Arnold Mill Primary and Nursery School

Children with communication and interaction needs, cognition and learning needs, sensory, physical and/or medical needs, and social, emotional and mental health needs.

Through regular assessment and tracking, communication with parents.

Approach the class teacher and/or SENCO (Special Educational Needs Co-Ordinator).

SENCO will observe child and plan next steps as needed. 

Through provision mapping, regular assessment, multi-agency reviews, structured conversations, parent questionnaires, termly SEN Parent Mornings, annual pupil view questionnaires and meetings, tracking progress in relevant data termly, annual consultation with parents on SEN Information Report, Disability Equality Scheme steering group meetings.

The SEN Information Report was last reviewed and amended after consultation with our school governors.

Through regular structured conversations and multi-agency meetings at which staff and parents set targets, home/school diaries, annual school reports, meetings prior to events where additional needs may be anticipated, and we have a general open door policy.

We are an inclusive school. We believe we give appropriate and consistent support from teachers, TAs (Teaching Assistants),  CAs (Care Assistants), MDS (Midday Supervisors) and other adults in school as and when needed.

The curriculum is differentiated for all as is the support given. Children on our SEND register will receive termly targets which will be planned into their daily curriculum. External agency assessment may be sought.

Through regular meetings between class teachers and the SENCO. Also through moderation across the family of schools and external agency input.

Appropriate support will be given. All children have access to a range of activities out of the classroom ranging from sports clubs to chess, gardening to knitting. In addition there are specialised clubs offered to certain groups of children, for example, Boccia, gardening and construction club.

Generally we have a fully flexible approach to well-being and a 'can-do' attitude towards all. We encourage all children to be supportive and tolerant of each other. In addition we have nurture clubs, class nurture sessions and we run a planned PSCHE programme, TAs support children as and when necessary and we have outside agency support such as the school nursing team. We also have two full time Health Care Assistants, who support children's social and emotional needs as part of their role. We have three Emotional Literacy Support Assistants and two forest schools leaders who are on site to to support other needs. We have a school counsellor and a nurture support assistant who specialises in sensory and emotional regulation. 

Our school has no steps and is fully wheelchair accessible. We have disabled changing facilities and a range of electronic devices for those whose first language is not English.

Abbie Slater       aslater@arnoldmill.notts.sch.uk 

There is comprehensive CPD (Continuous Professional Development) for all staff. Teachers and TAs access out of house training where necessary. Current information is cascaded to members of staff promptly through regular meetings. There are regular INSET days and staff and TA meetings. There is also training from the school nursing team and other outside agencies as and when needed. MDS (Midday Supervisors) and other adults in school are included in training where possible.

Training on the following areas has been accessed - dyslexia, Lego Play Therapy, autism, CRB, attachment, breakwell cycle, zones of regulation, precision teaching, morphology, sensory circuits, medical (asthma, epilepsy, anaphylaxis) and Down's syndrome.

Three members of the TA team have received training to be an ELSA (Emotional Literacy Support Assistant) 

We also have two trained forest schools teachers.

A number of staff have accessed Level 2 training in supporting children's mental health and wellbeing.

School nursing team, SALT (Speech And Language Therapy),

Educational Psychology, Schools and Families Support Service,

Community Paediatricians,

CAMHS/EHWB (Child and Adolescent Mental Health Service/Emotional Health and Well Being),

GAP (Gedling Area Partnership) Behaviour Specialists,

other medical practitioners eg. physiotherapists and occupational therapists, Family SENCO, WAM (What About Me), ICT (Information and Communication Technology) service.

School is fully accessible to all with an access plan which is regularly updated. School was built in 2007 so meets all Disability Act requirements. Any specialist equipment is applied for through the appropriate channels.

Through structured conversations and multi-agency reviews, and through the annual SEN parent questionnaire, we also send out an informal questionnaire before every meeting to gauge your views and inform structure of the meeting. We host a termly SEN parent Meeting which will have a set focus but also allow for parents and staff to chat openly about anything. We have an open door policy where parents/carers are welcome to make appointments with class teachers and/or SENCO. Some pupils have specific home/school diaries.

The SEN Information Report was last reviewed and amended after consultation with our school governors.

Through the annual children’s questionnaire, and through an interview with a TA before each structured conversation where their views are sought. Some children also have short reviews with staff at different points of the day.

Approach the class teacher. If they can’t help then make an appointment with the SENCO. If your problem is still unresolved then follow the school complaints procedure.

The SEN governor meets with the SENCO each term and supports the school where possible.

On the school website and through literature displayed on the school premises. The SEND page on our website is updated half termly with any relevant support parents are able to access locally. SEN Parents also receive a termly SEN Newsletter which will alert them to any new provision or support available. 

Through visits to school, transition booklets, home visits, communication between parents and staff, other agencies and staff, and staff with colleagues, and annual parents' meeting.

Through transition programmes, extra visits, transition booklets, pen portraits, communication between parents and staff, other agencies and staff, and staff with colleagues, and transition questionnaires. We work very closely with our local secondary schools to plan effective transitions for each individual. 

By providing a balanced curriculum and encouraging each child to fulfil their potential. Also by ensuring every child feels happy, safe and secure.

On the school website or by visiting school.