HOW WILL THE SCHOOL SUPPORT MY CHILD?

WHO WILL OVERSEE, PLAN, WORK WITH MY CHILD AND HOW OFTEN?

  • The Deputy Headteacher/SENCO, Mrs Atkinson, is responsible for overseeing the support and progress of pupils who need additional support.
  • Class teachers, who have the most detailed knowledge of the child’s needs, will plan and work with SEND pupils in their class to ensure that progress is being made.
  • A highly trained, experienced team of Learning Support Assistants, work under the supervision of the class teacher to deliver intervention individual or small group programmes and support pupil within the class.
  • A team of Emotional Literacy Support Assistants (ELSA) liaise with class teachers and parents to work/support pupils, across the school, where necessary.
  • The level of intervention and support will be determined by pupils’ individual needs.  The length and regularity of intervention/support, for pupils requiring additional support, will be discussed with parents during termly meetings with the class teacher.

WHO WILL EXPLAIN THIS TO ME?

  • Class teachers will hold termly meetings, with the parents of pupils requiring additional support, to discuss your child’s needs, support and progress.  These meetings are usually help separately from the parent consultation evening and your child’s class teacher will  contact you directly to arrange these.
  • The SENCO is available to provide further information should this be necessary and can be contacted through the school office.

HOW ARE THE GOVERNORS INVOLVED AND WHAT ARE THEIR RESPONSIBILITIES?

  • The SENCO reports of the progress of children with SEND to the Governing Body twice a year. This report does not refer to individual pupils and confidentiality is maintained at all times.
  • The Governing Body has a named governor, Mrs  Claringbull,  who is the link governor for SEN. She meets regularly with the SENCO and also reports the outcome of these meetings to the Governing Body.
  • The Governing Body oversees the financial implications of providing support and the impact on pupil progress.