Gotham Primary School is single form entry Primary School offering education to children aged 5-11.
Gotham Primary School
Who to contact
Where to go
- NG11 0JS
Time / Date Details
- When is it on
- Monday - Friday #Term time only
- Time of day
- Contact Name
- Sarah Magirr
- Contact Telephone
- 01159 149751
- Contact Email
- 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?
We are a main stream primary school offering provision for children aged 5-11. Within our teaching we support a full range of academic abilities, and where children are identified as having additional needs we put in focused intervention packages to cater for their particular needs.
- 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?
We routinely assess all children’s progress in maths, reading and writing as well as other curriculum subjects. In our pupil progress review meetings we identify children who we feel may be falling behind. We compare the children’s attainment to their cohort within our school, as well as other schools in Rushcliffe and nationally. We also take into account each child’s previous attainment as we recognise that all children develop at different rates. We also use a variety of resources, such as dyslexia screenings and SENT-R for maths, to identify children’s areas of strength and target areas for intervention. We also work closely alongside external agencies to identify children with significant additional needs.
- 3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
In addition to monitoring done by class teachers, the SENCO also evaluates the progress and attainment of each child on the SEND register. Each term, the SENCO monitors the progress made by children the children on the SEND register by comparing their progress and attainment to their year group expectations. If it is found that an intervention has not had the desired outcome, then alternative intervention will be provided. At the end of every year the head teacher does an annual consultation with both parents and children. Issues surrounding SEND in school are part of this questionnaire - parents and carers are asked what we do well and what they would like to see improve. Staff at the school then strive to meet the needs of the parents and children who have raised areas of development. The local offer statement is reviewed annually.
- 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 work closely with all parents to support the learning of every child in our school. Where a child has significant special educational needs we provide parents with a provision map, which sets out a child’s current targets and the targeted support that has been put in place either in small groups or 1:1. Provision maps enable the parents to feel confident that their child’s needs are being met. This allows the school to manage our available teaching assistant time equitably. Parents of children with significant special educational needs are also offered termly meetings with the SENCO, class teacher and outside agencies if applicable to discuss their child’s progress. We are a listening school and so we use the principles from Achievement for All to ensure that our structured conversations enable parents to have a voice in planning the most suitable range of interventions for their child.
- 3.c) What is the school's approach to teaching pupils with special educational needs?
We are an inclusive school and firmly believe in allowing children with SEND to spend as much time as possible with their peers; however within this we also recognise that some interventions are best delivered in a smaller groupings and so children may work with teaching assistants or teachers in our TA stations or the nurture room as appropriate.
- 3.d) How will the curriculum and learning be matched to my child/young person's needs?
We follow the national curriculum, and all teaching at our school is differentiated to meet the needs of all of the children. Children are given targets based on their level of attainment to ensure they are accessing the curriculum at a level appropriate to them. We use a 'challenge by choice' approach to challenge all children at a level appropriate for their own ability. Some children have a bespoke and personalised curriculum tailored to meet their needs and address areas of development.
- 3.e) How are decisions made about the type and amount of support my child/young person will receive?
For children who receive additional funding from the family of schools, or via higher level needs funding, a set amount of money is allocated to the child for their provision. This amount of funding is moderated by the family SENCOs to ensure parity across the schools. The amount of funding given will then determine the amount of additional support given to each child. For children whose level of SEND is catered for within school we ensure that the teaching assistant allocation is fairly distributed so that all children receive the support they need.
- 3.f) How will my child/young person be included in activities outside the classroom, including school trips?
All children in our school are included in every aspect of our provision, including school trips and after school clubs. For school trips, we carry out a risk assessment to determine the level of support a child would need and then allocate this from our TA team.
- 3.g) What support will there be for my child/young person's overall well-being?
We are a healthy school and so are mindful of the social, physical and emotional development of our children as well as their academic achievement. PSHE is part of our curriculum and healthy living is promoted through the Science curriculum, as well as our annual Sports and Healthy Living Week. Children have a voice through school council and good relationships between different aged children are promoted through reading partners and other buddy schemes.
- 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.
Sarah Magirr is the school SENCO.
c/o email@example.com or 01159149751.
- 5. a) What training have staff supporting special educational needs had and what is planned?
We provide CPD for all our staff including teaching assistants so that they are equipped to meet the needs of all of our pupils. Over the past few years this has included autism and ADHD specific training, attachment training, first aid, child protection, emotional health and wellbeing and MAPA. Some teachers and teaching assistants have had further training on subjects relevant to the children in their class such as colourful semantics, Makaton and whole word reading. We have planned further training in Makaton and training from occupational therapy.
- 5.b) What specialist services and expertise are available or accessed by the setting/school?
We receive support from the family of schools who employ a dyslexia specialist based in one of the schools but works across all schools when required. We also work in partnership with the following:
- Educational psychologist
- Speech and Language team.
- Autism specific speech and language team.
- Sure Start
- Schools and family support service (cognition and learning and autism)
- School Nurse and Community Paediatrician.
- Social Care.
- SBAP (behaviour support)
- ELSA (emotional literacy support)
When any child joins our school with needs which cannot be met by the above services we are proactive in seeking support.
- 6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
Our school was built in 2006 which means that the site and building are fully accessible to wheelchair users. We benefit from a disabled toilet and shower and have a hearing loop. We have recently developed a nurture room to specifically cater for children with SEND.
- 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?
All parents are consulted annually by the head teacher on behalf of the governors, in addition to this parents of pupils with SEND have regular structured conversations with the class teacher and some have additional meetings with the SENCO.
- 8. What are the arrangements for consulting young people with SEN and involving them in their education?
Children complete an annual consultation to inform the Headteacher what they feel has gone well in the year. School council is a vehicle where children are able to offer ideas for positive change. This year children from year 2 upwards participated in a detailed consultation on healthy living, bullying and safeguarding issues. Children from our school will participate in the Rushcliffe Learning Alliance pupil parliament where they will learn to debate pertinent issues with other children from 28 primary schools.
- 9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
If a parent is unhappy in anyway with the provision at our school our first recourse is to listen to their view and see if the issue can be resolved. Often parent’s anxieties can be overcome by a discussion to outline our provision and reassurance that we are working in the best interests of their child. Where a parent continues to be dissatisfied we have a formal complaint policy and a named complaints governor who will support the process to seek a resolution which is satisfactory for all parties.
- 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 delegates the responsibility for the provision and support for SEN to the Headteacher and SENCO, both of whom are held to account and who give termly reports on issues regarding SEND.
- 11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
The SENCO and Headteacher are the first port of call for parents seeking information about additional support. In addition to this we prominently display literature from other services in our foyer.
- 12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
We have a well-established and successful transition programme for all children and their parents. For children who have identified additional needs we would prepare a transition plan specific to their needs in partnership with agencies who have already been supporting them. This process would include dialogue with their parents and visits to pre-school settings. Before starting school children have an opportunity to visit their new classroom and teacher and parents are given the opportunity to attend our induction meeting.
- ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
Each year we have a series of 3 full transition days so children can spend time working with their new teacher. Staff meeting time is allocated to the transfer of assessment data and TA allocations. Teaching assistants also transfer information regarding interventions. When moving from primary to secondary, we work closely with the head of year 7 to discuss individual needs and to pass on assessment and intervention data. Where necessary meetings can be arranged for staff from the secondary setting can meet with parents, class teacher and SENCO to discuss transition further.
- iii) Prepare for adulthood and independent living?
We teach all children about healthy living, anti-bullying, bike ability, life opportunities through DARE and sex and relationship education in addition to the academic curriculum to broaden the child’s school experience.
- 13. Where can I access further information?
Further information can be accessed via the school’s website, prospectus, local authority website or by arranging an appointment to meet with the Headteacher and/or SENCO.