Abbey Primary is a maintained school for children aged 3 - 11 years.
Abbey Primary School
Who to contact
Where to go
Abbey Primary School
- NG19 0AB
Time / Date Details
- When is it on
- school 8:45am - 3:15pm
- Contact Name
- Elaine Lovatt
- Contact Telephone
- 01623 481117
- Contact Email
Abbey Primary School Website
- Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)
Schools Extended Local Offer Response
- 1. What kinds of special educational needs does the school/setting make provision for?
Abbey Primary School is a mainstream school, which strives to provide the best learning opportunities for all children. Our school ethos of being a “caring, sharing, achieving school, always giving our best” reflects our inclusive school community. We recognise that all children are individuals who have different learning needs and we work hard to ensure all children are given the right balance of support and challenge.
We constantly strive to update and develop our provision to meet the diverse needs of the children in our care. Our SENCO, supported by the Senior Leadership Team and the SEND Governor, regularly monitors the support and provision for our children who are identified as requiring SEND support to ensure they make progress.
We believe in inclusive practice where barriers to learning are overcome and training, resources and the school environment are focused towards achieving this aim for all our pupils. We have to date provided effective, supportive and creative programmes of learning for children with Autism, Dyslexia, ADHD, visual and hearing impairments, Downs Syndrome, mild and moderate learning difficulties, speech, language and communication difficulties; and social, emotional and mental health difficulties.
If a child has complex SEND, an Education, Health and Care Plan (EHCP) may be put in place by Nottinghamshire County Council, which means a formal meeting will be held annually together with termly review meetings to discuss and record progress
Our SEND Information Report was last reviewed and updated in December 2019.
- 2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?
Our Special Educational Needs Co-ordinator (SENCO) co-ordinates SEND provision, liaising with parents, school staff and specialist advisors from the Local Authority and Health Service. School follows the clear guidelines set out in the SEN Code of Practice 2014, which indicates what are considered Special Educational Needs, and how to recognise children with who may have a possible special educational need.
All teachers are teachers of children with special educational needs and are responsible for identifying pupils with these needs as early as possible.
As a school, we continually monitor and assess the progress of all our children. We track the progress of all children, and where expected progress is not being made, steps and interventions are put in place to support the area of need. When a teacher has a concern about a child’ progress, they follow a graduated response and record their actions on class provision maps.
Prior to children with identified SEND joining our school we will liaise closely with their parents and their previous setting to ensure they receive the appropriate support from the start.
We have an “open door policy” and value our close working partnership with parents/carers. If parents/carers have any concerns about their child’s educational progress or wellbeing, we would urge them to approach their child’s class teacher, the SENCO, or the Head Teacher to make an appointment so that their concerns can be discussed and fully explored. We constantly work with parents to gain a better understanding of their child and involve them in all stages of their child’s education. This includes supporting them in their understanding of the policies and procedures associated with SEND provision and reasonable adjustments in school.
- 3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
The aim of identifying a pupil with SEND is to help school ensure that effective provision is put in place and so reduce barriers to learning and enable the child to make the best possible progress.
Our SENCO, supported by the SEND Governor and the Senior Leadership Team, regularly reviews how well SEND support is helping children in our school to make progress. Teachers and teaching assistants are required to produce termly provision maps. These maps identify what exactly is being put into place for vulnerable pupils and allow us to measure the impact that provision is having. The SENCO also writes a termly report for the governing body.
Through monitoring, observing and assessing a child’s needs, staff work together with the SENCO to put in place appropriate support and provision. The progress of all children is monitored termly and in both Autumn and Spring terms Parents Evenings’ are held, to discuss the children’s progress. In the Summer Term, all parents receive an end of year report, detailing progress within all areas of learning and are invited to discuss this with their child’s class teacher. In terms of assessment, if required a pupil may be assessed using PIVATS (performance indicators for valued assessment & targeted learning) or an appropriate tool such as the Boxall Profile.
Parents/carers of children on the SEND Register are invited to reviews with the SENCO and the child’s class teacher. In some cases these reviews may be more frequent based on the individual needs of the child.
- 3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?
The progress of all children is monitored termly and in both Autumn and Spring terms, Parents Evenings’ are held, to discuss the children’s progress. Children who require SEND support and who are being assessed via PIVATS are set individual targets which are shared and reviewed with parents bi-annually.
In the Summer term, all parents receive an end of year written report, detailing progress within all areas of learning and are invited to discuss this with their child’s class teacher. In addition, we have an “open door” policy and encourage parents to discuss any concerns they may have as and when they occur, in person with their child’s class teacher who will involve the SENCO or Head Teacher if necessary.
In cases where more frequent regular contact with parents/carers is necessary, this will be arranged based on the individual child’s needs.
If an assessment or referral indicates that a pupil has additional learning needs the parents/carers and the child (wherever possible) will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child.
If a child has complex SEND, an Education, Health and Care Plan (EHCP) may be put in place by Nottinghamshire County Council, which means a formal meeting will be held annually to discuss progress and a report outlining outcomes and provision will be written.
- 3.c) What is the school's approach to teaching pupils with special educational needs?
Class based learning is adapted and made accessible for all children in our school. Some individual targets may be supported within lessons by the class teacher or a teaching assistant, others may be supported outside of a lesson through a specific intervention programme which may be delivered by a teacher or a teaching assistant.
- 3.d) How will the curriculum and learning be matched to my child/young person's needs?
Teachers work hard to ensure work is adapted for children, providing appropriate support and challenge. We aim to deliver a stimulating and exciting curriculum in a multi-sensory way that engages all children and where necessary, children might be supported by a teaching assistant. We also aim to make sure our learning environment meets all our children’s needs.
- 3.e) How are decisions made about the type and amount of support my child/young person will receive?
Allocation of provision and support is reviewed termly and all decisions made are based on need.
Support offered to each child will reflect targets set and how best they can be achieved. Sometimes this may be through classroom support, small group work or one to one provision. The level of provision will be decided by the class teacher, school SENCO and Head Teacher. Information from parents, outside agencies and the pupil themselves will all be taken into account and valued as part of this decision making process.
- 3.f) How will my child/young person be included in activities outside the classroom, including school trips?
As a school we value highly the benefit of education outside the classroom and believe that all children should have the opportunity to participate in these experiences. Prior to any educational visit, a pre-visit is made by staff and a risk/benefit assessment is carried out, which considers the needs of children with SEND. Where necessary, we meet with parents to discuss any additional support that may be required. We also aim to ensure all children have the chance to be part of lunchtime or after school clubs. We endeavour to ensure that reasonable adjustments are made to enable all children to be able to benefit from the full range of trips and extra-curricular activities available. Our after school clubs are mostly run by teachers from our school and any outside providers are supported by a teacher from our school.
- 3.g) What support will there be for my child/young person's overall well-being?
The social and emotional wellbeing of our pupils is a priority and we have worked to develop and maintain a strong community ethos. Our updated PSHE framework has been developed to provide the opportunity for children to discuss issues such as positive relationships, self-esteem and teamwork within the curriculum. We have a weekly Circle Time session within classes where general issues can be discussed as well as ‘bubble time’ and other age-appropriate ‘question boxes’ where children can let adults know if they need a quiet discussion about something. Where necessary, specific plans are put in place to support a child’s wellbeing and in these cases parents are consulted. This may involve small group intervention work or referral to an outside agency for more specialised support.
- 4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.
The SENCO at our school, Mrs Elaine Lovatt, can be contacted through the school office on 01623 481117 and an appointment will be arranged.
- 5. a) What training have staff supporting special educational needs had and what is planned?
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 SEND.
In the past academic year 2018-2019, staff training has comprised of:
- All staff have received Autism Awareness Level 1 training from the SFSS Autism team.
- All staff received training on Working Memory from the EPS team.
- All staff have received training on the use of PIVATS from the SFSS team.
- All staff received training on ‘An Introduction to Downs Syndrome’ by the SFSS Cognition and Learning team.
- All staff participated in the PSHE consultation with the LA’s Tackling Emerging Threats to Children team.
- The school’s trained ELSA TA has continued to attend the ELSA Supervision (post-training) support.
- The Language Lead TA in the Foundation stage has continued to attend the Language Lead Networks and has attended further training on ‘Teaching children about sounds’.
- 1 TA has attended the Drawing and Talking intervention to support pupils who have not processed emotional trauma.
- 2 TAs have attended Manual Handling training.
- A number of TAs and some teachers have also been accessing regular training on Makaton.
- The Family Support Worker has attended the Family Support network and the local Attendance network meetings.
- 1 TA has attended Inference Training as part of the Forever Reading project
- 1 TA and a Teacher has attended Talk Boost training.
- 2 TAs have attended training on ‘Understanding and Responding to Behaviours of Concern’ and ‘Supporting Happiness and Emotional Wellbeing in Pupils on the Autistic Spectrum’.
- A number of Teachers, TAs and Office staff attended training on the use of the school’s new Defibrillator.
- 1 TA has updated their First Aid training.
The SENCO attends relevant SEND courses, Family SEND meetings and facilitates/ signposts relevant SEND focused external training opportunities for all staff.
We recognise the need to train all our staff on SEND issues. The SENCO, with the Senior Leadership team, ensures that training opportunities are matched to school development priorities and those identified through the use of provision management.
- 5.b) What specialist services and expertise are available or accessed by the setting/school?
We have links with a wide range of outside agencies who offer specific guidance and support to our school and families. These include:
- Educational Psychologist
- Therapists including those for Speech and Language, Occupational and Physiotherapy and the Physical Disabilities Service
- Local Authority Advisors including those for Early Years, Cognition and Learning, Communication and Interaction, Hearing Impairment, Visual Impairment and Personal, Social, Emotional Development team.
- Health Services including the Healthy Families Team, Small Steps Service, Early Help Unit, the Primary Mental Health Team (PMHT) and Child and Adolescent Mental Health Service (CAMHS)
- Children’s Social Care
- SAP (Sherwood Area Partnership)
- Outreach services including voluntary organisations
We seek support from outside agencies for staff and families whenever it is needed. The SENCO oversees provision within our school. Staff training is ongoing to ensure the school is kept up to date with any changes and priorities. The training needs within our school reflect the needs of the staff and children we work with. Our SENCO meets regularly with SENCOs from other local schools in meetings chaired by an Educational Psychologist and SFSS link. These are called Springboard Meetings.
- 6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
Our school building is fully wheelchair accessible with lift access to the first floor. Evac Mats are available for emergency evacuation from the first floor and 11 members of staff have been trained in their use. We have 3 disabled toilets and a fully accessible hygiene room with shower bed and hoist. The school also has a fully equipped sensory room. There are 2 designated disabled bays in the school car park nearest to the entrance.
Any additional equipment will be sourced through the support services following protocol. If the equipment cannot be accessed through these services this will be discussed with parents/carers and decisions made together on how to access necessary equipment.
- 7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?
We have an “open door” and encourage parents to discuss any concerns they have as when they occur with their child’s Key Worker or Class Teacher. Parents are also invited to contact our SENCO or Head Teacher whenever they wish.
Parents Evenings’ are held, to discuss the children’s progress. Children with SEND are set individual targets which are shared and reviewed with parents (they are assessed using PIVATS where appropriate). In the Summer term, all parents receive an end of year written report, detailing progress within all areas of learning and are invited to discuss this with their child’s class teacher.
Review meetings for children with SEN are held termly or more frequently if needed.
Parents also have the opportunity to express their views through the annual parent questionnaire.
- 8. What are the arrangements for consulting young people with SEN and involving them in their education?
Wherever possible, we endeavour to involve children in the setting and reviewing of their targets. Our SENCO and SEND Governor undertake pupil interviews in the Autumn and Summer terms with the pupils with SEND to ascertain their views on school life and the support they are receiving. We actively encourage all children to participate fully in all aspects of school life.
- 9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
If parents are unsure about any of the support or provision being made for their child, they should not hesitate to contact the school office to make an appointment with their child’s class teacher, our SENCO or Head teacher. If parents feel their concern is not resolved through this process, they should refer to our Complaints Procedure which can be found on our school website.
- 10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?
The governing body delegates the day to day organisation and liaison to the SENCO who works in conjunction with the Head Teacher, and reports back to the full governing body on a termly basis. The SEND Governor visits school regularly to support and challenge the SENCO regarding provision and progress of SEND pupils and to ensure that statutory obligations are being met.
- 11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
The school will signpost parents to use the Local offer website of to specific support groups as appropriate.
- 12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
We encourage visits to our school before applying. Careful planning is made for all children but for children with an identified SEND, an additional transition plan may be put in place. This will generally include early discussions with the school/setting they are coming from and any external agencies that are providing existing support. Parents are involved in transition discussions so that the needs of the child and any particular concerns are shared.
- ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
The transfer to a new school can be an anxious time for both child and parent and we encourage visits to our school before applying. Careful planning is made for all children but for children with an identified SEND, an additional transition plan may be put in place. This will generally include early discussions with the school they are coming from or going to and any external agencies that are providing existing support. Parents are involved in transition discussions so that the needs of the child and any particular concerns are shared. Staff at the new school then meet with the child and specific visits are often planned, allowing the child to familiarise themselves with the learning environment and the staff who will be working with them.
- iii) Prepare for adulthood and independent living?
Appropriate independence and life skills will be taught during the child’s school journey. Our updated PHSE curriculum aims to teach and prepare children for their next phase of education.
- 13. Where can I access further information?
Parents can also gain support and advice from ‘Ask Us Nottinghamshire’ www.nottshelpyourself.org.uk and the Local Authority Local Offer (www.nottinghamsire.sendlocaloffer.org.uk/)
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