NEWNHAM INFANT & NURSERY SCHOOL

NEWNHAM INFANT & NURSERY SCHOOL SPECIAL NEEDS AND INCLUSION INFORMATION LOCAL OFFER At Newnham Infant and Nursery School we take a holistic approach to your child s education and wellbeing. We aim to support every child to enable them to achieve high levels of progress and develop the all round skills needed for life. We think all our children are special and want them to enjoy their learning in a safe and secure environment. Quality teaching is the key to children s progress, however in order for some children to achieve the best possible progress additional support may be needed for all or part of their learning journey. At Newnham Infant & Nursery School we have an Inclusion Manager who is responsible for liaising with staff, parents, children and outside agencies to provide support for the following Special Educational Needs and Disabilities (SEND) More Able/Gifted and Talented (GT) English as an Additional Language (EAL) Travellers Child Protection Issues Looked After Children/Vulnerable Children The draft Special Educational Needs and Disability Code of Practice 0 to 25 Years 2014 states that A child of compulsory school age has a learning difficulty or disability if he or she has a significantly greater difficulty in learning than the majority of others of the same age, or Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools. HOW DOES NEWNHAM INFANT & NURSERY SCHOOL KNOW IF CHILDREN NEED EXTRA SUPPORT? We know a child needs additional support when concerns are raised by parents/carers, teachers or the child s previous school or setting there is a sustained lack of progress in any area of the curriculum they are falling behind age expected levels there is a change in or concern about their behaviour/self esteem they ask for help there is a health diagnosis by a doctor HOW DO I RAISE CONCERNS IF I THINK MY CHILD MAY HAVE SPECIAL EDUCATIONAL NEEDS? Talk to us - if you have concerns about your child it is quite likely that school staff will have already had concerns of their own and will have approached you first. Our school has an open door policy and we want you to feel confident that you can come and talk to us about any aspect of your child s education or progress. We pride ourselves on 1

building positive relationships with families at our school through being open and honest. We hope you will do the same with us so that we can work closely together to support your child. The first step is to speak to your child s class teacher, the Inclusion Manager or Headteacher. We will follow up and investigate any concerns that you raise and report back to you. HOW WILL NEWNHAM INFANT AND NURSERY SCHOOL SUPPORT MY CHILD? If there is a concern that a child may have a special educational need the school will organise assessments to clarify this. This may involve tests/tasks in school or the use of outside agencies. As a result of these assessments an individual provision plan will be put in place. We will liaise closely with parents/carers at all stages. Our Inclusion Manager oversees all support and progress of any child requiring additional support across the school. The class teacher, in partnership with the Inclusion Manager and parents will plan for and work with the child to address their needs and ensure that progress is made across the curriculum and with any social, emotional or behavioural issues. WHO WILL OVERSEE, PLAN, WORK WITH MY CHILD AND HOW OFTEN? There may be a Learning Support Assistant (LSA) working with your child either individually or as part of a group if this is considered necessary to support your child. The regularity of these sessions will be explained to parents when the support starts. The class teacher will plan and work with each child with SEND in their class to ensure that progress is being made in every area. This may include planned additional support delivered by the teacher or learning support assistant in class. Parents will always be informed about the key people working with their child. Our Inclusion Manager oversees the progress of any child requiring additional support across the school and this is done in close liaison with class teachers and year group leaders so that they can effectively manage their staffing and provision to give the best support possible. This is done through looking at progress data, classroom and playground observations, monitoring children s work and having discussions with parents, children, staff and any outside agencies involved with the child. Pupil Progress Meetings are held each term. Class teachers meet with the Inclusion Manager to discuss the progress of SEND children in their class. This shared discussion may highlight a possible need for changes in provision. Ongoing discussions of pupil progress in a year group are carried out at weekly year group meetings and decisions may be made about adjustments to the provision. If a child has needs related to specific areas of their education it is likely they will be placed in a small intervention group or, in some cases work 1:1 with a learning support assistant for periods during the week. Interventions will be planned by a teacher with input from the LSA and with the advice of the Inclusion Manager and outside agencies where appropriate. The length of time of the intervention will vary according to need but will be reviewed half termly in order to assess impact and progress and inform future planning. All interventions are tracked by the Inclusion Manager with data being submitted termly. Parents will always be informed if their child is part of an intervention group. NB: Not all children attending intervention groups have an identified special educational need. They may just need some additional support at that time in order to fully grasp a new concept. A child may need more specialised help from an outside agency such as the Speech and Language Service or the Educational Psychologist. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments a programme of support is usually provided to the school this will be built into the schools provision for the child. At Newnham Infant & Nursery School we will never refer a child to an outside agency without prior consultation with the parent/carers unless there is an urgent safeguarding issue involved. 2

WHO WILL EXPLAIN THIS TO ME? The class teacher will meet with parents/carers termly or half termly according to the need. At this meeting the child s progress will be discussed and new targets set. Additional meetings can take place at any time if school staff or parents/carers feel the need for them. We urge parents to take advantage of our open door policy and contact us whenever they feel concerned about any aspect of their child s progress. There is no need for parents/carers to wait for scheduled meetings. HOW GOVERNORS OF THE SCHOOL ARE INVOLVED AND WHAT ARE THEIR RESPONSIBILITIES? The Governors agree priorities for spending the SEN budget with the overall aim of all children receiving appropriate support to make progress. The Headteacher/Inclusion Manager report to the governors every term to inform them of pupil progress. This includes the tracking of children with special educational needs. None of the information shared with Governors refers to individual children and confidentiality is maintained at all time. The Governors of Newnham Infant & Nursery School are responsible for ensuring that statutory requirements for the school s provision are being met. This includes provision for children with Special Educational needs and monitoring Safeguarding and Child Protection Procedures. In a supporting and challenging role the governors ensure that the school is as inclusive as possible and treats all staff and children in an equitable way. They monitor and review policies as defined by the DfE and track the attainment of children in the school through government disseminated data. There is a nominated Inclusion Governor who plays a key role in supporting and monitoring the school s performance in this area. HOW WILL THE CURRICULUM BE MATCHED TO MY CHILD S NEEDS? Newnham Infant & Nursery School teaches in a way that meets a variety of learning styles (visual, auditory and kinaesthetic). Lessons are adapted and differentiated to ensure that all children are able to access the learning at appropriate levels. There is a focus upon children being clear about their achievements and proud of their progress. Learning Support Assistants may be allocated to work with a child on a 1:1 basis or small focus group to target more specific needs, under the guidance of the class teacher and Inclusion Manager. If appropriate specialist equipment may be provided for a child writing slopes, pencil grips, easy to use scissors. HOW WILL I KNOW HOW MY CHILD IS PROGRESSING? You will be able to discuss your child s progress at regular termly meetings. Additional meetings will be arranged where staff or parents feel it is necessary. You are also encouraged to have day to day contact with the school, where appropriate (if parents are working for instance) this may be done though a home/school link book. Your child s class teacher or LSA will be there to greet the class each morning and see them out at the end of the day so small issues and pieces of information can be passed on at this point. We would request that you ask for an appointment after school if more time is needed. A Provision Plan will be in place for your child and will be discussed with you at least termly so you are clear about the progress your child is making. This is the opportunity for an in depth discussion with your child s teacher and for your input into the plan. If your child works regularly with an LSA they may also be present at the meeting. Targets are usually set by the class teacher in consultation with the Inclusion Manager/outside agencies. There will be three or four small step targets so that the child can have a sense of achievement when they are reached. Parents/carers are encouraged to contribute to the discussions around the plan at the target setting meeting as we value their input and feedback to inform the way forward. 3

If a child has not met any of their targets the reasons for this will be identified along with progress towards achieving the target. A different approach may be needed for the child to experience success. The progress of all children is tracked against National age related expectations. Where a child has a special need the child is often out of line with these expectations and the school will use outside expertise to give feedback on how the child is progressing in line with their needs. HOW WILL YOU HELP ME SUPPORT MY CHILD S LEARNING? At target setting meetings the teacher will discuss strategies to help you support your child at home and will be happy to speak to you at other times if you would like more support. Our message to parents and carers is that they should always come and talk to us if they are unsure or worried about anything. Additional activities may be sent home so that you can support your child e.g. activities to help support reading, writing or behaviour patterns. These would always be discussed with you and we would ask for your co-operation in returning completed tasks to the school where appropriate. If outside agencies or the Educational Psychologist are involved they may also supply strategies and programmes of study to be used at home. HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS PROGRESSING? We measure children s progress in learning against National age related expectations. The class teachers are continually assessing the children and noting areas where they are improving or need further development. Children s overall progress is tracked termly from the time they enter our Nursery. Children who are not making progress are identified, initially by the class teacher, and discussed in Pupil Progress Meetings when we consider why individual children are not making progress and what can be put in place to support them. Class teachers can inform the Inclusion Manager if a child is experiencing difficulties at any time they do not have to wait for a Pupil Progress Meeting. Children who seem to have a barrier to their learning which cannot be addressed by the usual differentiation in class will be given an individual plan and outside agencies may be contacted. Should this happen parents will be informed before any contact is made. WHAT SUPPORT WILL THERE BE FOR MY CHILD S OVERALL WELL BEING? Newnham Infant & Nursery School believe that all children are special and that each child has a right to a broad and balanced curriculum tailored to their individual needs. We believe that a child s happiness and security is fundamental to good progress and central to all that we do. The views of the child and family are integral to our policy in providing for every child s needs. We are realistic about a child s difficulties but place high value on perseverance and on celebrating achievements. We have weekly Share and Praise Assemblies where all aspects of the whole child are celebrated from good learning to showing care for others and good manners. We are proud of the fact that we take time to listen to children and they are encouraged to share family celebrations (and sadness) with us as well as other events such as getting a swimming badge, or joining Brownies. At lunchtimes and breaks all staff are visible and available for a chat. WHAT SUPPORT IS THERE FOR BEHAVIOUR, AVOIDING EXCLUSION AND INCREASING ATTENDANCE? At Newnham Infant & Nursery School we have a very positive approach to behaviour with a focus on developing children s responsibility for their own behaviour and a clear set of consequences and rewards which is followed by all staff. Some of the school s skilled team of LSA s are also lunchtime assistants so there is a consistency of behaviour strategies and high level of expectation at all times 4

We employ a dedicated Lunchtime Play Leader to organise games and activities during the lunch break this aids sharing and turn taking. We also have a quiet area in the playground where children can sit with a book or talk with their friends. We give children strategies to enable them to improve their own behaviour with support from those around them. Attendance is very closely monitored and support given to families who, for whatever reason, have difficulties in getting their children to school. Our open door policy makes it possible to have honest discussions about reasons for absences and we can therefore address any issues quickly. As a result of the support we provide it is extremely rare for a child to be excluded from our school. We have a record of working with families to turn negative feelings into an enthusiasm for school life. HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS? We value the views of every child in our school and feel they should be able to express their opinions on every aspect of school life. We have a School Council comprising children from Year 2. Each class has a representative on the School Council in order for any issues or viewpoints to be raised. All children are able to discuss and set targets with their class teacher. We actively seek the viewpoint of our children through an annual questionnaire. WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY THE SCHOOL? The Inclusion Manager and Headteacher have a background of being a SENCO. We work closely with the following external agencies Autistic Spectrum Team Behaviour Support Team Child Protection Advisors Educational Psychologist Liaison with the Child development Centre at Hillingdon Hospital Child and Adolescent mental health service CAMHS Educational Welfare Officers Visual and Auditory Impairment Team Social Services Specific Learning Difficulties Advisor (generally provided by the EP) Speech and language Therapists Occupational Therapy Team School Nurse Outreach from local special schools where appropriate WHAT TRAINING IS GIVEN TO STAFF SUPPORTING CHILDREN WITH SEND? All staff have received some training related to the inclusion of all children in school. Some of this training will have taken place out of school but we also believe in disseminating information across the whole school team through cascading information from courses. Staff have also received training regarding:- How to support pupils with dyslexia How to support children on the autistic spectrum How to support children with emotional/behavioural needs How to support children who need occupational therapy (where appropriate) How to support children who have English as an additional language Use of an Epi-pen 5

The management of asthma and anaphylaxis The Welfare Officer and three other members of staff are trained in paediatric First Aid (with regular refresher sessions) Five members of staff have completed the First Aid at Work course (with regular updates) Six staff members have completed Team Teach Training in safe restraint (a measure that would only be necessary in extreme circumstances) The Welfare Officer and another staff member would be given training in administering any medication needed for a chronic condition, such as diabetes, where appropriate. HOW WILL MY CHILD BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM INCLUDING EDUCATIONAL VISITS? All children are included in the full school curriculum and including Educational Visits. We will provide the necessary support to ensure this is successful. If it is deemed an intensive level of 1:1 support is required a discussion will take place with the parent/carer and they will be given the opportunity to accompany their child during the activity or visit. Risk assessments are carried out before any visit and procedures put in place to enable all children to participate. HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT? Although our school building is on one floor there are sets of steps (with handrails) within it. This means that a wheelchair user is unable to access the hall and dining hall from the classrooms without going outside the building. Local Authority surveyors have confirmed our internal steps cannot be ramped as the ramps would obstruct/impede doorways. We do have an Accessibility Plan in place which has been approved by our Governing Body and this is reviewed regularly. There is a disabled toilet cubicle in the boys and girls toilets and these are accessible from most of the classrooms (apart from two Reception classes). We are happy to discuss individual access requirements and provide as much support as possible. There is ramped access to our front office. Our Nursery is in a separate purpose built single storey building and wheelchair access is available from all entrances/exits. As Nursery children are so young it is anticipated that any child who is a wheelchair user or has any other disability may need a higher level of adult support should they be wet or soiled. Nursery has no specific children s disabled toilet cubicles but children can be assisted in the adult cubicle with due care to dignity, privacy and helping them to be as independent as appropriate. HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD WHEN JOINING NEWNHAM INFANT & JUNIOR SCHOOL OR TRANSFERRING TO A NEW CLASS/SCHOOL? We understand that joining or leaving a school and even moving classes can be a worrying and stressful time for some children and their families therefore we have clear strategies in place to make all transitions as smooth as possible. The key to success in transition is working in close partnership with the receiving school or class and the families involved We adopt the following strategies for all children and adapt them for individual children where needed:- Discussions between staff in the classes/schools the child is joining or leaving All children moving up a year group spend at least a morning in their new classroom with their new teacher and LSA before transition In the term prior to transition children moving to the Junior School attend assemblies and visit their new classrooms, meeting their teacher and LSA Children needing extra support with transition have additional visits to new classes/junior School e.g., going on an errand with an adult to familiarise themselves with the layout etc. Some children may be given photographs of their new teacher and LSA together with pictures of key areas such as the classroom, dining hall and toilets so that they can look at them during the summer holidays to build confidence and make them feel more secure with the changes. Class teachers spend time talking to children about transition and provide opportunities for them to express any worries and ask questions. 6

Children from Year 5 are matched with Y2 children as buddies so that when Infants become Juniors they are already familiar with another child in the school For a child with an EHC Plan (previously a Statement) transition reviews are arranged with staff from schools, key agencies and the family All paperwork detailing the child s history will be passed to the receiving class/school HOW ARE THE SCHOOLS RESOURCES ALLOCATED AND MATCHED TO CHILDREN S SPECIAL EDUCATIONAL NEEDS? An SEN budget is allocated to the school each financial year. The budget has to be shared across all SEND children and funds used to provide additional support or resources dependent on individual needs. Newnham Infant and Nursery School employs and trains a high quality group of Learning Support Assistants to aid the teachers and some of their time is spent in providing support for children with additional needs Where a family is eligible for benefits there is an additional allocation of money known as Pupil Premium which will be allocated to target support for individuals to increase their rate of progress. HOW IS THE DECISION MADE ABOUT HOW MUCH SUPPORT MY CHILD WILL RECIEVE AND HOW WILL I BE INVOLVED IN PLANNING FOR MY CHILD S EDUCATION? Different groups of children will require different levels of support in order to narrow the gap towards achieving age expected levels. Children can fall behind for a variety of reasons including a negative experience in their life, a lack of support from home, a disruption to their normal routine or an identified special need. The school will put measures into place to address any special need. The class teacher, year group leader Inclusion Manger and Headteacher (where appropriate) will discuss the child s needs and what support is needed. This will be discussed with parents/carers. If further concerns are identified, due to the child s level of progress or their well being other interventions will be arranged. Parents will be able to see the support their child is receiving on a provision plan which records the support the child is getting, including the impact it has on their progress. They will be encouraged to join discussions regarding the effectiveness of the provision and the next steps for the child. WHO CAN I CONTACT FOR FURTHER INFORMATION? If you wish to discuss your child s educational needs or have any concerns about something regarding their education please contact one of the following people, in the order given Your child s class teacher Your child s year group leader The Inclusion Manager Mrs F Longhurst The Headteacher Miss S Hodges The Governing Body Chair Mrs C Morrissey All of the above may be contacted through the school office by calling in at Reception Desk or ringing 01895 671964. This document has been shared with a selection of staff, parents and the Governing Body. We hope the information above will answer any queries you may have but do not hesitate to contact us if there is anything further you need to ask. FL/June 2014 7