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School Information Report (Local Offer)

This web page describes what we do to support our children with special educational needs and disabilities.
 

It is our aim to enable all pupils at Valentine Primary School (including those with special educational needs) to:

  • achieve their best
  • become confident individuals and live fulfilling lives
  • make successful transitions into our school, within our school and onto their next educational setting.

 

Valentine Primary School is a mainstream setting that educates children from the age of 4 to 11. We welcome children of all abilities and needs. Admission of children with Education and Health Care (EHC) plans is supported by the Local Authority in consultation with the school, parents and carers. We firmly believe in inclusion and that all children should be given every opportunity to thrive in our mainstream setting. Our school currently includes pupils with SEND (Special Educational Needs and Disabilities) in the following areas:

  • Learning difficulties
  • Speech, language and communication difficulties
  • Autistic spectrum difficulties
  • Specific learning difficulties
  • Physical and sensory difficulties and medical needs, including visual and hearing impairment
  • Behaviour, emotional and social difficulties, including mental health and ADHD

 

Our Special Needs Coordinator (SENCO) is Jackie Hurden and Anna Powell.

These members of staff are responsible for the operation of the Special Needs Policy and the coordination of specific provision made to support individual children with SEND. They liaise with staff to monitor progress and plan interventions.

 

The school environment has been adapted to allow accessibility for wheelchairs and also children with hearing and visual impairments. School trips are open to children with any SEN or disability and specialist staff travel with children who require additional support whilst staying away from home or travelling to and from a day school trip.

 

  What is available for all children in our care? What targeted support can we offer small groups or individuals? What specialised individual support is available?
Teaching approaches

The school provides quality first teaching for all children including those with SEND.

 

The school regularly monitors your child’s progress to ensure that they are meeting their targets. This is done every 8 weeks with SLT, during lessons and during feedback sessions. If your child is not making sufficient progress, classroom support will be put in place.

 

Parents’ evenings or showtimes are held once every half term with a written report to parents twice a year.

 

Assessment for learning and live marking is used to support planning for different levels of attainment.

 

The school teaching and learning policy will provide further information regarding what quality first teaching looks like at Valentine.

Small groups and/or individuals may be supported by the class teachers, teaching assistants or learning support assistants as appropriate.

 

Where necessary, staff groups or individuals are trained in particular strategies such as BSL, Makaton, TeamTeach and teaching and learning for ASC.

Work is adapted to meet individual children’s needs.

 

There is careful targeting of individual support for pupils with individual education plans (IEP).

 

Support is put in place for pupils who are not making the expected progress.

Learning/ curriculum

The children have full access to the national curriculum.

 

The national curriculum will be adapted to take account of the needs of groups and individuals and will be adapted to suit each child’s academic and personal development.

Pupils with additional needs are identified in a number of ways: pupil progress meetings, class teacher discussions with SLT and SENCO, outside agency identification through GP, parent discussions with school.

 

Booster groups and intervention groups are available in certain year groups where necessary to ensure they reach age related expectations according to prior attainment.

 

Specific interventions such as dancing bears, five minute box, precision teaching, TEACCH approach and Weldon are used as appropriate. .

The school responds to any concerns raised by parents. The SENCO may carry out additional testing when additional educational needs are identified; outside agencies may be involved.

 

The curriculum may be specifically differentiated for a child with additional needs to take account of their pace of learning and attainment.

 

Targets set by outside agencies form part of a child’s provision and these are reviewed with the outside agency when appropriate.
Support

Teacher, teaching assistant and learning support assistant support all pupils in class through group work and targeted support.

 

Differentiated activities will be provided to enable children to work independently.

 

Interventions with class teacher and teaching assistant take place daily to ‘catch up’ with learning for some pupils identified through assessment for learning strategies.

 

Approaches designed to support children with a range of needs (dyslexia, hearing impairment, speech, language and communication needs) are used in all lessons throughout the school.

Regular daily opportunities to access individual and small group work to develop independence are used where appropriate.

Children with SEND may be supported by external agencies and parents are consulted.

 

The school has staff who are specifically trained in communication strategies, autism strategies, ADHD strategies and social and emotional strategies. These are deployed as and when necessary according to need.
Environmental and physical resources

Valentine Primary School is an inclusive school which welcomes all children regardless of their abilities.

The school has a full time ELSA for social and emotional support as appropriate.

 

The school environment has been adapted to allow accessibility for wheelchairs and also children with visual impairments. For example, yellow paint has been used on all external edges to support children with visual impairments; ramps and lifts are in place to allow access to all areas of the buildings; SENCO coordinates liaison and multi agency working to support pupils with SEND to provide any specialist equipment or adaptations that may be needed.

 

A range of visual/practical resources are used to support children who may find access to learning more difficult (such as those with ADHD, dyslexic tendencies, ASD, etc).
SENCO coordinates with multi agencies working to support children with disabilities and to provide any specialist equipment or adaptations that may be needed, eg mobility aids, hearing and sight resources, timetables, etc, often in consultation with advisory teachers and outside professionals.
Behavioural and emotional

All children use the behaviour ladder to assess their own behaviour during the day.

 

The policy for behaviour is called ‘Creating a positive behaviour environment’ to emphasise the principles behind the policy.

 

Behaviour Support Inclusion Officer endeavours to ensure minimum disruption through challenging behaviour.

 

Regular contact with parents by staff to avoid escalation of disruptive behaviour.

 

Reparation station used to dissolve conflict, build responsibility and repair relationships.

Full time ELSA provision allows both emergency and planned intervention time for children who require adult support with their emotions and feelings.

 

Family Inclusion Support Officers provide additional support for parents with parenting skills and strategies through NVR and IY.

 

Deputy head, Inclusion organises family learning opportunities such as FAST (Families and schools together, NSPCC) and Families Connect.

 

Behaviour Inclusion Support Officer provides interventions for children whose behaviour is challenging and thus affecting their learning.

Nurture group runs every morning for 10 vulnerable children whose social and emotional difficulties seem to affect learning progress.

 

Outreach programmes through Compass, Vermont and SAOS are accessed where necessary.

 

Educational Psychologist involvement is accessed where learning appears to be slowing.

 

Challenging behaviour consultations are regularly used where the school feels children’s needs require investigation. Two educational psychologists attend these.

 

Training for staff in behaviour management techniques and RPI are employed where necessary and appropriate.

 

Please click here for frequently asked questions from parents/carers:

These questions should enable visitors to the website to access information about the provision for children with SEND in our school.

 

Please feel free to contact the school should you require any further information.

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