Underwood Church of England Primary School

Underwood Primary School

Underwood Church of England Primary School staff are committed professionals who put learning at the heart of everything they do.  With our commitment to high standards and a range of extra-curricular activities that is second to none, our school has something to offer everyone. Our caring 'family' ethos, based upon Christian values, creates an environment in which every child can flourish.

 

 

Last Updated

Record Last Updated On:

Contact Details

Contact Name
Mr I Baxter
Contact Position
Head Teacher
Telephone
01773 782868 01773 782868
E-mail
office@underwood.notts.sch.uk
Website
Underwood Church of England Primary School
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Where to go

Address
Underwood C of E Primary School
Main Road
Underwood
Nottingham
Nottinghamshire
Postcode
NG16 5GN
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Time, Costs and Availability

Availability

Age Ranges
4 - 11 years
Additional Local Offer Information

Local Offer

Description

Our Special Educational Needs and Disability Co-ordinator is Mrs. Stephanie Eves.

Our lead teaching assistant for SEND is Mrs. Jenny Ball.

Links
send-information-report-january-2022
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 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?

It is important to us to get information from parents/carers, other professionals and previous settings where available about a child’s special educational needs before they start their time with us where this is already identified. 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

 

  1. How do we assess and provide for children with SEN in our school?

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.

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
  • Regular review meetings hel between class teachers, TA's and the SENCO are held to review progress of interventions.  These are held half termly, where new targets are set and progress mapped.  Parents are invited to these meetings.
  • The SENCO completes planning and work scrutinies throughout the year to ensure differentiation of children's needs.

 

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?

How do we know if we are doing the best we can for your child?

  • We review and track your child’s progress regularly
  • We talk to you and your child and listen to your view.
  • We take advice from any professionals involved
3.c) What is the school's approach to teaching pupils with special educational needs?

We are an inclusive school and 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.

3.d) How will the curriculum and learning be matched to my child/young person's needs?

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.

All learning is matched to the ability of the learner and , where needed, individual curriculums are planned.

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

Sometimes we might 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 the kind of professional support we might have 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 that the LA considers whether there is a need to formally assess your child’s needs
  • Information is gathered by the LA from parents, school and any other agencies involved
  • A decision is made about whether an EHCP is needed or not
  • Either an EHCP is written with support and long/short term targets agreed or the support already provided by our school is sufficient to meet the needs of your child
3.f) How will my child/young person be included in activities outside the classroom, including school trips?

We are a fully inclusive school and allof our pupils have access to learning outside the classroom.  We will work closely with outside agencies and parents to ensure this.

3.g) What support will there be for my child/young person's overall well-being?
  • The building is equipped with ramps for access to the ground floor areas.
  • The building had disabled changing and toilet facilities.
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.

SEN Coordinator:  SENCO Mrs S. Eves.  Lead SEN TA Mrs J. Ball.

The SENCO is responsible for making sure that your child’s SEN needs are met, and that you are involved in supporting your child’s learning and reviewing how they are doing. Contact can be made through the school office.

For more information about the role of the SENCO across the school see the school SEN policy, section 2.

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

Staff have access to training needed to support them in teaching children with a wide range of needs. 

Within our family of schools, once each term we 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 and will organise individual training or support where necessary. Sometimes this may involve seeking the advice from external agencies or professionals.

We always welcome parental help in identifying the most appropriate external support.

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?

We have access to a wide range of services from the SFSS, including:

  • Cognition and learning support team
  • Autism team
  • Early Years team
  • Speech and language therapy team
  • PDSS
  • MASH
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

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

  • Regular more formal contact to discuss progress including parent’s evenings, additional review meetings and written school reports
  • 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
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 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 during review meetings

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 the Complaints Policy should be followed.

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?

We understand that special preparations may be needed when children with SEN start at a new setting, move between classes or schools, or when they move into adult life. We aim to make this as smooth and reassuring as possible through:

  • careful planning with the next setting,
  • sharing of information with parents/carers including the opportunity to meet new staff before the move
  • additional visits to the new setting
  • home visits prior to starting school
  • transition booklets (Passports) prepared in school around your child for the next setting

For more details see the SEN policy section 4.

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

We understand that special preparations may be needed when children with SEN start at a new setting, move between classes or schools, or when they move into adult life. We aim to make this as smooth and reassuring as possible through:

  • careful planning with the next setting,
  • sharing of information with parents/carers including the opportunity to meet new staff before the move
  • additional visits to the new setting
  • home visits prior to starting school
  • transition booklets (Passports) prepared in school around your child for the next setting

For more details see the SEN policy section 4.

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 this area at: www.nottinghamshire.sendlocaloffer.org.uk.

Parents/carers can gain advice and support from Parent Partnership: www.ipsea.org.uk.

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