Following identification of SEN, a meeting will be held to which you will be invited. At this meeting discussions will take place regarding your child receiving SEN support. This means the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour along with a clear date for review. This is known as an additional support plan and is reviewed termly. Parents / Carers have input into such plans. If appropriate, the child’s views are also included.
Staff at Gilbert Scott Primary School will talk with parents / carers at least 3 times a year to set clear outcomes and review the progress towards these. At these meetings, the activities and support that will help achieve them will also be discussed along with the identification of the responsibilities of the parent, the pupil and the school.
Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.
If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy and literacy skills, etc., then the pupil will be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need, but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on the class provision map (this is a record of the interventions, timings, cost and impact of the intervention). If you have any queries related to the interventions, please contact the class teacher or the SENCO.
Pupil Progress meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
Occasionally a pupil may need more expert support from an outside agency such as the Children’s Therapy Team, Paediatrician, etc. A referral will be made, with your consent and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
The Governors of Gilbert Scott Primary School are responsible for entrusting a named person, Frances LeRoy, to monitor Safeguarding and Child Protection Procedures. She is also responsible for the monitoring and correct administration of the Disclosure and Barring Service Procedures and the school’s Single Central Record. In a supportive, yet challenging role, the Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.
When a pupil has been identified with special needs, their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
Teaching Assistants (TAs) may be allocated to work with the pupil in a 1to 1 or small focus group to target more specific needs.
If a child has support from outside agencies, a Special Educational Support Plan (SENDSP) will be written for them. Targets will be set according to their area of need. These will be monitored by the class teacher weekly and by the SENCO three times per year. SENDSPs will be discussed with parents and a copy given to them.
If appropriate, specialist equipment may be given to the pupil, eg. writing slopes, concentration cushions, pen/pencils grips, easy to use scissors, etc.
You will be able to discuss your child’s progress at Parent Consultation Sessions.
Your child’s class teacher will be available at the end of each day if you wish to raise a concern. Appointments can be made to speak in more detail to the class teacher or SENCO by visiting the school office.
The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include:
Members of staff, such as the class teachers, Pupil & Family Support Worker (P&FSW) and SENCO who are readily available for pupils who wish to discuss issues and concerns. Where appropriate, mediation sessions are carried out.
Clubs which are available for those who find the start of the day or lunchtimes a challenge.