Willington Lower School

Mission Statement

Willington Lower School, providing a balanced education for all and encouraging everyone to take pride in everything they do.

How we support your child's learning

Methods of communication between home and school:
• Open door policy- staff are always available before and after school for informal conversations.
• Twice yearly Parent Consultation Meetings.
• Termly Progress Reports are sent home.
• An annual report in the Summer Term.
• Daily achievement cards or home/ school communication books can be established if required.
• Action for Learning Plan meetings with parents will take place termly.
Monitoring of progress:
• Parents will be aware of the age related expectations for their child through conversations with the teaching staff. Information on the age related expectations for children linked to the National Curriculum can also be accessed through the school’s website.
• Informal assessment of progress takes place in the classroom every day. This informs planning and next steps in learning for all children.
• Every half term children’s progress and attainment is judged by the teacher and measured against age related expectations. This shows the longer term impact of actions put in place to support the child and once again informs the next steps.
• Children are also involved in identifying their own curriculum needs and in their own target setting.
Curriculum Planning and Support:
• Curriculum overviews for each class are sent home every term.
• Weekly curriculum bulletins for the Early Years Class.
• Weekly homework or learning log activities are sent home.
• Training for parents provided as the need arises. E.G Virtual Learning Environment training was provided last year.

Accessibility of our service

Accessibility and equipment:
• Building and classrooms and outside areas are all wheelchair accessible.
• A disabled access toilet is provided.
• We would purchase equipment to meet individual physical needs should it become necessary, securing funds from relevant agencies if possible.

English as an additional language:
• Support and advice would be sought from other schools and agencies as necessary.
• We have a parent support worker attached to our school who can also sign post parents and teachers to relevant agencies.

We are fully committed to Inclusion and promote equality in all its forms. Please see our Inclusion Policy for further information.

How we identify SEN

Identification of Special Educational Needs:
• Willington Lower School is a mainstream school.
• The close knit village school environment means that staff know each child well and, through monitoring and assessment, identify additional needs quickly and in turn communicate concerns to parents or carers.
• Communication between staff and parents (as described in the first section of this report) is open and frequent so it is easy for parents or carers to communicate any concerns they may have about their child’s progress.
• Once a need is identified the school will work together with parents, and outside agencies if necessary, to create an Action for Learning Plan.

How we support your child/young person

• If your child needs extra support, the teacher will inform the person responsible for coordinating the special educational needs provision in the school, and we will write an action plan – setting out targets and how they will be met.
• The actions may involve working in a smaller group with a teaching assistant at times, working one to one with a teaching assistant or teacher or working with a person from an outside agency.
• Your child’s teacher will plan your child’s learning on a daily basis and let you know how they are getting on through the formal and informal methods described in Point 1. Your child’s progress (ie how well they are moving on from their starting point) and attainment (ie how much knowledge they’ve acquired) is assessed regularly – the children are involved in this themselves too.
• This information is reported to the Governing Body at least once a term in order that the governors fulfil their responsibility to provide a good standard of education for all the children in their care. There is also a Governor with responsibility for SEND, and she is available to talk to if the need arises.

How we match the curriculum to your child's needs

• All lesson planning is adapted to take into account children’s learning styles and abilities. Expectations, tasks and support will be tailored to suit your child’s needs therefore promoting achievement, progress and a good level of challenge.
• As far as possible the curriculum and activities will be adapted to ensure accessibility for all children. If the child’s need is a physical one then activities such as PE and school trips etc will be carefully organised to ensure that the child is fully included to the best of their ability.

The support we give to your child's well being

• Willington is a Values school where caring for each other is positively promoted. Our children love to come to school!
• As a small, close knit school all staff know the children well and are attentive to their pastoral needs. Our Parent Link Worker is able to provide details of agencies for further support.
• Administration of medicines is managed according to our policy and any personal care needs are dealt with in an unobtrusive way so as to maintain dignity and independence.
• Our Behaviour Policy focuses on positive behaviour management and celebrates children trying their best. We aim to instil pride and self-discipline in our children so that they feel successful and ambitious for their own lives.
• Every child who achieves 100% attendance in a term receives a certificate in the End of Term Service. If there are attendance concerns over a child we will contact the Educational Welfare Officer to aid us in resolving the situation and supporting the family concerned.
• The School Council is elected to represent the views of all the children, but we also have a Suggestion Box in the entrance hall, which is checked regularly and suggestions followed up and acted upon.

The expertise we have access to

• Our parent support worker holds a coffee morning every week in order for issues to be discussed and followed up.
• External specialist service referrals are available to the school if required depending on need, including the school nurse, speech and language therapy, educational psychologist, autism advisory service and the education support team.

How we include your child in extra curricular activities

• In the majority of cases, all children are able to participate in all school activities with only minor amendments needing to be made. This may involve extra staffing or resources being made available following a discussion with you.
• A specific risk assessment is carried out to decide whether a pupil with significant behavioural special educational needs can access all of the activities offered at school, including school trips and participation in before and after school clubs. This information will be shared with you.

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

• With your permission and agreement, relevant information about your child’s learning needs will be shared with the next setting.
• Preparation may also include extra visits from future staff to get to know your child in a familiar place and possible extra visits to the new setting in order to help your child settle in

How we match our resources to your child

• All decisions made are as a result of talking to you. We talk through our concerns and share them with you, explaining the possible actions that can be taken.
• Once we’ve agreed how you, your child and the school can work together to support your child, an Action for Progress Plan will be devised and followed. A home/school book may also be introduced.
• After a period of time, maybe a term or less depending on the issues, we will meet and discuss how your child is getting on. Questions will be asked – are matters progressing? Can more be done? What are the next steps? A proportion of the school’s budget is allocated for special educational needs, but more can be applied for if the strict criteria set by the county council are met.

How we involve parents

• Parents are involved with the setting of targets in the Action for Learning Progress Plan in the meetings previously described.
• Information in home/ school books or passed on in brief morning discussions is very useful in the day to day provision for your child.
• Parents’ views are always welcome and the information provided by our annual parents’ surveys is important to us.
• We encourage all our parents to join our Friends of the School Association and welcome anybody interested in serving on our Governing Body

How we include your child in the planning of their support

• Children regularly discuss their progress with their teachers and are involved in identifying the next steps for their learning.
• Children are invited to complete pupil surveys on a regular basis and are encouraged to put suggestions in the Suggestion Box. Their views are also sought by the school council and in termly meetings of our School Parliament. Our Chair of Governors also meets with the School Council once a year, in order to provide them with a different audience.

General Contact Information

• If you are a prospective parent, please contact the school office on 01234 838280 in the first instance and we will arrange a visit and/or an opportunity to speak to the SEN Coordinator/head teacher, Elizabeth Dun
• Parent Partnership provides helpful advice and support. They can be contacted by phone on 01234 276 267, by mail at Bedford Borough Parent Partnership Service, Borough Hall, Cauldwell Street, Bedford, MK42 9AP, by email on parent.partnership@bedford.gov.uk or find out more by going on their website at www.bedford.gov.uk/parentpartnership
• Find the Local Authority’s local offer on: Useful Links

Contact for more information

Elizabeth Dun
Church Road, Willington, Bedford, MK44 3QD
01234 838280

Record Last Reviewed On: 24/11/2016