How will both you and I know how my child is doing and how will you help me support my child’s learning?
• At Shakespeare Infant school we regularly measure children’s progress in learning against National expectations and age related expectations. We do this formally four times a year.
• Teachers continually assess children and note areas where they are improving and where further support is needed. As a school, we track children’s progress from entry in year R through to Year 2, using a variety of different methods including the Early Learning Goals, National Curriculum levels and Phonics, Reading and Spelling ages.
• Children who are not making expected progress are discussed through termly review meetings with the Class teacher and Senior Leadership team. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. This will then be shared with all the relevant people and appropriate action is agreed. The expected outcomes of these children will be closely monitored.
• If your child is on the SEN register they will have an Individual Education Plan (IEP) which will have individual / group targets. This is discussed on a termly basis and parents are given a copy of the IEP. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) with the expectation that the child will achieve the target by the time it is reviewed. Teachers and LSA’s will be using these IEPs on a weekly basis to inform their planning and best meet the needs of your child.
When an IEP is reviewed comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be implemented to ensure the child does make progress.
• Children may move off the SEN register when they have ‘caught up’ or made sufficient progress but will continue to be monitored
• You are welcome to make an appointment to meet with either the class teacher or SENCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.
• We believe that your child’s education should be a partnership between parents/ carers and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
•We have two parents’ evenings per year with individual targets and an attainment report and next steps for learning are shared. At the end of the academic year, your child will receive an end of year report, which you are welcome to discuss with your class teacher.
• If your child has complex SEND they may be part of an IPA (Inclusion Partnership Agreement) or have a Statement of SEN/ Education Health Care plan ( EHC), which means that a formal meeting will take place at least once a year to discuss your child’s progress and set new outcomes and a report will be written. All relevant outside agencies will be invited to attend at this time.
• If required we may operate a home / school link book which your child will bring home regularly so that comments from parents and teacher can be shared and responded to when needed.
• The class teacher will meet with parents at least on a termly basis (this could be as part of Parent’s evening) to discuss your child’s needs, support and progress. They will also be available to talk to if any issues arise throughout the term.
• The SENCo is available to discuss any support in more detail. The SENCo runs a drop in session from 8.50 am every Monday in the butterfly room.
• Other professional bodies are available for help for more specialised explanations. The SENCo will liaise with parents and the agencies should the need arise. For example CAMHS ( child and mental health service).
• The Parent Partnership Service provides impartial advice, information and support to parents and carers of children and young people with special educational needs throughout Hampshire. They aim to ensure that parents and carers play an informed part in planning provision to meet their child’s special educational needs. They aim to build partnerships between parents and carers, the LEA and schools. They also encourage parents and carers to be involved in the development of local SEN policy and practice.
• The SENCo reports to the Governors to inform them about the progress of children with SEN; this report does not refer to individual children and confidentiality is maintained at all times.
• One of the Governors is responsible for SEN and meets regularly with the SENCo. They also report to the Governors to keep all informed.
• The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress. They will evaluate the effectiveness of SEN provision at Shakespeare Infant school by checking individuals are making progress academically against national/age expected levels, the gap is narrowing and they are achieving age related expectations.