Primary and nursery school for boys and girls aged 3 - 11 years.
Beardall Fields Primary And Nursery School
Who to contact
Where to go
- Beardall Fields Primary And Nursery School
Beardall Fields Primary School
- NG15 8HY
Time / Date Details
- When is it on
- Term time only
- Time of day
- Contact Name
- Debbie Menevse
- Contact Telephone
- Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)
- SEN Provision Type
Schools Extended Local Offer Response
- 1. What kinds of special educational needs does the school/setting make provision for?
At Beardall Fields we are able to support pupils with cognitive and learning difficulties, physical needs, communication difficulties and emotional and behavioural needs. We currently support pupils with a range of needs, including pupils with a diagnosis of: autism, Aspergers Syndrome, dyslexia, CDC (dyspraxia), hyper mobility, cerebral palsy, speech and language difficulties, Turners Syndrome, achondroplasia, hydrocephalus, spina bifida, sensory difficulties and learning difficulties.
- 2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?
Speak to your child’s teacher if you think your child has special needs, who will have a discussion with the SENCO. You can also make an appointment to speak to the SENCO to discuss your child’s needs further if you wish. In school, we use formal assessments, informal observations, discussions with parents, pupil interviews, age-related expectations, progress reports and class work to identify initial concerns that a child may need additional support.
- 3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
The SENCO monitors interventions, targets, progress and attainment termly. Progress is also measured annually and over key stages. Target reviews are held with parents termly. The SENCo observes the teaching and provision of all pupils who receive SEN support on a regular and informal basis. Formal discussions and observations also feed into evaluations.
- 3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?
Target review meetings are held with parents termly. At Beardall Fields, we operate an ‘open door’ policy, where you are always welcome to pop in and chat to staff about your child. You are also welcome to make an appointment to see the SENCo or class teacher if you would like a formal meeting. You may be invited to meet with outside agencies if they if they are involved with your child. School will give advice about how you can support your child at these meetings and discussions.
- 3.c) What is the school's approach to teaching pupils with special educational needs?
After the pupil’s needs have been assessed, targets will then be set and discussed with the pupil and parents termly.
Pupils with more complex needs, or speech and language difficulties, may have targets lasting for shorter or longer periods of time following outside agency advice. Pupils with physical disabilities may not need targets. In this case, their needs will be recorded alongside interventions, strategies and resources required to meet their needs.
All pupils have some time working independently, including those pupils with severe and complex needs. Some pupils will have some 1:1 support with a teaching assistant, Some pupils will be taught in a small group by a teaching assistant; this will be dependent upon the needs of the child. The class teacher is responsible for providing quality first teaching, and ensuring the needs of all pupils are met, and will have some 1:1 or small group time with every child in their class each week.
- 3.d) How will the curriculum and learning be matched to my child/young person's needs?
The curriculum will be differentiated up or down to meet the needs of all pupils. Some pupils with complex needs will require an individualised curriculum; this will be supported by the SENCo where needed.
- 3.e) How are decisions made about the type and amount of support my child/young person will receive?
The senior management team make staffing decisions before the start of each school year. If additional support is required to meet pupils’ needs throughout the year, staffing is reviewed. The class teacher is responsible for deciding on the amount and type of support a pupil needs, this is agreed with the SENCo. Support and interventions are discussed with parents at target setting meetings and reviews. If your child has complex needs, requiring more than 10 hours of intensive support, the SENCo may apply for additional funding through a bidding process, and will agree on the amount of support with the class teacher.
- 3.f) How will my child/young person be included in activities outside the classroom, including school trips?
Wherever possible, all pupils will have access to: the breakfast club, after-school clubs, school trips and residential opportunities. This may involve school providing additional staff available to ensure needs are met, it may include having additional equipment and resources on hand. Additional and specific risk assessments may be carried out. This will be dependent upon the needs of the pupil and activities they wish to access.
- 3.g) What support will there be for my child/young person's overall well-being?
At Beardall Fields we pride ourselves on our nurturing environment, where pupils are encouraged to be emotionally literate. Support for emotional needs and well-being is provided by your child’s teacher and TA as needed. Some pupils may benefit from planned interventions around their well-being
- 4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.
Debbie Menevse, Beardall Fields Primary and Nursery School, Kenbrook Road, Hucknall, NG15 8HY Tel: 0115 9638845
- 5. a) What training have staff supporting special educational needs had and what is planned?
We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEND. We undertake a rolling programme of SEND in-house training during INSET days and staff meetings. Staff expertise is shared within school through peer observations and learning conversations. The SENCO plans a training timetable at the start of each year, dependent upon the training needs of staff in relation to pupils they are working with.
- 5.b) What specialist services and expertise are available or accessed by the setting/school?
The following services may be involved as and when necessary:
- School Nurse / Health Visitor / GP / Paediatrician
- Schools and Families Support Service
- Educational Psychology Service
- Family Centre Support
- Child and Mental Health Service
- Speech and Language Therapy
- Physical Disability Support Service
Whilst these are the main support services involved with our pupils, the SENCo may refer pupils to other outside agencies or voluntary organisations as appropriate. Parental views and consent will be sought before referrals are made.
- 6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
Beardall Fields is a newly build school, which complies with all building legislation for people with disabilities. The site has complete wheelchair access. There is a hygiene suite with a plinth in the foundation area, and a separate disabled toilet.
There is an annual SEN budget for resources managed by the SENCO. Resources for pupils with physical disabilities may be provided by the physical disability support service if appropriate, and is accessed through an occupational therapist.
- 7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?
Parents are invited to meet formally with their child’s teacher termly. In addition to this, you may meet with school staff informally or request further formal meetings as appropriate.
- 8. What are the arrangements for consulting young people with SEN and involving them in their education?
When new targets are set, and at each target review, pupils are consulted and their views recorded. This can sometimes be difficult for pupils with complex needs, and staff will use other methods, such as using symbols and pictures to gather their views. Pupils with an EHC plan will also have an annual review.
- 9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
Speak to your child’s teacher if you have any concerns or complaints about the SEN provision. If you are still concerned, make an appointment to meet the SENCO.
- 10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?
Pupils are referred to other agencies in consultation with parents, usually by the SENCo. Parental consent and views will always be gathered before a referral takes place, unless the school feels that the pupil is in danger of being harmed.
- 11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
Sometimes parents are able to self-refer to organisations and school will pass on information in this case. Sometimes school will need to make a referral.
- 12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
They will be offered a transition visit prior to starting school. Pupils with complex or emotional needs may be offered additional visits. The SENCO will gather information from parents, other agencies involved and current settings if applicable. A transition plan will be agreed with parents. For pupils with complex needs, this may involve a graduated transition. They may be offered a transition book if appropriate.
- ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
They will be offered a transition visit prior to starting the new school / class. Pupils with complex or emotional needs may be offered additional visits. The SENCO and class teaching team will meet with new staff and pass on SEN information about your child, including any information in the class SEN file. A transition plan will be agreed with parents. For pupils with complex needs, this may involve a graduated transition. They may be offered a transition book if appropriate.
- iii) Prepare for adulthood and independent living?
All pupils at Beardall Fields are encouraged to develop independent skills. They may be given responsibility within school. When appropriate, they will be encouraged to take responsibility for preparing and collecting resources at home and school.
- 13. Where can I access further information?
The SEN policy, on the school website, has more detailed information. Should you require further information, or wish to discuss specific needs of your child, please contact the SENCO.