Richard Bonington Primary and Nursery School

Children with all types of SEND, including:

• cognition and learning needs,
• sensory and physical needs,
• communication and interaction needs,
• social, emotional and mental health needs 

We gather information from parents/carers, from the child and, where appropriate, other educational settings, health and care services. We use teacher’s experience of working with the child and their termly assessments and monitoring.

Parents/carers should raise their concerns with the class teacher or SENCO (Special Educational Needs Coordinator).

• Pupil progress reviews with teachers, senior leaders and SENCo.
• Evaluation of interventions and strategies used.
• Consultation and structured conversations with parents/carers.
• Discussions with pupils.
• Monitoring of teaching and learning.
• Liaison with external educational, health and care agencies

Termly meetings with parents/carers will involve identifying outcomes and next steps for the child and give ideas of how parents can support their child with achieving these.

Staff will also signpost parents to external services that may be useful.

Teachers and parents will review these outcomes regularly through an Assess, Plan, Do, Review cycle.

Pupil SEND support/learning plans are produced each term

We are an inclusive school. We provide quality first teaching, learning opportunities and resources that are matched to the needs of the child. Teaching is adapted to meet children’s needs. Teaching and resources are communication and dyslexia friendly. We aim to involve parents/carers in their child’s education and where appropriate we ensure that the pupil’s 'voice' or opinion is also heard. 

The curriculum is  adapted to meet the needs of the children. The knowledge gained from assessments, structured conversations with parents and experience of teaching the child will support planning for the curriculum and learning. Teachers strive to recognise the child’s strengths and use these to create engaging, enjoyable lessons and interventions which support their areas of development. Our lesson design supports the needs of all learners.

• Regular progress reviews are held where interventions are evaluated and progress is monitored.
• Meetings between the teachers and the SENCO.
• Discussions with parents/carers.
• Moderation across the Family of schools where additional funding is required.
• Applications for Higher Level Need funding form the local authority when needed. 

Pre-visits and risk assessments are completed. We aim to address risks to enable the child to take part in the activity. Additional members of staff are used if required. Parent’s/carer’s views are sought through a planning meeting. 

We offer a happy, caring and supportive environment. Teachers and TAs are always available for children to talk to. We have two trained ELSAs (Emotional Literacy Support Assistants) who work directly with children struggling with their emotional wellbeing. We teach children to understand and manage emotions through our PSHE & RHSE curriculum and help them to develop their skills in communication, interaction with others and their self-confidence. Links are also made with other services, such as the Healthy Families Team and the Gedling Area Partnership. We have a Senior mental health lead in school.

Mrs Jayne Birkle

Contact via: admin@rbps.org.uk

All teachers and teaching assistants have regular training on teaching children with SEND, including Autism, ADHD, dyslexia, speech, language and communication needs and Attachment difficulties.

Termly SEND Staff meetings  are used to train staff and update their knowledge and understanding.

Other training from outside agencies is given when specific needs arise.

Training needs are also identified for support staff e.g. Midday supervisors, and is given where appropriate. 

• Healthy Families team
• SALT (Speech And Language Therapy),
• Educational Psychology,
• Schools and Families Specialist Services,
• Community Paediatricians,
• CAMHS (Child and Adolescent Mental Health Service),
• Other medical practitioners eg. Physiotherapists and occupational therapists,
• Family SENCO,
• WAM (What About Me),
• Inclusive technologies,
• Health Related Education Team,
• Gedling Area Partnership (GAP),
• Physical Disability Support Services (PDSS),
• Integrated Children's disability Services (ICDS),
• Early Help Unit (Family Service and Social Care) 
• Children's Centres 

All areas of the site can be accessed by wheelchair users, with a ramp leading up to the large playground.

There is a purpose built Access toilet in the centre of the school building and a separate access toilet in the key stage 2 area.

There is a lift to access the upstairs rooms and Foundation stage unit.

We have a small sensory room.

We work with the OT service and PDSS to support pupils with physical disabilities by accessing appropriate equipment and making adaptations to the building as required.

• We have an open-door policy where parents and carers are welcome to make appointments with class teachers and/or SENCO.
• Termly review meetings with teachers and where appropriate the SENCO or outside agencies.
• Parent/carer questionnaires.
• Parents evenings each term.

• Pupil discussion with the head teacher, SENCO or class teacher.
• Completion of activities such as All about me books and feelings charts.
• Pupil questionnaires.
• Representation on the School Council.
• Involvement in reviews and target setting.

Approach the class teacher first.

If the problem is unresolved then make an appointment with the SENCO.

If your problem is still unresolved then follow the school complaints procedure.

The SEN governor meets regularly with the SENCO to ensure the school’s SEN policy is adhered to regarding links and information sharing with families and outside agencies.

• During review meetings and multi-agency meetings
• Literature is sent out whenever school receives information for parents
• Information stands at parent’s evenings when possible e.g. healthy families team

Through visits to school, transition booklets, communication between parents, staff and other agencies where needed.

Through carefully planned transition programmes, extra visits to new classes or schools, transition booklets for the children and for the teachers,  communication between parents/carers, staff and where needed, outside agencies.  

By teaching a relevant curriculum incorporating skills such as problem solving, good communication, resilience and the ability to work with others. By ensuring pupils achieve their full potential academically, intellectually, socially, emotionally and physically in a safe and happy environment. Financial education through our PSHE curriculum and ensuring all children access high quality teaching in maths and English. 

By arranging a visit to the school, speaking to the SENCO or head teacher, visiting the website to access our policies and guides for parents.