To ensure that all children with SEND can enjoy their learning, feel happy and confident and make excellent progress whilst receiving the best quality provision.
Nettleworth Infant and Nursery School
Who to contact
Where to go
Nettleworth Infant School
- NG19 8LD
The school is a single story building with classroom doors enabing immediate access to flat, well maintained play areas. The site is wheelchair accessible.
- 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 Nettleworth we want to ensure that every child gets the best support we can offer in order to help them enjoy their learning, feel happy and confident and make excellent progress. Every child has individual needs. Sometimes children require a specialised programme to assist them. We offer a range of intervention strategies over a school year. At our school we aim to adapt our provision to be able to cater for the needs of all children, and provide opportunities for all children to take part in all aspects of school life.
In July 2019 16% of our pupils were identified on SEN register and 10% of pupils were on 'mapping provision' (this means their needs are requiring careful monitoring) this totals 26% of our infant school pupils.
- 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?
At Nettleworth School we monitor the progress of all pupils carefully and children are identified as having Special Educational Needs (SEN) through a variety of ways including the following:-
- Child performing below age expected levels.
- Concerns raised by Parent/carers.
- Concerns raised by teacher for example pupil behaviour or self-esteem affecting performance.
- Liaison with external agencies i.e. specialist teachers.
- Health diagnosis through paediatrician, speech therapist, doctors.
Identifying a child's special educational needs ensures that effective provision is in place and barriers to achievement are removed.
- 3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
We measure children's progress in learning and development against age related expectations. Key personnel, working with your child will continually observe and assess progress. Additionally we measure pupil wellbeing; engagement, motivation, and thinking.
Each child's progress is tracked from entry to nursery to Year 2 using a variety of methods. Children who are not making expected progress are identified through continuous formative, summative and ipsative assessments.
Any child causing concern will be discussed with the teacher, the SENCO and assistant SENCO. Parent/carers will be invited into school to talk about observations and which possible actions could be introduced.
When a child's I.E.P (Individual Education Plan) is reviewed, each target is discussed to assess if it has been achieved. If the child has not met the target then this will be adapted into smaller steps, or a different approach may be introduced.
Regular staff meetings enable staff to discuss provision for children with SEND and evaluate the effectiveness of all provision.
The Governors of the school look carefully at the progress and attainment of children with SEND.
Nettleworth receives a "notional SEN budget" of £119,287 (financial year 2018-2019). The actual annual expenditure for SEN at Nettleworth was £120,334 in 2017-18 and £202,020 in 2018-19. This is because of the emphasis we place on ensuring that every child is both well supported and successful.
A 360o of provision takes place every year involving staff, parents, governors and pupils. This reveals and celebrates our excellent provision. The last 360o provision review took place in November 2018.
- 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 class teacher will formally meet with parent/carers each term to discuss the child's needs, support and progress. You can also arrange to meet your child's teacher if you feel your child's needs have changed. Daily intervention is explained to parents on an informal basis. Individual plans are reviewed termly with parents and parental workshops are held each year to support parents and children.
In 2016, Nettleworth introduced a parental support network for parent/s of children with SEND. This has been well received and is extended in 2018-19, additional parental support meetings being available with our family support worker, assistant SENCO and SENCO.
Further information can be obtained from the SENCO or assistant SENCO.
- 3.c) What is the school's approach to teaching pupils with special educational needs?
Nettleworth School is a 'highly inclusive school' and part of Nottinghamshire Local Authority. Helping each and every child is at the heart of everything we do.
Our Special Needs Co-ordinator (SENCo), supported by the assistant SENCO, oversees all support and progress of any child requiring additional support across the school.
The class teacher will oversee, plan and work with each child with SEND (Special Educational Needs and Disabilities) to ensure that progress in every area is made. Teaching Assistants may work with your child either individually or as part of a group. The regularity of these sessions will be explained to parent/carers and will be responsive to pupils' needs.
- 3.d) How will the curriculum and learning be matched to my child/young person's needs?
By attending Nettleworth School each and every child can be assured of the care, support and recognition of their individual needs. Our provision is something we take pride in and is celebrated by parents.
We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child's well being.
The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the first point of contact.
If further support is required, the class teacher liaises with the SENCo for further advice and support. This may involve working alongside agensices e.g. Education psychology, schools and family service.
Our SENCo maps the additional support delivered to all pupils on the SEN register and oversees all the assessments made in these units of work.
- 3.e) How are decisions made about the type and amount of support my child/young person will receive?
We begin by listening to you and your child and watching your child carefully in our school to assess their strengths and limitations. The SENCo discusses the level of support needed with key personnel and deploys teaching assistants accordingly.A strengths and difficulties questionnaire is undertaken.
The class teacher alongside the SENCo and Learning Support Manager will discuss the child's needs and what support would be appropriate. Different children will require different levels of support in order to bridge the gap to achieve age expected levels. In some cases extra funding may need to be applied for Additional Family Needs through the Manor Family. We will discuss any decisions with parent/carers. All pupils benefit from the high level of Teaching assistant support visible within school. Some pupils have very complex needs and the SENCo can refer individual children to a multi-agency panel (HLN panel) for funding from the Local Authority.
- 3.f) How will my child/young person be included in activities outside the classroom, including school trips?
All children are included in all parts of the school curriculum. A risk assessment is carried out prior to any off site visits to ensure everyone's health and safety will not be compromised. Study support in year 2 is available until 4.00pm and the attendance of pupils with SEN is celebrated.
- 3.g) What support will there be for my child/young person's overall well-being?
We offer an open door policy where you are welcome any time to make an appointment to meet with either the class teacher, SENCo or assistant SENCO and discuss your child's progress.
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 parent/carers and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs. Additionally, we encourage a supportive community, linking parents with pupils with SEND with others to develop collaboration in a non judgemental way.
We operate a home/school diary which your child will bring home regularly so that comments from parent/carers and teacher can be shared and responded to when needed. If your child is on the SEN register they will have an Individual Education Plan (IEP) which will highlight targets. This is discussed on a termly basis and parent/carers can have a copy of the IEP.
The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled). If your child has complex SEND they may have an Educational Health Care Plan which means that a formal meeting involving all outside agencies will take place to discuss your child's progress and a report will be written. The well being of every child in our school is important to us.
In 2015-2016 we introduced 'one page profiles' and this succinct document highlights your child's strengths and things that help them. This document is shared with all staff that support your child. This process has proved very beneficial for our little children and continues in 2018-2019. (Parents have requested copies to take to the paediatrician as they felt it to be such a valuable document.) The introduction of personalised education plans in 2018 support all pupils on our SEN register recognising their unique strengths.
- 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.
Our SENCo is Mrs Jennifer Bennett, the Head Teacher at Nettleworth School. She can be contacted via the administration office 01623 455940.
- 5. a) What training have staff supporting special educational needs had and what is planned?
Our SENCo is accredited to a Masters degree level, the Assistant SENCo has also achieved the SENCo qualification. The SENCo has attended the Local Authority SEN network during the academic year 2018-2019.
One member of staff has undertaken training in the delivery of the Narrative programme to support the work of speech and language therapists. Our latest specialisms include Lego Therapy, Build a World intervention.
One member of staff is accredited in the delivery of 'Play Therapy'.
Two members of staff are accredited in the delivery of 'Arrow'.
We were accredited as a Dyslexia Friendly School in July 2019.
In 2018-19, 3 teaching assistants and one senior teacher attended a full years programme in the delivery of Thrive, a resource to enhance personal, social and mental health across the school. The 3 specialist practitioners are making an impact on the well-being of every child in our school.
Whole staff training is provided on a regular basis via our weekly staff meetings and INSET days. Twilight sessions are also used for training. In 2018-19 training was undertaken in:
- Dyslexia friendly classrooms
- Mental health
- Coping with risky behaviours
- Attachment issues
- Rochford review
- Mental health NHS pilot
- The graduated response
- 360o reviews
- THRIVE online
- Use of the changing bench
- Sensory processing
- Manual handling
Two members of the teaching staff attended the mental health pilot this year working with other agencies across Nottinghamshire.
- 5.b) What specialist services and expertise are available or accessed by the setting/school?
As a school we work closely with any external agencies that we feel are relevant to individual children's needs within our school including: the Primary Social Emotional Difficulties (PSED) Team, Social Care, Health including - GP's, school nurse, paediatricans, speech and language therapists; occupational therapists; Educational Psychologists.
- 6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
The school site is wheelchair accessible with a disabled toilet large enough to accommodate changing situated within the main school. There is also a disabled toilet situated in the Nursery building. The Nursery also has a large area to support changing.
We are able to provide support for families who have English as an additional language.
Specialist equipment is accessed to support individual needs, as necessary.
We have improved provision in 2019 via the provision of a 'playden' to support pupils with ASD and sensory issues. Additionally new laptops have been purchased for every classroom and dyslexia friendly resources used throughout the school. Signs and symbols for pupils with communication difficulties are also visible.
- 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 aim to work sensitively with every child and every family. Parenting can be one of the most challenging and rewarding experiences in life. We aim to provide information and advice and respond quickly to parent and pupil requests. Your involvement in your child's education is very important to us. If your child has an Educational Health and Care plan, this will be reviewed annually or every 6 months if your child is under 5. Every child receives an annual report in the summer term.
- 8. What are the arrangements for consulting young people with SEN and involving them in their education?
We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which allows the children to raise issues and viewpoints. Children with SEND are actively encouraged to be school councillors.
Children with IEP's have these shared with them and are able to contribute to the setting of the targets if appropriate. There is an annual questionnaire where we actively seek the viewpoints of every child about school life. The voice of the child is taken seriously at Nettleworth.
- 9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
Talk to us - firstly contact your child's class teacher or Head Teacher. We pride ourselves on building positive relationships with parent/carers. We are open and honest with parent/carers and hope that they are able to do the same with us. If a concern is not dealt with to the satisfaction of parents, please contact the Head Teacher via the administration office 01623 455940. You may also find the school complaints policy of help to you.
- 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 Head Teacher reports to the Governors every term, to inform them about the progress of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times.
One of the Governors is responsible for SEN and meets regularly with the SENCo. They also report to the Governors to keep all informed following visits to the school and meeting the children. The Governors agree priorities within the school budget to ensure that all children receive the support they need to achieve their full potential. The assistant SENCo attends Springboard meetings and reports to the Governing Body.
- 11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
All families and children benefit from specialist support. We provide a wide range of support to children and families either based at school or accessed at another provider. Some pupils with SEND require specialist interventions and the involvement of specialist staff. We have positive and productive links with local support groups. In 2018-19 we have extended our support to include 2 specialised reading recovery staff. Additional services and organisations are recommended, parents can visit the Nottinghamshire Local Offer page www.nottinghamshire.sendlocaloffer.org.uk. This is a resource designed to support children with SEND and their families. Our Family Support Worker (Ms Hinton) can support families if they have difficulty accessing a computer.
- 12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
We arrange for the pre-school children to visit their new classes and teachers during the half term before transferring into main school. Staff will also visit these children in the Nursery setting. Children transferring to our school are invited to visit their new classes on "Graduation" day when they are able to meet their teachers and new class mates. A transition plan is constructed for children with SEND, using photographs, a one page profile and sometimes a passport.
- ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
We have a transition plan in place when our Infant children are due to move to the Junior school. In fact our Transition Plan begins in September 2018 and concludes in July 2019 so that the process is systematic, considered and successful.
Transition is a process, not an event.
Children who may experience more difficulty when they are transferring will have more visits arranged. Staff and children from the Junior school will visit, to meet our children, to describe life at Leas Park Junior School. We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood. The introduction of the one page profile has strongly supported this process.
- iii) Prepare for adulthood and independent living?
Even though our pupils are very young, a personalised learning pathway provides a sound foundation towards three life long goals: independent living, employment and personal progress. Self help, independence skills and self esteem are developed effectivly in our school and progress is carefully monitored. We encourage every child to be confident, self-assured and independent. The teaching of life skills is embedded in every aspect of the school and prepare children for the next stage of learning.
- 13. Where can I access further information?
Nottinghamshire’s SEND Local Offer is easily accessed online - www.nottinghamshire.sendlocaloffer.org.uk. You can find more information in the SEND Local Offer leaflet (PDF) and look into the Parental Partnership Service. If you would like more information as to how Nettleworth can support your child please contact Mrs J Bennett, Headteacher and SENCo.
Report agreed by Governing body 5.7.19