Beenham Primary School

Last updated: 03/10/2023

Beenham Primary is a small village school, surrounded by fields and woodland yet not far from Newbury and Reading. We are in the happy position of being able to provide children with a balanced view of both town and country experience.

We are all very proud of our school which has extremely high aspirations for all children, both academically and in terms of their pastoral care.

There are currently 59 pupils on roll.

The proportion of children known to be eligible for free schools is higher than the national average. The proportion of pupils with SEND is also above the national average. 

The school works closely with parents and we are fortunate to have parents that value education and are keen to support their children with their learning.

There is a strong family ethos, underpinned by good old-fashioned values such as respect, co-operation, care and responsibility. Values Education is core to our work at the school. Our mission statement is Valuing ourselves. Valuing everybody. Essentially, it means that we can develop an appreciation for and tolerance of others around us when we develop our core personal values, which helps us to know and understand ourselves.

The staff are highly motivated, hard-working and passionate about children's learning. Governors are very active in their roles and parents are supportive of their children and the school. Everyone works together, which enables all children to have a successful education at Beenham Primary School.

All who work at Beenham Primary School are ambitious for our children. We expect the highest quality in all our relationships, work and behaviour. Our school prides itself on having an outstanding understanding of our children and recognises that each child is an individual and learns in their own way.  We believe that for our children to thrive, their safety and happiness is paramount and at the core of our approach. We want to develop successful learners who are curious, motivated, courageous and understand that by making mistakes they aid meaningful learning. We are passionate that all children should be given the opportunity to develop a love of learning that will continue into their next education chapter and beyond.

 

At Beenham Primary School, we believe that learning is the process by which children acquire and assimilate knowledge, concepts, skills, values and attitudes to enable them to make greater sense of the world.

As a wider school community, we decided on 50 things we want our children to experience before they leave us for the next chapter in their education journey. 

 

The curriculum at Beenham School is underpinned by our 6 school values and has been designed to meet the needs of the pupils who attend our school.

 

Here at Beenham Primary School, we provide a broad and balanced curriculum based around the Cornerstones Curriculum, a nationally recognised approach for delivering outstanding learning opportunities for children.

 

What is the Cornerstones Curriculum?

We chose the Cornerstones scheme as it has a clear and sequential programme which enables children to develop deep knowledge and understanding. The programme is progressive and provides a structure for teachers, enabling them to plan high quality lessons with a consistent approach across the school.

We are currently developing the opportunities for high quality linked texts to be taught in every project the children cover.

The curriculum provides rich tier 2 and 3 vocabulary, enabling our children to communicate their knowledge and learning more coherently.

 

The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the 2014 primary national curriculum to ensure comprehensive coverage of national expectations. It is based on a child-centred pedagogy called The Four Cornerstones and is delivered through Imaginative Learning Projects (ILPs) and Knowledge Rich Projects (KRPs), which provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of children’s learning. We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our curriculum provides many learning challenges throughout the academic year that require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively. Cornerstones also provide a rigorous skills and knowledge framework that outlines the end of year expectations in all subjects. These skills and knowledge are tied to activities and are age-related so that staff can track children’s progress and identify their individual learning needs.

 

The rationale for the Cornerstones Curriculum takes the form of 10 big ideas that provide a purpose for the aspects, skills, knowledge and contexts chosen to form the substance of the curriculum. These big ideas form a series of multi-dimensional interconnected threads across the curriculum, allowing children to encounter and revisit their learning through a variety of subject lenses. Over time, these encounters help children to build conceptual frameworks that will enable a better understanding of increasingly sophisticated information and ideas.

 

Big ideas

1. Humankind - Understanding what it means to be human and how human behaviour has shaped the world.

2. Processes -  Understanding the many dynamic and physical processes that shape the world.

3. Creativity -  Understanding the creative process and how everyday and exceptional creativity can shape the world.

4. Investigation - Understanding the importance of investigation and how this has led to significant change in the world.

5. Materials - Understanding the properties of all matter, living and non-living. 

6. Nature -  Understanding the complexities of the plant and animal species that inhabit the world.

7. Place and space - Understanding the visual, cultural, social, and environmental aspects of places around the world.

8. Comparison - Understanding how and why things are the same or different.

9. Significance -  Understanding why significant people, places, events and inventions matter and how they have shaped the world.

10.Change - Understanding why and how things have changed over time.

 

General principles

Our curriculum will give children the opportunity to:

• develop new skills through a variety of interesting contexts

• explore the breadth and depth of the national curriculum

• learn within a coherent and progressive framework

• develop a rich and deep subject knowledge

• experience the challenge and enjoyment of learning

• see clear links between different aspects of their learning

 

SMSC/FBV

Our curriculum will give children the opportunity to:

• Tolerance and respect - To respect and tolerate the opinions or behaviour of others

• Individual liberty - Be free to express views or ideas

• Rule of law - Learn that all people and institutions are subject to and accountable for their actions and behaviour

• Democracy - Be part of a system where everyone plays an equal part

 Cultural - Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity

• Social - Use a range of social skills to participate in the local community and beyond; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict

• Moral - Recognise right and wrong and respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views

• Spiritual - Explore beliefs, experience and faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect on experiences

 

Well-being
Our curriculum fully incorporates our 6 school values and will give children the opportunity to:
• build respectful and CARING friendships
• recognise that people are good at different things
• develop self-esteem, RESILIENCE and confidence in their abilities
• work INDEPENDENTLY and in COOPERATION with a range of groups
• reflect and take RESPONSIBILITY for their learning in the classroom and beyond
• follow their own interests and be CONFIDENT in who they are
• learn how to respect themselves and others

 

Pupil voice

Our curriculum will give children the opportunity to:

• express their opinions on a range of different topics and issues

• contribute to planning their own learning

• explore ways of becoming an active citizen

• take part in democratic activities across the curriculum

• make choices about things that are important to them

• take part in age-appropriate discussions

• say what they like and dislike about their learning

• make a positive contribution to the school and local community

 

Pedagogy

Our curriculum will be taught through a pedagogy that:

• enables children to reflect on and evaluate their learning

• enables and fosters children’s natural curiosity

• promotes innovation and entrepreneurialism

• offers all children a memorable experience at the start of every topic

• promotes problem solving, creativity and communication

• excites, promotes and sustains children’s interest

 

We continuously monitor and measure our curriculum's impact through: 

  • Teacher assessment - both formative and summative
  • Child Voice
  • Parental Feedback
  • Data Analysis
  • Participation in Community Events
  • Case Studies of vulnerable Learners

 

Please follow this link to see the National Curriculum for primary aged children in England 

 

Who to contact

Telephone
0118 971 3397
E-mail
office@beenham.w-berks.sch.uk
Website
Beenham Primary School
Twitter
http://twitter.com/BeenhamPrimary

Where to go

Name
Beenham Primary School
Address
Picklepythe Lane
Beenham
Reading
Berkshire
Postcode
RG7 5NN

Other Details

Availability

Age Ranges
4-11

Local Offer

SEN Provision Type
Profound and Multiple Learning Difficulties, Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Severe Learning Difficulties, Visual Impairment
Local Offer Age Bands
5 to 7
7 to 11
Needs Level
Low

Mainstream

1. Identification of SEND
1.1: How does the school identify children/young people with special educational needs and disabilities?

How does the school identify children/young people with special educational needs and disabilities?

Overview of SEN provision at Beenham School

At Beenham Primary School we firmly believe that ALL children have a right to equal access to a broad, balanced and relevant education. We aim to be a school that is inclusive of all pupils for whom placement in a mainstream school is appropriate.

At some time in their school careers every child may have a special educational need, whether temporary or more permanent. This may be as a result of learning difficulties, medical problems or social, emotional and behavioural difficulties.

Under the new Special Educational Needs Code of Practice (2014), a child or young person has SEN if they have:

  • a learning difficulty or disability which calls for special educational provision to be made for them.

A child of compulsory school age or a young person has a learning difficulty or disability if they:

  • have a significantly greater difficulty in learning than the majority of others of the same age; or
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

It is the policy of Beenham Primary School to actively encourage the involvement of staff, pupils and parents in the education of children with Special Educational Needs (SEN). The difficulties, which these children may have, are assessed and provided for in a variety of ways. The children have the opportunity to develop their potential with the guidance and support of their Class Teacher, the SENCo, Teaching Assistants, Outreach teaching staff and External Support Agencies. The schools aim to provide for all the needs of the child whilst encouraging integration in class and school activities. 

All class teachers are responsible for the initial identification and assessment of SEN; they also have responsibility for its provision within the classroom.

Leadership of SEN provision

The member of staff designated to have oversight and a co-ordinating role with regard to SEN provision is SENCo, Holly Reid. Holly Reid will liaise with Class Teachers, Teaching Assistants and External Support Services.  The Governing Body as a whole is responsible for making provision for pupils with special educational needs.

Arrangements made for the co-ordination of SEN

The SENCO:

  • Undertakes a regular review of the school’s policy for SEN in collaboration with staff and Governors
  • Ensures that a register of all those with SEN in school is maintained and updated
  • Maintains and reviews the school Provision Map
  • Makes referrals to external support services where necessary
  • Supports Class Teachers in regular reviews of Supporting Achievement Plans (SAPs) written for specific children in collaboration with parents and pupils (where appropriate) Co-ordinates the Annual Reviews of Statements of Special Educational Need and Education Health & Care Plans (EHCs)
  • Prepares reports and collects together evidence (for example in a request for multi-professional assessment)
  • Purchases and co-ordinates relevant resources
  • Liaises with Heads of School in regards to the management of Teaching Assistants and behaviour strategies

The Class Teacher:

  • Completes a ‘Graduated Approach Plan’, shares it with the SENCO and monitors it for one long term.  If difficulties are still present, a further discussion will take place at pupil progress meetings
  • Maintains a Class SEN File containing Supporting Achievement Plans (SAPs), correspondence and notes of observations made
  • Reviews SAPs regularly, in collaboration with parents, pupils (where appropriate) and with the support of the SENCo
  • Prepares reports for the SENCO in preparation for Annual Reviews and Audits
  • Supports the child in the class through targeted planning, teaching and assessing
  • Implements SAPs 
  • Liases with any Teaching Assistants to ensure that the time that they spend working with the children is most productive
  • Ensures transfer of information to receiving teacher.

The Governing body:

  • Has due regard to the Code of Practice when carrying out their duties.
  • Has a named Governor who liaises with the Headteacher/SENCo on the day to day implementation of the Code of Practice.
  • Responds to the schools SEN funding needs appropriately, within the confines of the overall budget.

The Headteacher:

  • Works closely with the Governing Body to ensure provision is made for all children with SEN.
  • Keeps an overview of the Special Needs Register.
  • With the Leadership Team, ensures that we continue to improve our practice through ongoing areas of development in the School RAP.

Identifying children with SEN

The Foundation Stage teacher will assess a child on entry to school using a range of information. This includes talking to parents, contact with the child’s pre- school setting, teacher observations and discussions with external agencies such as health visitors, the medical profession, social services etc., if appropriate.

Once a child has started school there are a number of ways in which a child might be identified as having SEN such as by the class teacher who will highlight concerns at pupil progress meetings, or parents raising concerns regarding progress, behaviour and/or attitude to learning.

Tracking data identifies children who are not making expected progress which can alert staff to the fact that they may have SEN.

As children move through the school their progress is usually monitored on a termly basis. More vulnerable children have their progress tracked half termly.

Pupil Progress meetings are held in school every term and teachers and senior leaders check that every child is making at least expected progress. The expectation is that a large proportion of children will exceed expected progress from their starting points.

1.2: What should I do if I think my child has SEND?

What should I do if I think my child has SEND?

Your initial point of contact would be your child’s class teacher. You can arrange to speak to them after school by telephoning the school office, sending an email to the class teacher or by sending a note with your child.

Once you have met with the class teacher they may then speak to the SENCo in order to discuss any additional support your child may require. 

It may also be appropriate for you to meet with the SENCo to further discuss your concerns.

In most cases the school is able to reassure you. Where necessary the school will set up arrangements to liaise with any external agencies. On some occasions it may be necessary to refer the child for further assessment.  

If a parent continues to have concerns and is worried that their child’s needs are not being met, then they may contact the Information and Advice Services for SEND for further advice and support who can be located at  http://www.iassnetwork.org.uk/

2. Support for children with special educational needs
2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

If my child is identified as having SEND, who will oversee and plan their education programme?

Your child’s class teacher is responsible for planning and monitoring the education programmes of all children in their class.

If a child needs support in addition to that which is already planned for the class, your child’s teacher will also be responsible for planning that. This may be done in consultation with the SENCo and where appropriate will follow guidance given by other agencies.

Once your child has been identified as having SEND, a Support and Achievement Plan (SAP) will be written outlining your child’s area(s) of strength and weakness and also the tailored support that the school will provide, to ensure they make progress.

Children in the Foundations Stage will have a Support and Achievement Play Plan (SAPP). The SAP(P) will be shared with you and your child

Children will be assessed in their area of need.  Assessments will usually be undertaken by school staff who have undergone training to deliver the assessment packs.

In most cases, class teachers, supported by the SENCO, will decide on the educational interventions that best support a child’s identified needs based on the results of the assessment packs.  Where external agencies are involved, their recommendations are always included in the SAP(P).

Support programmes will be delivered by a Teaching Assistant on either a one to one basis or in a small group. These programmes are usually delivered outside the literacy and numeracy lesson to ensure that a child does not miss any lesson coverage·

The SENCO monitors the provision set out in the SAP(P) and ensures that it delivers the desired impact and supports the child to make progress.

2.2: How will I be informed / consulted about the ways in which my child is being supported?

How will I be informed / consulted about the ways in which my child is being supported?

Most support programmes will last for a term. Your child’s learning outcomes are reviewed termly, with you and take into account both yours and your child’s views.

In most cases the SAP(P) s will be shared  with you at the termly pupil/parent/teacher review meetings.

In some cases it may be considered appropriate to provide the support for just half a term.  At the end of this period, the child will then be re-assessed and the impact of the intervention will be considered.  The class teacher or SENco will arrange a meeting with you and your child to discuss the review.

2.3: How will the school balance my child's need for support with developing their independence?

How will the school balance my child's need for support with developing their independence?

The Teaching Assistants (TAs) who work with individual children are aware that part of their role is to encourage the child to be an active member of the class and to be able to work independently in a range of environments. The TAs are skilled at recognising when it is appropriate to work on a one to one basis with a child and when the child can be supported at a distance.

The class teacher will also direct the TA to work in a certain way with a child.

2.4: How will the school match / differentiate the curriculum for my child's needs?

How will the school match / differentiate the curriculum for my child's needs?

Through whole school tracking procedures we follow the progress that all the children are making. From this information we are able to target the areas of the core curriculum where a child would need support.

Learning is always planned at an appropriate National Curriculum level to enable each child to make progress. For example a lesson will be broken down into small steps to enable access by the SEND child. Visual prompts or use of concrete apparatus may be used. In some cases ICT will be made use of to support with learning.

Pre-learning will often take place to enable a child to become familiar with basic skills or vocabulary that will be needed for a lesson.

2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

The timetable for the day is shared visually and pictorially, on the whiteboard, for all children to see.  Lesson objectives and outcomes are shared both orally and visually with all children in the class.

SEND children will have their own personal programme of objectives and outcomes, on a more bespoke basis, if appropriate. These will often be re-enforced on a one to one basis by the Teacher or Teaching Assistant at the outset of a lesson.

Instructions for children with SEND will be given in a simple and clear manner. A child's name will be used at the outset of the instruction which will be kept simple. Instructions will be repeated for clarity in a repetitive manner using the same vocabulary.

Teachers will be aware of size and colour of print and colour of background when re-producing learning materials for children with SEND.

Microphones and hearing aids are used for children who have greater difficulty with their hearing.

2.6: What additional staffing does the school provide from its own budget for children with SEND?

What additional staffing does the school provide from its own budget for children with SEND?

The school audits the number of children who will need additional support on a termly basis.

Core Teaching Assistant hours to support SEND children are funded from the school's SEND budget.

Additional Teaching Assistant hours and Teaching hours (to provide one to one tuition) are matched to need on an ongoing basis and funded from the main school budget.

We have TAs who are trained to offer specific support such as for children requiring Speech and Language or Occupational Therapy input.

We have an Emotional Literacy Support Assistant (ELSA) who works with individuals and runs social skills and other groups as the need arises. 

2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / TitleIntervention Type
Managing Feelings Small group
Basic skills in literacy and/or numeracy delivered through a Precision Teaching approach One to one
ELSA support One to one
Targeted maths, phonics, reading and reading comprehension Small group
2.8: What resources and equipment does the school provide for children with SEND?

What resources and equipment does the school provide for children with SEND?

At Beenham Primary School, we are lucky enough to have a range of equipment available to pupils with SEND, such as:

  • A wide range of learning resources and multi-sensory equipment
  • I pads

This is continuously reviewed/added to, according to a child’s needs or recommendations.

The school's greatest resource is adult support. A good deal of the school budget is used to fund quality first teaching and to train staff to deliver this.  We also ensure we have enough well trained TAs to provide the support children need.

2.9: What special arrangements can be made for my child when taking examinations?

What special arrangements can be made for my child when taking examinations?

Before SATs in Year 6, careful consideration is given to those who may benefit from extra time or movement breaks. An intensive assessment process is carried out and analysed, before applications for extra time is made.

Children with Statements or Education Health & Care Plans will automatically be given extra time to complete their SATs in Year 6 (if sitting SATs tests is deemed appropriate).  Any recommendations given to the school by external agencies will be taken into account, e.g. SATs papers being produced on different coloured paper or use of an Alphasmart if a child normally has access to this. 

3. My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?

How will the school monitor my child’s progress and how will I be involved in this?

It is the standard practice of school to offer pupil/parent/teacher review meetings on a termly basis.

For children who have their SAP(P)s reviewed on a half termly basis,  you will be invited to meet to discuss the outcomes set in your child’s Support and Achievement Plan.

During these meetings you will be given information on the level that your child is working at and have the chance to celebrate successes. You will also be given information on additional support your child is receiving.

3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

When my child’s progress is being reviewed, how will new targets be set and how will I be involved?

Support and Achievement Plan outcomes are set 3 times a year following a review of the previous outcomes.

Progress towards the outcomes is looked at and if the outcome is considered achieved a new target will be set. If it has not been achieved, it will either be modified to make it more achievable or repeated in order to give your child more time to reach the target.

At the meeting you have the opportunity to discuss your views on your child’s outcomes and to write new ones collaboratively.

3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?

ln addition to the school’s normal reporting arrangements, what opportunities will there be for me to discuss my child’s progress with school staff?

If you would like to meet with teaching staff in addition to the meeting times referred to, you can ring the school office or email your child’s class teacher to make an appointment after school. 

3.4: What arrangements does the school have for regular home to school contact?

What arrangements does the school have for regular home to school contact?

We have an open door policy and quick handover information can be given by parents or school at the beginning and end of the school day.

Sometimes a child’s TA will accompany a child out at the end of school to hand over any key information.

We also use ClassDojo, an online platform which is updated daily for each class. Parents/Carers are also able to message their child's teacher directly via the platform. 

3.5: How can I help support my child's learning?

How can I help support my child’s learning?

Keeping in regular contact with key members of staff and passing on important information which could affect your child’s day is useful.

Encouraging your child to complete homework and ensuring that they regularly attend school will support your child with their learning. In addition, encouraging their interest in topics covered at school can increase your child’s confidence.

3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?

Does the school offer any help for parents / carers to enable them to support their child’s learning, eg. training or learning events?

From time to time, the school runs evening meetings to explain ways that an area of learning is taught in school and how you can support at home.

The school offer termly open morning sessions for parents to come in and work alongside their child in the classroom. Parents are also invited to join us for the termly exit point events when children showcase their learning from the term.

If parents have a special request in terms of a workshop that they would like school to run, then we will respond accordingly.

Information relating to training courses run by external agencies is also made available to parents if appropriate.

3.7: How will my child's views be sought about the help they are getting and the progress they are making?

How will my child’s views be sought about the help they are getting and the progress they are making?

Child friendly versions of Support and Achievement Plans are written and discussed with the child so they know what their targets are.

At Annual Reviews children write an All About Me booklet which gives them the opportunity to reflect on what they do well and what they need further support with. It also enables them to choose pieces of work to share that they feel proud of.

Children are also invited to share their All About Me information at the Annual Review meeting if they would like to.

 

3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

How does the school assess the overall effectiveness of its SEN provision and how can parents /carers and young people take part in this evaluation?

As part of the whole school data collection the progress of children with SEND is carefully monitored by the SENCo and Leadership Team.

Progress is shared with parents at termly Parent/Teacher discussions and as the children progress through school they know what level they are working at in English and Maths and are given the opportunity to challenge themselves.

A yearly parent/carer questionnaire is distributed and parents/carers are able to express their views on the effectiveness of SEN provision through this. In addition parents/carers are welcome to share their views with the class teacher or SENCo throughout the year.

Parents are invited to evaluate and give feedback about Beenham’s Local Offer.

4. Support for my childs overall well being
4.1: What support is available to promote the emotional and social development of children with SEND?

The ethos at Beenham School is underpinned by Values Education. 

4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

What support does the school put in place for children who find it difficult to conform to normal behaviour expectations and how do you support your child to avoid exclusion?

Our approach to Behaviour Management reflects the school’s Values Based ethos. We have high expectations of behaviour for all children. However we aim to understand all children to be able to meet their needs and will provide support to enable them all to behave well and succeed.

Support may take the form of breaking an expectation down into small steps, and the setting of short term goals linked to school reward systems, to empower a child. Other provision may include peer or adult support and sometimes alternative arrangements for a child at lunch or playtimes.

4.3: What medical support is available in the school for children with SEND?

What medical support is available in the school for children with SEND?

Six members of staff have received Paediatric First Aid training.

Annual training takes place for all staff in the use of epipens and inhalers.

Other training can take place on a bespoke basis to ensure we meet the medical needs of all pupils.

Staff who are involved with children with high level care needs will be supported by external agencies such as Physiotherapists and Occupational Therapists. 

4.4: How does the school manage the administration of medicines?

How does the school manage the administration of medicines?

The school has an up to date policy for the administering of medicines. The appendix is updated annually to enable the school to evaluate and review formal day to day procedures where necessary. The policy can be accessed on the school’s website.

4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

How does the school provide help with personal care where this is needed, eg. Help with toileting etc?

The school has a disabled toilet which includes facilities to help children with toileting and personal care if necessary.

Teaching Assistants are also trained to help vulnerable pupils with all aspects of eating and diet where necessary.

5. Specialist services available / accessed by the school
5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

At Beenham School, once an SAP is implemented, we aim to see an improvement in a child’s progress after two terms. 

If a child’s progress continues to give cause for concern, despite the additional targeted support, then the school may wish to make a referral to an external agency.  

Parents will be involved in the decision making process before contact is made with the external agency.  

A discussion about involving external agencies usually takes place with parents at a SAP review meeting.  

Beenham School currently makes referrals to the following services: Educational Psychology Service, Special Needs Support Team, ASD Service, Sensory Consortium Service, Specialist Inclusion Support Service (provided by Local Authority special schools) and the Behaviour Support Team.

5.2: What should I do if I think my child needs support from one of these services?

If a parent feels that their child needs support from one of these services then they should make an appointment to see their child's class teacher and the SENCo.

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?

Practioners from these services will visit a child in school on a regular basis. 

Follow up exercises or work will be advised and carried out in school by Teaching Assistants who will receive training from the medical practitioner.

A child's progress will be regularly reviewed by the medical practitioner. The regularity will depend on level of need.

5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

Currently, support from these services can be accessed by school or through the GP.

Referrals from school will be triggered by discussions with parents at SAP review meetings or the annual reviews of and EHSC plan.

If a referral is made by the GP as a result of an ongoing medical condition then school will be notified by the relevent service providor.

5.5: What arrangements does the school have for liaison with Children's Social Care services?

The Headteacher and School Business Manager are Designated persons for Safeguarding and PREVENT.

All staff are trained in terms of keeping children safe. If they have a concern about a pupil they will log this on My Concern, a safeguarding portal which notifies one of the designated members of staff who will in turn make a referral to Children Social Care Services if necessary.

In terms of ongoing cases of children and their families being supported by social care services, the school will always ensure that the SENCo or representative attends any meetings.

 

6. Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?

What SEND training is provided for teachers at the school?

From time to time, teachers will be trained by external providers in specific areas of SEND as the need arises.

All SEND updates and policy reviews are addressed in staff meetings.

New staff, particularly Newly Qualified Teachers are fully trained in all aspects of SEND as part of the school’s induction process. Development needs are usually identified during performance reviews.

6.2: What SEND training is provided for teaching assistants and other staff in your school?

All Teaching Assistants in school are trained in a range of interventions to ensure that every class teacher is able to offer a spectrum of intervention programmes to meet the needs of all children in their class, not just children with SEND.

Training is provided by external agencies or from the local authority.

6.3: Do teachers have any specific qualifications in SEND?

Our SENCo is currently completing the SENCo qualification. 

6.4: Do teaching assistants have any specific qualifications in SEND?

Currently there is one Teaching Assistant who has received accredited ELSA training.

7. Activities outside the classroom including school trips
7.1: How do you ensure children with SEND can be included in out of school activities and trips?

How do you ensure children with SEND can be included in out of school activities and trips?

Depending on the level of need, trips are risk assessed and staffed accordingly.

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

In some cases the views of parents will be sought prior to the planning of the activity.

In all cases, the final risk assessment will be shared with the parents and child and their views sought.

8. Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

How accessible is the building for children with mobility difficulties / wheelchair users?

Most doors have flat access to the outside. We have a portable ramp that can be used for the two classrooms which don’t have easy access.

 

8.2: Have adaptations / improvements been made to the auditory and visual environment?

Interior painting of the building is with the needs of the visually impaired in mind. For example, skirting boards are painted in a dark brown against light coloured walls and flooring.

The school is mostly carpeted which supports the acoustics for the hearing impaired child. Currently the school uses radio microphones and receivers for teaching the hearing impaired child.

8.3: Are there accessible changing and toilet facilities?

The school has a disabled toilet.

There are also accessible changing facilities.

8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?

School liaises fully with parents and external agencies prior to a child with physical disabilities being admitted to the school. Adaptations to the building are then made, where possible, ready for when the child starts school.

Once the child is admitted into school, ongoing dialogue is had with parents and external agencies to ensure that the building is always fit for purpose to maximise learning.

8.5: How does the school communicate with parents / carers who have a disability?

Parents are consulted about which is the best way to contact them and the school follows their preferences.

The school will also make any necessary adaptations for parents who have a disability to enable them to access the building and engage in their child’s learning journey at any time. In the past their views have been sought when considering the suitability of the building for physically disabled people.

The school office are always happy to communicate.

Monthly newsletters are also published monthly and ClassDojo updated daily. 

8.6: How does the school communicate with parents / carers whose first language is not English?

When a parent’s first language is not English, school will often provide the support of a bi-lingual interpreter to facilitate any meetings that may take place between home and school.

The ClassDojo platform also has a translator option. 

9. Preparing my child to join a new school / next stage of education
9.1: What preparation will there be for both the school and my child before he or she joins the school?

The school will meet with the parent and child and also liase with previous settings and any external agencies involved with the child.

The child will be invited to make several visits to the school prior to joining. 

If adult support is required then they will meet their assigned Teaching Assistant during the visits. In other cases a peer buddy will be assigned to look after the child in the early days of joining the school.

9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

Transition visits to meet the new teacher and work with the new class take place.

In some cases the school makes a book which outlines the new class and routines. This helps to reassure the child.

The class teacher of the previous class will also make sure that the child is introduced to any new ways of working whilst in their current setting.

9.3: How will my child be prepared to move on to his or her next school?

Transition visits will be made by the child to the new school. A school Teaching Assistant may attend if appropriate.

In some cases a member of staff from the new school will come to Beenham to meet the child prior to any visits to the new setting.

 

9.4: How will you support a new school to prepare for my child?

Once a place at a new school has been allocated then Beenham will liaise with the new setting and external agencies involved.

A meeting will usually be set up either at Beenham or in the new school to plan the transition arrangements and share information about the child. 

9.5: What information will be provided to my child's new school?

All information collated over time, that relates to a child will be handed over to the new school.

10. Who can I contact to discuss my child?
10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?

If a parent has a concern then they should discuss this with the class teacher.

The class teacher will seek the advice of the SENCo if necessary.

10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

Links to support groups are often posted in ClassDojo for parents.

10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

The school will often suggest that a parent make contact with the Parent Partnership if they feel they need further support in discussing their child's special need with school.

The school will also use external agencies such as the Educational Psychologist or the Behaviour Support team to provide additional support for parents to understand their child's special need.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?

The school has an open door policy and welcomes feedback at all stages.

All parents can message their child's class teacher via the ClassDojo platform or by email. 

Governors carry out regular parental questionnaires.

The school website publishes compliments from parents and all visitors to the school.

The school has a complaints procedure which is published on the school website

Quality checks

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