Church Vale Primary and Foundation Unit

Church Vale is an inclusive school. We have an open door policy and work with parents and carers to ensure that that any barriers to learning are removed. Our ethos is learning without limits: "Reach for the Stars".

Ofsted November 2022

The special educational needs and/or disabilities coordinator (SENDCo) has a comprehensive understanding of pupils’ needs. Well-written plans ensure that pupils with special educational needs and/or disabilities get timely and appropriate support so that they achieve well. All pupils access a full and inclusive curriculum. Staff deliver the support and interventions that these pupils need well.

Most children attend our Foundation Unit as part-time pupils. In some cases they join us with their needs already assessed. We work closely with health and early years’ specialists to ensure a smooth transition into the setting. All children are assessed when they join our school so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children.  Where additional needs are identified the class teacher will liaise with the school SENCo to discuss strategies and interventions. The SENco will meet with the parent/ carer and plan targets, signposting to additional support and external agencies where appropriate.  

Individual SEN assessments are made using bespoke tracking. SEN support plans have SMART targets which are monitored and regularly reviewed with all stake holders, to evaluate provision, monitor progress and attainment. A range of intervention strategies are implemented. The impact of these is monitored and acted upon when necessary. Individual and small group support takes place. Parental satisfaction surveys, questionnaires and informal discussion forums are regularly held. 

The progress of all pupils is monitored closely. Regular assessments, both formal and informal, take place to identify children below and above national expectations and to monitor progress. The SENCo and/or class teacher meet with parent/carers to review SEN support plans three times a year, and through annual EHC plan review where applicable. Parents are always welcomed into school to discuss their child's needs and progress. 

We aim to provide every child with a sense of belonging and give them access to a broad and balanced education through making reasonable adjustments. We aim to create an environment that meets the needs of each child and to ensure that the special educational needs of children are identified, assessed and provided for. We liaise closely with outside agencies, where relevant, for advice and to gain expertise.

Updated September 2022

Ongoing assessments are used to implement a range of intervention strategies. The impact of these is monitored and acted upon, when necessary. Adapted quality first teaching, individual and small group support takes place. Updated 2023.

The progress and needs of all pupils is monitored closely through observations and both formal and informal assessments take place to identify need and assess progress. This information, along with advice from outside agencies, is used to provide a graduated response. A provision map is in place which is regularly reviewed. Discussions between class teachers, teaching assistants and SENCo regularly take place both formally and informally. Pupil needs may be met through school funded provision, The Meden family funding, or county high level need funding where appropriate. 

SEND pupils will be given access to the curriculum through the specialist SEND provision provided by the school as is necessary, as far as possible, in line with the wishes of their parents and the needs of the individual. Every effort will be made to educate pupils with SEND alongside their peers in a mainstream classroom setting. Where this is not possible, the SENCO will consult with the child’s parents for other flexible arrangements to be made. Parents are signposted to access further support outside of school and in the wider community. 

A well-established Eco-Warrior Council ensure all pupils have a voice and their views are respected. School employs a school counsellor to work with children identified with SEMH needs and staff have undertaken Building Relational Schools training and Emotion Coaching training via EPS. All staff have accessed Mindfulness Training and pupils use Zones of Regulation and "Take 5" strategies to manage their emotions. We have an ELSA TA who delivers emotional literacy sessions and Forest School teachers to provide weekly Forest School provision. Where additional advice is required, school may, in consultation with parent/carers, refer pupils to Sherwood area partnership, Mental Health Support Team and Child and Adolescent Mental Health Team.

Updated October 2023

Harriet Gibbison

senco@churchvale.notts.sch.uk

01623 842250

We recognise the need to train all our staff on SEN 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. In addition the following training has taken place: 

SEMH

• ADHD Kitemark
• Coping with Risky Behaviour
• Draw and Talk
• Bereavement Counselling
• Mindfulness
• ACE (Adverse Childhood Experiences)
• ELSA
• Building Relational Schools
• Emotion Coaching
• Self Regulation in the Early Years

C&L

• Dyscalculia
• Dyslexia in the Classroom
• Switch On Reading
• Phonics
• Pre key stage standards
• Raising Attainment of boys in EYFS
• Inclusive Classrooms Training 
• Executive functioning skills 

P&S

• PE, Sport and Physical Activity
• Diabetes Awareness
• Manual Handling

C&I

• Supporting pupils with ASD
• ASD Champions
• Every Governor is a Governor of SEND
• Every Leader is a Leader of SEND
• Every Teacher is a Teacher of SEND

Updated October 2023

• Speech and Language Therapy
• Education Psychology Service
• School and Families Specialist Services/ SAP (Sherwood Area Partnership)
• Counselling/ Play Therapy
• Warsop Children's Centre
• Primary Mental Health Team
• Art therapy
• ELSA

Updated October 2023

Church Vale makes reasonable adjustments to remove barriers to learning and ensure that disabled staff, pupils, parents and visitors are not at any disadvantage. Liaison with outside agencies ensures that risk assessments are carried out and specialist equipment is in place. The site is wheelchair friendly and disabled toilets are available.

We operate an open door policy and encourage liaison and contact with parents and carers. We have “Welcome Meetings” for the parents/carers of new entrants in the Foundation Unit. Termly opportunities are provided to discuss academic progress as well as opportunities to attend more informal occasions such as concerts, fairs and displays of work. Individual concerns are discussed when they arise at meetings with class teachers and the SENCo.  

A well-established school council ensures that all pupils have a voice and their views are respected. Ongoing improvements are planned for and monitored to ensure a safe, imaginative and happy learning environment. Pupils are involved in their own target setting and assessment. The SENCo holds pupil voice meetings with SEND children to ascertain their views. 

If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the SENCO, who will be able to advise on formal procedures for complaint.

We have a dedicated SEN link governor who meets with the SENCo throughout the year. The SENCO provides an SEN report which is shared with the governors. 

The school continues to build strong working relationships and links with external support services in order to fully support our SEN pupils and aid school inclusion.

Sharing knowledge and information with our support services is key to the effective and successful SEN provision within our school. Any one of the support services may raise concerns about a pupil. This will then be brought to the attention of the SENCo who will then inform the child’s parents. The following services may be involved as and when is necessary:

• Speech and Language Therapy
• School and Families Specialist Services
• Think Children
• Peace of Mind/ Play Therapy
• Warsop Children's Centre
• Primary Mental Health Team
• Sherwood Area Partnership

A well established understanding and knowledge of the local services is able to provide parents with relevant information as well as close links with other schools and settings in the Warsop area. A Parent Support worker is available when appropriate. We have a link to the Local Offer on our school website.  Flyers and leaflets are displayed in the main entrances and on the parents’ notice boards to signpost parents to relevant information. Discussions with staff and SENCO are used to signpost parents. 

Most children attend our Foundation Unit as part-time pupils. In some cases they join us with their needs already assessed. We work closely with health and early years' specialists to ensure a smooth transition into the setting. All children are assessed when they join our school so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children. Where appropriate a staggered start to school may be considered.

Transition within school is designed to be seamless. Discussions at staff meetings ensure that all staff are aware of the needs of individual pupils. Records and information are passed on at teacher to teacher transition meetings. Liaison with Secondary Schools begins early in Year 6 or when appropriate for individual pupils. All parents have the opportunity to attend a meeting and pupils attend for at least one day before the start of the autumn term.

Advice sought from SAP and SFSS around the transition of pupils with more complex needs. 

The SENCo meets with the Secondary School SENCo to discuss any SEN issues. If appropriate, extra visits are arranged as well as accessing the Sherwood Area Partnership transition package for identified pupils.

Updated October 2023

We aim to build confidence and develop high aspirations through our core values of community, possibility and self awareness.  

We use Forest Schools to teach skills such as using tools.

We deliver the EPS Building Independence- Targeted Transition package for years 4 and 5.

Y5 pupils run Head Boy and Girl campaigns for whole school elections.

We teach explicit values to enable the children to grow up with strong British Values.

Updated October 2023

Parent Support worker, School Office, Warsop Children's Centre, School website

www.nottinghamshire.sendlocaloffer.org.uk

Local Offer Video