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2018 Carrdyke Schools SEN Report
What should I do if I think my child has special educational needs?
In the first instance contact your child’s teacher, with any concerns. They may then consult the SENCO for further advice.
How will the school respond to my concern?
After an initial meeting with the class teacher, the SENCO may become involved.
How will the school decide if my child needs extra support?
As a school we measure children’s progress in learning against age related expectations. The class teacher continually monitors all children’s progress, through assessment for learning, which feeds into the planning process. Each half term, more formal assessments are carried out and children are who not making expected progress are identified through pupil progress meetings. In these meetings a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. Initially provision will be mainly classroom based and may include small interventions in identified curriculum areas.
Similarly, if staff members identify emotional or behavioural concerns, they will approach parents to discuss this further.
What will the school do to support my child?
Support may be given in a variety of ways:
Wave 1 – Quality first teaching. Differentiation of work in whole class teaching.
Wave 2 – Small group support for those pupils who are achieving below age expected levels or who are not making progress at the predicted rate.
Wave 3 – Focused individualised programmes.
Support is allocated on a provision map, which is reviewed on a termly basis, following assessments.
Each child, who is identified as having additional needs, will have an individual plan highlighting two or three SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets. Individual interventions will be dedicated to address these targets.
Each term these targets will be reviewed, with the expectation that the child will achieve the target by the time it is reviewed.
To support children with more complex needs or a Health and Care Plan, the individual plan will include ongoing targets that reflect the child’s potential.
How will the curriculum be matched to my child’s needs?
All work within class is pitched at an appropriate level, so that all children are able to access according to their specific needs. Typically this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated. Teacher’s planning addresses different learning styles (for example visual, auditory and kinaesthetic), where appropriate. Resources will be adapted depending on the needs of the child.
Who will support my child in school?
•Our SENCO, Headteacher and teaching staff 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 additional needs in their class to ensure that progress in every area is made.
•There may be a Teaching Assistant working with your child, either individually or as part of a group; if this is seen as necessary by the class teacher.
•External agencies may be involved to assess and support if necessary.
•Sometimes voluntary helpers may be involved in supporting individual children, under the guidance of the class teacher.
What training and experience do staff have for the additional support my child needs?
•During the year, there is ongoing training for staff linked to developments in education and to address the needs of the school at that time. We are part of a local partnership which works together to give mutual support to small schools.
•At Mrs Mary Kings the SENCO has the National SENCO Award. Additional training qualifications held include: Introduction to counselling.
•At Walcott the SENCO is new to the role and currently undergoing training, working towards the National SENCO Award. Additional training qualifications held by Teaching assistants includes: BTEC – Introduction to counselling, RNIB – Working and supporting children with visual impairment and Elkan –
•Most staff have been trained to deliver the Read Write Inc programme, which is a structured phonics programme.
•All staff have received basic first aid training and each school has staff members who have paediatric first aid training. We have a policy that outlines staff procedures for giving medicine. Parents should be aware that they must sign relevant documentation before handing medicine directly to school staff, i.e. children must not be in possession of their medication.
What support will be there for my child’s emotional and social well-being?
Pastoral and social support is available to children and will be provided by all staff. As part of our school day we actively engage with positive values and personal awareness. Children’s individual and team achievements are celebrated through a house points system, with special mentions on a weekly basis. All children will take part in assemblies, circle time and games to develop their self-esteem and to develop an understanding of how to deal with bullying. Our priority is to create an environment where all children feel valued and safe. If children require further support, outside agencies may provide counselling. Also, part of some of ISPs may include supported play or focused activities, to develop social skills.
To promote maximum attendance, classes achieving high rates of attendance are rewarded with the attendance mascot in a celebration assembly. Parents are encouraged to come and discuss any attendance difficulties with the Head teacher.
How will I know how well my child is progressing?
Through the year, parents are welcome to discuss their child’s progress with the class teacher. There will be more formal opportunities at parent’s evenings and through receipt of an end of year report.
For those children who have an ISP they will receive an updated copy of this termly and parents are encouraged to contribute. Sometimes this may involve external agencies.
List of external agencies
ST - Specialist Teacher
EP - Educational Psychologist
SALT - Speech And Language Therapist
ESCO – Early support co-ordinator
SALT – Speech and language therapist
SENCO – Special educational needs co-ordinator
CASY- Counselling and Support for Young People
ISP – Individual education plan
SEND – Special educational needs and disability
TAC – Team around the child