Parsons Down Partnership

Last updated: 08/03/2022

Parsons Down Partnership is made up of Parsons Down Infant and Junior Schools. Both schools are situated on the same site in Thatcham, on the eastern side of Newbury. Pupils are now organised into one class per year group as it is a one form entry school, however, some of the older year groups do have two or three classes per year group.

Both schools work closely together for the benefit of our children and families. With this in mind we share a Core Framework: a vision, mission and core values which we believe will enable us to achieve our goals and aspirations for the future.

Our vision, ‘Inspiring Excellence’ and mission statement, ‘Making a difference together,’ underpin everything we do.

Our core values – Challenge, Enjoyment, Pride, Respect and Safety, are evident throughout our school, our children and our staff. Our children are confident young individuals who enjoy their learning and rise enthusiastically to the challenges set by staff to support and extend their learning.

Our Partnership has a shared Governing Body which actively encourages and supports the opportunities for staff and children to learn together either through the sharing of resources, the sharing of ideas and creations or the sharing of achievements and successes.

The Partnership prides itself in offering bespoke support to vulnerable children and their families.

Who to contact

Contact Name
Receptionist
Telephone
01635 866700
E-mail
office.pdj@pdp.w-berks.sch.uk
Website
Parsons Down Partnership of Schools
Notes

Twilight Club

Twilight Club takes place before and after school at Parsons Down Partnership of Schools with children from Infant and Junior Schools welcome to attend. Twilight Club is Ofsted registered (ref. 109923). The club is held in a safe and secure environment and all staff are first aid trained and DBS checked.

Activities

​At Twilight Club, the children are offered a variety of indoor activities including:​

  • Art and craft - e.g. making gifts for Mother's Day, Father's Day, Easter and Christmas
  • Baking - cakes, biscuits, cheese straws etc
  • Construction - with Lego, Duplo, K'Nex etc
  • Organised indoor games/activities - such as talent shows, discos and sensory circuits
  • Reading - alone or to a member of staff
  • Using the computer - for homework and games
  • Board games/puzzles - our shelves are bursting with games and jigsaws for the children to enjoy
  • Toys and dressing up - we have plenty of dolls, cars, pretend food and dressing up clothes for the children to engage in make believe

Outside, the children enjoy lots of different fun and games such as playing sport, using the adventure playground and making dens.

Where to go

Name
Parsons Down Partnership
Address
Herons Way
Thatcham
Berkshire
Postcode
RG19 3SR

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
£5.00 per session
£12.50 per session
Details
Pre-booked price is £4.50 breakfast club and £11.00 after school club; Book on the day price is £5.00 breakfast club and £12.50 per session.

Childcare Information

Vacancies

Immediate vacancies
Details
Please contact Twilight Club on 07919 803682 for information about vacancies for the Breakfast Club and After School Club
Date updated
07/03/2022
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
0 4 11

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

Are you registered to provide 30 Hours?
No

Waiting List

Do you have a waiting list?
No

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 18:00
Tuesday 08:00 18:00
Wednesday 08:00 18:00
Thursday 08:00 18:00
Friday 08:00 18:00

School Pickups

Offers pickups
Schools
Parsons Down Infant School
Parsons Down Junior School
Details
For after school club

Local Offer

Description

Parsons Down Partnership is made up of Parsons Down Infant and Junior Schools. Both schools are situated on the same site in Thatcham, on the eastern side of Newbury. Pupils are organised into two or three classes per year group.

Both schools work closely together for the benefit of our children and families. With this in mind we share a Core Framework: a vision, mission and core values which we believe will enable us to achieve our goals and aspirations for the future.

Our vision, ‘Inspiring Excellence’ and mission statement, ‘Making a difference together,’ underpin everything we do.

Our core values – Challenge, Enjoyment, Pride, Respect and Safety, are evident throughout our school, our children and our staff. Our children are confident young individuals who enjoy their learning and rise enthusiastically to the challenges set by staff to support and extend their learning.

Our Partnership has a shared Governing Body which actively encourages and supports the opportunities for staff and children to learn together either through the sharing of resources, the sharing of ideas and creations or the sharing of achievements and successes.

The Partnership prides itself in offering bespoke support to vulnerable children and their families.

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?

Parsons Down Partnership uses a whole school approach to identify children with SEN, D. We take into consideration:

  • Parental concerns – the parent would usually speak directly to the class teacher about their concerns. Discussions at parents’ evenings enable parents to share their concerns.
  • Teacher concerns – the child’s class teacher would speak to the parents of the child and the Inclusion Manager.
  • ESA (Educational Support Assistant) concerns- when they work with the child in class or during an intervention.
  • A child’s own comments - the teacher and parent may speak to the child to get their input, depending on the concerns, or the child may discuss their own concerns with their class teacher or ESA.
  • Concerns from another setting - if the child has come to the school from another setting, concerns may be brought to our attention from the staff at that setting
  • Pupil performance- Whole school monitoring of data, books and observations provide us with information about each pupil’s needs and enable us to identify children who are finding it difficult to access the curriculum. Assessment data enables us to identify any barriers to learning.

The Inclusion Manager analyses assessment data at the end of each term. Provision is decided for children who are not making progress, are making limited progress or are not reaching ARE (age related expectations). A list of children who require interventions is produced for each year group. The impact of these interventions is monitored and reviewed to ensure it is meeting the needs of the child.

Class teachers continually monitor the attainment and progress of all of the children in their class. When they are concerned about a child’s progress, the class teacher will discuss this with the Inclusion Manager, and may need to write a GAP (Graduated Approach Plan) to monitor the progress of the child. Parents would be informed if this was needed. The child may need a specific intervention/ resources/ higher level of differentiation to enable him/her to make progress or bridge a gap in their learning. Once these strategies have been put in place and carried out over the set time, the outcomes will be reviewed and the progress and outcomes will be added to the Graduated Approach Plan. The teacher then discusses the outcome of the GAP with the Inclusion Manager, to decide on the child’s next steps. 

If the child has made progress and there are no concerns, then they no longer need a GAP.

However, if the child is not making progress despite the interventions that have been put in place, and the child requires support that is ‘additional to’ that given to the rest of the class,  then the Inclusion Manager will review with the teacher and parents if the child needs to be added to the SEN (Special Educational Needs) register. If they are added to the SEN register, a Support and Achievement Plan (SAP) will be written for the child, which outlines clear focused targets and provision that will be implemented to enable the child to make progress and meet their needs.

At this stage the Inclusion Manager would support the class teacher in planning appropriate provision for the child. The child’s needs would be assessed as part of this process, and appropriate action would be taken. This could include:

  • The Inclusion Manager assessing the child to gain further information about the child’s needs.
  • The child receiving an intervention, e.g. STAR, SNAP maths, Precision Teaching, ELSA or SNIP
  • Meeting with parents
  • The Inclusion Manager referring your child to an external professional, who can complete more specialist assessments. E.g. Educational Psychologist, The Cognition and Learning Team, CAMHS.
1.2: What should I do if I think my child has SEND?

If a parent believes that their child has SEN,D they should discuss this with the child’s class teacher. There is opportunity to do this at parents evening or appointments can be arranged through the school office, or directly with the class teacher. 

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?

The class teacher, together with the parents/ carers and the Inclusion Manager, will oversee and plan the child's education. Class teachers will plan the provision they will provide to meet the needs of the child. Teachers write a Support and Achievement Plan (SAP) for every child that is on the SEN register. This will have agreed outcomes for the child, and details of the provision that will be put in place so that the child is able to achieve them. This could be an intervention, resources, specific approach or extra support. SAPs are reviewed termly with parents and adjustments made accordingly.

The Inclusion Manager oversees the interventions taking place across the school and ensures teaching staff have reports from outside agencies to enable them to plan appropriate support and outcomes for the child.

 

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

The school has good communication with parents and really values the collaboration between school and home. Parents may speak briefly to their child’s class teacher after school about any concerns, or arrange an appointment if a longer discussion is required.

In some instances the child may have a Home/ School Book. This will stay in the child’s book bag and notes can be made to inform the teacher/ parent of what has gone well for the child that day/ evening/ weekend. Parents of children with SEN, D, and the teaching staff involved with the child, often find this a useful resource to begin a discussion with the child.

Parents are always welcome to contact the Inclusion Manager regarding their child. Appointments to meet with the Inclusion Manager can be arranged through the school office.

Parent Consultation evenings are held regularly for all children. SAPs are reviewed and written three times a year, and these will be shared with parents. Parents will be asked their views on the progress children have made towards achieving each target on the SAP, and the needs of their child. New targets will be produced with the input of parents.

If a child’s needs meet the criteria for needing an Education Health Care Plan (EHCP), parents will be informed by the Inclusion Manager and the application will be written in consultation with parents to ensure a clear description of the child’s strengths and difficulties is submitted.

Children who have an Education Health Care Plan (EHCP) have an Annual Review of their targets each year. Parents are invited to these review meetings and are sent questions to complete prior to the meeting, to enable a clear image of the child to be gained.

If the school needs a child to see a professional from an Outside Agency, then the class teacher or Inclusion Manager will discuss this with their parents and share the referral form. Parents will need to sign the referral form to enable the professional to assess the child.

A school report is written for each child once a year. This informs parents of the progress their child is making.

There are regular parent open mornings/ afternoons when parents are invited into school and get involved in their child’s learning. Parents are also encouraged to volunteer to accompany the children on trips or on other educational experiences.

Homework is a good way of parents getting involved in their child’s education e.g. reading with them every night makes a significant impact on the child’s progress, projects, spellings and talking to their child about their day and the learning they are doing in school.

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

All staff aim to ensure each child is as independent as possible.  Class teachers develop strong relationships with the children and regular opportunities are given for each child to work independently. The class teacher will know the child and their specific areas of need. Through assessments and developing their knowledge of the child they will be able to plan learning tasks that are appropriate to the child's needs and stage in learning, allowing them to work with more independence. Tasks are therefore carefully matched to the child to ensure the child is challenged but also able to complete a task with some independence. An educational support assistant or class teacher may work with the group the child is in, while they develop their confidence enough to work with independence. Practical and visual resources e.g. cubes, number squares, word mats can be provided to enable children to access tasks more independently.

Within school we also have the 'SNOT' system which encourages independence when children are struggling. They are taught to follow the SNOT system in order, to promote their skills of independence. Children are encouraged to be as independent as possible and are supported in gaining independence.

Self- try to use strategies to solve the problem by yourself e.g. get some practical resources, look at the example on the board

Neighbour- Ask a neighbour (child sat either side of them) for some help.

Other- Ask someone else on your table for some help.

Teacher- Ask the teacher for some help.

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

We hold high expectations of all children at Parsons Down and want all children with SEN,D to be exposed to a rich and varied curriculum. Teachers are constantly assessing the needs and next steps for their pupils. Assessment can be informal, for example through questionning, working with a group, marking. Alternatively it can be through more formal testing or standardised assessments. A teacher uses this information to plan the next steps of the children's learning and match lessons and tasks to their needs. 

Reasonable adjustments could include: a differentiated task, a writing frame, concrete resources being provided, visual aids, support from an adult, use of a laptop or a modelled example. 

Some children require a bespoke individualised curriculum to enable them to achieve. This would be discussed with parents if we felt this was necessary.

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?

At Parsons Down Partnership we aim to ensure our classrooms and ethos are inclusive of all children’s needs. Pupils with SEND are taught inclusively with their peers, and staff use differentiation and resources to enable children with SEND to access the lessons.  Children sometimes access short and precise individual and small group interventions to support them in developing their understanding in key areas.

Teachers make their teaching as multisensory as possible, using a variety of teaching techniques within their lessons to suit different learning styles. Bespoke packages are used for some individuals to ensure they are able to access the curriculum.

We are also committed to high quality teaching and have a strong belief that this enables children to succeed. Children are encouraged to be as independent as possible and are supported in gaining independence.

The class teacher will plan work that will be at the right level for the child (differentiated). Resources to support the child in their learning will be provided and seating positions within the classroom will be carefully considered. Regular assessments of the child’s progress and needs take place.

The school has a range of strategies which can be put into place for children with SEN, D. Sometimes an external professional will also be involved with observing and assessing the child, which provides additional expertise or advice. Following an assessment from an external professional, a report and next step recommendations for the class teacher will be provided for them to put in place. The report will be shared with parents and it may have recommendations for the parents to work on, in partnership with the school. The recommendations will be added to the child’s SAP.

Some teaching strategies are bespoke to the needs of the child. For example, a non-verbal child may require Makaton. A child with autism may need a sensory box and ear defenders for guitar lessons. The needs of the child are assessed and then relevant approaches are implemented to meet the needs of the child and ensure they can access the curriculum fully. E.g. Some children require regular sensory/ movements breaks, this is incorporated into their timetable of activities throughout the day.

 

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

The daily provision for children who have SEN,D is carefully considered throughout the school. We have educational support assistants who work within classes, with groups of children or with individuals. Our ESAs are highly skilled and are used to:

  • support the teacher in ensuring the children in the class make progress. This could be in a group situation or 1:1 basis.
  • work 1:1 with a child with specific needs
  • work 1:1 with a child on an intervention
  • work with a group e.g. teaching phonics
  • deliver the recommendations of outside agencies e.g. speech and language therapy plans

We also employ Emotional Literacy Support Assistants (ELSA’s) for children who require support linked to their emotional well being. We have a Family Support Worker, who offers support to both children and their families too.

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
Structured Approach to Reading (STAR) One to one
Precision Teaching Reading, Spelling and maths One to one
Motor skills One to one
Touch typing Small group
Sensory Circuits One to one
FFT (reading and writing intervention) Small group
Speech and Language One to one
ELSA support
Extra phonic intervention or Phonic Awareness Programme
Social skills
SNAP maths
LAL follow up intervention
2.8: What resources and equipment does the school provide for children with SEND?

The resources are dependent on the specific needs of the child. We follow professional advice to source suitable resources for individual children. 

Examples of some of the resources school provides for children with SEND:

  • Wobble cushion
  • Sensory boxes that have concentration tools in, chew
  • Ear defenders
  • Winged desk
  • Word mats
  • Numicon, cubes, Dienes, multiplication squares
  • Touch typing software
  • ICT software
  • Sand timers
  • Various visual aids
  • Sloped desks
  • Pencil grips
  • Tent with soft blanket and cushions
  • Fine motor resources e.g. buttons, zips, beads
  • Gym ball, large movement cone, balance boards
2.9: What special arrangements can be made for my child when taking examinations?

During Statement of Attainment Tests (SATs) in Year 2 and Year 6, adaption of test resources may be given to children with SEND as guided by the Department of Education (DofE). This may take the form of additional time allocations, alternative rooms, rest breaks, the option to read aloud the questions, a scribe. There are specific guidelines that school must adhere to when deciding who qualifies for this additional provision.Meetings are held in school, to discuss the children staff feel would benefit from the special arrangements. Parents are informed about the provision that can be made for their child, once school have finalised 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?

The child's progress will be monitored daily by teachers, when they work with groups and individuals, mark their work and listen to answers to questions. Assessments against the Foundation Stage Curriculum or National Curriculum standards are formally completed once a term. These are submitted to the Inclusion Manager, who also monitors the child's progress closely.  During pupil progress meetings the teacher discusses the progress of children in his/ her class with senior staff and the Inclusion Manager. Decisions will be made about how to support individuals.

Parents will have parents evening in the Sutumn and Spring term. The progress of their child will be discussed during this meeting. In the Summer Term parents receive a report that outlines the progress their child has made that year.

Teachers will also monitor the progress being made towards the child's Support and Achievement Plan (SAP) targets. The SAP will be reviewed termly alongside parents. 

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

The Support and Achievement Plan (SAP) will be reviewed by the class teacher, the parent and sometimes the child, at least termly. The child’s progress will be discussed and new targets will be agreed by the parent, the child and the class teacher. The Inclusion Manager may sometimes be involved with this process.

Recommendations from outside agencies will be included in the SAP and will help to form new targets set.

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?

Class teachers are happy to speak to parents about the progress of their child during an arranged meeting. An appointment needs to be made either with the teacher or via the school office.

Parents will also have the opportunity to meet with the teacher in the Autumn and Spring Term parents evenings. They will also meet with school staff in the Summer Term when the SAP is reviewed and new targets agreed.

Appointments can be made with the Inclusion Manager by contacting the school office.

 

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

The parents may speak to their child’s class teacher after school about any concerns, or the class teacher may want to speak to the parent. This will also be at the end of the school day.

In some instances the child may have a Home/ School Communication Book. This will stay in the child’s book bag and notes can be made to inform the teacher/ parent of what has gone well for the child that day/ evening/ weekend. Parents of SEN,D children and the teaching staff involved with the child, often find this a useful resource to begin a discussion with the child.

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

Additional ideas or strategies for parents to help their child can be discussed with the child’s teacher.

Homework is sent home to allow children of all abilities to achieve – parental support will be encouraged with this.

A curriculum map is sent home in most year groups to show what the children are learning about that term. This enables parents to become involved in the children's learning and provide further learning opportunities if they wish e.g. going to the library to find a book on the topic, visiting a museum etc.

The Support and Achievement Plan (SAP) will be shared with the parent, and the class teacher will discuss how parents can support the child in achieving the targets and will be happy to share ideas about things they can do at home.

The school often provides workshops to parents on topics such as maths, phonics and reading. We also offer regular parenting workshops which focus on supporting children with additional needs.

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?

The school often has curriculum evenings to inform parents of ways in which they can support their child at home. Parenting courses will be provided by the schools Family Support worker. These will include workshops, ideas and opportunities for parents to support their child’s learning and behaviour. Strategies can also be provided by the class teacher or Inclusion Manager.

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

The school encourages the child to be part of their learning process. The child will be included in writing their Support and Achievement Plan (SAP), where appropriate, and due to the strong relationships our staff build with pupils regular discussions take place with the child informally to review their learning.

Children are encouraged to take responsibilty for their learning and part of this is to review how they learn best, what they have achieved in each lesson and what they need to do next. Therefore regular discussions occur between teachers and children about their views and the progress they are making.

3.8: What accredited and non accredited courses do you offer for young people with SEND?

N/A

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?

The provision for SEN,D will reflect in the child’s social and emotional well-being, their attendance and their progress in school. School internal Pupil Progress Meetings between teachers and senior staff, are held termly to assess all children’s progress and SEN,D children’s progress and provision is part of this.

At the end of each term the Inclusion Manager gathers all of the assessment data for childrenwith SEND  and measures the impact of the provision that has been provided for each child. The Inclusion Manager also monitors the progress each child with SEND is making and uses this to inform provision made for the following term.

The Inclusion Manager meets termly with the Governor responsible for SEND, to update them on the SEND provision in school.

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 school has qualified Emotional Literacy Support Assistants (ELSA’s), who run 1:1 sessions with identified children.

We also employ an integrative art psychotherapist in school and she supports some children with SEND to develop emotionally.

The school follows the Social and Emotional Aspects of Learning (SEAL) themes, which are linked to inclusion and Personal, Social and Health Education (PSHE). Assemblies and class work for this takes place with the whole school each term.

A lunchtime SEAL club is available daily for children who need the support of adults and a small group of children at lunchtime. Social skills are developed during SEAL club, as it is a much smaller environment and there are less children. We also support children emotionally during SEAL club, as there is the opportunity to spend time talking to pupils while they complete activities such as colouring, board games, jigsaws.

Lunchtimes have allocated zones and the children are allowed to choose where to play. They know where to go, how to keep safe and who to go to. In these sessions social groups take place to teach children how to manage their social needs. The Partnership has an Anti-Bullying Policy and a Behaviour Policy. These policies and systems have clear expectations for the children.

The FSW and Inclusion Manager work closely together to ensure the emotional and social needs of children with SEND are met.

Information about clubs and opportunities outside of school e.g. Inclusion football club are shared with parents through the newsletter.

Senior leaders, the Inclusion Manager and teachers are heavily involved in supporting children's emotional needs by setting up bespoke behaviour plans or arrangements that allow children to participate in all aspects of the school day.

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?

All children in the Partnership follow a behaviour system, see behaviour policy. Children know the school rules and the consequences of their actions.

Children who find it difficult to conform to normal behavioural expectations often have bespoke behaviour plans. Provision is made to enable them to be successful and clear rewards and consequences are used.

Strong relationships between adults and children are vital in supporting a child who struggles to conform to behavioural expectations. We therefore ensure that the child develops strong relationships with key staff.

The school works closely with parents to devise bespoke individualised programmes, as parent involvement is vital.

Sometimes children have regular contact with the FSW or Inclusion Manager or senior leaders to support them in making good choices.

Referrals are sometimes made to outside agencies if we feel additional advice and resources are required.

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

The school has several qualified first aiders who receive regular training. Some children may have specific medical needs, and we would take the advice of the professionals. In these situations the professional will work closely with the school staff to make sure the staff working with the child, are fully trained and confident in dealing with the necessary medical condition. Bespoke packages are sometimes put in place to enable them to access the curriculum and support their social interactions.

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

Some children require a specific medical plan. This will normally be written by the medical practitioner and will be shared with the parent and qualified staff member. The school staff would follow the plan accordingly, store the prescribed medication safely and administer it at the required time. The school nurse is often able to offer support in school if required.

Any medication needs to be brought to the school office and the school's procedures for administration of medicine will be followed accordingly.

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

If children have specific medical needs in this area, the school would take the advice of the professionals from other services involved with the child. The professional will work closely with the school staff to make sure the staff working with the child, are fully trained and confident in dealing with these necessary medical conditions.

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?

The school may use the services of the Cognition and Learning Team (CaLT), Behaviour Support Team (BST), Educational Psychologist (E.P.), ASD Advisory teacher, ASD Behaviour Support Service (ABSS), Speech and Language Services, Sensory Consortium Service (Visual Impairment and Hearing Impairment), Specialist Inclusion Support Service, Occupational Therapy Service or Child and Mental Health Service (CAMHS).

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

If you think your child needs support from these services you would speak to the class teacher about your concerns and a referral may be able to be made from school. Alternatively, you may prefer to go to your G.P. for a referral if the G.P. agrees with this decision.

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

A referral is made to Children and Young Peoples Integrated Therapies (CYPIT) – a single point entry - from either the school or the G.P. When a child has had an assessment by one of these services and recommendations come in to school for the child, aspects from the report will be taken into consideration when writing their SAP targets.

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?

If a parent thinks their child may need to be seen by a Speech and Language Therapist or Occupational Therapist they would go to their G.P. or the school for a referral to Children and Young Peoples Integrated Therapies (CYPIT).  The Physiotherapist would normally be requested through the family G.P. or hospital.

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

The Executive Head Teacher, Heads of School, Family Support Worker or Inclusion Manager will liaise with these services whenever it is appropriate. This may take the form of a TAC (team around the child) or Personal Educational Plan meeting, or further input from the Family Support Worker.

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

All new staff have an induction into the school, where SEN,D provision and systems are discussed. The staff have whole school insets and staff meeting to discuss specific areas of SEN,D. Aspects of this training may be annually and may include information, advice, strategies or resources in areas such as ASD, ADHD, Behaviour, Speech and Language, Occupational Therapy or specific medical areas.

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

All new support staff have an induction into the school and the SEN,D provision and systems are discussed. Most support staff have training in specific areas of SEN,D. Staff who work with children with specific needs will have training in that specific area. Training may be carried out by Local Authority staff to teachers and support staff or by a member of staff who has expertise in that area.

6.3: Do teachers have any specific qualifications in SEND?

Individual teachers will have their relevant Continued Professional Development (CPD) needs discussed with their Line Manager or the Inclusion Manager in accordance to the needs of the children in their class. Training is sometimes carried out by Local Authority staff to teachers and support staff. Our allocated educational psychologist also trains staff regularly, to enable all staff to further their knowledge and understanding.

Our Inclusion Manager trains teachers during staff meetings, INSET days and through general everyday discussions about the needs of the children. She also trains support assistants in various interventions so that they can deliver them to individuals and groups of children.

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

The Partnership has qualified HLTA’s, ELSA’s and staff with specific Child Care qualifications. The teaching assistants have regular meetings with the Inclusion Manager to discuss additional training needs.

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?

The school always encourages children with SEN,D to participate in extra-curricular activities.

When a child with SEN,D goes on a school trip or a residential we ensure that all the necessary arrangements are made for children to participate. Their needs will be assessed by the class teacher and if necessary, a personal risk assessment will be written. For specific needs, the setting will be contacted to make sure that they know in advance, that special arrangements are required.

When a child with SEN,D goes on a residential trip, prior additional planning is made for the child to make sure they can access as much of the experience as possible. This may include taking additional staff to support the child and/or the activity programme to be adapted. Some children who have SEN,D will need personalised plans for them to access the school activities.

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

Parents will be contacted if their child needs extra support to access a trip or activity. The Inclusion Manager is often involved in discussions with class teachers about the extra support children with SEN,D would need to access a trip or activity. Where necessary, appropriate provision would be put in place to enable the child participate fully. This could include: sharing photos of the place they will be going, taking extra adults or having a personalised plan.

When a school trip is planned the class teacher may need support from the parent in the planning process. There are some instances where the parent may be invited to accompany their child.

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

The school has accessibility for children and adults with mobility difficulties.

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

Teachers from the Sensory Consortium Support come in to school to work with, assess and support children with hearing and visual impairments. They meet with the teachers and Inclusion Manager to discuss the suitability of the setting for the child. They will recommend adjustments that can be made to enable the child to learn most effectively.

8.3: Are there accessible changing and toilet facilities?

There are accessible changing and toilet facilities in both schools.

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

The partnership has educated children with a variety of SEN,D and all facilities have been accessed fully by them. Both schools have wheelchair access.

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

A parent with a disability would have the same opportunities as all parents to communicate with the school. We would write a letter or email, telephone or, in some cases, send a text message or have a meeting. The parent may like to bring a family member or friend in to school for support on these occasions.

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

A parent whose first language is not English may like to bring a family member or friend in to school to translate for them or for support. We also are able to access some advice from the Ethnic Minority & Traveller Achievement Service (EMTAS). They are sometimes able to translate reports from school and also support communication between the teacher and parents when the child's SAP is reviewed, if they are working with the child in school.

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?

Whenever a child starts at Parsons Down School, parents are encouraged to bring their child for a tour of the school so they can familiarise themselves with the environment and be introduced to their new teacher. It is also useful to talk to parents during that time about what they feel their child will require and the specific needs of the child. Staff will consider carefully which class would suit their child best, if there is an option to do this.

Depending on the child's needs, the class teacher or Inclusion Manager may contact the child's previous school to discuss their needs and the provision they require.

Sometimes bespoke transition packages are required for children so they can transition slowly into their new environment.

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

Children with SEN,D will have personalised transition, according to their needs. All children in school have a 'Changeover Day' which enables them to spend a day with their new teacher and in their new classroom, during the summer term.

Children with SEND sometimes require extra transition and personalised transition plans to enable them to transition smoothly. 

Provision can include:

  • A transition book is made with the children. (This contains photos of the child's new teacher and support assistant. It also includes photos of key areas of their new classroom and contains some activities linked to themselves and 'changes'. The book goes home with the child at the end of the summer so that parents can look at it with their child over the summer holidays and help prepare their child for the changes in September)
  • Extra transition visits, which are normally done with an ELSA, FSW or a support assistant- children will be taken for extra visits to their new class room (often when the classroom is empty so that they can explore it freely), toilets, see their new teacher. If they are moving to the Junior school then extra visits to the junior school building are provided.
  • ELSA sessions about 'change'. We discuss what will stay the same and what will be different. We talk through the children's feelings and any worries they may have.
  • Children moving to the Junior school also experience a playtime in the Junior school during the summer term and watch performances by the junior children during the year, so they become more familiar with the building.

Your child's teacher will have a meeting with their new teacher in the summer term. They will discuss the needs of your child, provision in place and successful strategies used during the year. Assessment information will also be passed on so that progress can continue.

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

A transition into each new Year group or Key Stage is put into place for all children. Children with SEN,D will have personalised transition, according to their needs. If the child is in Year 6 and has a Statement, the Secondary school’s Inclusion Manager will be invited to attend the child’s Annual Review.

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

The class teacher and the Inclusion Manager will speak to the relevant members of staff in the new school about the child. The Inclusion Manager or Family Support Worker of the school will often come in to meet the child. Sometimes small group work is done in the child’s school to prepare the children for the transition. Relevant documentation will be transferred to the new school. Extra transition visits to the new school may be arranged depending on the needs of the child.

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

Data about the child’s progress will be given to the new school along with any relevant paperwork or reports. For some children, meetings between the staff from each school – class teachers, support staff, parents or Inclusion Manager – may take place.

9.6: How will the school prepare my child for the transition to further education or employment?

N/A

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?

The parent would contact the child’s class teacher, the Head of School, the Inclusion Manager or the Family Support Worker.

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

The school has a Family Support Worker who works with parents either in the school, home visits or she is able to be contacted by telephone. She is able to offer support and advice to families and the children. She sometimes works with groups of children or on a 1:1 basis. The support given varies according to the child’s/ parents’ needs.

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

The Inclusion Manager and the Family Support Worker are able to provide parents with information about external agencies which may be able to offer additional support.

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

The school has an ‘Open Door’ Policy, where we encourage parents to come and talk to us about concerns so that we can discuss things and put something in place if required. We have parent open evenings, where these discussions can also take place or a telephone call or a meeting can be requested.

We have a Complaints Policy, which states the procedure to take if you are unhappy with anything. We have an Annual Parent Questionnaire which is administered by the Governors of the Partnership.

We also welcome feedback of the good things we do through contact with the school directly or through the completion of an on-line Parent View Questionnaire.

Quality checks

  • DBS check

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