Bagthorpe Primary School

Bagthorpe Primary School

Primary school for boys and girls aged 4 - 11 years.

Last Updated

Record Last Updated On:

Contact Details

Contact Name
Katy Shackleton
Contact Position
SENCO
Telephone
01773 782843 01773 782843 Fax: 01773 782843 Fax: 01773 782843
E-mail
office@bagthorpe.notts.sch.uk
Website
www.bagthorpeprimary.com
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Where to go

Address
Bagthorpe Primary School
School Road
Underwood
Nottingham
Nottinghamshire
Postcode
NG16 5HB
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Additional Local Offer Information

Local Offer

Contact Name
Katy Shackleton
Contact Telephone
01773782843
Contact Email
kshackleton@bagthorpe.notts.sch.uk
Local Offer Age Bands
Primary (4-10 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

If any pupil in our school has a barrier to learning, we will make sure that there are the best opportunities for them to take part in every aspect of school life.

 

Barriers to learning include:

  • Communication and Interaction (Speech and language difficulties or Autism Spectrum.)
  • General learning difficulties both moderate and severe, and including, for example, dyslexia.
  • Social, emotional and mental health difficulties such as ADHD or attachment disorder.
  • Problems with sight or hearing, or other physical disabilities.

Alternatively, your child may have a different, less common disability or medical condition that causes a barrier to learning.

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?

Where a need is already identified, we will aim to gather information from you, the parents/carers, other professionals and previous settings before they start their time with us.

We regularly review progress, talk to parents/carers and children, and make observations on how your child is doing in class. These all help us to see any difficulties your child might have and would generally lead to informal chats first with all involved before a more formal process is started where needed. More details can be found in the school SEN policy, Section 8

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

We review and track your child’s progress regularly. We talk to you and your child and listen to your views.  We take advice from, and work with, any professionals involved.  The progress of students with special educational needs is monitored regularly both by direct observation in the classsroom and by the analysis of tracking data completed by the class teacher. Overall progress and interventions will be monitored annually and information collated from this will be reported to the Governing Body. Please see Section 11 of the SEN Policy

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?

We want parents/carers to feel fully involved in every stage.  Sharing information is vital and will be done through: 

  • Informal chats or phone contact and an invitation to come into school if needed if something arises between more formal meetings.
  • Regular, more formal contact to discuss progress including parents’ evenings, additional review meetings (where necessary), structured conversations, (where necessary) and written school reports.
  • Sharing ideas about how you can help your child at home through communication in home/school diaries.
3.c) What is the school's approach to teaching pupils with special educational needs?

Within the whole class: The class teacher is the first, most important person in making sure each pupil has the right levels of work and support. Careful checking of progress leads to different approaches, supported work, and use of practical equipment where needed. All children in school should be getting this as a part of excellent classroom practice when needed.

Within a smaller group: We want all our children to learn how to be independent learners; but sometimes the teacher will find a specific or general gap in learning that needs some extra teaching in a small group in or outside the classroom. This will be with a Teaching Assistant or the teacher. Sometimes the pupil’s disability means that we need to provide a Teaching Assistant more often to help them to access what is happening in school. This may occasionally be on a 1:1 basis.

Support from outside school: In some cases, we need to work with professionals from outside the school. These may be from the Local Authority or from Health. We would always talk to you first before talking to any of these professionals. More information about this kind of professional support is in the School SEN policy, Section 17.

What if your child has a more complex, long term need or disability? For a very small number of children, assessment and provision may be provided through an Education, Health and Care Plan (EHCP). The following steps will lead to this:

  • The school or the parent asks the Local Authority to consider whether there it is necessary to formally assess your child’s needs.
  • Information is gathered by the LA from parents/carers, school and any other agencies involved.
  • A decision is made by the Local Authority about whether an EHCP is needed or not.
  • Either an EHCP is written with support and long/short term targets agreed or the Local Authority decide that the support already provided by our school is sufficient to meet the needs of your child.
3.d) How will the curriculum and learning be matched to my child/young person's needs?

Where it is determined that a pupil does have SEN, parents will be formally advised of this and the decision will be added to the pupil’s school record.

The aim of formally identifying a pupil with SEN is to help school ensure that an effective curriulum/provision is put in place and so remove barriers to learning. The support provided consists of a four – part process:

  1. Assess
  2. Plan
  3. Do
  4. Review

This is an ongoing cycle to enable the provision/curriculum to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

3.e) How are decisions made about the type and amount of support my child/young person will receive?

All pupils with SEND will have access to Element 1 and 2 of a school’s budget which equates to £6,000.

Some pupils with SEND may access additional funding. This additional funding might be from a budget which is devolved to and moderated by the Family of Schools. (The Family of Schools comprises of a secondary school and its feeder primary schools). For those with the most complex needs, additional funding is retained by the local authority. This is accessed through the Family of Schools. The Family SENCO will refer individual applications to a multi-agency panel, which is administered by the Local Authority, who will determine whether the level and complexity of need meets the threshold for this funding. Please see Section 7 of SEN policy for further information.

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

The school will work with parents, and support will be provided wherever possible, to allow all children to participate fully in activities, both inside and outside the classroom. We will ensure that any relevant adjustments and risk assessments are completed.

3.g) What support will there be for my child/young person's overall well-being?

We want each child to make progress socially, emotionally and with their learning. We will always talk to parent/carers and children if extra activities are needed in the short or long term. This may lead to giving some extra 1:1 or group work provided through one of the following possibilities:

  • Targeted Learning Support
  • Social and Emotional Support
  • Nurture groups
  • Sure Start
  • School Nurse
  • Speech and Language Support
  • Counselling
  • Other external agencies; for example: SFSS (School and Families Specialist Services), SBAP (School Behaviour and Attendance Partnetship), Primary Mental Health Team.

 

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.

Bagthorpe Primary School's SENCO is Miss Katy Shackleton and she is supported by Miss Kim Harrison, our Inclusion Co-ordinator.  Both can be contacted on the school telephone number, or by emailing kshackleton@bagthorpe.notts.sch.uk

5.a) What training have staff supporting special educational needs had and what is planned?

Within our family of schools, once each term the SENCOs meet to discuss our training needs. The Family SENCO organises training events across the schools either in-house or using external providers.

The SENCO supports all staff within school and will organise whole staff and individual training or support where necessary. Sometimes this may involve seeking the advice from external agencies or professionals. 

The training which the staff receives is responsive to the needs of the children with whom they work.  Recent training has included:

  • ADHD training
  • Positive Play training 
  • Speech and Language support
  • Cognition and Learning support
  • Dyslexia training
  • ASD training
  • Emotional Literacy Training (ELSA)
  • Attachment Aware and Trauma training
  • Signs and Symbols Training 

More information can be found in the SEN policy, Section 13.

5.b) What specialist services and expertise are available or accessed by the setting/school?

The school continues to build strong working relationships and links with external support services in order to fully support our SEN pupils and aid school inclusion.

Sharing knowledge and information with our support services is key to the effective and successful SEN provision within our school. This is a two way process and all parties, including parents/carers will be kept fully involved.

Any one of the support services may raise concerns about a pupil. This will then be brought to the attention of the class teacher, SEND team or Head teacher and following discussing, the child’s parents will be informed.

The following services, and others, will be involved as and when is necessary:

  • Speech and Language Therapy (SALT)
  • Educational psychologist (EPS)
  • Schools and Families Specialist Services (SFSS) Includes cognition and learning, autism team and communication and interaction team.
  • Early Years Schools and Families Support Services (EYSFSS)
  • Physical difficulties support services (PDSS), including visual and hearing impairment teams.
  • Children and adolescent Mental Health Services (CAMHS)
  • Emotional health and well being Health, including dieticians and specialist nurses Bereavement services
  • Child protection and social care
  • Personal, Social Emotional Development (PSED) support services
  • Family support workers.
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

Bagthorpe Primary school complies with all relevant accessibility requirements. The school building is fully wheelchair accessible and has disabled toilet facilities. For further information, please refer to the school’s Access Plan.

  • Our school is committed to making reasonable adjustments wherever possible. This may include:
  • Contacting the local authority to see if adaptations to the building are required.
  • Ensuring that the right equipment is available to meet every child’s needs.
  • Where specialist equipment is needed, contacting the Local Authority Physical Disability Support Service team to assess needs and provide advice and/or equipment.
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?

We want parents to feel fully involved in every stage. Sharing information is vital and will be done through:

  • Informal chats or phone contact and an invitation to come into school, if needed, if something arises between more formal meetings.
  • Sharing ideas about how you can help your child at home.
  • Home/School diaries.
  • Regular more formal contact to discuss progress including parent’s evenings, additional review meetings (where necessary) and written school reports.
  • Structured Conversations (where necessary.)
8. What are the arrangements for consulting young people with SEN and involving them in their education?

All children are given opportunities to talk about how they feel they are doing and what would help them most. For your child with SEN, in addition, there will be times to chat with a member of staff:

  • Informally; this will happen during, or at, the end of supported work with a teacher or TA, or at other times when the child feels they need to talk.
  • More formally; this will happen during review meetings where there will be an opportunity for your child to share views and feelings.
9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

Where appropriate, the first person to speak to is the class teacher. Occasionally you may need to speak to the SENCO directly. We always try to resolve any concerns as soon as they are raised. Should it be difficult to resolve concerns, the more formal process outlined in our school’s Complaints Policy should be followed.

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?

The governing body works with outside agencies to support the need of the child and family, with the family's permission. This is always done through discussion and with the consent of the parents.

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

We want to work as closely as possible with you and to support you where we can. Sometimes you may want signposting to other organisations or support networks outside school. The SENCO will give you information we have available in school, but in addition, the LA Local Offer Website provides links to all of these organisations across the authority.

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

For pupils joining this school, the following identification and planning processes will take place:

  • The SEND team will liaise with the SENCO/member of staff from the previous school/setting.
  • All pupils with SEN and/or a disability will be identified through discussion with staff at the previous setting during the year prior to transition.
  • Parents will be involved at all stages, and invited to school for an initial Transition meeting.
  • Where it is helpful, members of staff may attend a review meeting and, where necessary, carry out observations at the previous setting.
  • If the pupil is receiving additional support, the SEND team will liaise with the setting and seek recommendations regarding the type of provision the pupil will require at the next key stage.
  • Additional visits will be arranged for pupils with SEND if required, prior to admission.
ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

Transition between year groups/key stage: Review meetings will be held, where appropriate, between the current teacher, new teacher and SENCO to discuss transition between year groups. A transition plan will be formed to support the pupil's move between classes. This may include visits to the new class, transition booklets etc.

Transition to another school: The SENCO will liaise with the SENCO/member of staff from the receiving school. The SENCO at the receiving school will be invited to the final review meeting where appropriate and always for pupils with an EHCP. The SENCO and class teachers will identify pupils who would benefit from additional visits and these will be arranged with the staff of the receiving school.

13. Where can I access further information?

There are lots of different organisations, networks, support groups and charities that offer advice, play activities, support and information. You can find what is available in our Local Authority area on the LA website Local Offer.

SEN Information Last Updated On: 12/07/2023

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