The Piggott School: Charvil Primary

Children with SEND are identified through:

• liaison with parents
• liaison with feeder nursery providers and transition information via visits and reports
• on-going teacher assessment and observations
• Phonics screening test / school phonics assessments
• assessment materials administered by the Special Educational Needs Co-ordinator (SENCo) regarding literacy and numeracy
• Individual tracking records
• Specialist agency reports

Please contact the class teacher initially regarding your concerns who, with your permission, will meet with the SENCo. Alternatively you may make an appointment via the school office to speak directly to the SENCo.

If your child is at pre-school then please contact the SENCo via the school office to arrange a meeting.

The class teacher, with the SENCo, creates an individual provision plan with appropriate outcomes for each child. These are then finalised with parents.  These are recorded on a Pupil Profile or on Individual Education Plan (IEP) for those children who have an Education Health Care Plan (EHCP) and are monitored by the class teacher and SENCo. When appropriate other professionals give advice for these targets.  Review meetings are held with parents each term and involve the pupil where appropriate. 

Parents and carers will be informed by:

• Meetings with the class teacher and/or SENCo as required
• Termly meetings to discuss and review progress towards targets on Pupil Profile or IEP
• Parent evenings
• Review meetings with outside agencies if they are involved
• Annual reviews if your child has an Education Health Care Plan (EHCP)

Through the Pupil Profiles and IEP, strategies will be implemented to develop your child’s independence. These may include:

• Visual timetables
• Prompt cards
• Teaching Assistant (TA) support
• Personalised curriculum
• Small group inputs or support to recap key learning points

The curriculum will be personalised based on each individual child’s needs, taking account of their teacher assessments and advice from outside agencies.

Each child’s needs are looked at individually to determine the best strategies for them. Strategies may include:

• Personalised curriculum
• Visual support including pictures, writing frames or word banks
• Visual timetables
• Then and now cards
• Reward systems
• ICT support
• Quiet areas for reflection
• Small steps with specific achievable objectives
• Multi-sensory approach to activities
• Support from SENCo for those with sight or hearing impairments

We provide:

• SENCo
• Nurture assistants
• Teaching Assistants in each year group
• Additional teachers to support specific interventions
• Behaviour support assistant specialists from Foundry College in Wokingham, a behaviour support service as required
• Visits from the Educational Psychology service
• Visits from other professionals are required

As a recently built school we have easy access with no steps, a wet room with disabled toilet, a separate disabled toilet and an therapy room. The school purchases or hires additional equipment if needed as and when required.

Access to:

• A reader
• A scribe
• Additional time
• A quiet space to work in
• Rest breaks
• In some cases the use of special arrangements will require additional application to the Standards and Testing Agency. Where this is the case we will discuss this with parents and the appropriate external professionals.

We monitor your child's progress as follows:

• On-going Teacher Assessments
• Standardised tests that give standardised scores and comparative ages
• Regular review of IEP and pupil profile
• assessment materials administered by the SENCo
• Individual tracking records
• Specialist agency reports

You will be involved with:

• Copies of reports, Pupil  Profiles and IEPs as needed
• Pupil Profile and IEP review meetings
• Parents’ evenings
• Review meetings with outside agencies as appropriate

Pupil profiles and IEPs are constantly being reviewed and updated based on every day observations from school staff, as well as from advice from outside agencies and parents. New targets will be set based on the achievements of current targets and shared with parents at termly meetings.

• Teachers and SENCo are happy to arrange meetings to discuss issues at any convenient time during the school term
• Children with SEND who have an Education Health Care Plan (EHCP) will have an annual review.
• Parents of pupils with SEND will have a temrly meeting with the class teacher to review IEPs or pupil profiles are needed. 

• SENCo and teachers are always happy to arrange a meeting to discuss issues and are available after school
• Email/telephone
• home school communication books

• Listen to your child read on a daily basis
• Encourage your child to complete home learning tasks
• Talk to your child’s teacher for more specific activities to help support their learning
• Follow suggestions given on the Pupil Profile / IEP

• The school runs regular curriculum evenings throughout the year for specific subjects where ways to support your child are shown
• When appropriate, parents and teachers are offered training together such as Early Bird plus

We recognise that pupil voice is important and children are given an opportunity to voice their views. Pupils’ views are sought at the end of interventions eg. nurture groups, through oral discussion or questionnaires. Staff regularly feedback to children on their progress and discuss their learning targets. When a child has met one of their targets, a new one is set through discussion between the teacher and the child.
Pupils with a EHCP complete a questionnaire in preparation for their annual review and where appropriate they will be invited to attend the review.

N/A

Assessment coordinator monitors the progress of students with SEND and reports to governors

Progress and evaluation is reported to the SEN Governor

An Annual Report is made to the Governing Body and the SEND Information Report is posted on the website (and available to school staff on the school network)

Parents / carers can take part in this evaluation through the annual parent questionnaire

Supportive Teaching Assistants offer small group or individual support for time limited interventions.

Specific interventions are implemented as needed e.g. 1:1 time, Social stories.

Anti-bullying and safeguarding policies supported by a specialist trained member of staff (Mrs R Alexander, (Pastoral) Deputy Head and Ms L May (Primary) Deputy Head)

An acceptable Internet-usage policy

Trained nurture assistants

Targeted support for individual students

ARC counsellor

Art Therapy

Daisy’s Dream

Jigsaw PSHE scheme of work taught throughout the Primary school, giving opportunities such as Circle Time promote the emotional and social development of all our children, including those with SEND.

• Home school communication books
• Report cards
• Individual behaviour plans
• Reward charts and bespoke reward systems
• Behaviour support assistant specialists from Foundry College support children as required
• Quiet and safe areas are available to the children as required
• 1:1 support is available for children as required
• Referral to CAMHS
• Referral to Educational Psychology service

There is a strong nurturing ethos within the school and staff at all levels work together to plan how best to support pupils who are finding it difficult to conform to normal behaviour expectations using the strategies above.

• Staff are trained in first aid
• Appropriate training of staff from school and community nurses as required eg. Epipen, asthma, epilepsy
• Referrals to the school nurse where necessary
• Staff will take on any training as needed to support medical needs of any child

A form must be completed for any children who need to have medication during the school day.

Office staff have attended first aid training will administer medicine and keep records.

We ask parents to make us aware of any particular medical needs so that we can work together to ensure the child’s needs are met.

Medicine is checked termly to ensure it is in date.

Information is displayed to inform staff of individual children’s medical needs eg. Allergies

This will be planned on an individual basis and be discussed with parents as part of a support plan. We have a disabled toilet, wet room and change of clothes available if required.

1:1 support with personal care such as during snack and meal times is also available.

• Educational Psychology Service
• Learning Support Service
• Autism Spectrum Service for Information, Support and Training (ASSIST)
• Speech and Language Therapy
• Sensory Consortium Service
• School Nurse Service
• Foundry College (Behaviour Support Service)
• Education Welfare Service
• Parenting and Family Support
• Adoption Support
• Child and Adolescent Mental Health Service (CAMHS)
• Occupational Therapy
• Physiotherapy
• Family Support Worker

Please speak to SENCO who will advise next steps and make referrals as necessary.

Following referral and assessment, staff from the Speech and Language team, occupational therapy and physiotherapy attend school to assess and review pupils.  They will offer advice to staff and may offer resources to support individual pupils.  They may provide a support programme for the school

School staff will then follow the strategies and support plans given by the outside agencies. 

First speak either to the SENCo or your GP to request a referral for Speech and Language therapy.

The Speech and Language Service offers a regular drop-in clinic for under-fives at Ambleside.

For advice on Occupational Therapy and Physiotherapy services please speak to the SENCo.

Parents can also access advice via CYPIT.

School works in close partnership with Children’s Social Care and can support families to access these services if required.

The SENCo holds the National SENCo award.

All staff are offered training dependent on any current needs. The school holds INSET days which all our staff attend, as well as twilight sessions at the end of the school day and regular support staff meetings.  Skills and strategies are continually up-dated as necessary.The SENCo regularly meets with each member of staff to discuss any SEND training that is required.

As 6.1

The school SENCo has the National SENCo award. 

As qualified teachers, all teaching staff are trained and qualified in teaching pupils with SEND.

All our Teaching Assistants have experience of working with children with SEND and also with their families. They have also had training regarding autism, Speech and Language Support and nurture.

All children are included in out of school activities and trips in discussions with parents and risk assessment undertaken in line with the Local Authority guidelines. 1:1 support may be provided depending on the level of need.

Teachers meet with the parents of children with SEND at the planning stage of a trip, to ensure the child's needs will be met. Advice is also taken from the place to be visited in terms of their facilities and accessibility. Activities such as pre-visits, photo booklets / video clips may also be used to support preparation for the trip.

Our school is newly built, on one level, with no steps and is fully accessible to all.

Advice will be taken from outside agencies regarding adaptations of any area for each child as needed.

We have two disabled toilets and a wet room with shower, which has plenty of room for changing.

As the school is newly built to Wokingham’s specification, the school is fully accessible. If any modifications are required the school will plan for these as the need arises.

The school will communicate in a number of ways, depending on the disability, for example via a third party such as an interpreter or a signer, in writing, face-to-face, by email, by letter or by telephone.

A speaker of that language is sought for example from the teaching staff or our Wargrave site. 

The SENCo liaises with any pre-school setting in order to make appropriate transition arrangements.

The SENCo will meet with parents before the child joins the school to discuss any concerns or arrangements.

The class teacher visits the pre-school setting to share information about the school and team, including photos.

The SENCo will liaise with any outside agencies who are involved. 

There will be additional transition visits  (e.g. going for story time), with photos of key adults and new rooms to take home. The next teacher will visit the child in their current class. Teachers also meet to pass on information including academic and social needs, specific strategies that work and any medical details etc.

As we are a 4-18 school there is already close contact with staff on the Wargrave site. This will be encouraged and visits arranged in KS2, plus:

• Additional transition visits (for both parents and child)
• Photos of key adults and places on the new site
• Head of Year 7 and new form tutor to see child in current setting
• Parents introduced to teachers / TAs as appropriate
• Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details
• Liaison with the Inclusion Manager
• Photos
• Meetings with your child, family and specialist services involved with them
• Inclusion Manager to attend TAFs, annual reviews, Transition meetings
• Transition group led by Inclusion Manager

As we are a 4-18 school there is already close contact with staff on the Wargrave site. This will be developed as follows:

• Meet and discuss individual needs
• School staff to come and visit child in current setting from Year 5 onwards
• Share good practise and strategies with next school staff
• Teaching Assistant may accompany visits to new school site
• Offer Transition Group for those who will struggle with the transition
• Teachers and SENCos meet to pass on information including academic and social needs, specific strategies that work, medical details

In discussion with parents, school will share records of interventions, impact, assessments (including teacher assessments, statutory assessments and other standardised tests carried out), diagnosis and strategies that have been developed and been successful.

N/A

Your first point of contact would be your child’s teacher or our SENCo.

School can contact and refer to the Family and Parenting Support team or to ASSIST

We endeavour to keep up to date contacts for agencies on our website and are always happy to help parents/carers find support groups as needed.

Verbal and written compliments are always welcome and shared with the staff involved. We welcome feedback via parent questionnaire at the end of the school year. Feedback from parents is also part of the reviews of Pupil Profiles and IEPs or for those pupils with a EHCP, a written report of the parents’ views is included in the process.

Any complaints are dealt with by the Headteacher, chair of Governors or Governing Body, in line with our Complaints Policy and Procedures. 

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

11.2: School Accessibility Plan

11.3: Special Education Needs Policy