How does the school know if children need extra help and what should I do if I think my child may have special educational needs?
Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the Head teacher and senior leaders to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned. Staff regularly track pupil progress through teacher assessment, formal assessment and pupil progress meetings. Children who are not making progress at a rate expected are identified and then given support to try to catch up. Interventions are tracked and monitored. If a child still appears to need extra support they are referred to the Pupil Support Team (PST). The PST is made up of the Head teacher – Miss Strachan, SENDCO – Mrs Wilson, Pupil Family Support Worker (PFSW) – Mrs Helm and the Teacher in charge of English as an Additional Language – Mrs Jhass. It is then decided how the pupils needs might best be met and a decision is made for further assessment or referral to an outside agency if this is needed. If you suspect that your child may have a special educational need please discuss your concerns with your child’s class teacher or one of the pupil support team.
How will school staff support my child?
We have many ways of supporting children within our school. The first and expected level of support always happens in the classroom through quality first teaching. The level of support needed then increases to short term interventions for a specific need to long term support and / or the support of outside agencies. For a detailed overview of the support given please click on the link to our school overview of provision.
How will the curriculum be matched to my child’s needs?
At All Saints we are a creative curriculum school. We aim to include the children in their learning as much as possible and aim to help them identify areas of strength and weaknesses. We use a multi media approach so each child’s learning style is covered. Many different teaching techniques are used including dyslexia friendly style teaching and ASD strategies applied within the classroom which will be of a benefit to the whole class. If appropriate, specialist equipment may be given to the pupil e.g. writing slopes, move 'n' sit cushions, pen/pencils grips or easy to use scissors.
How will I know how my child is doing and how will you help me to support my child’s learning?
Your child’s learning and overall well being is constantly monitored by staff. If a concern arises from these observations then you will be contacted by your child’s class teacher, a member of PST or a member of senior staff. Likewise if you have any concerns regarding how well your child is doing you are able to discuss this with your child’s class teacher or any member of staff when you feel the need arises. If there are no immediate concerns then you will have the opportunity to discuss your child at parent’s evenings in terms 2 and 4. In addition to this you will receive an interim report mid way through the school year in term 3 and a final end of year report in term 6. There will also be a transition evening in term 6 for parents when we discuss issues around children moving classes / key stages. There is also the opportunity for termly 'book look' sessions on the last day of term where your child's class teacher will be happy to help.
What support will there be for my child’s overall well being?
The Pupil Support Team (PST). The PST is made up of the Head teacher – Miss Strachan, Inclusions Manager/SEND Co-Ordinator – Mrs Wilson, Pupil Family Support Worker (PFSW) – Mrs Helm and the Teacher in charge of English as an Additional Language – Mrs Jhass. Together we aim to meet the needs of the whole child. Between us we can consider many forms of support including peer mentoring, adult mentoring, social skills groups and buddy systems. If we feel that we are unable to meet the well being of the child through school alone we do have access to many outside agencies and support, including play therapy and family support.
What specialist services and expertise are available at or accessed by the school?
As a school we have direct access to many services. We buy in to traded services which allow us the expert advice and support of an experienced member of behaviour support services and we have collaborated with our partner schools within the academy trust to employ a shared school Educational Psychologist (EP). We buy in to traded services for a Speech And Language Therapist (SALT) This is in addition to allocated core time from the Educational Psychologist and a school nurse both linked to our school. An Educational Psychologist would normally only work directly with pupils whose needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them. This involvement is generally planned at the ISR (In School Review).These are meetings held three times a year between school staff and where appropriate, other professionals. The aim of an ISR is to gain an understanding of and try to resolve a pupil’s difficulties. In order to help understand the pupil’s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed. He/she will offer advice to the school and parent/carers on how to best support the pupil in order to take their learning forward.
There are many external agencies that are not directly linked to the school that we access including; play therapy, local paediatricians, parental support, Learning Support Services, CAST (Child & Adolescent Support Team) and many more. Our experienced PST will be happy to give advice and guidance on which agency will help to meet your child’s needs in the best way.
What training are the staff supporting children and young people with SEND having or have had?
Our SENDCo has successfully completed the National Award for SEN Coordination. The programme ensures SENDCOs have the nationally recognised qualification and a high level of knowledge and skill, as required to lead the development of policy and practice for SEND in school. Alongside this many training sessions have been undertaken by various members of staff including Speech and Language, Dyspraxia support, EAL support, Team Teach (ASD support), emotional well being, positive handling, first aid and many more. It is a part of the annual appraisal system to ensure that staff are trained to meet the needs of the pupils and keep up to date with changes in legislation.
How will my child be included in activities outside of the classroom including school trips?
We have many opportunities for learning outside of the classroom. We are inclusive of all pupils and arrangements are made to ensure that all pupils can partake in these opportunities.
How accessible is the school environment?
We have access to the school grounds from 3 external gates (before and after school only) and through the main front door. Two of these gates have steps from the road down to the playground and one is a flat ramp access directly onto the playground. Once inside the school there is a lift to allow access to the first floor if required. All classrooms have an interactive whiteboard where colours can be changed on the background to meet the needs of dyslexic pupils and font size can be enlarged. We also have a number of resources that help children to access their learning on a personal level. If resources are required that we do not currently have in school we will endevour to ensure these are purchased for pupils.
How will the school prepare and support my child to join the school / transfer to a new school or the next stage of education?
All children will have the opportunity to spend time in their new classrooms with their new teacher before the end of the academic year that they are due to move. We also hold a parents evening regarding transition to support parental concerns or questions. Children transitioning to a new school are also offered the opportunity to go and visit and spend time in their new schools. If a child is identified as requiring additional support for the transition then this will be met through groups, additional transition work, links with the new school / class / teacher and extra visits to the school can be arranged.
How are the school’s resources allocated and matched to children’s special educational needs?
Pupils vary greatly in the resources required particularly with conditions such as dyspraxia, dyslexia, ASD and Speech and Language. We regularly track pupil needs and will ensure pupils have the resources that they need to support them. We also follow advice from external agencies, paediatricians and other professionals when required.
How is the decision made about what type and how much support my child will receive?
Staff regularly track pupil progress and well being through observations, teacher assessment, formal assessment and pupil progress meetings. Children who are not making progress at a rate expected are identified and then a decision is made about the type of support required. Children are then given support to try to catch up. Interventions are tracked and monitored. If a child still appears to need extra support they are referred to the Pupil Support Team (PST) where further decisions will be made about the amount and type of support needed. Most interventions are designed to be a short and meaningful opportunity to close a gap in a child’s ability to access learning. Sometimes however, interventions may be ongoing. This is regularly tracked and reviewed.
Who can I contact for further information?
For further information please contact the school office who will put you in touch with the relevant member of the Pupil Support Team.
You can also contact Medway council or see the link to their website for the Council local offer and services available.