We offer a graduated approach to meeting the learning needs of all our pupils.  This is underpinned by our vision and values of: AIM HIGH, WORK HARD and PLAY FAIR.

For all pupils you can expect to see 6 key principles driving our work:

  • high expectations
  • great teaching
  • more time for learning
  • depth before breadth
  • exemplary behaviour
  • staff knowing every pupil

In addition to great teaching we understand and recognise that some pupils may also require a period of additional support to help them catch up or keep up with their learning.  This could be small group work, after school tuition and booster sessions or a language enrichment programme.

We also understand and recognise that some pupils have diagnosed special educational needs and/or disabilities.  These pupils may require more specialist and personalised support and we, alongside parents, may seek advice from other professionals to help us meet these needs. 

Special educational needs can be in one of the following 4 areas:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Mental and Emotional Health
  • Sensory and/or Physical

 

  1. Who are the best people to talk to about my child’s difficulties with learning, special educational needs or disability (SEND)?
  2. How will you let me know if you have any concerns about my child’s learning, special educational needs or disability?
  3. How do you ensure the teaching staff are appropriately trained to support my child’s special educational needs and/or disability?
  4. How will you consider my views and those of my child with regard to their difficulties with learning, special educational needs or disabilities?
  5. How will the curriculum and the school environment be matched to my child’s needs?
  6. What types of support may be suitable and available for my child?
  7. How will you support my child to reach his/her learning outcomes?
  8. What is an Education Health and Care Plan (EHCP) and who can request one for my child?
  9. How will you help me to support my child’s learning?
  10. How is support allocated to children and how do they move between the different levels of support in school?
  11. How will you know that the support has made a difference to my child’s learning and how can I and my child be included in this review process?
  12. What support will there be for my child’s happiness and wellbeing?
  13. How is my child included in all the same activities as his/her peers at school?
  14. How will you support my child in transition stages?
  15. If I have any other questions about my, who can I ask?

 

1.Who are the best people to talk to about my child’s difficulties with learning, special educational needs or disability (SEND)?

  • We have an open door policy where all staff are happy to listen and help.
  • Firstly you can talk to your child’s class teacher about your concerns.
  • You may wish to arrange a meeting with the Deputy Head for Inclusion and Special Educational Needs Co-ordinator (SENCo) Mrs Chapman.     
  • If you continue to have concerns you can arrange to discuss these with Mrs Fleming, the Head Teacher.

 

2.How will the school let me know if they have any concerns about my child’s learning, special educational needs or disability?

  • We pride ourselves in developing open and honest relationships with parents and carers.
  • Initially your child’s class teacher may speak to you at the beginning or the end of a normal school day and arrange a further time to discuss the concerns.
  • The class teacher may also talk to you about any concerns at parents evening.
  • The SENCo may contact you and arrange a meeting to discuss your child’s difficulties with learning and any possible support strategies the school might be considering.
  • The Head Teacher or one of the Deputy Head Teachers may speak to you at your New Entry Meeting (if you are new to and joining the school during the year) once they have liaised with your child’s previous school.

 

3.How do you ensure the teaching staff are appropriately trained to support my child’s special educational needs and/or disability?

  • We believe our most valuable resource is our staff. We have a strong team dedicated to improving outcomes for all our pupils and we invest heavily in them.
  • All staff receive weekly coaching visits and developmental feedback about their teaching from the Head Teacher, Deputy Head Teachers and other senior staff.
  • We have an ongoing training and professional development programme which includes ensuring all staff have the appropriate skills and knowledge to support children with special educational needs.
  • The school is able to access a wide range of external training including Educational Psychology, specialists at ARK Schools, the local authority and curriculum organisations such as Read Write Inc.

 

  1. How will you consider my views and those of my child with regard to their difficulties with learning, special educational needs or disabilities?

  • We believe it is very important for parents/carers to be involved in all areas of their child’s learning. We actively encourage and promote working in close partnership in an open and honest manner. We also believe it is essential to understand your child’s views on any difficulties they may experience with their learning.
  • You will be able to share your views and discuss your child’s progress at our regular parents evenings.
  • If your child has an identified special educational need you and your child will be invited to a termly meeting with the class teacher and SENCo to discuss current progress, support strategies being used and expected outcomes.
  • If your child has a Statement of Special Educational Need or an Education, Health and Care plan (EHCP) you and your child will be able to share your views at the Annual Review.
  • However, if you have any concerns about your child’s learning at any time, you can make an appointment to meet your child’s teacher and/or the SENCo who will be more than happy to discuss these with you
  • Your child will have many opportunities to discuss and share their views about their learning regularly with their teacher and support staff in class, in small groups, individually and through responding to feedback marking in their books.

 

  1. How will the curriculum and the school environment be matched to my child’s needs?

  • We believe that all teachers are teachers of pupils with SEND and, as such, they provide high quality first teaching taking account of the needs of all pupils in their class including those with SEND.
  • We carefully plan our curriculum to match the age, ability and needs of all children.
  • Class teachers will adapt lesson planning and teaching to match your child’s special educational needs and/or disability.
  • It may be appropriate to adopt different strategies or resources and adapt outcomes to meet your child’s learning needs.
  • Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning.
  • We have a Disability Access Plan to ensure that all children have the fullest access to the curriculum and the school site as possible and this is regularly reviewed and monitored internally and externally

 

  1. What types of support may be suitable and available for my child?

  • We have a large team of staff who specialise in a variety of support that may be offered to your child. We also run a number of catch up and SEND programmes and work closely with a wide range of professionals who support and advise us in meeting the needs of pupils with SEND.

We have a graduated approach to supporting pupils:

  • Universal support – this is the provision in the classroom – the work the teacher plans, who the teacher works with, the use of additional support staff and a variety of resources and adaptations to planning
  • Targeted support – this is the planning and provision of a short term intervention to help pupils catch up or keep up, e.g. a 10-week after school maths tuition programme, a 10-week vocabulary and language enrichment programme, a 6-week social skills programme. It may be delivered 1-1 or in small groups during the afternoon or after school.
  • Specialist support – this is the planning of a specialist and personalised provision for pupils with particular and more complex needs and difficulties. Support staff in school may work 1:1 or 1:2 with your child delivering programmes and personalised interventions as part of an Individualised Learning Plan.
  • Learning Support Assistants (LSAs) deliver a variety of interventions at this level including Catch Up Reading, Spelling Support, Wave 3 Maths, Read Write Inc 1-1 sessions, Speech and Language programmes and the Balance Education and Movement Programme (BEAM).  LSAs may also be deployed to support pupils in class with their work as well as providing provision outside of the classroom
  • Our Pastoral Team of 3 staff work with pupils to deliver focussed work around social and emotional aspects of learning including Self Awareness, Social Skills and Managing Feelings. They also offer loss and bereavement work.
  • It may be necessary to seek specialist advice and/or regular input from partnership agencies in developing and reviewing plans for pupils who require this level of support. We work closely with the following partnership agencies: Educational Psychology, Speech and Language Therapy, Occupational Therapy, Physiotherapy, School Nurse, CAMHS, Sensory Impairment Service, Multi Agency Behaviour Support Service, Teacher Advisors for Specific Learning Difficulties including Dyslexia
  • For a very small number of pupils, access to these specialists may be through a Statement of Special Educational Needs or an Education Healthcare Plan (EHCP)

 

  1. How will you support my child to reach his/her learning outcomes?

  • We review and assess the progress of all pupils continually through observing and questioning pupils, marking work and the use of more formal tests. The outcomes of all of these are used to review, plan and update support where needed.
  • The class teacher and other staff working with your child ensure that your child receives appropriate teaching and support in order to reach these goals in class and through interventions where needed.
  • If your child has an Individual Learning Plan, strategies and progress against the targets will be reviewed half termly.
  • External agencies and specialists may also review your child’s progress and adapt their planning accordingly.

 

  1. What is an Education Health and Care Plan (EHCP) and who can request one for my child?

  • EHC Plans will replace Statements of SEN from September 2014.
  • The purpose of an EHC Plan is to make special educational provision to meet the special educational needs of a child or young person, to secure improved outcomes for them across education, health and social care and, as he/she gets older, prepare them for adulthood.
  • An EHC Plan will contain;
    • the views and aspirations of you and your child,
    • a full description of his/her special educational needs and any health and social care needs,
    • agreed outcomes for your child’s progress,
    • an outline of the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes
  • You, your child (where appropriate and aged 16 and over)and/or the school (the SENCo) can request that the local authority conduct an assessment of your child’s needs. This may lead to an EHC Plan.

 

  1. How will you help me to support my child’s learning?

  • We work in close partnership with parents and carers to ensure all pupils feel supported at both school and home
  • We send home a half termly curriculum newsletter for each year group outlining what the pupils will be learning, homework projects and other suggestions of ideas and activities you can do at home with your child to help them.
  • All pupils receive regular, weekly homework appropriate to their needs and we encourage parents and carers to support with the completion of this.
  • We run parent/carer workshops in school to help you understand the strategies we use in school. In addition, your child’s class teacher and/or the SENCo may be able to offer you individual training and support in specific support strategies/resources relevant to your child.
  • You will have an opportunity to meet with other professionals involved in supporting your child as appropriate and they will offer advice.

 

  1. How is support allocated to children and how do they move between the different levels of support in school?

  • We receive funding from and via the local authority. These funds include money to support the learning of children with SEN and/or disabilities.
  • The Head Teacher, in consultation with the school Governors, decides the budget for SEN provision on the basis of the needs of the children in the school.
  • Every half term the Head Teacher, SENCo and teachers discuss and review the effectiveness of the school’s current interventions and provisions on pupil progress and outcomes and agree appropriate changes to pupil plans where necessary.

 

  1. How will you know that the support has made a difference to my child’s learning and how can I and my child be included in this review process?

  • We adopt the following formal assessment cycle
    1. Staff meet to agree strengths, difficulties and assessments of pupils and set targets
    2. For pupils with SEND an Individualised Learning Plan is also generated identifying targets and outcomes
    3. This is shared with the pupil and parent/carer to agree the support and intervention
    4. Each half term assessments take place for all pupils. As part of this, The Individualised Learning Plan is reviewed to monitor how well the pupil is making progress and adapt where appropriate.
    5. Termly meetings are held with parents and carers to review progress
  • Your child’s progress will also be assessed continually both in terms of their daily learning within the class and with regard to specific intervention programmes.
  • The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and whether adaptations are necessary. It may be decided that a further period of support and or a different intervention would be beneficial for your child
  • You and your child will be kept informed and encouraged to be actively involved.
  • You can request a meeting with your child’s teacher and/or the SENCo at any time if you have any questions or concerns.

 

  1. What support will there be for my child’s happiness and wellbeing?

  • Our ethos of AIM HIGH, WORK HARD AND PLAY FAIR underpins all that we do. The happiness and well-being of all our pupils is paramount. All members of staff take this aspect of school life very seriously and we pride ourselves in the relationships we have developed within The Ark Ayrton Family and how well we know and get to know every pupil and their family.
  • You can be confident that in particular your child’s class teacher, Learning Support Assistants, Pastoral Team and the SENCo are available to provide support to match your child’s needs.
  • Our pupils’ views are sought regularly through School Council and they play an active role in developing our school.
  • The Pastoral Team are available at any time to talk to pupils, parents and carers and offer support if there is a problem. Support is provided for social skills, self-esteem and confidence, as well as for any learning needs.

 

  1. How is my child included in all the same activities as his/her peers at school?

  • We are an inclusive school and committed to providing equal opportunities for all children.
  • School clubs, educational visits and residential trips are available to all children
  • When necessary the school will make reasonable adjustments to ensure that children with SEN and/or disabilities are included in all activities.

 

  1. How will you support my child in transition stages?

  • We recognise and understand how important good transitions are for pupils to make the most progress and achieve the best outcomes throughout their education.
  • We ensure that at key transition points (between classes each year and at the end of Key Stages) all staff are aware of individual pupils’ needs, learning, progress and best support strategies.
  • We have strong links with our local schools and work with them to ensure there is a smooth transition when your child transfers to his/her secondary school of choice or moves during the school year. We can also support with identifying possible school choices and school visits.  Please contact us for further details.
  • If your child joins us during the school year we will liaise closely with their previous school to understand their needs and hold a New Entry Meeting with you and your child. If necessary we will make reasonable arrangements specific for your child such as extra visits or purchasing specific equipment. Similarly if your child moves to another school during the school year we will contact the new school to share all relevant information and request a transition meeting where possible.
  • If your child has a Statement or an EHC Plan we will arrange an Annual Review in sufficient time prior to their transition. You will be kept informed of these arrangements and asked to attend the reviews.  Appropriate staff from the new school will also be invited to attend
  • In Year 5 and 6 all EHC Plan reviews will have an additional focus on preparing for secondary school.

 

  1. If I have any other questions about my child, who can I ask?

  • We have an ‘open door’ policy and are always very happy to speak to you about any aspect of your child’s education at any point during the school year. It is best to speak to one of the following people in this order;
    • Your child’s teacher and/or LSA
    • The Pastoral Team if appropriate – Mandy, Helen and Debbie
  • The Deputy Head for Inclusion and SENCo, Mrs Chapman
  • The Deputy Head Teacher for Teaching and Learning, Mrs Nickerson
  • The Head teacher, Mrs Fleming