Eastwood Primary School and Nursery - Early years and education

Eastwood Primary School and Nursery is a happy, safe environment for learning. Our pupils receive a broad education and we take pride in nurturing the growth of every child at the school.

Based on 6 acres of land in Leigh-on-Sea, Eastwood has excellent facilities and offers a variety of activities, with something for every child.

office@eastwoodprimary.southend.sch.uk

www.eastwoodprimaryschool.co.uk

Information about support for special educational needs and disabilities.

Mrs Kingham - SENCO and Head of Inclusion. ckingham@eastwoodprimary.southend.sch.uk

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

All children's progress is monitored. Any children who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.

The child's class teacher will take steps to provide differentiated learning opportunities that will aid the child's academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied. If no progress is made then SENCo / SENCO Support will work with the class teacher to determine which level of provision the child will need going forward. This may include referrals to external professionals.

Parents/carers will be informed fully of every stage of their child's development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.

The Pastoral Team will support both the child and family throughout the process.

How will early years setting/school/college staff support my child/young person? How will the teaching be adapted for my child with SEND?

At Eastwood Primary and Nursery we ensure that our school ethos NURTURE GROW ACHIEVE runs through every element of our school culture and day-to-day practices.

The school aims to offer excellence and choice to all children, whatever their abilities or needs. We aim to achieve this through the removal of barriers to learning and participation and want all children to feel that they are valued in our school community.

We have high expectations of all children and through appropriate curricular provision, we respect the fact that children:

• have different educational, behavioural, emotional and social needs and aspirations
• require different strategies to enable learning
• acquire, assimilate and communicate information at different rates
• need a range of different teaching approaches and experiences

No one person is responsible for the success and achievement of SEN children at Eastwood. Every member of the staff works in partnership to support not only the learner but also their family/carers. We have a unique approach that values relationships and draws on the parent’s / carer's knowledge of their own child, the child’s own view, knowledge and guidance from outside agencies as well as the teaching and Pastoral Team who work at Eastwood.

How will the cirriculum be matched to my child's/young persons needs?

At Eastwood Primary School and Nursery we provide a creative, themed approach to learning with enrichment activities that provide opportunities for everyone to achieve and succeed. The Early Years Foundation Stage Curriculum and the National Curriculum are our starting points for the 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. 

How will both you and I know how my child/young person is doing and how will you help me support my child's/young person's learning?

At Eastwood Primary and Nursery we value our partnerships with parent/carers and ensure that there are opportunities planned throughout the year so parent/carers can actively engage in the work of our school and their child’s learning experiences. Throughout the year there are:

• Parent consultations twice a year, in the Autumn and Spring Terms;
• Parents receive a full written mid-year report that informs them about their child’s progress and next learning targets;
• In Early Years Foundation Stage (EYFS), parent/carers receive a full written end of year  report that informs them about their child’s progress at the end of the  summer term
• Parent/carers are invited to attend class assemblies

Parent/carers are also are invited to their child’s Individual Learning Plan meetings. In these meetings parents/ carers and the class teacher discuss, review and set new targets alongside suggestions for supporting their child in the home setting. The SENCO attends these meetings where appropriate. 

Parents may be invited into school to discuss their child’s progress at any time and additional meetings are set up as required or as requested by parents to discuss particular aspects of a child’s SEN; we particularly welcome information from parents about how their child learns best in order that it can be shared with those people who teach them. The SENCO will also share progress and outcomes of assessments by other external agencies with parent/carers (e.g. from the speech and language therapist, educational psychologist or with specialist support teachers). The progress of children holding an Education Health and Care Plan is discussed at their annual review (interim reviews may also be called as necessary).

Once a year a parent partnership meeting is held to obtain parents’/ carers’ views about their child’s SEND, support in place to address needs and any modifications to this support which parents feel may be appropriate. Parental survey forms are also used to obtain parent/carer's views.

Both the SENCO, Senior Leadership Team and class teachers monitor and review provisions regularly to ensure they are effective in supporting the pupils’ with their learning. The progress of each child is also regularly tracked. Based on this information, interventions and other forms of support are adapted where necessary.

If required, either the Family Support Officer or  Child and Family Officer works closely with families to ensure that parent/carers are provided with support.

What support will there be for my child's/young person's overall wellbeing?

At Eastwood Primary School and Nursery we ensure that our school ethos NURTURE GROW ACHIEVE runs through every element of our school culture and day-to-day practices. We aim to offer excellence and choice to all children, whatever their abilities or needs. All staff work hard to raise the self-esteem of vulnerable pupils by giving encouragement and recognising their effort and achievements. When needed, pupils are given time to talk through situations they find difficult and activities to support emotional and social development.
We have positive relationships with a range of different external agencies to enhance the emotional and social development of pupils within our school. For example:

• Specialist advice from outside agencies including Parallel Learning Trust
• Specialist advice from our Educational Psychologist
• Early Help Family Support and Youth Offending Service
• ASC Wellbeing Clinic 
• Kids Inspire 

 All members of the Pastoral Team are able to signpost parents to a number of services to support emotional and behavioural difficulties. When a pupil’s needs require the involvement of Social Care we are committed to joined-up working with Social Care, other outside agencies and parents/carers to ensure the pupil and family are fully supported.

What specialist services and expertise are available at or accessed by the school/setting/college?

The school works with the following agencies in order to gain further advice and support:

Educational Psychologist – Our school has received regular visits from a member of the Educational Psychology Service. As appropriate, strategies and recommendations are implemented within our learning environments.

Speech and Language Therapy – Therapists may work directly with children in our school or externally and provide support and advice to staff in addressing speech and language needs throughout the school.

St Christopher’s Advisory Teacher – We work in partnership with specialists to consider behaviours and appropriate support strategies for children identified as in need.

PLT Outreach Team - We work in partnership with specialists to consider behaviours and appropriate support strategies for children identified as in need.

Occupational Therapist - The occupational therapy services support the school in the implementation of specific programmes and contribute to the monitoring of outcomes for pupils.

Hearing Advisory Teacher – We seek advice from specialist advisory teachers for children with sensory impairment and work in partnership to ensure a successful learning environment.

Health - Our school maintains links with child health services, including the school nurse and asthma nurse.

Local Authority SEND Team - We always work in close partnership with the Local Authority to ensure that the needs of pupils identified as SEN are met and that appropriate support programmes are implemented.

Social Services - Our school maintains links with child health services, children’s social care services and education welfare services to ensure that all relevant information is considered when making provision for our children with SEN.

Counsellor – We refer children to the ASC Wellbeing Clinic 

Emotional Wellbeing and Mental Health Service (EWMHS) run by The North East London NHS Foundation Trust (NELFT) – We work in partnership with specialists to consider appropriate support strategies for children requiring this service.

The external specialist working in partnership with the school, parents and pupil may:

• Act in an advisory capacity to refine targets set by the school.
• Extend the expertise of the teaching staff.
• Provide additional assessment.
• Be involved in supporting the child and family directly.
• Suggest that a statutory assessment is advisable.
• Consult with all parties involved with the child.

If required, the Family Support Officer works closely with families to ensure that parent/carers are provided with support.

What training are the staff supporting the children and young people with SEND have had or are having?

Our SENCO and SEN Support liaises with staff, pupils, and parents and provides general support and advice for example with regard to the implementation of specific programmes, creation and monitoring of Individual Learning Plans and tracking outcomes of children with SEND.

As a school, we employ an experienced team of Learning Support Assistances (LSAs) to deliver a range of interventions on a small group and 1:1 basis.

Some staff, who are trained in First Aid, have received specialist medical training from medical teams to support individual pupils with specific medical needs, such as asthma, epilepsy, diabetes and anaphylaxis. Refer to the medical and first aid policy for further information. 

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 SEN. The SENCO attends relevant courses and meetings and signposts relevant SEND-focused external training opportunities for staff. The leadership team ensures that training opportunities are matched to school development priorities as well as the identified needs of individual pupils.

CPD training is offered regularly to enhance the School’s Development Plan and afford personal development to staff.  

How will my child/young person be included in activities outside this classroom including school trips?

Decisions concerning support are made collaboratively with parents, teachers, the Pastoral team and, when appropriate, external specialists. The pupil’s own views are taken into account, ensuring a child-centred approach. Children are invited to make a contribution to the Pupil Passport which works alongside their Individual Learning Plan.  This is written in child-friendly language so everyone who works with the child has an understanding of the child’s needs from the child’s viewpoint.

At Eastwood Primary School and Nursery, we encourage all children to take part in extracurricular activities without discrimination and through reasonable adjustments. Some children may need extra adult support during these activities and, as a fully inclusive school; we plan carefully to ensure suitable support is put in place. All pupils are encouraged to take part in residential visits regardless of their needs. This is a step to encourage independence. We also provide a range of clubs that promote social communication and interaction both at lunchtime and before or after school.

How accessible is the setting/school/college environment?

The ground floor of Eastwood Primary School and Nursery is fully wheelchair accessible; with a wheelchair lift that enables wheelchair access to one of the two upstairs areas. The school has a disabled toilet and changing facilities. The SENCO has a room where children can concentrate on particular assessments or activities when needed. 

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

When the school has been informed that a pupil with additional needs will be joining Eastwood Primary School and Nursery, all possible steps are made to ensure that the necessary provision is in place to effectively meet that child’s needs. This includes meeting with parents, visits to preschool settings if appropriate, contacting any involved outside agencies and organising appropriate staff training.

If a child with identified SEN transfers to Eastwood Primary School and Nursery from another school, parents are invited to meet with the Head Teacher and SENCO to discuss the needs of their child and the ways we as a school can ensure a successful transition takes place. Efforts are made to contact the previous school and obtain all records and information as soon as possible.

Towards the end of each academic year, arrangements are made to ensure all pupils have a smooth transition into their next school year. This includes:

• Sessions for all pupils with their new teacher in the Summer Term
• Joint activities organised across the year groups

At the end of each academic year, teachers hold meetings with the child’s next teacher to discuss SEN information in preparation for the following year. The SENCO and Pastoral Team ensure that all relevant documents and information is shared with the new teacher, LSA (Learning Support Assistant) HLTA (Higher Level Teaching Assistant) and Learning Mentors.  This includes ensuring the class SEN files are passed on containing all relevant and up-to-date paperwork.

 Additional transition arrangements are made on an individualised basis where appropriate for certain children.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Both the SENCO, Senior Leadership Team, and class teachers monitor and review provisions regularly to ensure they are effective in supporting the pupils with their learning. The progress of each child is also regularly tracked. Based on this information, interventions and other forms of support are adapted where necessary.

How is the decision made about what type and how much support my child/young person will receive?

Decisions concerning support are made collaboratively with parents, teachers, the Pastoral Team and, when appropriate, external specialists. The pupil’s own views are taken into account, ensuring a child centred approach. Children are invited to make a contribution to the Pupil Passport which works alongside their individual Learning Plan. This is written in child-friendly language so everyone who works with the child has an understanding of the child’s needs from the child’s viewpoint.

For some pupils with very complex needs, the school receives additional funding from the Local Authority through an Individual Education Health Care Plan (EHCP).  In these cases, the SENCO and SEN Support base the child’s additional support on the provision and strategies detailed in the EHCP.

For more information please refer to the school SEND Policy which can be accessed via the school website. https://www.eastwoodprimaryschool.co.uk/ 

How are parents involved in the setting/school/college? How can I be involved?

Eastwood Primary School and Nursery upholds the principles enshrined in The Children and Families Act 2014 that a close working relationship with parents /carers is vital in order to ensure:

1. Early and accurate identification and assessment of SEN leading to appropriate intervention and provision
2. Continuing social and academic progress of children with SEN
3. Personal and academic targets are set and met effectively

 Once a term structured conversations are held for all children on the Special Educational Needs register with the class teacher and SENCO, giving the parent an opportunity to discuss any achievements, issues or needs. At these meetings, Learning Plans are co-produced with parents. Parents/carers of a child with an Education Health Care Plan (EHCP) are invited to discuss their child’s progress at their annual review. Eastwood Primary School and Nursery has an open door policy. Parents/carers are welcome to arrange to meet with a relevant member of staff.