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Cotmanhay Infant and Nursery School

Celebrate, Inspire, Nurture, Succeed

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Special Educational Needs

SEND report 2018

 

Introduction

Local Authority (LA) maintained schools have a requirement to meet the needs of all pupils with Special Educational Needs 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 ( SENCO )  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

  • Social Workers

  • School Nurse

  • Educational Psychologist

  • Teacher for Hearing Impaired

  • Teacher for Visually Impaired

  • Behaviour Support Teachers

  • Speech Therapists

  • Occupational Therapists

  • Parent Partnership

  • Autism Outreach

  • Community paediatrician

    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?

 

  • Dyslexia training

  • Positive Play training

  • Behaviour strategies/techniques

  • Speech, language and communication

  • Autism training

  • communication for all training

  • PECS – Picture Exchange Communication

  • Physical Literacy/Physio

 

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 SENCO- 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 SEN?

 

  • Teaching Assistants support in every class. The TA’s have received lots of training to support in particular children with SEN/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 SENCO 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 SENCO monitor this

  • Groups/individuals targeted by SENCO, 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 SENCO, 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 ,

  • SENCO 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

     

INCLUSION IS...

…being welcomed

 

…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

 

How do we promote inclusion?

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