Waddington All Saints Primary School

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Our School Offer

Waddington All Saints Primary School is an inclusive school. We ensure that pupils are included in all aspects of learning and school life throughout our school.

There may be times when your child requires additional support to help meet their needs.  This decision is made by the school and is based on a variety of factors.  We aim to form a partnership with parents / carers and keep you fully informed, also listening to your concerns.  Our School offer aims to answer any questions you may have regarding your child’s needs.

Waddington All Saints Primary School’s Local Offer is written with due regard to the Special Educational Needs and Disability Act 2001 and the revised Code of Practice.

What should I do if I think my child has special educational needs?

If you have any concerns about your child’s needs, you should arrange a meeting with their teacher at a mutually convenient time. We strive to arrange meetings within 2 working weeks.

How will the school respond to my concern?

During the initial discussion, the teacher will listen to your concerns and will establish whether they share your concerns within the school setting. This discussion will be recorded. A further meeting may be planned if more evidence is needed.

How will the school decide if my child needs extra support?

All children access a carefully differentiated curriculum. Extra support may be required if your child has significant difficulties in accessing this. Following an initial concern, we follow a thorough assessment, planning, monitoring and reviewing process. If the teacher has identified a significant concern, the SENCo (Mrs C Wright) will be involved with this process. You will be informed of the outcome. The process takes approximately 6 working weeks.

What will the school do to support my child?

Children, parents and teachers are involved in writing targets. This helps everyone to understand how they help your child to make progress. The curriculum is carefully differentiated to allow all children to access it. Some children might need extra support to do this and we work together to ensure that all children can be successful.

Who will support my child in school?

The class teacher is responsible for supporting your child in school. There may be times when other support staff are involved. All relevant staff will be informed of specific targets and strategies to support them. Sometimes there might be other agencies in school to support your child. This will not be done without your consent or prior knowledge.

What training and experience do staff have for the additional support my child needs?

The staff’s on-going development programme provides opportunities for updating and enhancing professional skills. Outside agencies offer specialist support to relevant staff if this is something that school feels is necessary.

Who else might be involved in supporting my child?

Sometimes it may be necessary to involve outside agencies in your child’s care. This will be planned in advance and you will be invited to talk to your child’s teacher about this beforehand. You will also be able to meet with your child’s teacher to discuss the outcome of this. It is sometimes possible for parents to meet with the agency, but this is taken on a case by case basis.

What support is there for my child’s emotional and social well-being?

The class teacher takes responsibility for the child’s welfare, including emotional and social well-being. If you have concerns in this area, you can meet with the teacher in exactly the same way as if you had an educational concern. We look at the whole child and the provision in the class doesn’t just focus on educational progress. Teachers adapt provision to meet all needs.

How will my child be involved in the process?

Throughout the process we pay careful consideration to the ‘child’s voice.’ This will include discussing their strengths and areas that they want to develop themselves. They are able to attend meetings as appropriate to their developmental stage. They are involved in writing their own targets, based on what is developmentally appropriate.

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

The curriculum is carefully differentiated to meet all of the children’s needs. For example someone who finds writing down their work a challenge might record their science learning using a video.

What opportunities will there be for me to discuss my child’s achievement? How will I know how well my child is progressing?

There are 2 parents’ evenings over the academic year, where you will be invited to look at your child’s work and discuss their progress. This will involve setting new targets. At the end of the year we hold an open afternoon, which allows you to observe the children’s learning and the look at your own child’s work. If your child is on the SEN register, there will be a third meeting time for you at the end of the academic year. Children on the SEN register are involved with writing their own targets, which includes celebrating their achievements. We celebrate learning with a weekly ‘High Flyer’ assembly to share achievements. If you wish to discuss your child’s progress at another time, appointments can be made with the teacher and we will aim to fulfill these within 2 working weeks.

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

Rigorous tracking systems are in place to monitor progress of the children from Foundation Stage to Year 6. Our evidence is taken from a wide range of school based learning. We do not rely on tests to assess children; we use observations and class learning to inform planning and provision.

How will my child be included in activities outside the classroom, including trips?

We operate an inclusive curriculum. If a child may need extra support on trips, for example, we carefully consider their individual needs as part of the risk assessment. It may be appropriate for a child to be in a smaller group or have extra support. This forms part of the risk assessment. Any concerns should be raised with the class teacher.

How accessible is the school environment?

The school has an accessibility policy which is reviewed every three years to ensure that there is full access and facilities for everyone.

How will the school prepare and support my child to join the school?

We liaise with feeder settings to ensure that we have as much information about the child as possible. We request children’s files and tours of school for parents and children are arranged where possible. It may also be possible for children to visit their new class and spend time with their teacher prior to starting.

If your child is starting school for the first time, staff visit the feeder settings to gather information. We then arrange 2 visits so that the children can become familiar with their new setting.

How will the school prepare and support my child to transfer to a new setting?

We ensure all key information is given to the new setting; this could be by telephone or email to support the transition.

How can I be involved in supporting my child?

During meetings with the class teacher, you can discuss relevant information and consider how you can offer support at home. We welcome feedback from you about how they are getting on and the method for this should be discussed with the class teacher.

How can I access support for myself and my family?

You can access more information on support in Lincolnshire through their Family Services Directory.

Questions & Answers