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Gorse Ride Junior School

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Description

Gorse Ride Schools are a vibrant, 2 form entry federated Nursery, Infant and Junior School with an environment designed to encourage every child (aged 3-11) and abilities, to achieve their maximum potential.  The Executive Head Teacher, Eileen Rogers works with a team of staff and governors who are extremely dedicated and truly want the best for all the children at Gorse Ride Schools. 

The schools are set in the semi rural location of the Parish of Finchampstead on the outskirts of Wokingham. Currently the Infant school has 173 children and the Junior school has 214. The infant school’s capacity is  210 pupils (30 per class) and the Junior school’s is 356 (32 per class). 

The Nursery Class

Gorse Ride Nursery School’s caring and nurturing ethos enables children to flourish and reach their potential. Children learn to be independent and feel valued through positive relationships with our dedicated team which includes an experienced teacher and qualified nursery practitioners.   

Our aim is to develop confident and enthusiastic life-long learners who take responsibility for their own learning and decisions, so they are well prepared for the next stage in their education. We take pride in developing a stimulating curriculum that builds upon children’s interests and experiences. This is achieved by providing a range of opportunities to learn through direct experience, enquiry, drama and active exploration, in the classroom and outdoors environment. We involve parents and carers from the very beginning and throughout their child’s learning journey by keeping them up-to-date with their child’s progress, responding to observations that they share and providing guidance on how to support their child’s development. Our nursery pupils grow to respect our schools’ community, love learning and gain the resilience to succeed later on. 

Early Years and Key Stage 1

Gorse Ride children experience learning that is meaningful and memorable; playful, collaborative and engaging. Our children are happy, motivated and excited by their learning. They thrive through our provision of learning opportunities which build upon their life experiences and offer challenge and choice.  

Our dedicated staff are specialists in infant education and will support and nurture your children as they grow, providing an education rooted in the principles and pedagogy of Early Years Education.  Our creative curriculum continues into Key Stage One with classes having access to dedicated outdoor learning areas which promotes multi-sensory and practical learning experiences.  

Key Stage 2

Children enter our Junior school and continue to flourish and develop as independent learners through the provision of a stimulating curriculum which recognises that children learn best when immersed in exciting topics which engage their interests.  Our children are encouraged to develop curiosity, resilience and independence in their learning by embracing challenge.

Many opportunities are offered to encourage our children to take on leadership roles within the school community to give them the life skills to tackle the challenges that the future may bring and understand life in the 21st Century. At Gorse Ride Schools we believe that education goes beyond books, pencils and paper; experiences count and our values led education equips our children for life beyond school.

Website:
Gorse Ride Schools

Who to contact

Contact Name
Ms Eileen Rogers
Contact Position
Head Teacher
Telephone
0118 973 2666
Email
admin@gorseride-jun.wokingham.sch.uk
Contact Us
Contact Us Form

Where to go

Name
Gorse Ride Junior School
Address
Gorse Ride South
Finchampstead
Berkshire
Postcode
RG40 4JJ

When is it On/Open ?

Date & Time Information

Monday - Friday 8.40am until 3.15pm

Nursery is open Monday - Friday between 8.45am and 3.20pm. We offer 15 hour and 30 hour childcare sessions.

Accessing this service

Type of School
Maintained
Age Ranges
7 yrs - 11 yrs

Local Offer - Support available for children and young people with additional needs

Local Offer logo
 
Local Offer Description

Local Offer last reviewed 03/08/2020

Identification of Special Educational Needs and Disabilities (SEND)
1.1: How does the school identify children/young people with special educational needs and disabilities?

Provision for children with special educational needs is a matter for the school as a whole and as such all teachers are teachers of children with special educational needs. Teaching such children is therefore a whole school responsibility although the Inclusion Manager, Mrs Kathryn Dewey, is responsible for ensuring that all children identified are supported appropriately.

A child may be identified as having Special Educational Needs in the following ways:

 Information from the parents regarding the child's pre-school development

  • Information from health visitors for the pupils being admitted to nursery
  • Concerns expressed and recorded by the class teacher
  • Information from another professional at the School's Termly Planning Meeting e.g. Educational Psychologist or information from another professional report g. Speech and Language assessment
  • Low EYFS assessments
  • Low attainment and/or progress not in line with expected progress in literacy and numeracy every year
  • Observation by the Inclusion Manager, Head Teacher or other member of staff

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and key stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

  •  Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.

Our Criteria for placing a child on the SEND Register is:

  • A standardised score of 85 or below and working 1 year + below their chronological age
  • Outside agency involvement
  • A diagnosis (with supporting evidence from an outside professional)

Once assessments have been carried out, the outcomes are discussed at Pupil Progress Meetings where staff discuss needs and barriers to learning. When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed

1.2: What should I do if I think my child has SEND?

Speak to your child’s class teacher and/or school Inclusion Manager.

Support for children with special educational needs
2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

Inclusion Manager in conjunction with class teacher.

2.2: How will I be informed / consulted about the ways in which my child is being supported?

Any concerns about a child’s progress are discussed with parents and their views and information about how they feel their child is getting on are sought.

These conversations will make sure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account the parents’ concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

We will formally notify parents when it is decided that a pupil will receive Specialist Support. Parents will be asked to sign a consent form and their child’s IPP to ensure that they understand that their child is being placed on the Special Educational Needs Register.

2.3: How will the school balance my child's need for support with developing their independence?

Children identified as having Special Educational Needs will be fully integrated into the class whenever possible. There will be times when some children will receive additional support in small groups or one-to-one in an appropriate location other than their usual class (refer to Provision).

Teachers are responsible and accountable for the progress and development of all the pupils in their class. High quality teaching is our first step in responding to pupils who have SEN. Reasonable adaptations will be made for individual pupils, as appropriate to their need.

Teaching Assistant (TA)/ Learning Mentor (LM) support is used to support children to become independent learners who are able to access mainstream education.

TAs/LMs are also deployed to teach specific interventions, and where possible children are encouraged to work in pairs or small groups, thus discouraging dependency.

2.4: How will the school match / differentiate the curriculum for my child's needs?

We make the following adaptations to ensure all pupils’ needs are met:

  • Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, work schedules, providing PowerPoint slides on their desks.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?
  • Each child’s needs are looked at individually and strategies used will be based on individual needs. Different children will require different levels and types of strategies and the school will endeavour to do its best to provide these.
  • All teachers and TAs/LMs receive regular training regarding strategies to support children within the classroom who have identified special needs including Autism, speech and language difficulties etc.
  • A variety of strategies might be used including visual aids, social stories, chunking instructions, scaffolding support and differentiation, modelling and any other strategies suggested by external professionals.
2.6: What additional staffing does the school provide from its own budget for children with SEND?

In Early Years and Key Stage 1 there are Teaching Assistants in every class who support the whole class as well as carrying out small group support and work with individual children as appropriate.

In Key Stage 2 there are Learning Mentors in every year group who support children in class as well as carrying out small group support and work with individual children as appropriate

For those children who have an EHCP, an Identified Adult supports them within class and works with them to make progress towards achieving the outcomes detailed in their EHCP. We feel that it is very important that whilst children with EHCPs have identified Adults working with them, they are given independence and opportunities to work with other children and not be isolated with an adult all of the time.

The Inclusion Team consists of 2 ELSAs, 1 Nurture Assistant and an Inclusion and Intervention Learning Mentor. They work across the schools (with children who are on the SEND register, EAL or PPG) and deliver small group and 1:1 interventions which need more specialist input. The Inclusion Team work also alongside outside agencies and other professionals to provide support and implement programmes and strategies suggested by them.

Please be aware that staffing structures can be subject to change according to the needs of the children and budget restraints.

2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / TitleIntervention Type
Speech and Language One to one
Occupational Therapy One to one
Preteaching key Vocabulary Small group
ELSA Sessions One to one
Friendship/ Anxiety groups Small group
Language Link Groups Small group
Attention Groups Small group
Read Write Inc Small group
Social Skills Small group
2.8: What resources and equipment does the school provide for children with SEND?

The school has a variety of SEN resources/equipment for SEND. This includes visual aids, writing slopes, games, trampets, gym balls, ear defenders, chewlery,  etc. Additional equipment can be purchased if recommended by SEN professionals.

2.9: What special arrangements can be made for my child when taking examinations?

Our policy is in line with Assessment and Reporting arrangements for Key Stage 2 (SATs) tests. This specifies that a small number of children may require additional arrangements to enable them to take part in tests. Access arrangements are adjustments that schools must consider before the tests and should be based on normal classroom practice for children with particular needs. Therefore children who have access arrangements made for all tests during Key Stage 2 must be part of their Individual Provision Plan. Examples of access arrangements include:

  • Additional time allowance.
  • Use of a scribe.
  • Making a transcript of a child’s work.
  • Delivering a translated version of the test to a child with limited fluency in English.
My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?

We follow the graduated approach and the four-part cycle of assess, plan, do, review. All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. Children will generally have class targets and targets linked to any interventions that they are involved in. These interventions and class targets will be reviewed at least termly at Intervention Review Meetings.

 Progress can be defined in a number of ways. It might be progress which:

  • closes the attainment gap between the child and their peers
  • prevents the attainment gap growing wider
  • is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers
  • matches or betters the child’s previous rate of progress
  • ensures access to the full curriculum
  • demonstrates an improvement in self-help, social or personal skills
  • demonstrates improvements in the child’s behaviour

 

A child’s Individual Provision Plan (IPP) outlines the desired outcomes for the term and strategies used to achieve the outcome. These are shared with parents and reviewed termly. Parents are also asked for their thoughts on their child’s progress through termly questionnaires and during meetings.

For some children, a Behaviour Support Plan (BSP) will be written which has targets focused on specific behaviours that the school and parents feel need addressing. Behaviour Plans are reviewed every 6 weeks and these review meetings will involve parents, school staff and sometimes the behaviour support team, if appropriate.

Parents are welcome to come in and discuss their child's progress with the class teacher and Inclusion Manager at any time.  

3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

A child’s Individual Provision Plan (IPP) outlines the desired outcomes for the term and strategies used to achieve the outcome. These are shared with parents and reviewed termly. Parents are also asked for their thoughts on their child’s progress through termly questionnaires and during meetings. 

Intervention targets are reviewed termly and decisions are made as to whether the intervention needs to continue the following term or not.  

Behaviour Support Plans are reviewed every 6 weeks. The targets are reviewed and refined in discussion with staff, parents and the child when appropriate.

3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?

Outside of normal reporting arrangements appointments can be made through the school office to meet with your child’s class teacher and/or Inclusion Manager.

3.4: What arrangements does the school have for regular home to school contact?

Pre COVID, class teachers were generally available at the end of the day to speak to parents. However due to government guidelines during the COVID Pandemic, all year groups have an email address for parents to contact their child's class teacher instead of a face to face meeting. This is the preferred method of communication where possible at this time. 

The school has parent consultation evenings every term and parents receive an annual report in July for their child.

The Inclusion Manager is available to speak to parents either face to face or via email/telephone during her 4 days in school. 

3.5: How can I help support my child's learning?

Every year group sends home a reading book for regular reading and a weekly homework task suitable for each child's age and ability. You can support your child with these home learning tasks.

Home learning tasks are also available on the schools website. 

3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?

At the beginning of each new school year all parents are sent a 'Home Learning Letter' which details how they can help their child at home.

In previous years a 'meet the teacher' event has been held at the start of each new year where information is provided to parents about the year group and curriculum areas to be covered. This year due to COVID guidelines this will not happen and we are working on ways to involve parents in their child's learning without them coming onto site. 

Teachers send out termly information about curriculum learning for each term.

3.7: How will my child's views be sought about the help they are getting and the progress they are making?

Children are made aware of their targets and how to work towards them.

Children with EHCPs are asked for their views prior to their annual review meetings.

3.8: What accredited and non accredited courses do you offer for young people with SEND?

N/A

3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

We evaluate the effectiveness of provision for pupils with SEN by:

  • Reviewing pupils’ individual progress towards their desired outcomes each term
  • Reviewing the impact of interventions after 8 weeks
  • Using pupil and parent questionnaires
  • Monitoring by the Inclusion Manager
  • Holding annual reviews for pupils EHC plans

Enabling pupils with SEND to engage in activities available to those in the school who do not have SEN.

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs. Our Year 6 pupils are encouraged to go on our residential trip to Beaulieu in the Spring term.

We encourage all pupils to take part in sports day/school plays/special workshops, etc and no pupil is ever excluded from taking part in these activities because of their SEN or disability.

Both schools have accessible toilet facilities and there is step free access to all buildings. Further information can be found on the schools’ accessibility plan which can be found on the school website.

Support for my child's overall well being
4.1: What support is available to promote the emotional and social development of children with SEND?

Gorse Ride Schools ethos is underpinned by core values which we believe supports the development of the whole child as a reflective learner within a calm, caring, happy and purposeful atmosphere.

The whole school community were involved in identifying 12 core values which were felt to be the foundations on which our pupils can develop and grow to be stable, educated and responsible adults. These are explored through lessons and assemblies but also permeate the whole curriculum and form the basis for the social, intellectual, emotional, spiritual and moral development of our pupils.

Children across the schools have access to specific emotional literacy support programmes which run on a small group or 1:1 basis depending on needs. These focus on social skills, anxiety, self-esteem, friendships and identifying/ understanding emotions. The school employs 2 ELSAs and 1 Nurture Assistant to support children’s needs in this area.

Pupils with SEN are encouraged to be part of the school council, Eco council and House captains.

We have a zero tolerance approach to bullying.

4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

Where possible; Gorse Ride’s approach to behaviour management is proactive rather than reactive. Therefore Behaviour Support Plans are put in place as soon as concerning behaviour is recognised. Plans are written in conjunction with the pupil, key staff, and parents. Plans have clear targets and expectations with tangible rewards and sanctions.

Please also refer to the school’s website regarding the ‘Behaviour Policy’

4.3: What medical support is available in the school for children with SEND?

Refer to answers given in the rest of Section 4.

4.4: How does the school manage the administration of medicines?

Medicines are kept in a locked cupboard or fridge and all associated paperwork is held by the office.

Only adults working in the school who have received 'First Aid Training' will administer medicine.

Children with an ongoing medical need would have a relevant care plan reviewed regularly with the appropriate medical professional, parent and school staff.

A photograph of each child with an ongoing medical need is displayed in a confidential area with the appropriate emergency procedures attached. All staff working with that child would be aware of how to support that child's needs.

4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

Most children being educated in a mainstream setting would not require such a high level of personal care. However in the Foundation Stage it is normal for some children to still be acquiring those independent personal care skills. In those cases our experienced Foundation Stage staff are well able to assist when required.

In some cases where children require a slightly higher level of support, a care/continence plan would be put in place, in consultation with relevant professionals, school staff and parents. This would identify who and how the support would be provided. It is likely that a child requiring this level of support would have an Education, Health and Care Plan.

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Specialist services and expertise available at or accessed by the school
5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

We work with the following agencies to provide support for pupils with SEN:

  • Learning Support
  • Educational Psychology
  • Behaviour Support (Foundry College)
  • Speech and Language Therapy Service
  • ABC To Read
  • Teachers for the Hearing Impaired
5.2: What should I do if I think my child needs support from one of these services?

If you are concerned about your child and feel they need support then it is best to speak to their class teacher.

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?

Speech and Language (SaLT)

Parents of Nursery aged children need to take their child to a speech and Language  drop in at one of the local children’s centres for an assessment. Once a report has been written the school are happy to work on specific targets provided that a copy of the report is given to school to work from.

For school aged children a referral is made through the school to the mainstream school’s service.  Currently the school has a named therapist who comes into school for a termly meeting and will see children throughout the term for assessments and to update their targets as requested by school staff.

 

Occupational Therapy (OT) and Physiotherapy

Referrals for OT/Physiotherapy are to be done by the child’s GP, to the RBH directly.

The Inclusion Manager and class teacher can write a report for parents to give to the GP to provide additional information about how their difficulties are impacting on their school life.

Referrals should be sent to

Dingley Specialist Children’s Centre
3-5 Craven Road
Reading
RG1 5LF

For children with an EHCP the Inclusion Manager can refer directly to OT via the CYPIT referral process

5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

Discuss reasons with the school’s class teacher, Inclusion Manager and/or GP.

5.5: What arrangements does the school have for liaison with Children's Social Care services?
  • Miss Rogers is the Designated Lead for Safeguarding and she will liase with Social Care where needed. The deputy safeguarding leads are Mrs Dewey, Mrs Hodgson and Mrs Dreesden and will deal with any concerns in Miss Rogers’ absence.
  • They contact Referral and Assessment when staff; have concerns. Where appropriate school will liaise with parents prior to contacting social care.
  • The school has robust safeguarding training, policy and framework to ensure all staff know the procedures to follow in the event of a social care concern.
Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?

All staff have regular training on aspects of Inclusion. In 2019 2020 The Inclusion Team were supported by the CAMHs team for the School Link project in the Autumn and Spring Term. This unfortunately has been cancelled due to a lack of capacity in the CAMHS team. However, it has given us a wealth of knowledge and strategies to use with children who are anxious.

The Inclusion Team and teaching Assistants/ Learning Mentors working with EHCP children with Speech and Language needs, get regular training on Speech and Language work given by our link therapist.

During the COVID school partial closure all staff took part in a variety of online training.

Some of the topics covered were:

  • Speech and language
  • Dyslexia
  • Being an effective TA/ Supporting successful learning in Primary schools
  • Promoting emotional regulation in Autistic children
  • Attachment/ Early Trauma
  • Effective behaviour management
6.2: What SEND training is provided for teaching assistants and other staff in your school?

All staff have regular training on aspects of Inclusion. In 2019 2020 The Inclusion Team were supported by the CAMHs team for the School Link project in the Autumn and Spring Term. This unfortunately has been cancelled due to a lack of capacity in the CAMHS team. However, it has given us a wealth of knowledge and strategies to use with children who are anxious.

 

The Inclusion Team and teaching Assistants/ Learning Mentors working with EHCP children with Speech and Language needs, get regular training on Speech and Language work given by our link therapist.

 

During the COVID school partial closure all staff took part in a variety of online training.

Some of the topics covered were:

  • Speech and language
  • Dyslexia
  • Being an effective TA/ Supporting successful learning in Primary schools
  • Promoting emotional regulation in Autistic children
  • Attachment/ Early Trauma
  • Effective behaviour management
6.3: Do teachers have any specific qualifications in SEND?
  • All teachers have knowledge and experience in working with children with SEND.
  • Some staff have had Team Teach Training and have undertaken training related to ASD/ ADHD
  • Our Inclusion Manager has 19 years experience in this role and has worked as a class teacher and SENCO in 2 other schools. She has a Masters in Education which included modules on working with children with Speech and Language difficulties and those with Autistic Spectrum Disorders. She is allocated 4 days a week to manage SEN provision.
6.4: Do teaching assistants have any specific qualifications in SEND?
  • All TAs have knowledge and experience in working with children with SEND.
  • The school has 2 qualified ELSAs who work across the schools, 1  trained nurture assistant.
  • Many staff have also undertaken studies in their own time, including 2 staff undertaking a psychology degree. 
Activities outside the classroom including school trips
7.1: How do you ensure children with SEND can be included in out of school activities and trips?

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs. Our Year 6 pupils are encouraged to go on our residential trip to Beaulieu in the Spring term.

We encourage all pupils to take part in sports day/school plays/special workshops, etc and no pupil is ever excluded from taking part in these activities because of their SEN or disabilities. 

Additional access arrangements for out of school activities can be planned for should a need arise. This may include additional adult support. The needs of all children are taken into account when teachers complete their ‘risk assessment’ form for any out of school activity.

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

Parents would be consulted by a child's class teacher and/or Inclusion Manager if individual arrangements are required over and above normal procedures for Educational activities and trips.

Each year a meeting is held for all parents of Year 6 children who would like to attend the residential trip.

Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

The school complies with legal requirements from the Disability and Discrimination Act 2005.
Please refer to our website for Gorse Ride Schools Disability Equality Scheme.

8.2: Have adaptations / improvements been made to the auditory and visual environment?

No specific adaptationas have been made. However all classrooms are carpetted and should the need arise other adaptations will can be discussed with the Inclusion Manager. 

8.3: Are there accessible changing and toilet facilities?

The children change for PE in the classroom. There are 2 disabled toilets in the Junior school and one in the Infant school that includes a height adjustable changing bed.

8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?

The premises committee of the governing body ensures access to all school facilities.

8.5: How does the school communicate with parents / carers who have a disability?

The school would always refer to the Disability and Discrimination Act 2005.

8.6: How does the school communicate with parents / carers whose first language is not English?

An interpreter can be arranged through the Wokingham EAL service.

All school letters and information can be translated as necessary.

Preparing my child to join the school or to transfer to a new school or the next stage of education and life
9.1: What preparation will there be for both the school and my child before he or she joins the school?

At Gorse Ride Schools we work hard to foster good relationships with settings where children are transferring from and to.

For children entering the EYFS, all parents and children are invited in to the reception class for an individual visit (this is a change to our usual practise due to the COVID Guidance as we would usually carry out home visits). For those with Special Educational Needs the Inclusion Manager will often attend as well. Staff at Gorse Ride will also speak to staff at the child’s current setting and the Inclusion Manager may speak to the SENCO at the child’s current setting to gather information as well (due to COVID Guidance visits to other settings are not possible this year).

For some children an additional visit and a more staggered start will be required in September 2020 as they may have had a significant period of time away from a setting due to the COVID Pandemic.

Transition for children within the school from July 2020 to September 2020 has been very different from our usual transition plans. This year:

  • All children have completed All About Me booklets which class teachers have read.
  • Class teachers have created a video introducing themselves and answering questions children asked on their All About Me booklets for all children to view
  • All children have been provided with a transition booklet
  • For children currently attending school their new teachers and support staff have met with them and showed them their new classrooms
  • Children with EHCPs not in school, have been invited into school for a visit to meet their new teacher and see their classroom.

In a normal year the following happens:

  • EYFS children have home visits and staff contact previous settings to discuss any needs.
  • Year 2 children spend one lunch time a week in the summer term playing on the Junior field and the Year 3 teachers go into their Year 2 classes to meet and work with them. This may be through reading a story to the class or supporting in class.
  • For children moving between classes we have transition sessions where the whole class meets their new teacher for an afternoon. Children are also provided with a transition booklet and additional visits and meetings with key staff where appropriate.

Where possible, staff who are receiving children with additional needs will be invited to any meetings in the term prior to their transition to discuss any plans in place, transition planning and also to meet the parents and other professionals involved.

For children transferring to secondary schools the Year 6 teachers (and Inclusion Manager if required) meet with staff from the secondary schools to provide information about the children they will be receiving.

9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

At Gorse Ride Schools we work hard to foster good relationships with settings where children are transferring from and to.

Transition for children within the school from July 2020 to September 2020 has been very different from our usual transition plans. This year:

  • All children have completed All About Me booklets which class teachers have read.
  • Class teachers have created a video introducing themselves and answering questions children asked on their All About Me booklets for all children to view
  • All children have been provided with a transition booklet
  • For children currently attending school their new teachers and support staff have met with them and showed them their new classrooms
  • Children with EHCPs not in school, have been invited into school for a visit to meet their new teacher and see their classroom.

In a normal year the following happens:

  • Year 2 children spend one lunch time a week in the summer term playing on the Junior field and the Year 3 teachers go into their Year 2 classes to meet and work with them. This may be through reading a story to the class or supporting in class.
  • For children moving between classes we have transition sessions where the whole class meets their new teacher for an afternoon. Children are also provided with a transition booklet and additional visits and meetings with key staff where appropriate.

Where possible, staff who are receiving children with additional needs will be invited to any meetings in the term prior to their transition to discuss any plans in place, transition planning and also to meet the parents and other professionals involved.

For children transferring to secondary schools the Year 6 teachers (and Inclusion Manager if required) meet with staff from the secondary schools to provide information about the children they will be receiving.

9.3: How will my child be prepared to move on to his or her next school?

THis year due to the COVID Pandemic, the year 6 teachers and Inclusion Manager spoke to secondary schools and had virtual meetings with the key staff to discuss children transferring to them. 

Year 6 had transition PSHE sessions during their 4 days in school in the summer term and have had access to virtual sessions whilst at home. 

In a normal year, for  chidlren transferring to secondary schools the Year 6 teachers and Inclusion Manager meet with staff from the secondary schools to provide information about the children they will be receiving.

The children will attend transition days at their secondary school in the Summer Term. 

The year 6 teachers also do a lot of PSHE work with their classes to prepare them for the transition from primary to secondary education. 

9.4: How will you support a new school to prepare for my child?

Any child moving from Gorse Ride to another school would always be supported through close liaison between the current class teacher and new teacher identified.

9.5: What information will be provided to my child's new school?

Information provided will include current academic progress as well as additional information regarding any SEN needs, emotional, social and behavioural needs and any other information deemed necessary to support the child transfer successfully.

9.6: How will the school prepare my child for the transition to further education or employment?

N/A

Who can I contact to discuss my child ?
10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?

Your child's class teacher.

10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

 

The school does not have a Family Support Worker however the Inclusion Manager and other staff signpost parents to various agencies who can support parents. 

The school works closely with the family workers who work out of the FBC children’s centre.

10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

Our Inclusion Manager can provide information regarding external support agencies.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?

Compliments can be made to the class teacher or any staff member, these are always gratefully received. 

Complaints about SEN provision in our school should be made to the Inclusion Manager/ Head Teacher  in the first instance. They will then be referred to the school’s complaints policy.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

  • Exclusions
  • Provision of education and associated services
  • Making reasonable adjustments, including the provision of auxiliary aids and services
School Admissions and Policy Documents

11.1: School admission arrangements for children with special educational needs and disabilities

School admission arrangements

As a Local Authority Maintained School we follow the authorities admissions arrangements. 

School Admission Link
Admissions

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

Data last checked: 23/09/2021
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