Carlton C of E Primary School

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

All children are closely tracked from their baseline assessment on entry to school, enabling early identification and intervention. Information will be gathered seeking the views of, parents and child, as well as from teachers and assessments

If you have any concerns regarding your child’s progress, SEN provision or well-being, please speak to your child’s teacher in the first instance. If you still have concerns contact Mrs Mallalieu (SENCO) or Mrs Highton (Headteacher) via the school office to make an appointment.

How will early years setting/school/college staff support my child/young person?

Roles and responsibilities

The Head teacher: Mrs Gail Highton

• The day-to-day management of all aspects of the school; this includes the provision for children with SEND.
• The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND

  SENDCo: Mrs Sarah Mallalieu

• The day to day operation of the school’s SEND policy.

• Liaising with and advising fellow teachers/teaching assistants.
• Coordinating provision for children with SEND.
• Writing and reviewing IEPs in partnership with class teachers/TAs
• Liaising with parents.
• Liaising with external agencies.
• Arranging/providing in-service training of staff.
• Managing procedures and provision for children with a Statement of Educational Needs or Education Health and care Plan (EHC)
• Monitor and evaluate the special educational needs provision and report to the governing body;
• Manage and delegate a range of resources and interventions (human and material), linked to children with SEND.
• Liaison between Early Years Providers and school – EYFS Team (Class teacher &TAs), Headteacher
• Liaison at point of transfer between schools }  Headteacher, Year 4 teacher and Secondary School Co-ordinator

  Class Teacher

• Input via high quality classroom teaching.
• Planning differentiated learning experiences for the children in their care, adapting the curriculum to ensure access for all children in the class.  
• Assessing the individual pupil’s needs and keeping concise records of pupils requiring learning support.

   Teaching Assistants

• Individual/group support.
• Withdrawal groups
• In-class support of children
• Intervention groups such as Nurture/SEAL group, Chill Out , literacy or maths
• Speech and Language Therapy

The SEN Governor: Mrs. H. Tuohy

• Making sure that the necessary support is given for any child with SEND who attends the school.

School contact telephone number:  01234 720281

 

How will the curriculum be matched to my child's/young person's needs?

Class teacher input via excellent targeted classroom teaching (High Quality First Teaching)

Every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. 

Broad and balanced curriculum which is differentiated to meet individual needs and abilities

Our Teachers will use various strategies to adapt access to the curriculum, for example:

• Visual timetables
• Writing frames
• I-pads, computers or other alternative recording devices
• Peer buddy systems
• Rewards system

What support will there be for my child's/young person's overall well being?

• Carlton Primary is a small rural school, with a caring, friendly, nurturing ethos.
• Christian Values are embedded in the school and the well being of all children is at the forefront of everything we do. 
• We have a nurture club which children attend as and when they need it. We use a range of positive behaviour strategies including daily ‘Chill Out’, sessions.
• A robust safeguarding policy is in place.
• We are proactive in supporting and encouraging children with SEN to take on responsibility in the school e.g. School/Eco Council, Sports Council, PlayPals
• Success, participation and achievement in all areas of home and school life are praised and celebrated.
• All staff are trained by school nurse about children’s medical needs, when appropriate. Medicine is administered by the school office.
• Staff member has received Child and Mental Health training (CAMH).

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

 Carlton Primary works closely with a wide variety of services, seeking expert advice as required, with parents or carers consent. E.g:

• Early Help
• Educational Psychologist
• Speech and Language Team (SALT)
• Early Years Advisory Service
• Autistic Spectrum Advisory Teacher
• Occupational Therapist
• School Nurse

How will my child/young person be included in activities outside this classroom including school trips?

• At Carlton Primary School we believe all learners should have the same opportunity to access extra-curricular activities.
• We offer a range of additional clubs, activities and trips and we are committed to making reasonable adjustments to ensure participation for all, liaising closely with parents.
• Before and After School provision is accessible to all children including those with SEND. SENDCo liaises closely with club leaders to provide support and ensure child’s needs are met.

How accessible is the setting/school/college enviroment?

• The building and grounds are accessible:
• The building is on one level with ramps at main entrances
• There is a disabled toilet on site
• Disabled parking bay
• Information in other languages/advice will be sought from the LA, as required, to support communication with parents/ carers whose first language is not English.

• The school budget, received from Bedford Borough LA, includes money for supporting children with SEN and disabilities.

• The Head Teacher/SENDCo decides on the deployment of resources for Special Educational Needs and Disabilities (SEND) in consultation with the school governors, on the basis of needs in the school.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

 Transition is a part of life for all learners, whether that involves moving to a new class in school, having a new teacher, or moving on to another school. We recognise that transition is an important time for all children, but especially for a child with SEN. Consequently we work closely with parents, children and staff to ensure these transitions run as smoothly as possible.

 

Children joining at beginning of Reception Year:

• Staff make several visits to feeder settings. During the summer term prior to them starting school, the child will visit school accompanied by parent and /or staff member.
• Staff make home visits and a meeting will be held with parents and SENCO to discuss provision, needs and concerns.

 Children moving to another school:

• We will contact the school SENCO and ensure he/she knows about any special arrangements or support that is required for your child
• We will ensure that all records about your child are passed on as soon as possible.

Planning for transitions within school will take place in the Summer Term.

• Staff work very closely together, sharing information, including IEP, and planning next steps.
• Staff will visit the child in their current class and make arrangements for the child to spend time in their new classroom, building up relationships and learning routines etc before the move.

• During Year 6, the SENDCo and child’s class teacher will discuss the specific needs of your child and support that has proven effective, with the SENDCo at their next school.
• Where possible, children will visit their new school on several occasions, and staff from the new school will visit him/her at Carlton. In some cases, a member of Carlton staff will accompany the child on visits to their next school.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

• The school budget, received from Bedford Borough LA, includes money for supporting children with SEN and disabilities.

• The Head Teacher/SENDCo decides on the deployment of resources for Special Educational Needs and Disabilities (SEND) in consultation with the school governors, on the basis of needs in the school.

• The Head Teacher /SENCo and SLT discuss all the information they have about SEND in the school, including:

◦the children getting extra support already

◦the children needing extra support

◦the children who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed.

• The information is recorded on the school provision map 

How are parents involved in the setting/school/college? How can I be involved?

• The class teacher and SENDCo are readily available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used and to cement the link between home and school.
• Individual Education Plans and progress targets will be reviewed with your involvement every term.

A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.