King Edwin Primary Nursery School

King Edwin Primary School is an inclusive mainstream school catering for pupils with a wide range of needs who are able to access our curriculum with appropriate differentiation and support. We make provision in accordance with the Special Educational Needs and Disability Code of Practice: 0 to 25 years (January 2015), the SEN and Disability Act (amended 2001), the Equality Act (2010) and the Children and Families Act 2014. Staff work in collaboration with specialists to identify potential barriers to learning. We believe that all children have the right to access all aspects of school life and we endeavour to provide opportunities for everyone to be involved. 

Special Education Needs can be identified in terms of four broad areas of need which are: 

• Cognition and Learning,
• Communication and Interaction,
• Sensory, Physical and / or Medical, and
• Social, Emotional and Mental Health categories.

If you have concerns about any aspect of your child's education, you should firstly seek to raise these with you child's class teacher. The class teacher is best placed to answer any questions you may have. They can provide information about learning, progress over time and next steps for support. Following a conversation with your child's class teacher, you may wish to seek further support from the school's SENCo. The SENCo may arrange to meet with staff or carry out an observation in order to gather information to support a decision about the next appropriate step. Children with special educational needs are identified as early as possible at King Edwin Primary and this process is most efficient when all stakeholders work together. The SENCo maintains a register of all pupils who require additional support. Their process is monitored through a rigorous 'assess, plan, do, review' cycle. 

It is important that provisions are evaluated in order to ensure that are suitable. The 'assess, plan, do, review' cycle seeks to provide essential opportunities to monitor provision. This is done through a combination of observations, canvasing staff, seeking pupil and / or parent voice and evaluating assessment data where there is a baseline assessment to demonstrate any progress over time. Outside agencies providing specialist support and advice will be involved in targeted reviews which evaluate the effectiveness of provision and they will make further recommendations as and when necessary. 

All families are offered 2 consultation appointments with their child's class teacher during each school year. Typically, these take place in the Autumn Term and the Spring Term. In the Summer Term, families receive a written report providing a summary of the child's learning experience, the progress made over time and identified next steps for learning. In addition, termly structured conversations are arranged for any child who is identified as having special educational needs and is therefore on the school's SEN register. For learners with the most complex or significant needs, staff may facilitate more regular discussion and hand over of information. This may be done verbally or via email. All families can make contact with their child's class teacher to seek information and ideas for support. Each term, the SENCo offers all families an opportunity to attend a 'drop in' where an individual's strengths and areas for support are discussed. 

Our priority is the provision of high quality class teaching and opportunities for all pupils to access a broad and balanced curriculum. For those with significant or complex needs, the school seeks the advice of specialists to guide on strategies, provisions and resources. This will be done at the earliest opportunity and with consent from parents / carers. Use of outdoor space, including Forest School, and flexible learning approaches which include specialist equipment and the use of technology, are also an integral part of the learning experience for children who attend King Edwin Primary School. 

Curriculum and learning will be matched to a child's individual needs through a robust cycle known as 'assess, plan, do, review'. Staff in school will seek the support of specialists to guide these discussions where appropriate. The child's own strengths and preferences will also be considered when mapping out their curriculum and the learning journey they will take. 

The type and amount of support any child requires is identified through the assess-plan-do-review cycle. We would also draw on the expertise of invested specialists to help shape the provision in school. Where transition is a factor to consider, we would ensure that effective communication between settings provided a shared understanding about the child's needs in order that the type and amount of support could be ascertained. 

As an inclusive school, all visits are planned with the individual in mind. Staff undertake robust pre-visits to ensure that activity providers are aware of the specific needs of individuals taking part and to ensure that they themselves are familiar with the location and activities. Parents / carers may wish to accompany staff on a pre-visit so that they feel reassured. A risk assessment is carried out and pupils who need specific support are named on this. All trip / visit information is uploaded to the Nottinghamshire County Council Evolve system to be checked and agreed. 

At King Edwin Primary School we operate a reward focused ethos, drawing on the benefits of a positive growth mind-set. Across school, the SCARF (Safety, Caring, Achieving, Resilience and Friendship) Curriculum is used as a tool for exploring issues of well-being alongside personal and social development. Our physical environment purposefully incorporates quiet spaces as well as areas designated for movement. We do recognise that pupils can experience a range of social and emotional challenges and have developed a graduated response to provide appropriate, timely support. Where a more intense level of support is required for an individual, we offer time with a trained ELSA (Emotional Literacy Support Assistant) or our school Play Therapist. Staff have close links with colleagues from Sherwood Area Partnership who readily provide consultation and guidance around meeting the social, emotional and mental health needs of individuals. One of the most important factors in identifying and supporting individuals is always good communication between home and school.  

The school SENCo is Mrs Kate Munnoch (BEd. (Hons) Primary Education with QTS and National Award for SEN Coordination). She can be contacted by calling the school office on 01623 822111 or by using the email address senco@kingedwin.notts.sch.uk

All teaching staff have qualified teaching status and this includes competencies in supporting those with SEN. In addition, the SENCo has achieved the National Award for SEN Coordination. Throughout each academic year, all staff access a programme of continuing professional development to ensure that they have received up to date information and training on key areas, for example: autism, dyslexia, dyspraxia, hearing impairment, and speech, language and communication. Training offered directly links to the needs identified in order to build capacity and develop skills to offer the most appropriate support in a timely way. Local providers deliver training and staff also access online sessions to boost their knowledge and understanding in specific areas. 

King Edwin Primary School have access to services from a number of outside agencies. These include:

• School and Family Specialist Services (SFSS)
• The Educational Psychology Service (EPS)
• Child and Adolescent Mental Health Services (CAMHS)
• Sherwood Area Partnership (SAP) the Social, Emotional, Mental Health Team
• The Children's Centre
• Speech and Language Services
• Healthy Family Team
• Integrated Children's Disability Service (ICDS)
• Physical Disability Support Service (PDSS)
• Other health services, including Occupational Therapy, Physiotherapy, Paediatrics
• Alternative Provides - New Roots Care and Education, Equine Therapy, Music Therapy

The Early Help Assessment Framework (EHAF) helps to identify which service may need to be involved. Multi-agency meetings are used to share expertise and improve outcomes for individuals and their families. 

Early engagement with the relevant services is essential. Referrals are made which outline the needs, then specialists liaise with school staff and other agencies to ensure that equipment and facilities are appropriate. This provision is monitored by external services involved. The school site is fully accessible. 

All parents / carers are offered 2 consultation evenings per academic year where academic engagement and attainment are discussed. Every child receives an individualised written report which summarises the learning journey they have been on during that particular school year. 

Involving parents and carers in the education of their child/ren is essential. Throughout the year, there will be opportunities for families to get involved in activities within school and attend events which showcase the learning that has taken place. Half-termly Homework Bingo challenges reflect aspects of the main area/s of learning and are designed to encourage further learning at home. 

We have a tiered system in place should you feel that more discussion about your child's education is needed.

1) The first point of contact is your child's class teacher.

2) Teachers / Teaching Assistants then access a 'surgery' with a member of the SEN Team to discuss the highlighted barriers and devise actions. 

3) Termly parent / carer drop ins with the SEN Team are offered where the actions agreed by school staff are shared.

4) Where a child accesses additional support or specific interventions in school, parents/ carers are invited to termly reviews, called Structured Conversations. These reviews ensure that there is detailed dialogue between home and school to discuss current needs and provisions and prepare for next steps. 

School staff work closely with SEN pupils and capture pupils voice in a wide variety of ways. For example: walking around the school and taking photographs or areas they like / dislike, RAG (colouring red, amber, green) rating a map of school depending on their feelings about certain areas, looking at work together, drawing, answering, direct questions about school. One Page Profiles may be used to share this information with key members of staff, if required. 

Initially, please make contact with your child's class teacher, following that, make contact with the school SENCo. Wider members of the Senior Leadership Team can also offer support. Any meetings arranged to discuss concerns aim be solution-focused, to find resolutions and move forward. However, if after discussing your concerns you remain unhappy with any aspect of the school's performance, our complaints procedure can be found on the school website. 

There is a designated link governor for SEN who works closely with the SEN Team to monitor SEN across the school. 

The school is part of the Dukeries Family of Schools that has an identified Family SENCo. The Family SENCo oversees the work undertaken by SENCos across the 8 schools in the Dukeries Family. The Family SENCo provides an essential like with colleagues at the local authority and those working in the health sector. Key information about these organisations is disseminated through the Family SENCo to the local network of schools. Termly Springboard meetings are another avenue for sharing information about services within Nottinghamshire. Key members of staff from King Edwin Primary School will routinely attend professional meetings to allocate the most appropriate service/s to a particular case. At King Edwin Primary School, the Family Support Worker has vital links with external services and agencies and relevant information is shared with families as the need arises. 

While this is dependent on the needs of the individual child, preparation will be guided by the following:

1) A meeting with the family will be arranged to discuss needs and concerns

2) A home visit will be offered

3) King Edwin Primary School staff will make contact with staff from the current setting and observe the child in this setting (if appropriate)

4) Additional visits to the school and additional transition sessions will be arranged as necessary

5) The child will receive a 'Transition Booklet' which gives key information and includes photographs of members of staff and the environment

We recognise that transition can be difficult for a child with SEN and therefore take steps to ensure that any transition is as smooth as possible. At King Edwin Primary School, we have a designated teacher who is responsible for coordinating all transition arrangements. They work closely with the SEN Team. Staff work collaboratively to familiarise themselves with their new cohort of children and transition sessions are planned for the second half of the summer term. 

For Year 6 pupils, discussions about transition start as early as possible. The receiving secondary school takes the lead on determining arrangements for transition and the timely sharing of pertinent information. 

All the work that happens in school is preparation for adulthood and independent living. The assess-plan-do-review cycle incorporates aspirational targets which look to the future. 

The school's SEN Policy is available on the school website. We welcome visitors to school for a guided tour and we are happy to arrange a more formal meeting to discuss needs and provisions in relation to individuals considering joining our setting.