Beckingham Primary School

We support all special needs which impact on the child’s learning or happiness.

These include:

• behaviour or the ability to socialise, e.g. not being able to make friends
• reading and writing difficulties
• ability to understand things
• concentration levels
• physical needs or impairments

Observations of children during lessons and playtimes will highlight any difficulties the children may be having. All staff know the children very well which allows for early interventions. We listen to parent’s concerns and take on board their experiences. If you have any concerns about your child, please discuss them initially with the class teacher and then with the SENCO (Special Educational Needs Co-ordinator), Mrs Brumby. We feel it is important that everybody is involved with the process.

• Pupil’s progress is monitored along with their attitude to learning.
• Children are assessed before starting an intervention programme and then after the intervention.
• We obtain the children’s views to see how they feel about their learning.

SEN Report last reviewed January 2022

• At parents’ evening, the class teacher will discuss how well the child is doing.
• Parents will receive an IEP which shows what the children are aiming to achieve.
• Additional discussions can take place with the SENCO and/or class teacher. The frequency of these will vary, depending upon need.

Support is provided both in the classroom and as targeted interventions. The interventions we offer are targeted with clear and attainable expectations. We have a teaching assistant in most classes. We feel the teaching of children is everybody’s responsibility. Lessons are differentiated so that they are accessible for all children. 

Children’s lessons will be differentiated so children will be given work at an appropriate level, e.g.

• different lessons or activities
• asking appropriate questions, to enable the children to participate in class discussions
• using books which fit better with a child's experiences
• ICT may be used to support the child’s learning

In some cases, children will have a totally personalised curriculum.

Children are assessed and monitored and then discussions with staff, parents/carers and the SENCO are held in order to determine the support required. The voice of the child is also taken into account. This will then help us plan the necessary resources and support.

Our aim is that every child will be included in all outside activities and trips. This may mean additional adults supporting the activities and specialised equipment being used.

We recognise that children cannot fulfil their potential if they do not have a positive sense of overall well-being. We base our SMSC (Social, moral, spiritual and cultural education)  around the needs of the children in each class. We may also run targeted interventions that develop social skills and coping strategies as they are needed. We also use various schemes and strategies in school to help support their well being.

Mrs Brumby. If you would like to speak to her, contact the school office to arrange an appointment on 01427 848230

Over the last 12 months, training has been received in:

• Mental Health Training of all staff
• First aid
• Monitoring the National Curriculum
• 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. The SENCO attends Family SEND meetings half termly.
• Mrs Brumby keeping up to date with the necessary training and any new documentation for the role of SENCO

• Speech and Language
• Educational Psychologists
• Occupational Health
• School Nursing
• CAMHS
• Autism Team
• Children’s centres

Reasonable adjustments have been made to improve accessibility. Access to the school site is wheelchair friendly. Some additional equipment can be accessed through school. However if highly-specialised equipment is needed then this is accessed through outside agencies e.g. occupational health or via the Family SENCO.

Parents are provided with an IEP which shows the support their child will be receiving for the term. They are invited into school to discuss this. These are generally held once a term. We want parents to be fully involved in the whole process and value parents’ contributions. An end of year written report is sent out to parents. Parents also have the opportunity to express their views through the annual parent questionnaire. We welcome parents to contact us at any point during the academic year to discuss any concerns or queries they may have.

Depending on their age and ability, children will carry out a child-friendly questionnaire, once a term to obtain their views, but more informally we will talk to the children around school and when they are having small group interventions.

In the first instance, it is always best to discuss any concerns with your child’s class teacher and SENCO. If you feel that this doesn’t resolve your concern, please feel free to speak to the head teacher who will be happy to discuss it with you. If you still don’t feel satisfied, the school’s complaints policy is available on the website.

The governing body is responsible for setting the school’s policy in respect of special educational needs. One of the governors has specific responsibility for overseeing SEND provision in school and meets with the SENCO to review our practice. The governing body also has a general oversight of this area and can seek clarification of the services available to children and their families.

• Discussions with parents
• Literature from the LEA to pass onto parents/carers with SEN children
• Review meetings
• Letter/e mails
• Parents can also gain support and advice from the Parent Partnership Service (www.ppsnotts.co.uk) and the Local Authority SEND Local Offer(www.nottinghamsire.sendlocaloffer.org.uk)

Transition 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. There will be opportunities for your child to visit the school prior to joining the setting. The number of visits, frequency and duration will depend upon the age and needs of the child. 

Transition days can be planned between the different classes so that children become familiar with new classes prior to transferring. Again, the number, frequency and duration will depend upon the needs of the child. We have excellent links with our feeder schools and we are able to access early transition days for children who require this. Staff from our feeder schools visit our school and build strong relationships with the child prior to them starting school there. If a child goes to different school, we would make early contact with the school in order to create an individual program which would suit the child. The SENCO from the next school is always invited to the child’s last IEP review, before they leave our school.

The school’s behaviour policy prepares the children for life beyond school by having a clear understanding, that our actions always have consequences to them. We also provide the children with extended visits from Year 2 to Year 6, giving the children some independence and providing opportunities to take risks (within a safe caring environment). We value the need for children to be independent where possible, rewards are provided for the children who show independence. Through our new mission statement we have developed a set of values called "THRIVES". THRIVES stands for Tenacity, Hard-Work, Respect, Integrity, Vision, Empathy, Selflessness. We encourage our children to try and show these values and behaviours in school and in the wider community helping them to leave Beckingham Primary School as a well rounded young person. For each value and behaviour shown they are rewarded with a badge in the hope they gain all seven badges by the time they leave our school.

Additional support is provided where necessary, to help develop, reinforce and consolidate.

Further information can be accessed from:

• SENCO - Mrs Brumby
• Any other member of staff
• Website (www.beckinghamschool.co.uk)
• Governing Body