Transcript Slide 1

A Partnership
Approach
Communication
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Appropriate,
Effective and
Child Centred
Provision
Alvechurch CofE Middle
School
‘We value the individuality of
all our pupils.’
Contact
information
Our aim for children with special
educational needs is to ensure
that they are safe and happy
at school and that they are
given every opportunity to
reach their potential
Frequently
Asked Questions
Identification of Needs:
Pupils who require additional support, in accordance
with the SEND Code of Practice (2014), follow a four
step cycle called the graduated response.
Pupils are assessed to identify a key area of need,
provision is planned to support the pupils’ needs and
to ‘bridge the gap’ in learning and or behaviour.
Intervention is delivered and the impact on pupil
progress is assessed in order to identify the next steps
in learning. This is called Provision Mapping.
The outcomes linked to pupil progress are shared with
you at pupil progress meetings held on a termly basis.
We have a Special Needs Co-ordinator, Mrs
S. Sweeney who is responsible for ensuring all
children who are identified with SEND, receive
an inclusive, high quality response to meeting
their needs. She can be contacted on:
0121-445-1033 (Mon/Wed/Fri).
Our SENCO ensures
that all staff are aware
of your child’s needs.
This information is
updated and shared
on a regular basis in
the form an individual
Provision Map.
Communication
Our Special Needs Co-ordinator is responsible for
auditing the training needs of all teaching/support
teaching staff to enable the provision for pupils
identified with SEND to be appropriate and
effective.
Our overall aim is to remove potential barriers to
learning in order to enable all our pupils to
experience success.
•The Special Needs Coordinator is supported
by a lead TA for Special
Needs, alongside a
team of commited
teaching assistants,
who support the needs
of pupils inclusively in
the classroom.
•Teaching assistants
also deliver intervention
programmes to a
target group of pupils
or individually. This is in
addition to the
provision made in the
classroom eg Speed
up!, Mathswizz, Rapid
Reading, Rapid Maths.
We call this wave 2
provision.
At AMS all teachers have responsibility
for meeting needs of all pupils within
the context of the classroom
environment. We call this Quality Wave
1 Provision.
Further specific support
may also be provided
through a Statement
of Special Educational
Needs or an
Education, Health and
Care Plan (EHCP). This
means your child will
have been
identified by the class
teacher and SENCO as
needing a particularly
high level of individual
or
small group teaching
which cannot be
provided from the
notional SEN budget
available to the
school.
Subject teachers regularly review the
progress of pupils using both formative
and diagnostic assessments which
identify the ‘next steps in learning’. The
needs of the majority of pupils are met
through a differentiated, broad and
balanced curriculum.
Appropriate,
Effective and
Child Centred
Provision
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If your child is not
making the
expected progress
and has specific
gaps in their
understanding
he/she may work
within a smaller
group of children.
These groups are
also called
intervention groups.
The intervention groups may be run:
• in the classroom or outside;
• by a teacher or a teaching assistant who has
been trained to run these groups;
• by a specialist from outside the school such as a
speech and language therapist.
We recognise that transitions can be
difficult for a child with SEN and take
steps to ensure
that any transition is as smooth as
possible.
Appropriate,
Effective and
Child Centred
Provision
continued....
There are induction events during the summer
term for all children who are joining
Year 5 in September.
The SENCO may arrange additional visits for
children identified as having SEN and
additional meetings will be arranged with
parents and any other agencies who have
been involved with your child, such as the
Learning and Behaviour Support Service.
Prior to transferring to AMS,
our SENCO will ensure that
she knows about any special
arrangements or support that
may need to be made for
your child.
Information will be passed on
to the new form teacher and
in most cases, a planning
meeting will take place with
the new teacher to discuss
your child’s strengths and
difficulties and the strategies
that have been successful.
Provision maps, School
Based Plans and Statement
objectives/ Education Health
Care Plans will be shared
with the new form teacher.
It is our aim that we work in close
partnership with you and maintain
regular and purposeful
communication between home and
school. For some children, we use a
home-school liaison book.
It may be necessary
to refer your child to
an external agency
to seek their views,
guidance and
support in meeting
your child’s needs
inclusively. Your
permission will always
be sought before a
referral is made.
We operate a welcoming and
open-door policy whereby parents
are encouraged to contact
teaching staff/SENCO on an ‘as and
when’ basis.
A
Partnership
Approach
The views of all pupils is sought (pupil voice) to
provide a more enriching, personalised curriculum,
which enables all our pupils to experience success
and to achieve their potential. Workshops are built
into the academic year for parents to attend in order
to support how you can best meet your child’s needs
in the key skills of literacy and numeracy.
Parent Consultation
meetings are held on a
twice yearly basis and
there is also an
opportunity to discuss your
child’s end of year report.
Parents are given
regular feedback
about the level your
child should be
working at for their
age and also about
the expected rate of
progress for Maths,
Reading and Writing.
Q. How accessible is the school environment?
A. We have a disability and accessibility action plan and policy that is available on
request.
We have disabled toilets that are large enough to accommodate changing.
Visual support systems are used in all classrooms.
As a PFI school, we have a learning environment which is fully accessible and inclusive for
all learners eg. We have disabled toilets that are large enough to accommodate
changing and lifts to accommodate wheelchair access.
Q. What support will there
be for my child’s overall
well-being?
A. All staff at AMS
believe that pupils’ high
self-esteem is crucial to
their emotional wellbeing and academic
progress.
Currently, we have two
licensed Thrive
practioners who assess
pupils’ social, emotional
and behavioural needs
and plan intervention to
support.
The teacher with
responsibility for pupil
welfare is Mrs J. Baxter.
Frequently
Asked Questions
Q. How are the school’s resources allocated and
matched to children’s special
educational needs?
A. The school budget received from the Local
Authority includes money for supporting pupils
with SEN. The Headteacher and Finance Officer
then decide on the budget for SEN in consultation
with school governors and based on the needs of
pupils in the school. The school may
receive an additional amount of ‘top-up’ funding
for pupils with higher level needs. The school will
use its SEN funding in the most appropriate way to
support.
CONTACT INFORMATION
The class teacher is the first point of contact but parents are also welcome to
contact the SENCO directly about any concerns. Any important information
should be shared with the form teacher.
Useful contact details:
Headteacher: Mr D. Snell
[email protected]
0121-445-1033
SENCO: Mrs S. Sweeney
[email protected]
0121-445-1033
Local Authority
SEN caseworker: LISA CONFIRMING
SEN Governor: Mrs G. Onyon
[email protected]
If you are considering applying for a place at Alvechurch CofE Middle School and
your child has special educational needs, please telephone the school to arrange an
initial visit with the Headteacher / SENCO who will be happy to meet with you. Your
next step would be to contact Worcestershire County Council to discuss the
admissions process. Their contact details are; 01905 763 763