Local Authority (LA) maintained schools have a requirement to meet the needs of all pupils with Special Educational Needs and Disability or additional needs. Regardless of their need/s, the focus remains that these children will make the best possible progress in school and be included in school life as fully as possible.
The Derbyshire Local Offer
Visit the website www.derbyshiresendlocaloffer.org/ for more information.
The website allows you to see what services and support is on offer for children and young people with SEN and/or disabilities (SEND).
1. What should I do if I think my child has Special Educational or additional needs?
You should visit the teacher responsible for children with any additional needs. Miss Dawson ( SENDCO ) has lots of experience and is responsible for ensuring that all children, irrespective of needs, are provided for at their level. She can ensure that, if necessary your child has some personalised teaching and learning.
2. How does the school know if my child needs extra help and support?
Very regular assessment takes place each term. Teachers discuss all children. Any child that school thinks is not making as much progress will be highlighted. Class teachers or Miss Dawson will approach parents and talk about concerns and ways to provide support so your child achieves the best they possibly can.
3. How will I know that the school will support my child?
Cotmanhay Infant and Nursery School prides itself in providing for a very wide range of children. Children with physical, speech, hearing and visual difficulties as well as children with Cerebral Palsy, Autism, Aspergers, behavioural difficulties etc are welcomed and provided for to the highest level. Staff will talk to parents, share plans, share targets, suggest ways to help and seek advice from specialists, if necessary, to ensure your child achieves the best that they possibly can. Regular meetings with parents are encouraged. Class teachers, Miss Latchford and Miss Dawson are always available to discuss things (appointments may be needed).
4. How will I know how my child is doing?
See class work on displays in classrooms
See children’s books on special class assembly mornings
See termly targets sent home near parents evening
Talking to class teachers about your child’s work
See SEN Support Plans (formerly IEPs)
School Report (Summer Term)
Consultation with teacher or Miss Dawson
5. How will the Curriculum be matched to meet my child’s needs?
Cotmanhay Infant and Nursery School is a very inclusive school. Regardless of a child’s need, the key is that they are provided for at their level – whatever level that may be. Staff work hard to provide exciting resources, use the outdoor environment, use experienced Teaching Assistants, use additional rooms – Rainbow Room, Busy Bee Room, Nurture Room and the Curriculum is tailored to ensure your child participates as fully as they can.
6. How will school help me to support my child’s learning?
Make suggestions for targets that both school and home can work on together and provide resources if necessary
Suggest which outside agency to contact eg. Nurse, Paediatrician, Speech Therapist etc
Give out games and packs to work on at home
Make charts/reward systems to motivate/encourage
Speak to parents at the end of the day with any concerns
7. What support will there be to support my child’s overall well-being?
Highly skilled class teachers with experience of how to provide for children socially, emotionally and academically
Specialists in key areas eg. Rainbow Room, Busy Bee Room, Nurture Room
Medical Co-ordinator will always talk individually to parents with any concerns re medical plan etc
Outside agencies such as Psychologist, Paediatrician, Nurse, Speech Therapist, teachers for Physical, Visual/Hearing difficulties can be contacted
Safe procedures for entering and exiting school
Secure environment for children to learn and thrive in
8. What specialist services or expertise are available at or accessed by the school?
School can contact:
MAT team workers
Teacher for Hearing Impaired
Teacher for Visually Impaired
Behaviour Support Teachers
School has highly skilled and experienced teachers and Teaching Assistants in behaviour, low self esteem, child protection, Makaton, speech and language, dyslexia, physiotherapy etc.
9. What training have staff supporting children with SEND had?
Positive Play training
Speech, language and communication
communication for all training
PECS – Picture Exchange Communication
10. How will my child be included in activities outside the classroom?
SEN children are encouraged to attend all educational visits
Staff will be provided to support and ensure total safety
Concerns are discussed and raised before the visit
Risk assessments carried out
Children needing medical attention or needing a changing area at the visit site will be arranged by SENDCO- Miss Dawson or Medical Co-ordinator, Mrs Philpot.
11. How will school support my child in starting school and moving on?
Induction meeting with key staff before your child begins school in the school house e.g. chance to see nursery/school etc.
Parental meetings to discuss curriculum in each year band early in the school year
Very good transition process for visiting new classes and teachers each year
Useful and rigorous communication between Infant and Junior school for year 2 children
SEN meeting for Y2 parents before junior phase
Personal Passports for children with complex needs who may find transition difficult
All records, assessments and targets passed on to the relevant teachers/staff/schools
12. How accessible is the school environment?
Slopey ramp for wheelchair access onto the front playground/school entrance area
Lift near the school office for wheelchairs/pushchairs, parents, staff and children with limited mobility etc
Classrooms are arranged so access with walkers and wheelchairs is possible
Disabled toilet and changing/personal hygiene area is available on the main school corridor and in Nursery
Hand rails are in position by any steps
13. How are the school’s resources allocated and matched to pupil’s SEND?
Teaching Assistants support in every class. The TA’s have received lots of training to support in particular children with SEND/additional needs
If necessary, TA’s will run 1:1 target work with the children during the week
TA’s often take out smaller groups of children to maximise learning and improve concentration skills
Use of Nurture staff, Positive Play staff and SENDCO promote self esteem, motivation and improved behaviour/skills for all children
Budget allocations are carefully monitored to ensure most complex children have the necessary support, staff and resources
14. How are decisions made about how much support my child will receive?
Progress and attainment monitored termly
Assessment Co-ordinator and SENDCO monitor this
Groups/individuals targeted by SENDCO, TA’S, class teachers to ensure maximum progress at their level
Provision mapping highlights all the interventions such as Rainbow Room, Busy Bee, Nurture Room, Physical Literacy, speech
Use of quieter rooms to support vulnerable children
15. How will I be involved in discussions and planning for my child’s education?
Consultation with SENDCO, class teachers and head teacher
Targets shared each term and possible ways to help meet them at home
Parents evening x 2 a year – optional in Summer Term
Communication book can be arranged between parent and class teacher if both members feel this will support the child appropriately
Any reports/discussions with outside agencies will be discussed and actions taken and agreed
16. Who can parents contact for further information?
Parents welcome in school every morning at 8.45 am
Parents can arrange appointments with class teachers ,
SENDCO available each day by appointment
Head teacher can listen to parental views and advise/take action
Parent Partnership can help and support, attend meetings as a support if necessary
Parents can ask for advice and support from outside agencies – see Miss Dawson for numbers/contacts
…being actively involved
|…being valued and respected||
…building positive relationships
…having my specific requirements and care needs met
…being listened to
…being given choices
…being given information
…having my preferred form of communication used