- On entry to Bankfields Primary School nursery every child is assessed using Early Years Outcomes guidance. This is called a baseline assessment and the information is recorded and stored. For children moving from another school, their records of achievement are transferred with them. Formal assessments are then carried out at regular intervals, usually termly, so we can track your child’s progress over time.
- If a child is not progressing as expected in relation to their starting points in one or more aspects of their educational development, this will be discussed with parents. With parents’ agreement, the child will be included on the school’s Special Educational Needs and Disabilities (SEND) register. Additional support will be planned to help them catch up. Their progress will be closely monitored by their teacher and the SENDCO.
- If the extra support does not result in the child making increased progress, further assessment may be arranged, again with parents’ consent. The purpose of this is to fully understand the child’s difficulties and plan effectively to address their needs and improve progress.
- Children with more complex or long-standing needs may be issued with an Educational Heath Care Plan(EHCP) by the local authority. EHCP plans are written in close consultation with parents. A range of professionals involved with the child or young person contribute to the process. The EHCP helps to determine what level of educational, social and health support the child needs.
How do we involve parents in planning for those needs?
- Parents are encouraged to support their child’s learning at home. Homework is provided to practise and consolidate learning.
- Parent and child activity workshops are held on a regular basis to help parents and carers find out about the curriculum and teaching methods used in school so that they can support their child’s learning and progress.
- Parents of children with SEND are invited to attend a meeting with their child’s teacher in the autumn and summer terms to review their child’s progress, identify targets and share other information that will help their child.
- All parents are invited to a termly consultation meeting to discuss their child’s progress.
- Parents are invited to attend a consultation day/evening with the SENDco each term.
- Home school books are used to support communication between home and school for some pupils.
- Parents are invited into school regularly to share in a range of activities which include performances, fundraising events, celebrations of learning and progress, family learning afternoons and our adult arts group.
Who in the school/college will support my child and how will this be monitored and evaluated?
- Class teachers have overall responsibility for the welfare of the children in their class. They are supported in this role by the senior leadership team and the SENDCO (Special Educational Needs and Disabilities Co-ordinator).
- Class teachers are supported in the classroom by teaching assistants who can support individuals and groups of children to access the curriculum. Teaching assistants also lead catch up interventions in reading, writing and mathematics.
- Teaching some subjects in ability groups means that children can be taught according to their learning needs. It also means that children with learning difficulties can be taught in smaller groups.
- The school employs a counsellor who works with individual pupils.
- The school can call on specialised support from a number of external services, including;
- School medical service (school nurses and health visitors)
- Educational psychologist
- Specialist teaching service
- Speech and language therapy
- Sensory impairment services
- Learning and behaviour support bases
- Redcar and Cleveland inclusion Team
- Child and Adolescent Mental Health Service (CAMHS)
- Visually Impaired Unit
- Hearing Impaired Unit
- Occupational Therapy
- Social Services
- School Nursing Service
How will the curriculum be matched to the needs of the young person?
- In the Early Years Foundation Stage, the curriculum is planned using the Early Years Outcomes guidance. Children from Year 1-6 follow the National Curriculum. The curriculum is adapted to meet the learning needs of individuals and groups of pupils.
- Children are grouped in mixed ability classes. In some years Mathematics is taught in ability groups. In the EYFS and KS1 phonics is also taught in ability groups. Curriculum subjects are delivered using a range of teaching styles and techniques and lessons are differentiated to meet the individual needs of the pupils.
How accessible is the school/college environment?
- There is ramped access to both the east and west buildings, plus a lift between the hall and the classroom areas in the west building. Disabled parking is available at the front of school and all visitors are able to access the main reception via an accessible entrance.
- There are disabled toilets in the East buildings and Sports and arts building, plus an accessible shower in the east building.
- ICT is used to help some of our pupils access the curriculum; there are interactive white boards in every class, plus access to lap tops and i pads as needed.
- Interpreters and multi cultural workers are engaged as and when necessary to help us communicate with parents whose first language is not English. The Multi Cultural Service supports children whose first language is not English with language development and curriculum access.
What training are the staff supporting children and young people with SEND had or are having?
- All teachers have qualified teacher status and teaching assistants have a minimum of a Level 2 qualification, with many holding Level 3 or 4 qualifications.
- There is an ongoing programme of professional development to ensure teachers and teaching assistants meet the special educational needs of our pupils and stay up to date with current research into teaching and learning.
- Some staff members have specialist qualifications or expertise either in a curriculum subject area or in an area of special educational needs.
- Bankfields Primary School is a member of the Aspire Learning Partnership with other schools in the locality.
How will the young person be included in activities outside of the classroom including school/college trips?
- Bankfields Primary School is committed to providing all pupils with equal access to an enriched and extended curriculum.
- Visits to the theatres, art galleries and museums and other places of educational interest are used to enhance and enrich the curriculum. Visiting artists, musicians and theatre companies allow all students pupils, access to cultural experiences.
- A variety of after school clubs cater for a range of interests and abilities.
- A residential visit takes place annually for our older children.
How will the school/college prepare and support the young person to join that particular school/college and how will it support the transition to the next stage of education and life?
Transition from school to secondary education generally starts in the summer term prior to transfer.
- Teachers from our school meet with staff from the receiving secondary school to share information to ensure a smooth transfer.
- Additional transition visits can be arranged for children who may be vulnerable on transfer, including those with SEND.
- There is an in school three week transition period each July.
- When required additional transition is provided by Specialist Teaching Service.
How are the school/college’s resources allocated and matched to the young person’s special educational needs?
- The school uses its budget to meet the learning needs of all pupils.
Children with a Statement of Special Need or an EHCP plan may have additional funding allocated by the local authority so the school can provide additional support to meet the child’s needs
Bankfields Primary School, Mansfield Road, Eston, Middlesbrough TS6 0RZ
|Headteacher||Mrs P Petrie|
|SENDCo||Mrs C Masheder (email: firstname.lastname@example.org)|
To download our Send Information Report in PDF please click here
To view our SEND Policy please click here