Support for Children and Families

Language Department             Additionally Resourced Provision             Gifted and Talented Children        Buckinghamshire Family Information Service

Special Educational Needs                                                   

Notes from the meeting for parents Autumn Term 2014

Colour Codes for Supporting Special Educational Needs           Read our SEND policy

SEND annual information report 2016

All possible assistance is given within the school to meet the special learning needs of each child. We recognise that at some time in their school career a proportion of children have special educational needs which, in consultation with parents, are identified as soon as possible.

MrsCavender

 

Mrs. Cavender our Inclusion Manager, has responsibility for co-ordinating provision for special needs and liaising with parents, class teachers, the Headteacher and support staff. Pupils’ needs can usually be met by the class teacher by giving individual and small group support within the classroom, whilst some children will receive additional support from teaching assistants and other appropriate staff.Any additional support a child receives is outlined on a Provision Map devised by the classteacher in consultation with the SENCo. We have an excellent team of trained teaching assistants who support children who are on the special educational needs register at school action and school action plus and provide specific programmes of educational support to meet the needs of children who have statements of educational need.Our work in this area is supported by a visiting Educational Psychologist and the Specialist Teaching Service, who offer advice and guidance. These specialists will also be involved with you as parents if it is felt to be beneficial to access support and advice to meet a child’s needs or to request a statement of educational need. Mrs Cavender is also responsible, along with the class teacher, for meeting the needs of any disabled children in school. We liaise with the relevant agencies to ensure, where practicable, that any adaptations needed in school to support a child with disabilities are in place. Our school accessibility plan outlines our developments in this area.

 

Welcome to Our Language Development Department an "Additionally Resourced Provision" (ARP)

 

Our Additionally Resourced Provision, or ARP, is a County funded facility and enables 10 children who have severe speech, communication and language difficulties (SCLD) and a statement of Special Educational Needs (SEN) to receive therapy and specialist teaching within a mainstream school setting. The Teacher in Charge of the ARP is Mrs Cavender, who is the specialist teacher of children with speech, language and communication needs (SLCN) and who also has overall responsibility for Special Educational Needs (SEN) and Inclusion across the school. Part of our provision is that we are fortunate to have two part time Speech and Language Therapists who provide therapy on site to the children who have a place in the ARP. In addition to language therapy, the ARP provides a comfortable, therapeutic and peaceful setting for our experienced team of teaching assistants to work with individuals and small groups of children to develop a range of skills such as receptive and expressive language, listening, memory, social and emotional skills.

 

 Read the criteria for Additionally Resourced Provision

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Family Support Co-ordinator

In 2011-2012, the school used the Pupil Premium money allocated to it to provide additional learning support in classrooms across the school, but with particular emphasis in KS1 where many service family children were. This had a positive impact on outcomes for nearly all children it was allocated for as they achieved their targets, however we decided we needed to be more responsive to individual needs as and when they arise. So, using the 2012-2013 pupil premium money, we have appointed a member of staff – our Family Support Co-ordinator, Mrs Astle, – to work with families and children across the school. These included service families, children on Free School Meals, children with behavioural issues and other children who were vulnerable whatever the reason. Any parent with a concern about their child will want to approach the class teacher first, but can have access to our Family Support Co-ordinator, if they wish. The expectations we have are that this post will enable us to support children with their learning and emotional needs to ensure the best outcomes for them.

In school we are fortunate to have three specialist staff that support children with their learning. Mrs. Rattue and Mrs. Kemp work on a ‘job share’ basis as Learning Mentors, with their post being funded by the Pupil premium money we receive for some children each year. Mrs. Grimsdell is also a Learning Mentor who works full time in school. Mrs. Humpreys is our ‘Every Child Counts’ teacher who works in school for 2 days a week.

The school analyses assessment data on all the children and anyone without a special need, but falling behind due to slow progress, can be picked up and helped by a Learning Mentor. The children who are eligible for Pupil premium funding are given priority by the team and then other children take up any places that are left. The children may work in a small group or, sometimes, individually. The ‘Every Child Counts’ programme is a specific one that runs for 40 sessions a year, on a 1:1 basis. It has clear guidelines for eligibility. Part of the school evaluation work each year is to decide how best to deploy this team in school.

When a child does work with the Learning Mentors, the focus of their work will have been discussed by the class teacher and Learning Mentor. This means it can be decided if work complements classroom topics or is covering specific gaps a child might have.

The aim of this team is to enable children to make at least expected progress and at some point to catch up with their peer group.

Pupil Premium Information

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Gifted and Talented Children

 

We recognise that some children may have exceptional ability. We identify these children through a variety of strategies, including careful assessment procedures. We applaud success and high achievement. Teachers cater for the needs of these children by differentiating work within the classroom. This can include extension and problem solving activities. We also work with other agencies when appropriate.

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