Ordsall Primary School

Ordsall Primary School Logo

Ordsall Primary School is a mainstream setting for children aged from 3 to 11 years old.  There are three classes per year group with a Nursery provision offering 15 and 30 hours places. 

Our aim is for every child to achieve their full potential by enabling them to "Play, Learn and Grow Together". We want everyone to achieve and aspire to "be the best that we can be".

Playing together will help us to:

  • develop curiosity of mind and spirit
  • create, explore and discover
  • adapt and cooperate
  • learn, practise and master skills

Learning together will help us to:

  • experience wider opportunities beyond the school
  • develop essential skills, knowledge and understanding
  • build character, resilience, confidence and independence
  • communication and collaborate as part of a team
  • apply learning across a broad, balanced, rich and exciting curriculum

 Growing together will help us to:

  • know that we all have the same rights and needs
  • know what is right and wrong
  • develop tolerance, acceptance and integrity
  • inspire others and celebrate every achievement
  • work together, in partnership, as a wider community of learners

Last Updated

Record Last Updated On:

Contact Details

Contact Name
Mr Karl Hopkinson
Contact Position
Head Teacher
Telephone
01777 702852 01777 702852 Fax: 01777 711678 Fax: 01777 711678
E-mail
office@ordsallpri.notts.sch.uk
Website
www.ordsallprimary.com
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Where to go

Name
Ordsall Primary School
Address
Ordsall Primary School
Ordsall Road
Retford
Nottinghamshire
Postcode
DN22 7SL
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Time, Costs and Availability
Additional Local Offer Information

Local Offer

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?

Ordsall Primary School is committed to providing an inclusive environment to ensure that all children, regardless of needs, reach their full potential and become valued members of our school community as we play, learn and grow together. We recognise that children may have a wide range of needs and in line with the SEND Code of Practice, we aim to provide support and differentiation for children to engage and access all opportunities in school.

Our school is committed to maximising the personal skills and talents of all children to become independent and successful learners. We celebrate and value the contribution of all children within our school community. All children have the right to quality first teaching and a rich high-quality educational experience. Our aim is to make provision for any child wishing to attend Ordsall Primary School irrespective of their special educational need. 

Our school is at a single level and access is supported where necessary with ramps. Additional equipment is sourced from the Local Authority to support children’s specific needs, such as supportive seating, communication aids, hoists and plinths. For further details on accessibility please see the accessibility plan available on our school website.

We believe that the Equality Act provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups. In our inclusive approach we focus on the well-being and progress of every child and where all members of our community are of equal worth and differences are celebrated and valued.

We follow the requirements of the;

  • Children and Families Act 2014
  • Special Educational Needs and Disability Code of Practice 2014
  • Equality Act 2010

Further details can be located in the policies on our school website;

  • Equality Policy
  • Anti-Bullying Policy
  • Behaviour and Rewards Policy
  • SEND Policy
  • Pupils at School with Medical 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?

Following the SEND Code of Practice: a child has special educational needs 'if they have a learning difficulty or disability which calls for special educational provision to be made'. The child requires additional support above the quality first teaching offered to all children in the classroom and an individual Education Plan (IEP) is made and agreed with parents and carers.

School liaises with parents and outside agencies to best support the needs of all individuals. Internal identification and assessments help to identify areas of concern; 

  • Children with additional needs are identified as early as possible through transition into school based on information from parents, previous school/provision, teachers and outside agencies.
  • All children are regularly assessed and their progress is tracked and monitored. Any pupils who are falling significantly below the range of expected academic achievements for their age, have social or emotional difficulties, are vulnerable, or have specific diagnosed needs will be identified. A SEND concern form would then be submitted to the SEND team (SENCO/ SEND manager). The child would be monitored closely by the class teacher and the SEND team. If the child is not making expected progress following interventions and additional support and it is felt the child needs above and beyond the daily provision in class then a discussion will take place with parents/ carers before the child is added to the SEND register. 
  • Children are also assessed by outside agencies and a specific diagnosis made, leading to a child being identified for additional intervention. Where outside agencies are involved, the school works alongside in collaboration. 
  • A disability which prevents or hinders the child from making use of educational facilities of a kinds provided for children of the same age in other schools within the Local Education Authority

Any concerns about your child’s needs should be raised through the class teachers, Mrs Moss (SENCo), Miss Rollison (SEND manager) or Mr Hopkinson (Headteacher). Concerns may be based around the following category of needs;

  • Cognition and Learning
  • Communication and Interaction
  • Sensory, physical and/or medical
  • Social, Emotional and Mental health
3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

An individual Education Plan (IEP) is created for children on the SEND register. The child's progress is monitored and the school follows a graduated response. The school's graduated response consists of a four-part process:

Assess
Plan
Do
Review

This cycle enables the identification of those interventions which are most effective in supporting the pupil to achieve good progress and outcomes. Children are assessed before starting an intervention programme and at the end to review progress. Children's responses and views are also collected and parents contribute to the review and writing of a new IEP.

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?

Ordsall Primary school monitor the progress of all children and review the progress to inform future planning. Intervention work is reviewed by the SENCO, SEND Manager, SLT, class teachers and associate professionals, using teacher assessments, specific test results and observations.

Children with SEND are also carefully monitored at termly review meetings. Parents are offered a chance to discuss their child’s progress each term. More regular meetings happen whenever staff and families feel they are necessary. A home school communication book is set up when daily contact is needed.

 

3.c) What is the school's approach to teaching pupils with special educational needs?

The curriculum may be adapted through differentiation, using prompts, adapted resources and by the support from teachers and associate professionals.

In some cases, specific programmes and interventions are used. Interventions may involve group or one-to-one teaching both in class and away from the classroom. Examples of interventions used may include: speech and language programmes, ECAR, RWInc phonics, Beat Dyslexia, precision teaching, whole word approach and fine/gross motor, OT programmes such as Fun Fit.

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

Children who have a special education need have individual targets and strategies to work on from their individual Education Plan (IEP).

The learning in class will incorporate this individual plan and may include;

  • Differentiation tasks within the class to support the child to access the learning.
  • Resources provided to enable the child to access the learning
  • Pre-learning or pre-teach may take place before the new learning in class
  • Additional adult support
  • A personalised curriculum, Engagement steps for children with higher level needs

 

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

Information provided from previous settings will be shared on entry to school and consideration to whether the child has been in receipt of additional support.

Progress is reviewed at regular intervals across the year. The class teacher’s assessment and experience of working with the pupil, details of previous progress and attainment, specific assessment tasks are used to identify needs.

Individual Education Plans (IEP) are reviewed and specific targets set alongside the views of parents and pupils. 

 

Advice may also come from external support services. Information gathered is then used to develop interventions, as well as adaptations to the environment and the curriculum. Advice from outside agencies may be accessed. Class teachers and teaching assistants work alongside the SENCo and SEND manager to plan the most appropriate strategies and interventions.

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

We aim to include all children in extra activities. Where necessary we work alongside families and support services to ensure children access a broad and balanced curriculum. 

Consideration is given to the needs of children when planning trips, activities and experience days in school. Risk assessments ensure children are safe and their needs are met.

We aim to make sure all children 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?

At Ordsall Primary, we seek to create a secure, attractive and positive learning environment for all pupils. Children will have equal opportunity to develop their potential to the full and are taught to care for themselves and others. Ordsall Primary School is a place where all children feel safe and valued. All staff are proactive in ensuring this for all children, including children on the SEND register.

In addition, the school has a Child and Family Support Manager to support all pupils and their families in times of particular need e.g. bereavement, family breakups, pupils new to the school, attendance issues, etc. 

At Ordsall Primary School we employ an Emotional Literacy Support Assistant (ELSA). The ELSA programme is there to support our children, particularly now in the wake of the COVID-19 Pandemic. This is available to all children, including children on the SEND register.

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.

Mrs Moss (SENCO)

Miss Rollison (SEND manager)

Email: office@ordsallprimary.notts.sch.uk

The SENCo has responsibility of ensuring that there is a consistent approach to special needs across school. That the graduated response and the process of Assess Plan Do Review is completed and monitored for its effectiveness. 

Further information about SEND at Ordsall Primary can be found in our SEN policy available on the school website.

 

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

Many of our staff have attended specialist training. Staff participate in training with Specialist Schools and Families Services and have attended training to support the individual specific needs of children.

Training includes:

  • Quality first teaching to ensure progress for all pupils
  • The use of Visuals to support the needs of all learners
  • Autism
  • ADHD
  • OT- including Fun Fit program
  • Attachment and sensory processing
  • Dyslexia
  • CRB (coping with risky behaviours). 
  • SALT (speech and language therapy)
  • Makaton
  • Whole word approach
  • Precision Teach

 

 

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

School provision:

  • Speech and Language therapist
  • Speech and language lead teaching assistant
  • Associate Professionals (Teaching Assistants)
  • 1 to 1 support assistants
  • Child and Family Support Manager
  • ELSA

Local Authority Provision delivered in school

  • Educational Psychology Service
  • Communication and Interaction Team
  • Cognition and Learning Team
  • Hearing Impairment Team
  • Visual Impairment Team
  • Parent Partnership Service
  • BPBP- Bassetlaw Primary Behaviour partnership
  • Physical Disability Support Service

 
Health Provision delivered in school

  • Speech and Language Therapy
  • School Nurse
  • Occupational Therapy
  • Physiotherapy
  • CAMHS
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

Ordsall School invites and seeks advice and support from external agencies to secure equipment and facilities to support pupils with special educational needs.

The building is adapted to accommodate children with a specific physical need. Some classrooms have a small step onto the playground however, there is alternative access to all areas. There are handrails on all stairs. There are three disabled toilets throughout school, one of these toilets has shower facilities. The car park has disabled car parking spaces. Our school is at a single level and access is supported where necessary with ramps. Additional equipment is sourced from the Local Authority to support children’s specific needs, such as supportive seating, communication aids, hoists and plinths.

For further information please see the Accessibility Plan on the school's website.

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?

Parents and carers are invited to school consultation days, regular IEP review meetings and contribute to their child’s Individual Education Plan. IEP targets are set in agreement with parents and carers and a copy of the plan is shared each term.

Parents can contact their class teacher at the beginning or the end of the day to make an appointment to discuss any concerns about their child’s needs. In cases where more frequent contact with parents is necessary a communication book may be set up to share information.

8. What are the arrangements for consulting young people with SEN and involving them in their education?

Children with special educational needs are supported to fill in a ‘pupil voice’ form every term before their IEP is reviewed. Children are encouraged to contribute their view on the support they are receiving and the progress they have made. Children's views are considered when reviewing progressing and setting targets. Where children are unable to verbalise, their responses to provision are recorded through observations.

 

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

When a concern is raised about SEND provision in the classroom, we would encourage parents and carers to initially speak with their child's class teacher. If a parent or carer has any further concerns regarding the care or welfare of their child, an appointment can be made to speak to the SENCo or SEN Manager, who will try to resolve any difficulties.

The complaints policy provides further information on the procedures in school. The complaints policy can be found on the school website or can be made 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?

The Governors and the Governor responsible for SEND have a responsibility to ensure children with SEND can access services by:

  • Determining school’s policy
  • Appointing the Special Educational Needs Coordinator (SENCo)
  • Having regard to the SEND Code of Practice in all decisions
  • Establishing the appropriate staffing and funding arrangements and maintain an overview of the school’s work
  • 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?

The SENCO and SEND Manager will signpost parents to service, children’s centres and other organisations where advice, guidance and support may be required.

 

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

Transition into school is carefully managed by all staff. For children on the SEND register, an extended transition may include;

  • Extra visits to familiarise children with staff, the classroom and new school routines
  • Photo books to take home
  • Visual timetables to support children with the new routine
  • Buddy system
  • Children can fill out a pen-picture profile of information they want their new teacher to know about them
  • Communication and transition meetings with the child’s current school/ pre-school settings

Admissions

Our admissions arrangements are fair and transparent, and do not discriminate on race, gender, disability or socio-economic factors. Nottinghamshire’s SEN and Inclusion Strategy is available at www.nottinghamshire.gov.uk Further information on admissions is available through this link and details on the way in which support is provided for children with SEN in mainstream schools.

 

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

Transition between classes and onto their next school is carefully managed by all the staff.

  • Visits by staff from the new phase of education
  • Extra visits for the children to the new phases of education
  • Children can fill out a pen-picture profile of information they want their new teacher to know about them
  • Regular meetings between current staff and new staff to ensure they understand the child’s needs
  • Relevant documentation is transferred indicating the child’s needs, relevant assessments and nature of current support
iii) Prepare for adulthood and independent living?

Helping children to prepare for adulthood and independent living is supported through collaboration with families and outside agencies.

  • Resilient- Encourage independent learning
  • Resourceful- Teach basic life skills, including personal care plan/ strategies in place
  • Relationships- to support personal development

 

13. Where can I access further information?

Further information can be found on the school website or Nottinghamshire County Council website. Nottinghamshire’s SEN and Inclusion Strategy is available at www.nottinghamshire.gov.uk

Information describes admissions and the way in which support is provided for children with SEN in mainstream schools.

If you would like to find out any further information about what Ordsall Primary School can offer your child, please contact the school office.

 

SEN Information Last Updated On: 19/12/2023

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