Royal Borough of Windsor and Maidenhead Special Educational Needs and Disabilities (SEND) Local Offer and School SEN Information Report
The Royal First School
|
||||||||||||||||
|
||||||||||||||||
|
||||||||||||||||
|
||||||||||||||||
At the Royal School (Crown Aided) First School we have experience dealing with a range of special education needs and disabilities. These vary from children who need additional support in the classroom to children who require an individual educational plan for a specific area of need. All children’s educational and pastoral requirements are taken into account when the teacher plans their lessons; they are differentiated and children’s’ progress is careful monitored and tracked. Children with SEN and disabilities are treated as favourably as the rest of the class in line with our equality policy. Any barriers to learning are supported or eradicated as soon as possible.
|
||||||||||||||||
|
||||||||||||||||
We have a provision mapping process where children’s educational needs and standards are carefully tracked over the year. We have a number of methods to help us identify if a child needs extra help.
These include:
The progress a child makes at school is carefully monitored. We use a series of tools to assess when a child needs additional support including phonics tracking, mathematics and reading assessments, spelling tests and tracking the children according to their age related expectations.
|
||||||||||||||||
|
||||||||||||||||
In the first instance talk to your child’s class-teacher or the Headteacher (SENDCo). Your concerns will always be taken seriously, as your views are very important to us. Teachers should be the first person a parent contacts as they take account of the needs of individual child in their classroom. They need to understand any concerns to ensure all children can learn and make progress. If there are further steps to be taken the teacher will approach the Headteacher and a meeting will be arranged to discuss the matter further with the family. Work in this area is very much a partnership between the child, their parents and the school. |
|
|
The governing body is responsible for ensuring that SEND funding is used appropriately and for monitoring teaching and accessibility. There is a designated SEN governor who works with the SENDCo.
We have a high pupil/adult ratio and children are supported by high quality teaching and support staff. Lessons take account of individual needs and progress is reviewed regularly. Pupils have access to good quality teaching and this is maintained through our regular assessment and monitoring procedures. During the lessons children with SEND will very rarely be taken out of the classroom but there will be a variety of interventions at other times in the day to support ‘catch up and keep up’ groups, individual programmes of learning or specific targeted groups. Children with SEND have an individual or a group educational plan to address their needs to ensure that work is differentiated and personalised.
|
|
Our Headteacher, Mrs Harrall, has an MA in Inclusive Education and a Post Grad diploma in Speech and Language difficulties. Currently we have teachers and/or teaching assistants who have had training in the following areas:
We have Teaching Assistant (TA) support staff who work one-to-one with children depending upon their needs, We can deliver specific individual plans including individual exercises or within a small group.
We may access support from other services, for example;
|
|
We make a decision regarding the needs of a child using a number of factors including general summative/formative assessments, teacher observations, parents’ comments, professional guidelines and SENDCo recommendations. Children are highlighted if they start to fall behind and provision is put in place where appropriate to support the child’s needs.
|
|
Our curriculum is carefully planned to integrate the demands of the core curriculum with a vibrant, empowering and effective programme of study. The basics are fundamental and structures are in place to ensure that all children make strong and continual progress regardless of needs.
Ongoing tracking and assessment procedures, enables each class teacher to analyse the progress of the child. Pupils work in a variety of groupings, such as small supported groups, 1:1, mixed ability and similar ability groups.
Parents are invited to at least two parent consultations; class meetings and a variety of curriculum meetings to support parents’ understanding of the school educational process. If a child has an Education, Health, Care Plan (EHCP) or is on our SEND register there are additional meetings to share the child’s individual educational plan (IEP); how parents can contribute to the education for their child and how we can share target setting. There is plenty of opportunity to have regular feedback with a direct email link to class teachers and Mrs Harrall. We encourage parents to contact the teacher and keep in regular contact to ensure we have an effective home-school partnership.
|
|
Together with an adult, children contribute to their own individual educational plans through a child-friendly programme to ensure that they are fully involved in the decisions about their learning. If appropriate, they are invited to attend the parents and teacher consultations to understand what their teacher feels are their key priorities and targets as well as hearing their key successes. |
|
|
All children’s progress is constantly tracked through teacher and standardised assessments and progress is uploaded onto our monitoring platform. Children with SEND are tracked even closer through individual educational plans. These plans have individualised targets, which have been agreed by the child and parents and are regularly monitored to ensure progress. We use SMART targets, which are easily measurable, and achievable and are communicated to families on a regular basis. This forms part of ‘assess, plan, do, review’ cycle of SEN provision. If a child has an EHCP this is formally reviewed every six months to a year.
|
|
Children can attend their teacher/parent consultations and they do get to contribute towards comments in their EHCP and review meetings. Time is taken to involve the children in this process as often as possible e.g. their comments at the beginning of the Plan. Review meetings are for the parents so any adjustments they wish to make would be encouraged and any support requested would be arranged.
Children who are looked after have a Personal Education Plan and this is reviewed in a similar way through regular targets and the Annual Review together with support from the Local Authority and the Virtual School.
|
|
Targets and interventions always have a short implementation time with SMART goals so we can ascertain whether the intervention is making an impact. Often there is a starting point and a measurable purpose to the additional provision. Programmes are modified if they are not being successful.
SEND children’s progress is monitored on an ongoing basis against the national curriculum and age related expectations. This analysis leads to discussion with classroom teachers and feeds into the SMART targets on the child’s IEP. Progress and attainment data is reported to the SEND Governor at least three times each academic year.
|
|
|
We are an inclusive school and have low incidents of bullying behaviour. We have a therapeutic behaviour policy and employ restorative behaviour techniques where children are supported to resolve issues. We have regular Personal Social and Health Education (PSHE) lessons tailored to the needs of the children. Our Christian ethos and assemblies also support children’s social and emotional development by giving tools to empower pupils, both, inside and outside the classroom.
Mrs Harrall is our Senior Mental Health Lead.
Support we can provide for a young child’s emotional and social development in school may include:
If your child has significant medical needs you will need to speak to the Headteacher to discuss how we can best support you and your child. This might include drawing up a Individual Health Care Plan (IHCP). |
|
|
We encourage parents and children to visit the school and meet their new teacher prior to joining the school. Staff will show the child and parents around school and be available to answer any questions. Where specific adaptations to school are required the Headteacher will liaise with parents/ carers and external agencies to ensure smooth transition into school. There are opportunities for children to visit the school and children with SEND will have a tailored transition programme suitable for their needs which may include social stories and a buddy support system. There is a close liaison with the child’s previous school to ensure good practice is transferred to the new setting.
|
|
The school has an established transition support system in place for the whole class, which includes visiting their next school with their peers, having a visit from a member of their next school and various open day events. Children with SEND have additional support, this includes:
There are transition meetings where professionals can share the relevant information and paperwork to ensure that there is as smooth a transition as possible including Statement/EHC paperwork, Annual Review paperwork, progress levels, professional reports, Individual Education Plans, observation notes. |
|
(A link to the School’s Accessibility Plan can be found in section 8b)
|
Our school is partially wheelchair accessible e.g. with level access and some buildings/rooms accessible
No
We have one disabled toilet.
We do not have a designated disabled parking space but there is a lot of free parking space just outside the school easily accessible for disabled car parking.
|
|
We do our best to provide specific equipment required for a SEND child when the need arises. We do not have any specific rooms to support this but adequate seating, ICT and visual aids have been provided in the past. Specialist equipment recommended by the physiotherapist or occupational therapist has been funded by the school.
|
|
All children with SEND are included in all extracurricular activities. This is achieved through additional adult support, adapted environments and the needs of the child. Activities are discussed with parents and after reasonable adaptions then a suitable risk assessment is agreed.
|
|
|
We have a SENCO (who is the Headteacher), with many years of experience working with a range of children with SEND. We have a teaching assistant that works as an ELSA.
We take a whole school approach to training of SEND and we have a wealth of experience in Autism, ADHD, Speech and language needs, Dyslexia and a wide variety of specific medical needs.
|
|
We involve professionals from health, social services, Local Authority support services and voluntary organisations and other specialist support e.g. Speech & Language therapy, RBWM Children and Young People Disability Service, Educational Psychologists, Behaviour Support, Shine Team (Outreach Autism Service), Specialist Teachers e.g. from the School Support Service, Berkshire Sensory Consortium Service,
We help and support our families to access these agencies.
|
|
You can contact the Information, Advice and Support Service (IAS) for Windsor and Maidenhead who provide impartial information and advice on matters relating to Special Educational Needs and Disabilities for children and young people aged 0-25 and their families Tel: 01628 683182 Email: IAS@rbwm.gov.uk Website: http://ias-rbwm.co.uk/
Please follow this link to the Royal Borough of Windsor and Maidenhead’s Local Offer for information about other services that might be available to support your child/young person: www.rbwm.gov.uk/localoffer
|
|
|
Yes |
|
The following SEND policies are available on the school website at the following link: http://www.theroyalschool.org.uk
|
|
No |
10 . Feedback and complaints
|
|
Our complaints policy is on the website at the following link http://www.theroyalschool.org.uk
It can also be obtained through the school office on 01798434274 |
|
||||||||||||||||
|
Date of last update of this document: January 2024
Date of next review: January 2025