Smallthorne Primary School
Who to contact
Where to go
Stoke on Trent
- ST6 1PR
- Local Offer Age Bands
- 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?
Children are assessed when they start school through the early years foundation stage curriculum. We use this information to provide starting points for learning and to develop a personalised learning journey which shows appropriate support and challenge for every child. Parents/carers are encouraged to discuss any concerns with the class teacher and the Special Educational Needs Co-ordinator (SENCo). • At Smallthorne Primary School, the Special Educational Needs Co-ordinator is Mrs Deb Sutherland. • There is rigorous tracking of pupil progress in all year groups which is analysed at half-termly pupil progress meetings. • Targets are set for all pupils in Reading, Writing and Maths. • We expect the majority of children in the early years foundation stage to achieve at least the expected level of development. • Pupils not making expected progress are given support individually or in a small group. • There are termly meetings where parents can discuss their child’s progress and any concerns, but we also encourage parents to discuss their child’s progress at any time with class teachers, SENCo, the Headteacher or other appropriate professionals.
- How will the setting support my child/young person?
Having identified needs, we seek to match provision to need. We monitor the impact of interventions (where possible) through regular meetings and tracking of pupil progress. The Headteacher reports this information to governors. • We are introducing Assertive Mentoring to track progress and behaviour across the school. • This tracking system together with the provision maps and Special Needs Register ensure staff and governors have the information they need to monitor pupil progress. • All staff and governors monitor provision-we have progress targets for all children and we put interventions in place where necessary. • We want all children to be happy learners who can fulfil their potential. • All interventions are run by trained staff-these include Precision Teaching, Time to Talk, Spirals, Direct Phonics and CODE X reading. We regularly train our staff in new interventions to match needs. • Progress is monitored half termly to ensure all pupils are on target. • We encourage and reward good attendance.
- How will teaching approaches and the curriculum be matched to my child or young person's needs?
Our curriculum is broad and balanced and is differentiated so all can succeed. We believe in a creative approach to teaching and learning. • All learning is carefully planned to take account of individual needs. • All children are entitled to have access to high quality learning opportunities and appropriate resources according to their individual needs. This is our wave 1 provision. • Those who need extra help will be placed at Wave 2 or 3 and given support from within our school expertise or from specialist services.
- 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 encourage an active partnership between school and home. • On our website we regularly share information about the curriculum and we provide regular newsletters for each class, setting out the learning for each half term. • We hold regular meetings with parents to discuss their child’s progress. • Homework books and home reading books enable parents to support their child’s learning. • Children’s targets are discussed regularly with parents.
- What support will there be for my child's/young person's overall wellbeing?
We encourage children to talk about their overall wellbeing through circle time, assemblies and informal conversations. • Individual health care and dietary plans are in place where needed and are shared and reviewed regularly. • Support staff are all first aid trained. • Risk assessments are updated regularly. • The Headteacher works closely with the educational welfare officer to monitor attendance. • Children are encouraged to be responsible and all classes have children who are assigned specific jobs, including Eco monitors, Playground Buddies and Librarians. In Years 5 and 6, children can apply to become Head Boy or Girl or a School Ambassador. • Our school council gives children the opportunity to contribute their views and concerns.
- What specialist services and expertise are available at or accessed by the setting?
Our staff received regular training and our teachers all hold qualified teacher status. We consult with parents before involving any specialist outside support. • Intervention groups are run by staff who have had the necessary training. • The school has links with key professionals such as occupational therapists, physiotherapists, speech and language therapists, educational psychologist, behaviour and language support and SEND services.
- What training are the staff supporting children and young people with SEND have had or are having?
We have a highly trained staff and are always looking to update and widen our skills. • Our SENCo is currently undertaking the mandatory SENCo qualification. • Staff have been trained in Precision Teaching, Spirals speech and language programme and Wave 3 Literacy interventions.
- How will my child/young person be included in activities outside this classroom including school trips?
Where possible we consult parents when planning any activities outside the classroom; particularly when this may affect the participation of their child. Our special needs and inclusion policies and our single equality scheme are on the website. All children are included in all aspects of school life wherever possible by careful risk assessment, making reasonable adjustments or putting extra support in place as appropriate.
- How accessible is the environment?
Our Accessibility Plan is robust and we continually remind staff and learners about the Equality Act 2010. We value and respect diversity in our setting and do our very best to meet the needs of all out learners. • Our school is a new build, all on one level and is accessible to all. • Our school has a wide entrance door with low level press button doors. • Risk assessments are carried out if a child has specific needs. • We work hard to build dialogue with parents through face to face meetings.
- How will the setting prepare and support my child/young person to join the next stage of education and life?
We believe that the needs of our pupils are best served by smooth and co-ordinated transfer and transition systems. To that end we co-operate with all schools to ensure relationships and dialogue are developed and sustained at all levels. • Before starting school, children and parents visit the Nursery setting on a series of induction afternoons. • We prepare children well for transition to High School by encouraging high standards and independence. • Children are given the opportunity to visit their chosen High School . • Enhanced transition in the form of extra meetings and visits are arranged for children who have additional needs. We work closely with our main High School, Haywood Academy and have many joint policies and procedures to aid continuity.
- How are the setting's resources allocated and matched to children's/young people's special educational needs?
Budgets are closely monitored and aligned to the school improvement plan. Regular reviews take place to ensure funds and staffing are best allocated to meet the needs of all children. • We use our Special needs and our pupil premium funding to target vulnerable children. • Provision is reviewed regularly to ensure there has been an impact on pupil progress and that funding is spent to benefit the children.
- How is the decision made about what type and how much support my child/young person will receive?
We ensure all pupils can access the curriculum by carefully planning learning according to individual children’s needs. • Tracking of progress and analysing individual pupil data highlights children who are not making expected progress. Interventions are then put in place to support their learning. • If interventions are not having the expected impact then the SENCo may refer to external professionals in discussion with parents.
- How are parents involved in the setting? How can I be involved?
We believe in building strong partnerships with parents. • The school involves parents in their child’s learning through meetings, workshops, newsletters, assemblies and information on the website. • We encourage parents to support their child’s learning through reading books and other home learning activities. • Parents attend meetings with their child’s class teacher and also the SENCo if they have additional needs. • Class teachers are usually available at the beginning and end of the day to address any concerns.