Provision for children with Special Educational Needs and Disabilities
Here at Maryport Infant School we make it our priority to ensure any child with special needs or a disability has every opportunity to reach their full potential.
Please feel free to contact our SENCO's on 01900 812074
Early Years: Mrs C Beddoe
KS 1: Mrs J Brown
How does the setting know if children/young people need extra help and what should I do if I think a child/young person may have special educational needs?
Through regular assessments and pupil performance reviews, any children that may have special educational needs are identified by the teaching staff and headteacher. If a parent/guardian believes that their child has special educational needs, or has any concerns about their child’s progress, then they can tell the classteacher or headteacher, who will, through discussion with the parents and observation and assessment of the child, identify next steps for that child.
How will setting staff support my child?
If your child has special educational needs then their class teacher will be the main member of staff to plan their education programme. The teacher will be responsible for assessing your child and planning next steps. They will report the progress your child is making to the headteacher in pupil performance reviews every term. The teacher, as well as teaching assistants may work with your child.
There is a Special Educational Needs Coordinator (SENCo) in the school and their role is to have an overview of all Education And Healthcare plans and to ensure these are regularly reviewed as well as holding annual reviews with parents and other agencies.
Governors receive a report from the SENCo so that they are informed of progress of pupils with a special educational need or disability.
How will the curriculum be matched to my child’s/young person’s needs?
We believe very much in a personalised curriculum at Maryport Infants School and work is set so that all children can achieve and make progress. This was recognised in our most recent Ofsted report; “Pupils and their families highly value the exceptionally personalised attention that the very caring staff provide at this school”.
During the foundation stage, children have free access to both the nursery setting and the Reception classroom. Children are taught according to ability, not age and for this reason spend two years with the same teacher, in a vertically grouped class during their time in key stage one. They are taught in phases during phonics lessons and if children need extra practice or support they may be given time in small group interventions or one to one work with a teacher or HLTA
How will I know how my child is doing and how will you help me to support my child’s learning?
We operate an open door policy at Maryport Infants School, and the headteacher is available most mornings. Parents are encouraged to take their child into class each morning too, and there they will be able to access their child’s work in an informal way.
However, we realise that this may not be enough, so if a parent wants to discuss their child’s progress with the classteacher they can make an appointment to see the teacher after school at any time during the school year.
At any time we can show parents the latest assessments for their child – we can show parents their child’s progress in reading, writing, maths etc. At parent interviews, which are held each term, we share with parents targets for their child and help support parents with ideas on home activities to help their child achieve these targets.
We use an Online Learning Journal, Tapestry, which allows parents to share information about their child in both key stages. This gives families a way of sharing with the school achievements outside of school as well as sharing what their child enjoys about school and what they may find challenging.
We try to offer some parent training events throughout the year, and these are usually focused on phonics, kidsafe and early reading. However if parents were interested in further training the school would be happy to look into this.
What support will there be for my child’s overall well-being?
Maryport Infants School has a proud record of very personalised pastoral care, where highly skilled staff treat every child according to that child’s individual needs. We have a full time pastoral officer, as well as a dedicated team of support staff. Interventions such as Terrific Tigers, our nurture group, ensure that pastoral and social support is available and all members of staff are trained in first aid. All staff members attend training regarding any specific special educational needs or disabilities as they arise, The school also has a fully equipped sensory room which can be used by the community as well as the school staff and pupils.
Our recent Ofsted report judged behaviour and safety in the school to be outstanding. Exclusions are rare, (we have not excluded a child in the last eight years), and the pastoral officer addresses any attendance and behaviour concerns in conjunction with the headteacher.
Pupils can contribute their views in class or during assemblies, and pupils with SEND will have a named worker with whom they can share their opinions and ideas.
What specialist services and expertise are available at or accessed by the setting?
The school has good relationships with a range of agencies and calls on professionals from these agencies to help deliver specialist care. These agencies include speech therapists, occupational health, social care, school nurse and health visitors.
What training is the staff receiving or have completed to support children with SEND?
All staff are proactive in their approach to training regarding children with SEND. For example, all teaching assistants have completed training on ASD, and use the knowledge and skills from this training to ensure we have an inclusive ethos for all children with communication difficulties.
How accessible is the settings environment?
The building is wheelchair accessible, except the school canteen, which has to be approached by stairs.
The school has a sensory room, including disabled toilet which can be used by the community.
How will the setting prepare and support my child to join school or to transfer to a new school or the next stage of education and life?
New pupils to the school are invited to come and visit the school, and then a plan for transition is agreed with the parents.
The school has strong links with Maryport Junior School, in fact the two schools share a site, so transition to key stage two is managed over as long a period as is needed. On transition to a new school, our staff will speak to the new school ensuring they have sufficient information to meet the child’s needs.
How are the settings’ resources allocated and matched to children’s special educational needs?
The school has a budget for SEND and this is reviewed termly and resources allocated where needed. Most resources are staffing.
How is the decision made about what type and how much support my child will receive?
We endeavour to ensure that all decisions about a child’s level of support and what that support entails is made jointly with parents, teaching and support staff, the child if possible and the headteacher. Ultimately the headteacher will make the final decision.
The headteacher will monitor the progress of each pupil and with parents; teachers and teaching assistants review the impact of support in terms of how much progress the child is making.