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 given a copy of 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 will be 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.
How does the school know how well my child is doing?
• As a school we regularly measure children’s progress in learning against National Expectations and Age-Related Expectations.
• Teachers continually assess children and note areas where they are improving and where further support is needed and adjust their daily and weekly planning accordingly. 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, Age Related Expectations and Phonics, Reading and Spelling ages.
•We are able to support and track any particular social emotional needs. Firstly by entering any incidents or concerns on our school tracking system CPOMS. This allows relevant adults and the INCo to respond, support and track issues that need attention. This may trigger other tracking systems which will focus on individual needs. For example Boxall profiles and Positive behaviour plans.
• SEND children are checked in lesson observations and Senior Leadership Teacher monitoring of teaching and learning across all aspects of the school including the achievements of disabled children in extra curricular activities.
• 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.
• When the child’s Personal Plan 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.
What support is there for behaviour, avoiding exclusion and increasing attendance?
• As a school we have a positive approach to managing children’s behaviour with a clear whole school behaviour policy based on reward and appropriate sanctions, that is followed by all staff and pupils. The children’s behaviour and manners at Shakespeare infant are as a result excellent.
• If a child has significant behavioural difficulties a detailed Individual Behaviour Management Plan (IBMP) is written alongside the child and parents. On occasion a child with more specific Social Emotional and Mental Health Needs which affect their behaviour - they may require a Positive Behaviour Plan. These will be written by the INCo in consultation with support from the class teacher, parents and where appropriate outside agencies. If the behaviour becomes chronic the INCo will refer to CAMHS (Child and adolescent mental health services) and may consider the need for an EHCP.
•It may be necessary to seek the advice of the Educational psychologist and or The Primary Behaviour Service “a team of dedicated practitioners with extensive experience working in Hampshire primary schools to promote children’s’ positive behaviour and emotional wellbeing.”
•For further information please refer to our Behaviour management policy
•Excellent attendance and punctuality are crucial to a child’s success. Parents and carers are responsible for their child's level of attendance and punctuality. The designated member of staff will check registers daily regarding attendance. A good level of attendance is 95% and above. Parents must inform school if their child is ill before the beginning of the school day. If school have not heard from parents, they will contact parents during that morning. School will instigate appropriate and relevant action if a child’s attendance continues to be a concern which may result in formal and legal proceedings.
• We will support families that are struggling with their children’s attendance and ask parents to be open and honest with us so that we can best support them.