Heron Cross Primary School
Heron Cross has a unique and creative environment where everyone works in partnership to maximise the life-chances for all pupils. We have a stimulating and inspiring learning environment with lively and imaginative teaching. Our school is an exciting place for children to learn. We believe that children who enter our school family should feel happy, cared for, safe and nurtured.
Who to contact
Where to go
- Heron Cross Primary
Stoke on Trent
- ST4 4LJ
- Contact Name
- Ann Roberts
- Contact Telephone
- 01782 233565
- Contact Email
- Secondary Contact Email
- Local Offer Age Bands
- What kinds of SEND does the school provide for?
Our school currently provides additional and/or different provision for a range of needs, including:
- Communication and interaction, for example, autistic spectrum disorder, Asperger's Syndrome, speech and language difficulties.
- Cognition and learning, for example, dyslexia, dyspraxia.
- Social and emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD)
- Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy.
- How does this setting know if their children/young person needs extra help and what should I do if I think my child/young person may have special educational needs?
We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
- How will the setting support my child/young person?
We have an open door policy so you will be involved in all decision making about your child’s support.
The Senco liaises with staff regularly and monitors the progress that children make in their assessments each term and everyday class work. Through careful analysis of data and close liaison with teaching staff, the coordinator makes sure that children, who receive additional support, receive it. Additional support will, in the first instance be delivered by high quality teaching. This will be differentiated for individual pupils. If, after a short period of time, the child is not making extended progress, assessments and observations will be carried out, to determine the most appropriate support for your child. The Senco may also consult with outside agencies such as the Inclusive learning service, Educational Psychology, Speech and language therapist and the Mental Health support team. A plan of support will be prepared and a Pupil Passport written so that all staff who work with the child are aware of their needs.
The SMART targets contained in the Pupil Passport will be reviewed at the end of each term with you and your child. Pupils with an Education, Health and Care Plan(EHCP) will receive additional support as stated in their plan and their progress tracked every term through pupil progress meetings. The EHCP will be reviewed annually.
- How will teaching approaches and the curriculum be matched to my child or young person's needs?
All our staff are trained to make lessons easier or more challenging so that every child is able to learn at their own pace and in their own way. When a pupil has been identified as having a special need, their work will be differentiated, so that they can access the curriculum. This could take the form of giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud etc.
- How will both you and I know how my child/young person is doing and how will you help me to support their learning?
We check how well a child understands and makes progress in each lesson through ongoing assessments and evaluations.
Our Senior Leadership Team monitors the progress of all children every term at pupil progress meeting, tracking pupils against National Curriculum Age Related Expectations (ARE). We discuss what we are doing to make sure that they make good progress including those with Special Educational Needs.
Standardised tests carried out at the beginning and end of the academic year enable pupil's progress in reading, spelling and understanding of language to be accurately monitored.
The targets from the Pupil Passport will be reviewed every term, to make sure that your child is receiving the most appropriate forms of intervention.
You will be invited to a meeting to discuss progress and to set targets for your child according to outcomes.
Professional reports will be shared with parents and carers.
We have a parent's evening each term enabling you to discuss your child's progress with their class teacher.
Any concerns regarding the progress of your child can be discussed with the class teacher and Senco at any time, either by visiting the school, via a phone call or email.
- What support will there be for my child's/young person's overall wellbeing?
Regular meetings with our school nurse can ensure that children with medical issues can access medical interventions at school. This will include medication, asthma pumps, epipen etc.
Meetings are held with school nurse and parents/carers of children with medical issues, to establish the child’s needs and to devise a care plan where appropriate.
With permission from parents/carers, important medical information concerning the child’s condition and medication is circulated to all relevant staff.
Regarding behaviour, the school employs a graduated response with parents being involved at every stage. There is consistent management of behaviour throughout the school, staff drawing on the advice given by the Senco, if required. Further support and advice is given by the Inclusion Service and Educational Psychologist.
Our Education Welfare Officer works closely with our Home School Links Worker, Mrs Rowley, and parents to address any problems with attendance.
Families can be supported through the Early Help framework, and we can meet regularly with you to assist in any problems.
- What specialist services and expertise are available at or accessed by the setting?
We have support and advice from specialist teachers/support staff for accessing the curriculum and additional work on SEN related needs. (Visual impairment, hearing impairment, speech, language & communication difficulties, physical difficulties, emotional social difficulties and learning difficulties.
We also get support from other Local Authority Services, Speech Therapists, Educational Psychologists and Social Care
We have support from Occupational Therapy for children who require assessment for special seating or other specific needs.
Children who require physical interventions can access the physiotherapist.
- What training are the staff supporting children and young people with SEND have had or are having?
All staff are trained so that we can adapt to a wide range of Special Educational Needs – cognition and learning which includes specific learning difficulties and moderate learning difficulties, communication and interaction which includes speech & language difficulties and ASD, and social emotional difficulties.
Training is undertaken by staff attending training courses and by school INSET.
- How will my child/young person be included in activities outside this classroom including school trips?
We have a number of after school clubs, which are open to all children.
All children in key stage 2 are included in our residential trips to Burwardsley and Anglesey.
All children are included in our educational visits and when, for example, theatre groups come into school.
Any additional support required for your child’s full inclusion is provided.
- How accessible is the environment?
We have ramps to each building and disabled toilets including changing facilities in key stage 2 and nursery.
We use a range of software to enable children to access subjects that they find difficult. This helps them to become independent learners.
Children have access to visual timetables, workstations, cues and countdown timers if needed.
We act upon the Speech and Language Therapy Service advice and deliver any programmes provided.
Physical needs will be assessed individually and equipment will be provided on the advice of the Local Authority Inclusion Services.
If required, an interpreter can meet with parents who have English as an additional language.
- How will the setting prepare and support my child/young person to join the next stage of education and life?
Children coming into our Nursery may receive a home visit in the summer term before they start in September. Any information regarding Special Educational Needs can be discussed at this visit so that the necessary support can be put into place when the child enters school. Extra visits can be arranged for any child who may find the transition between home and school difficult. A child may also need to begin to attend school on a part time basis to ensure a smooth transition between home and school.
Meeting will be arranged for children already known to the Early Years Forum to ensure that the correct support is in place.
Each class spends at least a day with their new class teacher at the end of the summer term. Children with ASD receive additional visits and a social story may be written to prepare them for their new class.
Children visit their new secondary school at least once during the summer term prior to leaving. Children with Special Educational Needs may have additional visits to get to know their learning support assistants. The Senco from the secondary school will meet to discuss children coming to them and their future needs.
- How are the setting's resources allocated and matched to children's/young people's special educational needs?
All schools are provided with funding to support those with additional needs.
Our school’s budget funds any additional day to day resources and those targeted at specific groups such as the pupil premium.
Additional funding will be allocated if the assessment of a child’s needs identifies something that is significantly different to what is usually available.
- How is the decision made about what type and how much support my child/young person will receive?
Class teachers make regular assessments of progress for all pupils.
The first response is high quality teaching of work targeted to support the child’s area of weakness.
When progress continues to be less than expected, the class teacher, working with the Senco will assess whether the child has a Special Educational Need.
Interventions are put into place and the outcomes monitored by Senco and class teacher.
We will involve parents and pupils and ask their views.
- How will our child and young person be involved in the decisions about their learning?
Children are involved in the decisions regarding their learning - younger children via pictures, older children will contribute to their pupil passports, and know their next steps and goals.
- How are parents involved in the setting? How can I be involved?
Our school has an open door policy. Class teachers and the Seno are available to discuss any issues and concerns that you may have.
If you have a child with Special Educational Needs, you will be invited to meetings each term to discuss your child’s progress.
- What do I I do if I want to make a complaint?
- The first point of contact for parents is their child’s class teacher.
- Parents are always welcome to contact the Senco or Mrs Shenton the Head teacher to discuss any concerns they may have.
- If problems cannot be resolved, the governing body can be contacted.
Finally, the Local Authority needs to be informed of major unresolved issues