Coppice Farm Primary School

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Coppice Farm Primary currently has 182 pupils in 7 single year group classes from FS2 (Reception) to year 6. It is situated in Arnold which is popular for residential housing as it is close to Nottingham. Killisick Pre-School is situated on the school site which provides sessions for children under statutory school age

Last Updated

Record Last Updated On:

Contact Details

Contact Name
Donna Quarless-McGee
Contact Position
Head Teacher
Telephone
0115 956 0990 0115 956 0990 Fax: 0115 9560 990 Fax: 0115 9560 990 0115 956 0990 0115 956 0990
E-mail
office@coppicefarm.notts.sch.uk
Website
Coppice Farm Primary School
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Where to go

Name
Coppice Farm Primary
Address
Coppice Farm Primary School
Laver Close
Arnold
Nottingham
Nottinghamshire
Postcode
NG5 7LS
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Time, Costs and Availability

Time / Date Details

When is it on
Open Monday to Friday 8.50 am to 3.30pm during term time

Availability

Age Ranges
FS2 - Year 6 pupils
Additional Local Offer Information

Local Offer

Contact Name
Coppice Farm Primary School
Contact Telephone
01159560990
Contact Email
office@coppicefarm.notts.sch.uk
Local Offer Age Bands
Primary (4-10 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

At Coppice Farm Primary School we cater for a range of needs. Children with special educational needs are given help and support in an inclusive teaching environment so they can achieve their full potential. We celebrate children’s differences and value the contribution every pupil makes to our school community.

 

If you have any concerns then the School's office can be contacted on office@coppicefarm.notts.sch.uk or direct with the Schools SENDCo on rdavies@coppicefarm.notts.sch.uk 

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?

All members of staff are involved with monitoring and assessing children’s needs, so early identification is possible. This is crucial to ensure pupils receive the best level of support. This is firstly done with high quality first teaching and differentiation. If further concerns are raised, then structured conversation will take place between staff and parents to discuss the needs and look at ways of moving forward.

Discussions with preschool / nursery settings prior to school entry and discussions with parents will take place as part of transition. If you feel your child has special educational needs then it is important that you share any concerns with the school and we will work in partnership to ensure the identification of needs and appropriate provision is given.

We closely monitor the provision and practise at Coppice Farm Primary School. We carry out an evaluation of the effectiveness of the schools SEND provision. This is carried out by the SENCO and Head teacher and over seen by the governors. The SENCO monitors the progress and evaluates the impact of the interventions and additional support. At Coppice Farm we aim to keep parents and careers well informed on how their child is progressing. If your child has SEN and or disabilities, there will be regular contact with school. Progress is checked regularly and if your child is not making the expected progress, extra interventions will be put in to support them. These may be part of the whole class teaching or may involve small group work and at times 1:1 support. Coppice Farm has an inclusive approach to education. This allows all children to access the classroom and the curriculum regardless of need. We believe that all children have a right to quality education and this can be tailored to meet individual needs.

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

We closely monitor the provision and practise at Coppice Farm Primary School. We carry out an evaluation of the effectiveness of the schools SEND provision. This is carried out by the SENCO and Head teacher and over seen by the governors. The SENCO monitors the progress and evaluates the impact of the interventions and additional support.

 

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?

At Coppice Farm we aim to keep parents and careers well informed on how their child is progressing. If your child has SEN and or disabilities, there will be regular contact with school. Progress is checked regularly and if your child is not making the expected progress, extra interventions will be put in to support them. These may be part of the whole class teaching or may involve small group work and at times 1:1 support.

3.c) What is the school's approach to teaching pupils with special educational needs?

Coppice Farm has an inclusive approach to education. This allows all children to access the classroom and the curriculum regardless of need. We believe that all children have a right to quality education and this can be tailored to meet individual needs.

3.d) How will the curriculum and learning be matched to my child/young person's needs?

Work will be matched to the child through working alongside you to understand the needs of your child. We can tailor our curriculum to make learning accessible and match individual needs.

3.e) How are decisions made about the type and amount of support my child/young person will receive?

We believe in having discussions with all parties is the best way to inform any decisions being made and these decisions will vary between children as it will be based on the individual needs of the child. Support can take shape in the form of adjustments within the classroom, group work or 1-1 support. To receive external funding, strict criteria must be met and this is then judged annually within our family of local schools.

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

Coppice Farm aims to ensures that every child is given equal opportunities within our school and can access any activities outside the classroom. Parents and carers, where needed, are welcome to attend school trips and to be actively involved in their child’s learning. Individualised risk assessments are also carried out to ensure the safety and wellbeing of every child. Activities outside the classroom offer valuable life experiences that every child should access.

3.g) What support will there be for my child/young person's overall well-being?

At coppice Farm we are very committed to ensuring all children feel safe and happy in school in order to reach their full potential. Working closely with parents and carers to ensure your child’s well-being is at the centre and seeking advice from health care professionals if there are particular concerns. 

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.

At Coppice Farm Primary School we aim to keep parents and carers well informed on how their child is progressing. If your child has SEND and or disabilities, there will be regular contact with school. Progress is checked regularly and if your child is not making the expected progress, extra interventions will be put in place to support them.

The School SENCO is Rebecca Davies. Her contact details are: rdavies@coppicefarm.notts.sch.uk

5.a) What training have staff supporting special educational needs had and what is planned?

All members of staff are kept up to date with regular training to help support the differing and changing needs within the school. Our recent SEND training has included:

  • Emotion Coach training
  • Demand Avoidant training
  • Dyslexia – metacognition moving dyslexic learners/ Identifying dyslexia in the early years
  • ASD support – supporting highly anxious learners
  • ADHD strategies
  • Reading Intervention
  • Speech and Language Programmes
  • Precision Teaching
  • Whole Word Approach
  • ELSA (Emotional Literacy Support Assistant)
  • Black Sheep Language Intervention
  • Moving and handling training
  • Clicker 8 training
5.b) What specialist services and expertise are available or accessed by the setting/school?

The school regularly share good practice with other schools within the family. It also draws on support from a number of different agencies. These include:

 

  • Schools and Family Support Services (SFSS) including: Early Years team, Cognition and Learning team, Communication and Interaction team, Sensory Team.
  • GAP (Gedling Area Partnership)
  • Education Psychology Service
  • Social Care
  • Speech and Language Service
  • Inclusive technology  Support Service
  • Physical Disability Support Service (PDSS)
  • Healthy Families Team
  • Small Steps
  • Early Help
  • Physiotherapists
  • Occupational Therapists
  • CAMHS (Child and Mental Health Service)
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

The main school can be accessed by wheelchairs. The extension to the original building includes a disabled toilet. However, the way down to the lower level, which includes the fields, park, Coppice Road access to school and the playground is only accessible via steps.

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?

As a school we believe that parents are an invaluable source of information regarding their child and we have regularly meetings with parents/ carers and other agencies, where appropriate, to review the progress and needs of their child. Coppice Farm supports parents in terms of understanding SEN procedures and practices, providing regular reports on their child’s progress, and providing information on the adapted provision they are receiving.

 

8. What are the arrangements for consulting young people with SEN and involving them in their education?

At Coppice Farm children with SEND play an active role in their education. Target setting and reviews are conducted regularly, where pupils are consulted and encouraged to share their own views on their next steps to learning and how they feel they are progressing. Their interests, likes/dislikes are considered and used to build a pupil profile which feeds into their provision. They are given opportunities to reflect on their own well-being and encouraged to share thoughts and feelings with staff.

 

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

We are always very happy to talk to parents and listen to any concerns they may have. 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 class teacher, SENCO or Head. The school has an official complaints policy that can be found on our 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?

We work closely with other organisations to ensure all the pupils receive the best level of care and support.

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

The SENCO and class teacher will signpost organisations and agencies who could offer further support and advice for families with children who have SEND. There are a number of support groups and sessions that can be accessed if required. The school will make referrals to external agencies where needed and seek additional support for your child.

 

 

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

Preschool/ Nursery setting to FS2:

  • Prior to entry contact is made between preschool and foundation teacher coordinated by the SENCO;
  • Teacher and SENCO attend review meetings in setting to meet parents and other agencies;
  • Records, progress data and current targets are passed to school;
  • Meetings are arranged in school with parents;
  • Additional visits are put in place to familiarise the child and parents with the school, their teacher and Teaching Assistant;
  • Where required a transition book is provided.
ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

FS2 to KS1 Transition:

  • Discussion between teachers and teaching assistants ensures the new teacher is aware of the child’s needs;
  • Current progress levels are shared for future planning needs;
  • New class teacher attends the last multi agency meeting for the pupil so they are aware of on-going needs;
  • Additional visits into the new class;
  • Where required a transition book is provided.

 

KS1 to KS2 Transition:

  • Discussion between teachers and teaching assistants ensures the new teacher is aware of the child’s needs;
  • Current progress levels are shared for future planning needs;
  • New class teacher attends the last multi agency meeting for the pupil so they are aware of on-going needs;
  • Additional visits into the new class.

 

KS2 to KS3 Transition:

  •  Staff from the receiving secondary school will discuss with the SENCO pupils needs and levels;
  • Staff, from the receiving secondary school come into school to work with the pupils;
  • Additional transition visits are arranged with teaching assistants from Coppice Farm to the secondary school;
  • SEN records are passed to the SEN department of the receiving school.
iii) Prepare for adulthood and independent living?

We provide a programme of education which prepares pupils for adult life.  We cover a broad and balanced curriculum so pupils encounter subjects that will interest them and enable them to think about the future. Looking at social skills and life skills needed for the future

13. Where can I access further information?

Further information can be found on the School’s website. We are always happy to answer any questions.

 

SEN Information Last Updated On: 20/12/2023

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