Acorns Primary School is an inclusive mainstream school for children aged 4 – 11 years old. At Acorns Primary School every child is recognised as an individual with their own needs and aspirations. We are committed to early identification of need and the delivering of targeted learning for all, ensuring that all pupils achieve their potential - personally, socially, emotionally and academically, in all areas of the curriculum regardless of their gender, ethnicity, social background, religion, physical ability or educational need.
This document aims to provide parent(s)/carer(s) with all of the information they need to understand how their child’s needs will be met by the school, the Local Authority and external specialist support services.
The school follows these inclusive principles:
Our provision is continually developing, being modified to meet the changing requirements of individual pupils, and our SEND Information Report is therefore a working document which is frequently updated and revised.
How do we identify children with SEND?
Teachers set clear targets for pupils and if adequate progress is not made, the class
teacher will consult with the SENCo to see if further analysis of need should be carried
out. Teaching is adapted in response to the diverse needs of pupils following
identification of SEND - details are set out in the school’s SEND policy. Parents will be
informed before any additional assessments are carried out.
Who are the best people to talk to at Acorns Primary about my child’s difficulties with learning/Special Educational Needs or Disability (SEND)?
The class teacher is responsible for:
The SENCo is Mrs. Louise Tyrer, who is responsible for:
The Head of School is Mrs. Hannah Young, who is responsible for:
The Executive Headteacher is Mr. Hilton, who is responsible for:
The SEND Governor is Nikki Britt who is responsible for:
How will the school know if my child needs extra help?
How do we consult with families of children with SEND and involve them in their child’s education??
Parent(s) / carer(s) are fully involved in the SEND identification, assessment and decision-making process in school. They are seen as important partners in an effective working relationship with the school and are kept up-to-date with their child’s progress through parents’ evenings and an annual report. Class teachers, the SENCo, Associate Headteacher and Executive Headteacher are available to discuss any concerns there may be. Some parents may meet with staff from external agencies.
Some parents may be involved in Pupil Passport meetings, IEP reviews and Annual Reviews.
There are school planners, communication books, the Seesaw app, parent meetings and informal meetings to support communication around your child’s learning. We encourage weekly spellings, reading at home, practice for Total Recall badges and homework.
What will the school do to support my child?
What specialist services and expertise are accessed by the school?
The school subscribes to the following specialist services:
Other external services who support pupils in our school include:
How are decisions made about how much/what support my child will receive?
How are children with SEN included to engage in activities with their peers and outside the classroom such as school trips?
All children work in a variety of groupings in the classroom – partner work, small groups, larger groups. Children change their learning partners frequently. All children have an equal opportunity to access extra-curricular clubs and activities - reasonable adjustments can be made to ensure participation for all. The school is on ground level with no access restrictions.
Educational/residential visits are pre-planned in review meetings for children with SEND and individual adult support is discussed and organised. Specific arrangements are put in place by visit providers to accommodate pupils with specialist needs. Risk assessments are written and updated regularly.
How do we improve the emotional and social development of SEND children and listen to their views so that they can be included in the schools anti bullying policy?
At Acorns Primary School, we know that for children to achieve well in their academic subjects, they must feel secure and confident in themselves and able to interact well with others. Our PSHE curriculum supports all pupils’ personal, social and emotional development needs. We teach children that to be emotionally and mentally healthy it is normal to feel a range of emotions and that no feelings are wrong. Pupils are taught how
feelings, thoughts and behaviour are linked and how our behaviour can impact on the feelings and thoughts of the people around us.
As part of the programme of monitoring SEND at Acorns Primary School, pupils with SEND are included in pupil interviews to gather their views on provision.
How accessible is the school environment?
Adaptations are available in classrooms to support the individual needs of children, e.g. enlarged print, coloured overlays, wobble cushions, pencil grips.
How do we prepare children as they move between phases of education, i.e. our preparations for their transfer to secondary education or their move to another primary setting?
Children in Acorns nursery are monitored in the same way as all pupils at Acorns. If the children attend a different setting to Acorns Nursery, the EYFS teacher will visit them in their pre-school provision and, if needed, additional meetings will take place with the school’s SENCo, external professionals and parents. Additional visits will be held at school where necessary.
Moving between classes at our school can be unsettling for some children. At the end of each academic year, staff produce a class file for children with additional needs. This document contains important information about classroom practice and resources to support individual needs and are passed to the receiving teacher. A transition booklet is also produced for the pupil to take home over the summer holidays. This contains pictures of the new areas of school, new staff, new routines and systems and also allows the pupil to have individual worries / questions about the new year group answered by the teacher. Speak to your child’s class teacher if you feel your child would benefit from one of these.
When children move to another primary setting, we will forward on any files containing relevant SEND information.
Shipston High School is the most common secondary choice for our pupils. The High School SENCo liaises with the SENCo on transition from Year 6 to Year 7 and provides extra visits to the High School for vulnerable children. The SENCo also contacts any other destination schools to share information re: vulnerable children.
How do we evaluate the effectiveness of our SEND provision?
Teachers review the impact of provision for SEND children on a regular basis through pupil progress meetings, review and data tracking. The SENCo tracks the progress the children have made each term and analyses the impact of interventions. The SEND policy is reviewed regularly.
Where can I find out about other services that might be available to support our family and child(ren) with SEND?
The Local Offer Local - Local Authorities must publish a Local Offer, setting out in one place information about provisions they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plans.
Information about Warwickshire’s local offer of SEND support is available at https://www.warwickshire.gov.uk/send , along with additional information about services,
policies and ways in which children and young adults within South Warwickshire can be supported to ensure their needs are successfully met, e.g. SENDIAS, FIS.