Witley Church of England Infant school are passionate about their children. All members of staff hold high values and are trained to support all children, our ethos is that we are an inclusive school where each and every child counts.
The provision for pupils with special needs and disabilities is determined by their individual requirements. Our aim is to meet the needs of all pupils. We always liaise closely with parents about their child’s progress. Where necessary we will seek support from outside agencies. We follow the Special Needs Code of Practice. Our SEN co-ordinator helps teachers in supporting children with their specific needs on a regular and closely monitored basis. Many staff specialise in specific special needs support and undertake regular training to update their skills.
Below you will find a copy of 14 questions that were completed by the SENco and Head teacher clearly stating our approach to supporting families and children with Special Educational Needs and what Witley school can offer.
|Questions||School Response||School self-evaluation|
|1||How does Witley Infant School know if children need extra help and what should I do if I think my child may have special educational needs?||We regularly track the progress of our pupils through assessment, data analysis, monitoring and progress meetings. We use this information to identify any needs. We discuss any concerns we have and have a clear marking and progress policy that includes the pupils in celebrating their achievements. As a small school staff know pupils extremely well and can therefore discuss any concerns with one another immediately. We have an open door policy for parents so that they can speak to members of staff if they have concerns about their child. We have smart targets for pupils and this is recorded on our IEPs and provision maps. Some members of staff have expertise in special educational needs and they share their knowledge with other members of staff.||Embedded|
|2||How will the Early Years staff support my child?||We monitor meticulously the impact of any intervention given to the pupils through staff meetings, discussions and data. All interventions are research informed and evidence based so that we monitor the impact and attendance against the rate of the progress being made. The SENco leads with the head teacher on tracking the progress and we share this information with all members of staff. The SENco meets termly with the SEN governor to discuss achievement and monitoring and next steps. All additional support programmes are overseen by the SENco and head teacher. In the early years setting we offer home visits pre-school meetings and the children visit the school in the summer term 3 times.||Established|
|3||How will the curriculum be matched to my child’s needs?||Differentiation is embedded in our curriculum and practice. We have a tailored curriculum which is personalised for the pupils. All the teachers and support staff are clear on learning expectations and are working towards quality first inclusive teaching. Learning objectives are matched to the pupils needs and differentiated to their level of progress. This is monitored by the head teacher and leadership team.||Embedded|
|4||How will both you and I know how my child is doing and how will you help me to support my child’s learning?||Pupil feedback is part of our learning. We regularly share progress with the children through positive marking, celebration assemblies, reward schemes and positive praise. We have reassessed our marking policy which includes feedback from the learners. We hold ½ termly consultation meetings and have celebration afternoons when families can visit the school with the pupils to look at the progress being made. We host a number of curriculum evenings for parents and learning events including 2 in year R and 1 for KS1. We have a home/school agreement which encourages pupils, parents/carers and teachers to work closely together for the benefit of the child. We hold a parent library with supporting resources and have a home school link worker who can visit and offer advice when necessary. Each child has a reading record which goes home daily and learning journals which go home weekly and parents are encouraged to comment and communicate about their child’s progress. We collaborate with other agencies as and when necessary.||Embedded|
|5||What support will there be for my child’s overall well-being?||All our pupils are encouraged to talk to members of staff should the need arise. We have very a very clear behaviour policy which sets out expectations, rewards and any sanctions. All members of staff have high expectations of the children with regards to behaviour and attitudes to learning. Relevant staff are trained to support any medical needs and we have a medical policy in place. We regularly monitor attendance and take the necessary actions to prevent unauthorised absence. We encourage pupils to have a say in our ethos and this is encouraged regularly in a variety of ways. We have a school council which has 2 members from each year group, this encourages the children to become more involved with their learning and to make sure that they have a voice. Witley has a strong caring ethos, we know our children and families and are always supportive of children with any difficulty.||Embedded|
|6||What specialist services and expertise are available at or accessed by the school?||All members of staff receive regular training either in house or externally and all our teachers hold qualified teacher status. We have very good relationships with professionals in health and social care and any information given to us by them is included in our IEPs and provision maps. We have regular visits from the EP [educational psychologist] OT [occupational therapist] SALT [speech and language therapist] and the outreach team from Freemantles school. We have clear intervention groups and currently provide ELS [early literacy support] Wave [literacy] and SNAP [maths]. We regularly check intervention groups to monitor the impact against cost, to encure value for money.All external visitors are checked for safe guarding and we have a colour coded badge system in the school that all members of staff are aware of.||Embedded|
|7||What training are the staff supporting children and young people with SEND had or are having?||Our SENco took on the role after holding the same title in a previous school over 10 years ago. She has completed a years diploma in special needs with particular focus on literacy skills. She also trained on the TEACCH course enabling her to support children with ASD. She regularly attends SENco meetings with other local schools and takes part in the yearly SENco conference. She is a qualified teacher working in the reception classroom and is also the Early Years co-ordinator. Special educational needs are in our training programme and we offer twilight sessions as and when required to staff to improve wave 1 provision and to develop enhanced skills and knowledge delivery of wave 2 and 3 interventions.||Established|
|8||How will my child be included in activities outside the classroom including school trips?||Our inclusion policy promotes involvement of all our pupils in all areas of the curriculum including playtime and trips in and out of our school. The reception class has a free flow playground and pupils are encouraged to work and play independently. Each classroom has risk assessment forms and regular checks are made by the health and safety governor. Where there are concerns of safety and access, further thought and consideration is put in place. All clubs and trips are available to all children and are risk assessed to make sure everyone can be included. When necessary 1:1 adult support is given, particularly when attending trips away from the school premises.||Embedded|
|9||How accessible is the school environment?||We have a full accessibility plan and we continuously assess our environment making sure that it is accessible. We are vigilant about making necessary adjustments where possible and we embrace the equality Act 2012. We have a lift within the school and wheelchair access to all areas. For children with EAL we provide visual prompts of words and in some cases we seek advice and support from translators. The early years playground have special bolts on the gates and all areas have ramps when needed. All doors have safety glass so that visitors can observe without being intrusive. We have disabled toilets and shower.||Embedded|
|10||How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?||We have a very good Induction programme to welcome any new pupils. We offer parent and child visits and tours to the school prior to application. We have a ‘get to know your school’ brochure with pictures and information. A welcome pack goes to all new parents and we have a very good website which is continuously updated. We offer new parent/child lunches where the children can eat with their parent and sample the meals available that are cooked on site. We have excellent relationships with our feeder schools and nursery’s and information is shared regularly making transitions easier. Our Provision Management system records aspects of our pupils needs and this information is passed on in transition. We work with outside agencies to prepare our pupils as best as we can to support a smooth transition. We have close links with our main feeder schoo,l Chandler and members of staff including teachers, TAs and the SENco regularly meet to discuss any pupils that will be attending. The Senco of transitions schools meets with parents and staff, the TAs and teachers visit for playtimes to see the children in a relaxed environment. All Year 3 teachers meet with the head teacher and class teacher to discuss children progress and learning and throughout the years 1 and 2 we have many visits to Chandler. Where we feel transition may be difficult we do regular visits and hand overs and offer ‘buddy’ systems for the pupil.||Embedded|
|11||How are the school’s resources allocated and matched to children’s special educational needs?||Our finances are monitored regularly by governors and Surrey County Council and we utilise resources to support the aims of our school as well as all our pupils. We seek to ensure value for money and our interventions are costed and evaluated.||Established|
|12||How is the decision made about what type and how much support my child will receive?||The SENco and head teacher works closely with the pupil and their families to consider a range of suitable support before deciding on any course of action. Should additional support be required it is planned meticulously around the children’s needs. Intervention groups are monitored for their impact and clear learning outcomes are set prior to the start. The SENco monitors and assesses support groups and shares information with other staff members.||Embedded|
|13||How are parents involved in the school?How can I be involved?
|We strongly believe in parental partnership and encourage our parents to involve themselves as much as they are able with our school setting. We have a strong support team who are known as ‘Friends’ of our school. We have class representatives who meet regularly with the head teacher to discuss the general running of the school. We operate an open door policy, and parents are encouraged to discuss concerns and ideas. We take every opportunity to strengthen communication with our parents. Any parent who has a DBS check is encouraged to support the children in the classroom by listening to readers, cooking or sharing skills, and supporting any learning. We offer surveys for a range of areas including feed-back from meetings and when we introduce new learning strategies. Our governing body includes Parent representatives.|
|14||Who can I contact for further information?||Parents are encouraged to talk to their class teacher or head teacher. Further information can be obtained from the SENco and the website.|