Working together

At The Meadows we will always listen to your concerns and take time to explain anything that might be worrying. We will look in to your concerns and plan a further meeting where we can get together and discuss any developments and findings with you. All information about your child is shared with you.

Parents are always involved in their child’s education and provision for their individual needs. A holistic approach is always taken with children’s social, emotional, medical and academic needs being addressed.

Open dialogue will be maintained with yourself as parent / carer. This is done through a range of strategies including regular meetings to review progress, Home School diaries, individual target reviews, annual reports.

Our school is always willing to listen to your concerns and appointments can be made at any time through the school office.

The School has access to support for families with English as an Additional Language. A support group for families is coordinated by Miss Bullard, class teacher at The Meadows.

Children and their families are involved throughout their individual learning process. We value your partnership in the education and care of your child.

Specific examples are family involvement in target setting , homework , home school books , information sharing from medical appointments  and Early Years WOW moments.

Assessing Individual  Needs

Assessments in school and pre-school may be formal and informal. These may be carried out by

(STAPS ) Specialist teaching and advisory psychology service, class teachersand teaching assistants who work closely with your child.

Together we will make a plan to support your child with appropriate timescales and dates to review.

Your child’s progress and well being will be monitored daily by the staff who work closely with them. The Special Educational Needs Coordinator(SENCO) and Senior Staff will ensure that your child’s individual targets are planned and reviewed appropriately throughout the academic year.

 Support may look completely different for individual children within the school.

Area of Special Educational Need

Relating to difficulties with:

 Interventions / Strategies which may be implemented to meet individual needs if appropriate and resources are available

Communication and Interaction

Children may have a delay or a disorder in one or more of the following areas:

Attention / Interaction skills:

• Struggle to ignore distractions
• Need reminders to maintain attention
• Regular prompts to stay on task.
• Individual motivations to complete tasks
• Difficulties attending whole class or small group learning tasks
• Interaction difficulties with peers.
• Inappropriate interactions
• Conversational difficulties either initiating or maintaining

Understanding / Receptive language:

• May require visual supports to understand or process spoken language.
• May require improved communication systems.
• Repetitive language with use of basic language simple vocabulary, unambiguous language to aid understanding.

Speech / Expressive Language:

• May use simplified language with limited vocabulary.
• Conversations / ideas may be difficult to follow, needing regular explanations and clarification.
• Immaturities in speech sounds
• Grammar and phonological awareness affecting literacy skills.

• staff trained by  ELKLAN Speech and Language training courses  may liaise with Speech and Language Therapists to deliver an individual programme of speech and language therapy.
• Quiet, low stimulus areas to complete tasks and learning opportunities.
• Visual, verbal and modelled reminders of expectations are used to maintain attention, with use of timers, reward systems etc.
• Opportunities to work 1-1, paired or within small groups to aid attention and limit distraction.
• Nurture support to develop attention and listening skills, practise language and interactions with others.
• Pre teaching of topic vocabulary, creating a scrapbook of language to improve knowledge and understanding.
• Use of ‘First Call’ resources to meet individual needs.
• Phonic interventions

Cognition and Learning

Children may have difficulties with the skills needed for effective learning such as use of:

• Language, memory and reasoning skills.
• Sequencing and organisational skills.
• An understanding of number.
• Problem – solving and concept development skills.
• Fine and gross motor skills.
• Independent learning skills.
• Exercising choice.
• Decision making.
• Information processing.

Children may have a specific learning disability such as dyslexia, dyscalculia, dyspraxia and dysgraphia.

• Close liaison with the Specialist Teacher and Applied Psychology Services who may offer assessment, suggest appropriate strategies, learning resources and intervention.
• Use of First Move resources to develop co-ordination, fine and gross motor skills.
• Learning and organisational scripts.
• Appropriate resources to support individual needs such as co-writer, IT resources, visual and verbal prompts.
• Appropriate interventions such as Alpha to Omega, Word Shark, multi sensory learning strategies, etc
• PIVATS guided small step targets.

Social, Emotional and  Mental Health

difficulties

Children may have difficulties with social and emotional development which may lead to or stem from:

• Social Isolation
• Behaviour difficulties
• Attention difficulties
• Anxiety and depression
• Attachment disorders
• Low self esteem
• Issues with self image

• Nurture support may be offered to manage emotional and behavioural difficulties. This may include small group or 1-1 support as appropriate focusing on listening and attention skills, friendship skills, positive self image, confidence and self esteem development, FRIENDS programme, etc
• Close links and support available from St Christopher’s Outreach and the Emotional Behavioural Support Service if appropriate.
• Positive behaviour management strategies implemented throughout school.

Sensory and / or Physical

These pupils may have a medical or genetic condition that could lead to difficulties with:

• Specific medical conditions
• Fine / gross motor skills
• Visual / hearing impairment
• Accessing the curriculum without adaptation
• Physically accessing the building or equipment
• Over sensitivity to noise / smells /light /touch / taste.
• Toileting / self care

• Close liaison with medical support advisors and School Nurses who may provide training and support in the creation of Health Care plans.
• Training opportunities for staff to effectively provide knowledgeable, appropriate support from Hearing and Visual Impairment Services.
• First Move intervention and strategies may be implemented with support from Occupational Health or Physiotherapy if appropriate.
• Implementation of ASD friendly strategies and responses.
• Close links and support available from St Christopher’s Outreach.
• PIVATS guided small step targets.
• Access to specialist equipment and IT resources as appropriate and available.
• Visual prompts to promote independence and self care.

Qualified Staff

The Head Teacher , SENCO Assistant and Pre School Manager  will ensure that appropriately qualified school staff are assigned to the care and education of your child. Support will also be provided by students and volunteers in school. Qualified staff oversee all work and support undertaken and advice is taken from specialist outside agencies as required.

Students and  Volunteers  help support qualified staff to deliver  learning by following bespoke programs set by the teachers and outreach support services

Advice is sought from Birth to Five Service, SALT, Social Communication Outreach, Health Service and STAPS which includes Educational Psychologists, Pathways and  the Sensory Education Service.

Our school staff have expertise in counselling, Elklan, Autism, Behaviour and Attendance. Pastoral support is available for your child and your family. Our nurture team and pre-school staff are able to meet with you and discuss concerns, and sign post you to available support agencies. All staff are First Aid trained including Paediatric First Aid.

Social, Emotional and  Mental Health difficulties

The Emotional and Social Well-being of children will be catered for by our nurture team and pre-school staff.

Lead staff members are Mrs Richardson and Mrs Suddaby.

We will recommend strategies to support your child and family and offer ongoing support as required. Individual children may be supported by named support staff through one to one and small group session to address any social and emotional difficulties.

The school has clear guidelines for appropriate behaviour and attendance in school.

School’s policies for Anti bullying / Behaviour / Attendance in school / Administering Medicines in School are on our school website. All pre-school policies are in line with the school. All policies are also available from the main school office.

Children’s Voice

Children’s views are always sought and these views are valued and discussed with their parents and professionals during review meetings. Views are collected verbally and by measuring children’s actions and responses. Many children are assigned a mentor or one to one assistant to support their learning.

All children have personal targets which are reviewed with the child throughout the year. These are shared with parents. Children are encouraged to reflect on their learning and to celebrate and share their achievements.

Children as individuals

Throughout our school children’s individual needs are met in all areas of the curriculum.

The school provides quality first teaching for all and this is enhanced by bespoke programmes for English, Mathematics, social and emotional needs. The school is well resourced with a wide range of learning materials to make sure the curriculum is accessible to all. The school environment is appropriate for all learning needs.

All children’s progress is tracked closely by their class teachers and senior staff.

Progress is measured against national expectations and children’s own developmental stages. All children have individual targets. Evidence is gathered through observations, completed work and discussions with your child.

Early Years Foundation Stage, National Curriculum levels, PIVATs and individual targets are monitored termly by class teachers and key workers. Formal assessments include end of Key Stage assessments, Mathematics skills, Reading and Spelling Ages with associated Literacy skills.

Enrichment activities

All children are included in all enrichment activities including school trips. Risk assessments are completed thoroughly to ensure the safety of all. Specific arrangements are made as required to meet individual needs. Children are prepared for all enrichment activities being mindful of any difficulties they may have which are specific to their needs.

The school environment is fully accessible to all, being on one level and spacious. Children and their carers have access to a large wet room with disabled toilet and shower.

Transition

Welcome booklets are given and transition days are planned as required. School staff are also able to visit children in their current settings before moving to our school. New parents’ meetings take place annually giving families the opportunity to familiarise themselves with the school environment and to meet staff.  These transition booklets are individual and bilingual as required.

The school brochure and website provide information about policies and day to day school life.

Additional adult support is provided to support transition. School staff visit new settings with families to provide additional information, support and continuity. Individual children work with staff on a transition programme preparing them for their next steps. Booklets are created, additional visits are available to familiarise children with the new environment and meet with new staff members.

Further information

Families can also access further support for themselves.

You may wish to access LCC/ birth to Five or school website, or directly contact the school office.