Robert Mellors Primary and Nursery School is a single form entry Primary and Nursery school in the heart of Arnold, Nottingham.
Robert Mellors Primary and Nursery School
Who to contact
Where to go
Robert Mellors Primary & Nursery School
- NG5 7EX
- Contact Name
- Ruth Cumberland
- Contact Telephone
- 0115 8408068
- Contact Email
- Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)
- SEN Provision Type
Schools Extended Local Offer Response
- 1. What kinds of special educational needs does the school/setting make provision for?
(Local Offer Updated October 2016)
Robert Mellors Primary and Nursery School is a community maintained, mainstream school.
We have a strong ethos of inclusion at our school. Each child at Robert Mellors Primary and Nursery School is treated as a unique individual and we will consider all their needs and requirements.
The school supports pupils with a wide range of needs, including ASD, Physical and Sensory needs including visual and hearing impairments, specific learning difficulties including dyslexia and dyspraxia, global learning difficulties, ADHD, Downs Syndrome, Kleefstra Syndrome and pupils with social, emotional and mental health 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 acknowledge that all children are individuals and have different learning needs, some requiring additional support to help meet their needs or improve their learning. Our SEND Team co-ordinates the SEND provision throughout school, liaising where necessary with parents, pupils, school staff and specialist advisers from the Local Authority and Health Service. When identifying children with SEND, we follow the clear guidelines set out in the SEND Code of Practice 2014.
Pupils who may need extra help are identified by gathering information from teachers, parents and the pupils, education, health and care services to build a full picture of the pupil’s needs prior to their entry into the school.
If a teacher feels a pupil may need extra time they will consult with the school SENCo (Special Educational Needs Coordinator) and the pupil’s parents. We also have specialist teaching assistants with training in specific learning difficulties who may work with the child and contribute to discussions.
During the course of their time at Robert Mellors Primary and Nursery School we continually monitor the progress of all pupils in order to aid the identification of pupils with SEND as they may arise through the school year. Continuous monitoring of those pupils with SEND by their teachers will help to ensure that they are able to reach their full potential and enable the school to put in appropriate support and review its effectiveness. This will be done by termly snapshots and teachers liaising with the SENCO throughout the school year to raise concerns.
If parents are concerned about their child then they can contact the class teacher or school SENCO by phoning or emailing the school. Alternatively an appointment can be made with the class teacher or SENCO via the school office.
- 3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
We have a system of reviewing our provision each term using The Ofsted framework to self-evaluation. This includes looking at:
1. Pupil achievement - This is taken from class teacher termly assessments
2. Behaviour and safety - SEMH interventions are reviewed using a Boxhall Profile where appropriate
3. Leadership and Management
4. Quality of Teaching
Governors are involved in this process and receive regular reports.
All pupils who have been identified as having Special Educational Needs are monitored closely. The SENCO then analyses this to identify strengths and any areas that need development.
Similarly, interventions are monitored and assessed to ensure they are being as effective as possible. Many of our interventions are planned and delivered in specific time blocks, with a mid-term review and end of intervention assessment that assesses pupils’ progress from their initial level.
In addition all Teaching Assistants participate in an appraisal process, during which support and interventions are observed. Provision for pupils is continuously reviewed and discussed at SEND Team meetings, as well as with class teachers.
- 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?
Parents are kept up to date with their child’s progress through SEND reviews, Annual Reviews, Parents’ Evenings and an annual full school report. In cases where more frequent regular contact with parents/carers is necessary, this will be arranged based on the individual pupil’s needs with the class teacher and / or SENCO. We have an open door policy and parents are encouraged to phone or come in to school whenever they have a question or concern.
At these meetings, the pupil’s needs and individual targets will be discussed, as well as how these can be supported both at school and at home.
If outside professionals are working with a pupil, they will usually be present at review meetings to offer support, or if this is not possible their views and recommendations will be presented to parents in a report. They are also accessible by phone and email and can help to support pupils.
- 3.c) What is the school's approach to teaching pupils with special educational needs?
At Robert Mellors Primary and Nursery Schoo,l we believe strongly that all children should be valued equally within a climate of warmth and support in which all pupils feel valued.
The school provides a broad and balanced curriculum for all children. The National Curriculum is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. Some children have barriers to learning which mean they have special needs, leading to requirements for particular action by the school.
These requirements are likely to arise as a consequence of a child having special educational needs. Teachers take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities. Such children may need additional or different help from that given to other children of the same age. Children may have special educational needs, either throughout or at any time during their school career, which could include learning, communication, physical or social/emotional/mental health (SEMH) difficulties. Curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child, and teachers may adapt the curriculum and learning environment to ensure all pupils can access a varied and stimulating curriculum. This could be through differentiated work, visual and practical learning, small group work, visual timetables and opportunities to develop positive self-esteem, independent learning, enabling children to exercise choice, involvement in decision making and problem-solving.
We strive to create a sense of community and belonging for all our pupils. We have an inclusion ethos with high expectations and appropriate targets, a broad and balanced curriculum for all children and systems for early identification of barriers to learning and participation.
Each child at Robert Mellors Primary and Nursery School will be treated as a unique individual and we will consider all their needs and requirements.
- 3.d) How will the curriculum and learning be matched to my child/young person's needs?
Our aim is to provide a curriculum that is relevant and broad and helps children to become as emotionally healthy, functionally literate, numerate, communicative and as independent as possible in an environment that promotes positive learning experiences.
Every child has individual targets for Reading, Writing and Maths.
All planning, both medium term and short term is highly differentiated within each class. Curriculum planning and assessment for children with special educational needs takes into account the type and extent of the difficulty experienced by the child, and teachers may adapt the curriculum and learning environment to ensure all pupils can access a varied and stimulating curriculum. This could be through differentiated work, visual and practical learning, small group work, visual timetables and opportunities to develop positive self-esteem, independent learning, enabling children to exercise choice, involvement in decision making and problem solving.
Some children have targeted support in class from a member of our SEND Team. Our Teaching Assistants have many areas of expertise and training and this can be deployed both in and out of the classroom with individual or small groups of pupils.
- 3.e) How are decisions made about the type and amount of support my child/young person will receive?
We hold two parents’ evenings a year, where targets and support for pupils is discussed. If a child has been identified with more complex special educational needs, they will have a termly review in place of these. These reviews allow for structured conversations to occur about the pupil and their current support, as well as the opportunity to discuss any changes.
Once every term, the Family of Schools hold a ‘Springboard’ meeting. At this, the SENCOs from all of the schools in the area discuss pupils who have been identified as needing support. Following the discussion it is decided if outside intervention and support is needed, and an application is made. If an application is successful, a key-worker from the Schools and Families Specialist Services (SFSS) will come into school and work with the child for a block of time, usually around eight weeks. In this time, they will advise staff regarding specialist interventions and strategies. These can then be continued by school staff after the SFSS support has ended. School staff are supported by Speech and Language Therapists, Physiotherapists, Occupational Therapists, school nurse and specialist teacher advisors where and when appropriate. School also access the Gedling Partnership, where speciaist teachers support staff in putting in specific SEMH interventions if a child has a complex need in this area.
Schools can also apply for additional funding to support a child with complex special needs. If an application is successful, the funding will be used to maximise learning and enable the pupil to access school more readily. This may mean that the pupil has more adult support, whether in a group or in an individual basis. It may also be used to train staff where specialist support is necessary.
In some cases a child may benefit from an Education, Health and Care Plan. This plan will set out very specific support that is available for a pupil.
- 3.f) How will my child/young person be included in activities outside the classroom, including school trips?
At Robert Mellors Primary and Nursery School we provide a wide variety of activities, visits and residential experiences. We value the benefit of education outside the classroom and believe that all pupils should have the opportunity to participate in these. Prior to any trips, a pre-visit is made by staff and a risk assessment is carried out which considers the needs of all children. Where necessary, we meet with parents/carers to discuss any additional support which may be required. We aim to ensure all children have the chance to be part of all activities whether inside or outside the classroom, with reasonable adjustments made where needed.
No child is excluded from activities at Robert Mellors Primary and Nursery School. If your child needs extra support to take part in activities, including residentials, the school will cater for this as best as it can.
- 3.g) What support will there be for my child/young person's overall well-being?
We have a robust safeguarding policy and protocol in place. Pupils’ health and well-being is paramount. All staff have a responsibility for their pupils’ overall wellbeing. This is supported within the classroom through SEAL (Social and Emotional Aspects of Learning) and PSHE (Personal, Social and Health Education) lessons, as well as through assembly themes and themed days. Interventions in place to support overall wellbeing include Co-Operative Skills, Managing Emotions, Self-Esteem Groups and Social Stories, which are tailored to the specific needs of the children. We also access a support worker from Women's Aid who, supported by the school's emotional well-being teacher, delivers a six-week block of work around building healthy relationships to small groups of children.
We have an Emotional Wellbeing teacher in school, who works with children on a one-to-one, group and whole class basis to provide strategies for holistic well-being. Techniques taught include Emotiona Freedom Technique (EFT), visualisation, meditation, neuro-linguistic programming (NLP), Drawing & Talking and peer massage, as taught by the Massage is Schools Programme. Parents can access this intervention and parent groups in conjunction with the Gedling Partnership using a holistic well-being approach have been successful.
We have fully-qualified nurture programme and Theraplay providers in school and this is delivered to children throughout the week. Forest Schools is accessible to all children in school and this gives children an opportunity to develop key social skills. Staff are trained in areas of nurture and attachment issues that affect children and ensure our provision takes into account the SEMH needs of all children. We also access a Play Therapy volunteer who works with children on a 1-1 basis in school.
In school, all children are working with the 'Be The Best You Can Be' project, since Autumn 2015. Our continuation project is 'Widening Horizons', which continues to promote links within school and the local community and encourages children to reach for the stars in their ambitions to be the best they can be. This complements our Healthy Schools status, which has a healthy relationships focus.
We work closely with medical practitioners if your child has a health need and will discuss with you a Health Care Plan and administration of prescribed medication. Personal Care is conducted discreetly and with dignity and fostering independence whenever possible.
We also work closely with the School Nurse Service, which provides support for individual pupils with differing needs, and with CAMHS (Child and Adolescent Mental Health Services) if your child needs that level of support. We also work closely with Social Care when appropriate.
- 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.
The SENCO at Robert Mellors Primary and Nursery School is Miss Ruth Cumberland. She can be contacted by telephoning school on 0115 8408068 or emailing firstname.lastname@example.org.
- 5. a) What training have staff supporting special educational needs had and what is planned?
At Robert Mellors Primary and Nursery School we have undertaken a wide variety of SEND training both as whole staff and as individuals. Some of this training has been delivered by external agencies and other CPD has been delivered in house. We aim to keep all school staff up-to-date with relevant training and developments in teaching practice in relation to the needs of pupils with SEND.
The SENCO attends regular Family of Schools meetings to update and revise developments in SEND and Inclusion. The SENCO also attends the annual SENCO conference organised by the Local Authority. TAs can access LA training put in place to develop their training needs and that of the school, which is disseminated through the Springboard meeting.
Our SEND team have been trained in many areas of SEND and learning, including:
Nurture, Autism Awareness and Practice (levels 1, 2, 3) accessed at a local Special School, Forest Schools, First Aid, Team Teach (Positive Handling), Inference 'Switch On' training, dyslexia screening, Talk for Writing, Signs and Symbols, Makaton training, Aural to Written Narrative (Speech and Language for older children), Assessing for Autism, Transition KS2-KS3 training, Theraplay, sensory awarness training, Portage training (assessing the needs and learning of SEND in the Early Years), Attachment training, in-house SEMH training and Precision Teaching.
- 5.b) What specialist services and expertise are available or accessed by the setting/school?
Termly Springboard meetings will be held at which requests for involvement with pupils from the Educational Psychologist Service (EPS) and Schools and Family Specialist Services (SFSS) including the Communication and Interaction Team, the Cognition and Learning Team, the Sensory Impairment team and Early Years team are made. These requests for referrals are taken back to the teams and decisions are made by the services as to how best to support the school / pupil.
The school makes use of external services, based on the needs of the child in question. We are currently working with the following services as and when is necessary:
- The Educational Psychology Service (EP)
- Therapists including those for Speech and Language (SALT), Occupational (OT) and Physiotherapy (PT)
- Schools and Families Specialist Services (SFSS) – includes those for Early Years, Cognition and Learning, Communication and Interaction, Sensory Impairments and Physical Disabilities e.g.
- Health Services including School Nurse, Paediatricians, Health Visitors and Child and Adult Mental Health services (CAMHS)
- Social Care and Local Children’s Centres
- Out Reach and Voluntary Services Schools and Families Support Services
- Gedling Partnership
- Women's Aid
Other services and expertise are contacted when required to provide and involve the appropriate support for all pupils.
Parents/carers are part of the discussion around referring for additional support from other agencies and are kept informed about the outcomes of that involvement.
- 6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
Robert Mellors Primary and Nursery School is a single storey building however, due to the age of the building, there are some steps. This would be addressed as necessary so that we can provide good access for pupils with mobility difficulties and wheelchair users.
The school has a range of specialist SEN facilities in place. These are:
- Disabled access, ramps, handrails, toilet and personal care facilities for pupils with physical disabilities
- A sensory room developed to help children to relax and calm themselves as well as a place to engage in emotional support work.
Increased access to the curriculum and assistance during examinations:
- Pupils who meet the criteria for extra time, a scribe or a reader will have access to these arrangements during assessments.
- 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?
Robert Mellors Primary and Nursery School believes that a close working relationship with parents is vital to enable early and accurate identification and assessment of SEND leading to the correct intervention and provision.
The school follows the graduated response to identifying and supporting children with SEND as outlined in the SEND Code of Practice. We are continually assessing, planning, implementing and reviewing our approach to teaching all children.
Parents are kept up to date with their child’s progress through Review Meetings, Annual Reviews, Parents’ Evenings and an annual full school report. In cases where more frequent regular contact with parents/carers is necessary, this will be arranged based on the individual pupil’s needs with the class teacher and / or SENCO. We have an open door policy and parents are encouraged to phone or come in to school whenever they have a question or concern.
At these meetings the pupil’s needs and individual targets will be discussed, as well as how these can be supported both at school and at home.
- 8. What are the arrangements for consulting young people with SEN and involving them in their education?
At Robert Mellors Primary and Nursery School we believe it is important to involve pupils themselves in planning and in any decision making that affects them. We actively encourage all children to participate fully in all aspects of school life. This will be part of the review process, giving the pupils the time to share their views about their progress and the provision in place to meet their needs.
Robert Mellors Primary and Nursery School encourages the inclusion of all children in the School Council and other consultation groups. Pupils with SEND are always included in decisions that are made within the classroom or with their peers.
- 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 wishes to complain about the provision or the policy, they should, in the first instance, raise it with the class teacher and / or the SENCO, who will try to resolve the situation.
If you still have concerns then the Head teacher should be contacted.
In the unlikely event that a concern is not resolved then the Chair of Governors should be contacted, as per the Complaints Policy.
- 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?
We work closely with the following to support pupils’ needs: Social Care, School Nurse, Community Paediatrician, Physiotherapy, Occupational Therapy, Physical Disability Support Service – Fountaindale.
The school consults health service professionals when needed.
The SEND Governor meets regularly with the SENCO to discuss SEND matters including support received in school, and all governors are kept informed of outside agencies that come in to school through the Head teacher’s termly report.
- 11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
The SENCO will give advice to parents and signpost to the Nottinghamshire’s SEND Local Offer. The Nottinghamshire County council Local Offer is a comprehensive directory of local services, opportunities and access for children and young people with SEN and disabilities. This can be accessed at www.nottinghamshire.sendlocaloffer.org.uk.
Parents/carers can gain advice and support from Ask Us Notts (formerly Parent Partnerhsip) at http://fis.nottinghamcity.gov.uk/kb5/nottingham/fsd/service.page?id=yk_kmdD3Jug or contact the Independent Parental Special Advice team www.ipsea.org.uk.
There are many voluntary organisations supporting SEND, the SENCO will make these known to parents as and when they are informed of them.
- 12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
Transfer to a new school or setting can be an anxious time for both child and parent and we encourage visits to our school before applying. Careful planning is made for all children but for children with SEND, an additional transition plan may be put in place. This will generally include early discussions with the parent/carers, the setting they are coming from and any existing agencies which are providing existing support.
Prior to moving from one year group to the next, a transition timetable is followed. This includes several visits to the new class, staff that the children will be working with meeting with pupils before they arrive and relevant staff attending review meetings for specific children that occur in the summer term before transition. A transition book or social story may be written for the child to use at home, this may include photographs of the building, adults working with the child and key times of the school day. When the child transitions to Robert Mellors Primary and Nursery School, a ‘buddy or mentor’ may be chosen to support the child initially.
- ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
Transition KS2 – KS3
The SENCO will meet with the SENCO from the new school prior to pupils starting school. Concerns about particular needs will be brought to the attention of the SENCO at this meeting. Where necessary the SENCO will arrange a further meeting and a transition programme will be put in place, where appropriate, to ensure a smooth transition from KS2 to KS3. Parents and children are included in this process.
Teachers of pupils joining from other schools during the year will receive information from the previous school; if there is a SEND issue the SENCO contacts the school to further discuss the pupil’s needs and strategies to work with the pupil.
- iii) Prepare for adulthood and independent living?
In school we aim to prepare all children for adulthood and develop independence to take a full and active part in society.
- 13. Where can I access further information?
Further information can be accessed from the SEND Policy on the school’s website: