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Special Educational Needs

St Georges Church School SEN Information Report 2016 -17

 

St Georges Church School is an inclusive, mainstream school.

It was built in 2006 and is a single storey building which is accessible by the main entrance or through the individual classrooms.

Our Special Needs Co-ordinator, Mrs Diane Anderson, works part-time on a Monday, Tuesday, Wednesday and Thursday each week and is contactable via the school office on 01934 426901. She is also available to meet with parents during Parents Evenings.

 

How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

The class teacher is responsible for the progress of each child in the class and will use on-going observations and assessments to identify any causes for concern.

If you have concerns about your child's progress at school around any of the following: reading: writing: number: social, emotional and mental health; behaviour; communication; physical or sensory difficulties the first person to speak to about your concerns is your child’s class teacher. The class teacher will liaise with the school’s Special Educational Needs Coordinator (SENCO) Diane Anderson.

 

How does the school make provision for children with additional needs (with or without a EHCP)?

Children will be given the opportunity to select from differentiated tasks (occasionally tasks may be specifically tailored to a child), work in small groups with adult support or receive 1:1 input from an adult. Additional support may also be sought from outside agencies, who may work directly with the children and give advice about strategies which will support learning. An Individual Education Plan (IEP) or Learning Passport, detailing specific targets, may be created to support a child's learning journey.

The school is a single storey building with wide door access throughout the school . There is a disabled toilet and shower for use by disabled children.

 

How does the school adapt the curriculum and learning environment for children with additional needs?

For some areas of the curriculum, the work for children with additional needs may be differentiated to their level. However,often they will be given the opportunity to select from differentiated challenges in order to encourage independent learning and involvement in their personal learning journey.They may work in small groups with an adult to support their learning or they may be withdrawn from class to work on specific targets to support their learning.

Visual timetables, clear labelling, easily accessed apparatus/equipment and sensory play is available to the children to help promote independence and respond to differing needs.

 

What additional support for learning is available to children with additional needs?

Children are assessed initially to discover the most appropriate support for the child and to heighten awareness and understanding of their particular needs. Additional support may be individual or group support with a TA or teacher. Each child are integrated into the classroom environment and activities as much as possible. Appropriate activities which address the child’s specific area/s of need would be put in place.

 

What support is available for improving the emotional and social development of children with additional needs?

The Learning Mentor is available to see children who have emotional, social and mental health needs or difficulties. The children can be seen individually or in small groups depending on the needs of the child.

The support may be in the form of drawing therapy, social skills games and programmes, 1:1 regular meetings with the child/ren, friendship groups, nurture groups, Express to Build Lego session Family SEAL and liaising with parents.

Where necessary referrals may be made for further support from external agencies  such as the school nursing team, Educational Psychologist and CAMHS.

 

Who will be co-ordinating the support for my child at school?

Additional support for children with additional needs will be co-ordinated by the SENCO Diane Anderson.

 

 

 

How will equipment and facilities to support children with additional needs be secured?

The school SEN budget is used to purchase additional equipment or support for children with additional needs if the resources are not already in school.

 

How will parents/ carers of children of additional needs be consulted about and involved in the education of their children?

Parents/carers are consulted through conferencing with their child’s class teacher in the first instance.  Support for the child will be discussed by the class teacher and SENCO, in consultation with the parent/carer. The child may be placed on the SEN register and an IEP or Learning Passport written together with the child, parent, teacher and SENCO. This will then be reviewed 3 times a year with the parent/carer and child at the IEP clinics and/or Structured Conversations. (These Structured Conversations are a different entity to those for pupils who were initially involved in the Achievement for All strategy.)

 

How will children with additional needs be consulted about and involved in their education?

The children’s views will be sought through regular teacher conferencing and during the IEP clinics held 3 times a year. Informal discussions with the SENCO may also periodically take place.

 

How does the school involve other bodies, including health and social care, support agencies and voluntary organisations in a) meeting the needs of the children and b)supporting families of such children.

Parents are consulted to see if they would like the school to make a referral for extra support and/or advice for their child. Written consent is obtained and a referral is made to the relevant body. The Vulnerable Learners’ Service (VLS) may be used to provide such support to the school by an advisory teacher. Alternatively the school's educational psychologist may be referred to. Support from occupational therapists, speech therapists, physiotherapists and paediatric doctors is provided via the Weston Area Health Trust. The school will explain the process of assessments used to the parents and they are invited to meet with the support agencies to discuss their child and the suggested support. In addition, parents are invited to all the review meetings.

 

What are the arrangements made by the governing body relating to the treatment of complaints from parents of children with additional needs, concerning the provision made at the school?

Complaints from parents of children with additional needs should be made to:

The SENCO (Diane Anderson) in the first instance.

If the result is unsatisfactory the complaint should then be made to the  SEN governor (Sue Watts).

If the response is still unsatisfactory the complaint should then be made to the Chairman of the Governors.       (Lyndsay Markham)

 

Contact details of all support services for parents of children with additional needs.

Vulnerable Learners’ Service (SS4L) , Post Point 11, North Somerset Council, Walliscote Grove Road, Town Hall, W-S-M. Tel: 01934 426639

Speech & Language Therapy Drove House, Drove Rd W-s-M Tel: 01934 881306

Community Paediatrician Drove House, Drove Rd W-s-M Tel: 01934  881340

Occupational Therapy The Barn Great Western Rd, Clevedon. Tel 01934 426622

 

What are the school’s arrangements for support for children with additional needs in transferring between phases of education?

Children with additional needs can have additional transition meetings to their secondary school. The children visit the school in a small group to meet the secondary school staff and are given an extra tour of the school. Some children are given a ‘Moving-up’ Booklet showing photos of the staff and areas of the school to help the child to become familiar with over the holidays.The Year 6 teacher and SENCO arrange to meet with the secondary Head of Year and SENCO to accommodate the detailed transfer of information and records.

Children moving between Key Stage 1 & 2 visit their new class teacher on ‘Moving up day’. They can also have additional visits to meet their new class teacher and may have a ‘Moving –up Booklet’ containing photos of the staff, coat pegs, toilets etc.

In Year 3, Term 1, the Learning Mentor leads seven weekly one hour Family SEAL (Social Emotional Aspects of Learning) sessions to support the transition from Key Stage 1 to Key Stage 2.

 

Where is the local authority’s local offer published?

The local authority local offer will be offered on the North Somerset Council Website . All information which is currently available can be found by using the following link http://nsod.n-somerset.gov.uk/kb5/northsomerset/directory/localoffer.page?localofferchannel=0

Date of Report: 5th May 2017                   Date of Review: September 2017          

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  • St Georges Church School and Nursery,
  • Pastures Avenue, St Georges,
  • Weston-super-Mare, BS22 7SA
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