To contact one of our SEN/ Inclusion Team, please phone the school on 01962 772200. Alternatively, you can email the school office and mark your email for their attention. You can also email Mrs.Gillard or Mrs. Sivananthan directly on the email addresses below:
Mrs Gillard: A.Gillard@fourmarks.hants.sch.uk
Mrs Sivananthan: Y.Sivananthan@fourmarks.hants.sch.uk
Special Educational Needs Information Report
HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP AND WHAT SHOULD I DO IF I THINK MY CHILD HAS SPECIAL EDUCATIONAL NEEDS?
At Four Marks C of E Primary School, children are identified as having SEN through a variety of ways including the following:-
• Liaison with pre- schools/previous school
• Child performing below age expected levels
• Concerns raised by Parent
• Concerns raised by teacher for example behaviour or self-esteem is affecting performance
• Liaison with external agencies
• Health diagnosis through paediatrician
HOW WILL I RAISE CONCERNS IF I NEED TO?
• Talk to us – firstly contact your child’s Class Teacher, SENCo, Inclusion Team or Headteacher
• We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.
HOW WILL SCHOOL SUPPORT MY CHILD?
Who will oversee, plan, work with my child and how often?
- Our SENCO and Inclusion Managers oversee all support and progress of any child requiring additional support across the school.
- The Class Teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.
- There may be a Learning Support Assistant (LSA) working with your child either individually or as part of a group; if this is seen as necessary by the Class Teacher. The regularity of these sessions will be explained to parents when the support starts.
WHO WILL EXPLAIN THIS TO ME?
- The Class Teacher will meet with parents at least on a termly basis (this could be as part of Parent’s evening) to discuss your child’s needs, support and progress.
- The SENCo or Inclusion Team will liaise with parents with any other concerns
- For further information the SENCo is available to discuss support in more detail.
HOW ARE THE GOVERNORS INVOLVED AND WHAT ARE THEIR RESPONSIBILITIES?
- The SENCo reports to the Governors every term to inform them about the progress of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times.
- One of the Governors is responsible for SEN and meets regularly with the SENCo/Inclusion Team. They also report to the Governors to keep all informed.
- The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress.
HOW WILL THE CURRICULUM BE MATCHED TO MY CHILD’S NEEDS?
What are the school’s approaches to differentiation and how will that help my child?
- All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Work is differentiated so that all children can access a lesson and learn at their level.
HOW WILL I KNOW HOW MY CHILD IS DOING AND HOW WILL YOU HELP ME TO SUPPORT MY CHILD’S LEARNING?
What opportunities will there be for me to discuss my child’s progress?
• We offer an open door policy where you are welcome any time to make an appointment to meet with either the Class Teacher, Inclusion Team or SENCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.
• We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
• If your child is on the SEN register they will have an Individual Education Plan (IEP) and/ or and Individual Behaviour Management Plan (IBMP) which will have individual / group targets. This is discussed on a termly basis and parents are given a copy of the IEP. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed.
• If your child has SEND they may be part of an TPA (Transition Partnership Agreement) or have an Education, Health and Care Plan (EHCP), which means that a formal meeting will take place to discuss your child’s progress and a report will be written/ reviewed.
HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING?
- As a school we measure children’s progress in learning against National expectations and age related expectations
- The Class Teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Year R through to Year 6, using a variety of different methods including the Early Years Foundation Stage Profile, National Curriculum levels and reading and spelling ages, SATs and Teacher assessment.
- Children who are not making expected progress are picked up through Review meetings with the Class Teacher and Assistant Headteacher. In this meeting, a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.
- When the child’s IEP is reviewed, comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.
WHAT SUPPORT WILL THERE BE FOR MY CHILD’S OVERALL WELL- BEING?
- We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well- being. We have a caring, understanding team looking after our children.
- The Class Teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required, the Class Teacher liaises with the SENCo/Inclusion Team for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Behaviour Support Team.
- The school also has an ELSA (Emotional Literacy Support Assistant) who works under the direction of the SENCo, with vulnerable children and parents during the school day.
- If your child has complex or significant healthcare or physical needs a Healthcare Plan would be used to identify and manage care arrangements appropriately.
HOW DOES THE SCHOOL MANAGE THE ADMINISTRATION OF MEDICINES?
HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS?
- We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through Class Circle Time or through the School Council which has an open forum for any issues or viewpoints to be raised.
- Children who have IEPs (Individual Education Plans) or Individual Behaviour Management Plans (IBMP) discuss and set their targets with their Class Teacher.
- There is an annual pupil questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry.
- If your child has an TPA (Transition Partnership Agreement) or Education, Health and Care Plan(EHCP) their views will be sought before any review meetings.
WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY THE SCHOOL?
- Our SENCo is fully qualified and accredited.
- As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: - Behaviour Intervention; Health including – GPs, School Nurse, Clinical Psychologist, Paediatricians, Speech & Language Therapists; Occupational Therapists; Educational Psychologists, Social Services including - Locality Teams and Social Workers.
WHAT TRAINING HAVE THE STAFF SUPPORTING CHILDREN WITH SEND HAD OR ARE CURRENTLY HAVING?
- We have a member of staff trained as an ELSA who receives regular support from the Educational Psychologist.
- Another member of staff has had training in delivering Speech & Language programmes from Speech & Language therapists.
- A number of Teachers and LSAs are trained to support children with behavioural difficulties.
- All of our LSAs have had training in delivering reading and spelling / phonics programmes and have had training in dealing with Autism and Dyslexia.
HOW WILL MY CHILD BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM INCLUDING SCHOOL TRIPS?
- All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
- A risk assessment is carried out prior to any off site activity to ensure everyone’s health, safety and dignity will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?
- Our school site has a number of levels and staircases. In addition, our school building is built into a hill, which means that there are several levels externally. Whilst our site is wheelchair accessible with ramps at specified fire exits, and has a disabled toilet large enough to accommodate changing, for pupils where mobility is difficult, our site would present on-going, additional difficulties. Please contact the school for a visit if you feel this would apply to you.
- We liaise with EMAS (Ethnic minority Achievement Service) who assist us in supporting our families with English as an additional language.
- Our school has an Accessibility Plan, which can be found at the bottom of this page.
HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD WHEN JOINING THE SCHOOL AND TRANSFERING TO A NEW SCHOOL?
- We encourage all new children to visit and be shown around the school, prior to starting.
- For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.
- We write social stories with children if transition is potentially going to be difficult.
- When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits. At our ‘feeder’ secondary school, Perins Sports Academy, they run a programme specifically tailored to aid transition for the more vulnerable pupils.
- We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
- If your child has additional needs then a TPA (Transition Partnership Agreement) or an EHCP review may be used as a transition meeting during which we will invite staff from both schools to attend.
HOW ARE THE SCHOOL’S RESOURCES ALLOCATED AND MATCHED TO CHILDREN’S SEN NEEDS?
- We ensure that all children who have Special Educational Needs are met to the best of the school’s ability with the funds available.
- We have a team of LSAs who are funded from the SEN budget and deliver programmes designed to meet groups of children’s needs.
- The budget is allocated on a needs basis. The Children who have the most complex needs are given the most support often involving an LSA.
HOW IS THE DECISION MADE ABOUT WHAT TYPE AND HOW MUCH SUPPORT MY CHILD WILL RECEIVE?
- The Class Teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate.
- Different children will require different levels of support in order to bridge the gap to achieve age expected levels.
- There will be thorough on-going discussions with parents.
HOW DO WE KNOW IF IT HAS HAD AN IMPACT?
- By reviewing children’s targets on IEPs and ensuring they are being met.
- The child is making progress academically against national/age expected levels and the gap is narrowing – they are catching up to their peers or expected age levels.
- Verbal feedback from the teacher, parent and pupil.
- Children may move off of the SEN register when they have ‘caught up’ or made sufficient progress.
WHO CAN I CONTACT FOR FURTHER INFORMATION?
- First point of contact would be your child’s Class Teacher to share your concerns.
- You could also arrange to meet Mrs Cox, our SENCo or Mrs Sivananthan or Mrs Gillard, our Inclusion Managers.
- Look at the SEN policy on our website.
- Contact Parent Partnership - www3.hants.gov.uk/parentpartnership
- Contact IPSEA (Independent Parental Special Education Advice) - www.ipsea.org.uk/
WHO SHOULD I CONTACT IF I AM CONSIDERING WHETHER MY CHILD SHOULD JOIN THE SCHOOL?
- Contact the school Admin office to arrange to meet the Headteacher, Mrs Stoodley or our SENCo, Mrs Cox, who would willingly discuss how the school could meet your child’s needs.