How will I know how my child is doing and how will you help me to support my child’s learning? 

What opportunities will there be for me to discuss my child’s progress?

• You are welcome to make an appointment to meet with either the class teacher or INCo 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 2 parents evening’s 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 is on the SEN register, they will have a Personal Plan indicating the progress and support required over time. This is discussed on a termly basis and parents are emailed the Personal Plan. Teachers and LSA’s will be using these Personal Plans on a weekly basis to inform their planning and best meet the needs of your child. The teacher will report to you more frequently if required.

• If your child has complex SEND they may be part of an IPA (Inclusion Partnership Agreement) Education Health Care Plan ( EHCP), 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.

•Teachers will inform parents of any social emotional concerns – usually expressed by undesired behaviours, directly (on pick up from school or by phone call).  This maybe followed up by a letter home. If a pattern arises the INCo will become involved and planning with teachers and parents will take place. Please refer to sections below on wellbeing and behaviour. School will either sign post for support with concerns or will provide in school support through teacher/parent meetings or offer regular courses.

How does the school manage the administration of medicines?

• The school has a policy regarding the administration and managing of prescription medicines on the school site. Please refer to our medicines in school policy.

• Parents need to personally contact the admin team and complete the appropriate paper work for prescribed medication to be administered.

• Staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations. All staff are trained to administer Epipens for anaphylaxis and in the use of a defibrillator which is located in our school reception.

A member of staff will be identified and trained to meet the needs of more specific medical needs under the supervision of the INCo and identified on a Health care plan. For example, to administer insulin injections for diabetes.

•Asthma inhalers are kept in class for children to be able to access when needed. Parents will need to complete the appropriate paper work at the school office if their child uses an inhaler. It is the responsibility of the parent to ensure the inhaler is in date and make replacements.

How will my child be able to contribute their views? 

•At Shakespeare Infant School we highly value our children’s thoughts and ideas. We value and celebrate each child being able to express their views on all aspects of school life.

•Each year a group of 6 children (3 from Year 1 and 3 from Year 2) are chosen by their class mates and make up our Children’s Voice group. They meet each half term with Mrs Wilson and sometimes Governors to talk about ways to improve the school.

• Children discuss their targets for learning on a regular basis with their class teacher.

• Children are encouraged to share their views in a range of ways for example collaborative talk, working with a talk partner, circle times and questionnaires.

• Through our Personal, Social, Health and Economic (PSHE) and British Values curriculum The children take part in daily discussions and reflections through a range of activities including celebration assemblies, collective worship and ‘We CARE time’. Our ethos is ‘We Care’ and during ‘We CARE time’ the children are able to discuss and think about a relevant focus for the week.

At Shakespeare Infant School we recognise and value the children’s thoughts, feelings and viewpoints. Each class has a representative who takes part in regular children’s voice meetings to discuss school community matters and share their class’s viewpoints, they then feed back to the rest of the class.

• If a member of staff becomes aware of how a child might be feeling they would encourage all children to tell a grownup they trust if they are unhappy about anything. We use the Zones of regulation / Colour monsters which develops awareness of feelings, energy and alertness levels while exploring a variety of tools and strategies for regulation, prosocial skills, self-care, and overall wellness.  This curriculum provides us an easy way to think and talk about how we feel on the inside and sort these feelings into four coloured Zones, all of which are expected in life.

• If your child has an Education Health Care Plan (EHC) or a Personal Education Plan their views will be sought before any review meetings. The children can use their tapestry account for visual support and records of their progress, which are able to capture moments in time.