Local Offer

At Adderley Primary School we are committed to ensuring that all children become independent learners and reach their full potential. We aim to identify children’s individual and specific areas of need early and make provision to support them and remove any barrier to learning.

How does the school know if children need extra help?

At Adderley Primary School children are identified as having special educational needs through a variety of ways.

  • If there is a lack of progress
  • If children are achieving below age expected levels
  • If a concern is raised regarding behaviour, self-esteem, concentration, attitude and extra support is required to help improve this.
  • If a concern is raised by a parent or carer
  • If a concern is raised by a teacher
  • Through liaison with an external agency
  • Through a health diagnosis from a paediatrician

 

What should I do if I think my child has Special Educational Needs?

Talk to us:

  • Firstly contact your child’s class teacher or Head of Year and if they can’t answer your question, make an appointment to see Mrs Checketts the Leader for Disabilities and Special Educational Needs (DSEN). If you still need further support, you can book an appointment to see a member of the Strategic Leadership Team (SLT).

We pride ourselves on listening to and building positive relationships with our parents/carers.

 

How will school support my child?

  • Quality First Teaching
  • Small group targeted intervention
  • Individual targeted interventions
  • Listening to the children’s and parents needs
  • Working alongside external services where needed

 

The types of SEN that we support are:

  • Cognition and Learning

How your child thinks, learns and understands their world.

  • Communication and Interaction

How your child talks to, listens, responds, plays and learns with other children and adults.

  • Social, Emotional and Mental Health difficulties

How your child shows their feelings, negotiates and solves problems in different situations and handles changes of routine.

  • Sensory and/or Physical needs

How your child responds to their environment and learning using their senses and any diagnosed medical issues.

 

We support children through Quality First Teaching

This means that:

  • The teacher has the highest possible expectations for all children in their class, regardless of their ability.
  • All teaching is based on building on what your child already knows, can do and understands.
  • Different ways of teaching are used so that your child is fully motivated to be involved in their learning.
  • Learning is personalised to suit each individual child.
  • Your child’s progress is constantly checked to ensure that the teaching and any additional resources meets their needs.
  • We teach the way your child learns and do not expect them to fit in with our way of teaching.

 

We support children through targeted group work.
This is where your child works with a smaller group of children, who are at a similar place in their learning, often called an intervention or booster group.

For your child this would mean:

  • Working in small group sessions on specific targets or objectives to support their progress.
  • These sessions may be led by your child’s teacher, a different teacher, a teaching assistant, under the direction of the Class Teacher, a teaching assistant, with support from the DSEN Leader or a Learning Mentor.
  • Progress is constantly monitored to ensure that this small group work meets the group’s needs.

 

We support children through targeted individual work
For your child this would mean:

  • Working 1 to 1 on specific targets to support their progress.
  • These sessions may be led by the class teacher, an intervention teacher or a trained Teaching Assistant under the direction of the Class Teacher and DSEN Lead, with advice from any other agencies involved.
  • Progress is constantly monitored to ensure that 1 to 1 interventions are meeting the child’s needs.

Who will explain this to me?

  • Class Teachers will meet with parents/carers on a termly basis at Parent’s afternoon to discuss and review your child’s needs, support and progress. You can also request a meeting with the class teacher at another time if you need to discuss further concerns or questions
  • Mrs Checketts, the Leader for DSEN is available for further information and discussion.
  • Children with a Statement or Education, Health and Care (EHC) Plan will have an annual review each year.

 

How is the governing body involved in supporting families of children with Special Educational Needs?

  • We have a designated governor with responsibility for DSEN who liaises with the DSEN Leader to ensure that the Governors are informed about provision, progress and well-being of our children with DSEN.
  • The Governors agree priorities for spending within the DSEN budget with the overall aim that all children receive the support they need in order to make progress.
  • If you have concerns about how school deals with your child regarding any DSEN issues you can discuss these with the Head Teacher or the Governing body.
  • If you want to discuss any issues with our DSEN Governor, she can be contacted by arranging an appointment through the school office.

 

How will I know how Adderley Primary School supports my child?

  • Each child will have targets set by the class teacher. The targets will be adapted to reflect the pupil’s individual needs and will form an Individual Learning Plan (ILP). A copy of these targets will be sent home to parents.
  • If a child has needs related to a more specific area of the curriculum or social skills, they may be placed in a small intervention group. Your child’s teacher will let you know that they are taking part in this group. Intervention groups are reviewed regularly and usually run for a term. Interventions are all recorded on a provision map which is reviewed every half term. This is a record of the interventions, timings, cost and impact of the intervention.
  • Pupil progress & action plan meetings are held three times a year. This is a meeting where the class teacher meets the SLT member responsible for the phase to discuss the progress of the pupils in their class. This shared discussion may highlight any concerns so that further support can be planned.
  • Occasionally a pupil may need more expert support from an outside agency such as Educational Psychology, Community School Nurse, Speech and Language Therapy. Referrals for such support are discussed with parents and forwarded to the most appropriate agency. Very occasionally, the outside agency will complete a programme of work with the child in school but more often they provide targets and activities for the child to work on in school and at home.

 

How will the curriculum be matched to my child’s needs?

  • Children across the school are taught in groups with work that is differentiated to match their needs. Work for children with DSEN is adapted further to ensure it supports them to access the curriculum effectively. The children may be supported by a teacher or a teaching assistant.
  • Children in Years 2 to 6 are taught Literacy and Maths in target groups. This means that the children with DSEN are taught in a smaller group with a teacher and the curriculum is differentiated to meet their needs.
  • On occasions, children with complex needs will have an additional adult to support them on a more individual basis to target specific needs.
  • If appropriate, specialist equipment may be given to the pupil.

 

How does the school know how well my child is doing?

  • As a school we measure children’s progress in learning against National expectations and age related expectations. We make formal assessments at the end of every term.
  • Children who are not making expected progress are picked up through review meetings.
  • The class teacher/target group teacher continually assesses each child and notes where further support is needed. As a school we track children’s progress each term using a variety of different methods.

 

How will I know how my child is doing?

  • You will be able to discuss your child’s progress at parents afternoon.
  • Class teachers are regularly available in the playground at the end of the day if you wish to raise a concern. Appointments can be made to speak in more detail to Mrs Checketts by visiting the school office.
  • ILPs for children with DSEN are sent home each term.

 

What support will there be for by child’s overall wellbeing?

  • The school offers a wide variety of pastoral support for pupils who are encountering emotional, social and behavioural difficulties. We have a pastoral team dedicated to mentoring and supporting those children that are in need of additional support. All of the Pastoral Team are available at break times and lunchtimes for children who wish to discuss any issues and concerns that they may have.
  • The Learning Mentors run a variety of wellbeing groups targeting social skills, self-esteem, emotional wellbeing and anger management.
  • We also work very closely with the following external services to ensure that we best meet the wellbeing needs of our pupils:

external-agencies


Pupils with medical needs

  • If a pupil has a complex medical need, a care plan will be compiled by Mrs Checketts in conjunction with parents/carers and health professionals. These are discussed with all staff who are involved with the child.
  • The school has a policy regarding the administration and management of medicines in school which can be found on the school website.
  • If a child requires medication during the school day, parents should speak to the school office, Mrs Checketts or the School Nurse. On a day to day basis the SLT oversee the administration of any medication.
  • If Special arrangements or facilities are required, parents should speak to Mrs Checketts who will arrange for the special arrangements to be made.
  • All staff have regular training regarding conditions and medication affecting individual children so that all staff are able to manage medical situations.
  • There are a number of first aid trained staff in school.

 

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

  • Teachers suggest ways of supporting all children’s learning through parent workshops that take place each term. The class teacher may suggest additional ways of supporting your child’s learning through a note in the reading diary, at parents’ afternoons or by arranging a meeting with you.
  • The DSEN Lead Mrs Checketts may meet with you to discuss how to support your child. This would normally follow on from when a child has been assessed or had input from an outside agency.
  • Miss Asghar (Pastoral Leader) or one of the pastoral team may meet with you discuss strategies to use if there are problems with a child’s behaviour/emotional needs.
  • Outside agencies or the Educational Psychologist may suggest advice or programmes of study that can be used at home.
  • Parent/carer workshops are arranged throughout the year, sometimes with invited guests, to encourage an open and relaxed forum where advice and ideas can be exchanged.

 

Who are the best people to talk to about DSEN?

  • We always encourage you to speak to your child’s class teacher about any concerns you may have about your child. However, if you have a specific concern about your child’s learning, special educational or additional need then the DSEN Leader, Mrs Checketts, will be available to speak to you.
  • The DSEN Leader is a teacher who is responsible for supporting members of staff, parents/carers/carers and pupils in meeting the additional needs of all children. They have specialised training in co-ordinating DSEN across the school.
  • There is also a DSEN Parents Drop-in Surgery on Mondays from 3.30-4.40pm, so feel free to come along and ask any questions!

Parents and carers can find out more about Birmingham Local Authority's local offer here.

DSEN Policy 2016-2017 

Supporting Pupils with Medical Conditions 2016-2017

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