We aim to develop children’s basic skills through good teaching, an activity based curriculum and the provision of first hand, relevant experiences. We want children to become aware of the contribution of values and attitudes to their learning, and believe that the quality of relationships is fundamental to the school’s ethos and the children’s achievements.
James Peacock Infant and Nursery School
Who to contact
Where to go
James Peacock Infant & Nursery School
- NG11 6DS
- Contact Name
- SENCO Hannah Cutts
- Contact Telephone
- Contact Email
James Peacock Infant and Nursery school SEN Information Report
- Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)
Schools Extended Local Offer Response
- 1. What kinds of special educational needs does the school/setting make provision for?
James Peacock is a mainstream school. We aim to actively include children with a broad range of special needs and provide every child with access to a broad and balanced education. This includes the National Curriculum in line with the Special Educational Needs Code of Practice.
- 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?
Children are observed in class by the teacher/TA and where extra advice and support is needed the SENCo will observe the child in their setting. Further all pupils are regularly assessed and progress is tracked and monitored. Therefore any pupils who are falling significantly outside of the range of expected academic achievement in line with their predicted progress will be monitored and interventions put in place.
If there are still concerns regarding the child’s progress they may be assessed by outside agencies and specific diagnosis made. Where outside agencies are involved the school will work alongside them in collaboration with the family.
If you feel that your child may have special educational needs then there are termly opportunities to attend parent drop-in to discuss them with the SENCO or discussions with the class teacher/SENCO can be arranged at another mutually agreeable time.
- 3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
TA meetings are half termly providing a forum for training and structured discussions around children and support. Intervention work is reviewed termly between the SENCO, Class teachers and TAs, using class teacher assessments, test results from specific interventions and observations. Termly progress meetings are held with the SENCO and class teacher where the child is on SEN support. Progress and effectiveness are monitored termly and these are reported back to SEN governor, headteacher and board of governors on a termly basis.
- 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?
Termly parents meetings with the class teacher in Autumn and Spring allow opportunities for parents to discuss progress and how best to support their child. Where children are recorded as SEN support or in receipt of an EHC plan specific termly review meetings will be planned with the SENCO, Class Teacher and any agencies who are supporting your child. More regular meetings may be timetabled where staff and families believe it is necessary.
- 3.c) What is the school's approach to teaching pupils with special educational needs?
We believe in the importance of every child achieving their ‘best’ through Quality First Teaching. A child centred marking policy and feedback system allow all children to be involved in their learning. We may also use interventions to support their learning. This may be in class or away from the main curriculum teaching depending on the aim and effectiveness. Interventions may be on a one to one or a small group basis.
- 3.d) How will the curriculum and learning be matched to my child/young person's needs?
As a school when we plan any learning opportunity, our learners and their needs are the central focus. Therefore, lessons are as inclusive as possible, with adjustments made depending on need. These adjustments may include technology, adapted resources and support from teaching assistants or teachers.
Interventions used in school (examples)
- 3.e) How are decisions made about the type and amount of support my child/young person will receive?
Generally, academic support is decided through the triangulation of ideas and data from key adults: class teacher, teaching assistant and SENCO. Generally support is given to children from school fund.
A very small number of children will have exceptional needs that require the school to request support and additional funding from the Rushcliffe Family of Schools or Children and Young People’s Services.
- 3.f) How will my child/young person be included in activities outside the classroom, including school trips?
We will aim to include all children in extra activities. Where necessary we will work alongside families and support services to ensure children access a broad and balanced curriculum. We also aim to make sure all children are have equal access to school life including clubs, school council and in the day to day roles and responsibilities in school.
- 3.g) What support will there be for my child/young person's overall well-being?
We offer an holistic approach to learning. We have access to highly skilled TAs who provide good quality Nurture and play therapy programmes. PSHE is an integral part of our curriculum.
- 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.
SENCO: Hannah Cutts
Contact details: 0115 9144225
- 5. a) What training have staff supporting special educational needs had and what is planned?
TAs have received a variety of training through the local authority which includes some of the following; Switch on Reading and Writing, Numicon Training has also been provided by our EP and on issues such as attachment and anxiety. Some staff are first aid and safeguarding trained. In the forthcoming academic year staff will also undertake training in both the SENCO and some TAs also attend the LA conferences. Finally the Rushcliffe Primary Behaviour Support provides training for teaching staff, TAs and Midday Supervisors on behaviour management and social and emotional issues.
- 5.b) What specialist services and expertise are available or accessed by the setting/school?
We have access to a wide variety of services including drop in sessions half termly with the school nurse, access to outside agencies including Speech and Language, School Behaviour and Attendance partnership, Educational Psyschology Service, Social Services. We also access support through termly Springboard meetings and make referrals to specialist support services.
- 6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
Access to the PDSS team at Fountaindale can be made through a referral for equipment needed to support a physical disability. Currently the school is all on one level with occasional steps to the outside areas. These steps and other uneven surfaces are highlighted in yellow paint. There is a disabled toilet and shower in the main school building and a disabled toilet in one of the external classrooms.
- 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?
Children with an SEND work closely with the SENCO, Teaching Assistants and outside agencies.
Year group provision maps are created to ensure appropriate support is given.
If a child is registered as SEN support then they will have a review around their targeted support plan in either parents’ evening or at a separate agreed time. These are reviewed termly.
Children on an EHC plan will have an annual review and subsequent mini reviews throughout the year.
We hold parents meetings in term 1 and 2 each year, and then provide a written report in term 3.
Parents are invited in to school to see their children’s work at different times in the year.
Half termly Parent Drop In meetings with the School Nurse, SENCO and on occasions Sure Start
- 8. What are the arrangements for consulting young people with SEN and involving them in their education?
Children are invited to attend reviews and share work with their parents/carers. Feedback is either written or scribed and will be shared in order that the child has a voice in their education.
Please refer to the school website and SEND policy for more information.
- 9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the SENCO, who will try to resolve any difficulties and also be able to advise on formal procedures for complaint. The head teacher and senior leadership team will aim to resolve any complaints as soon as possible. The School complaints Policy is on the school website or available on request from the school office.
- 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?
Governors have a responsibility to ensure children with SEND can access services by:
- Determining school’s general policy
- Appointing the ‘person responsible’ for Special Needs (SENCO)
- Having regard to the Code of Practice in all decisions
- Establishing the appropriate staffing and funding arrangements and maintain an overview of the school’s work
- Ensuring that where the ‘responsible person’ has been informed by the LA that a pupil has special educational needs, those needs are made known to all who are likely to teach him or her
- Ensuring that teachers in the school are aware of the importance of identifying, and providing for, those pupils with special educational needs
- Working with the governing bodies of other schools in the area where necessary to co-ordinate special educational provision.
- Ensuring that necessary provision including accessing other services is made for any pupil who has special educational needs and that all pupils are fully included.
- 11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
Half termly Parent Drop-In sessions are held in order to signpost parents with any queries using both the online Family Services Directory.
Regular updates regarding courses, training, support groups etc. that may be valuable to parents/carers are also written in the school newsletter.
Posters are displayed around school, on the parents noticeboard and fliers left outside the school reception which highlight services provided by both independent parties, the LA and SureStart. Abbey and Lady Bay Children’s Centre is available on 0115 9694480.
Parent Partnership (www.ppsnotts.org.uk) Helpline: 0115 948 2888 and NORSACA; autistic spectrum support group (www.norsaca.org.uk) Tel: 0115 9761805, can also provide support for parents regarding all aspects of your child’s life.
More information about the local offer available in Nottinghamshire can be found on the Nottinghamshire County Council website: http://nottinghamshire.sendlocaloffer.org.uk/kb5/nottinghamshire/fsd/local_offer.page
Information for children and young people with disabilities in Nottingham and Nottinghamshire can also be found through Ask Iris: www.askiris.org.uk
- 12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
At James Peacock we have structured transition visits between settings; from nurseries to infant school and infant school to Junior school. Transition meetings mainly occur in the summer term between the SENCOs of the two settings and any other parties that are working with the child. Key information is passed both verbally and in written form.
- ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
Transition booklets are completed by children transferring to different settings either within school or to different settings. Each child in school has two transition mornings with their new class and teacher and where it is appropriate extra support/visits may be given.
- iii) Prepare for adulthood and independent living?
All children are encouraged to be independent. All children receive access to a good quality education and a wide variety of interventions to ensure they leave school equipped with good literacy and numeracy skills.
- 13. Where can I access further information?
Further information regarding the school can be found on the school website and in the school SEN policy, Local Offer or Parents’ booklet.