be effctive and independent learners before they leave us to move on in their learning journey.

Children have at least three transition taster days at our Middle Schools and children identified as having furthe needs are offered an extra day as a small group to help orientate themselves and to meet specialised staff. All children complete a transition booklet which helps them to think about the changes and to cope emotionally with the next steps in their life.

How we match our resources to your child

We are a school dedicated to inclusion and equality and all efforts will always be made to make 'reasonable' adjustments to meet the needs of any child.

Any child requiring any intervention necessary will have the appropriate resources provided where this is possible.

How we involve parents

Parents are always welcomed into school. If parents wish to volunteer in school they do need to agree to gain DBS to safeguard our children. Parents are automatically granted membership of the Friends Association and this is a fun group to be involved in. Parents have access to two parents consultations a year and the school does offer informative workshops and talks. We report formally in writing to parents once a year, but welcome input and feedback at any time.

How we include your child in the planning of their support

Where possible and provided the child is able to communicate effectively children are included in their Action Plan for Learning Progress. The view from the child is considered to be important for good emotional health and well being.

General Contact Information

The full 'Inclusion and SEND Policy is available to download from our website. Otherwise please call the school for more information.

Contact for more information

Ms. Verity Kenyon
Kymbrook Lower School, Kimbolton Road, Keysoe, Bedford, Bedfordshire, MK44 2HH
01234 376266