Cuddington Community Primary School
COIN – Jubilee Centre
SEN/D Report 2016-17
Date created: 2015
Review Period: 1 year
Next due for review: September 2017 / Responsible Body: The CCPS Governing Body
Senior contacts: Head of School, Lead Teacher the Jubilee Centre

How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

  • All children attending the Centre have a Statement of Special Educational Needs (SEN) or Education, Health and Care Plan (EHCP) which identifies the setting as the most appropriate provision for the pupil. It also identifies the pupil’s primary and where appropriate additional needs. The annual review of the SEN statement or EHCP ensures that the pupil’s current needs are accurately reflected.
  • The progress of pupils attending the Centre is monitored regularly by the Lead Teacher so that when a pupil is not making expected progress in a particular area the Lead Teacher can identify the need for additional support.
  • Pupil progress is monitored rigorously by the Assessment Lead/SENCo and Head of School via half have termly Pupil Progress Meetings with the Lead Teacher.
  • If your child seems to have an emerging or additional need it may be that there will be additional assessments carried out in the Centre or from an Educational Psychologist.
  • If you have concerns about the progress or attainment of your child you should in the first instance speak to the Lead Teacher to discuss your concerns

How will the school staff support my child?

  • Every child starting at our Centre will have a statement or EHCP. The statement or EHCP will outline the particular needs of your child and recommends the resources, teaching programmes and multi-agency involvement related to meeting these needs. The Lead Teacher co-ordinates the plan and oversees the implementation of the statement or EHCP. The Lead Teacher will set targets for your child and these will be outlined in an Individual Learning Plan (ILP) and shared with all the staff who are working with your child and with you as the parent/carer as well as with the child where appropriate. ILP’s are reviewed termly to assess the effectiveness and impact of the planned provision.
  • The Lead Teacher will act as the first point of contact for you through direct meetings, telephone contact and home-school books.
  • The Governing Body has a responsibility to ensure that all procedures and school systems and policies are in place and working effectively. There is a nominated governor with responsibility for pupils with SEN in school. Parents also have representation on the Governing Body.

How will the curriculum be matched to my child’s needs?

  • Your child will have access to a broad and balanced curriculum which is personalised to meet their needs and their learning will be differentiated to enable them to make progress. This may mean that in a lesson there will be different levels of work set for the class, sometimes at an individual level.
  • The level of support is individually assessed and will depend on your child’s needs. Support may take the form of small group or individual work in the Centre and in-class modifications by the teacher or TA during mainstream integration.
  • During the academic year we receive visits from groups such as theatre and sports companies who provide other opportunities for our pupils to widen their knowledge and skills.
  • Centre children are able to participate in class assemblies, school productions and class trips.
  • Your child will receive homework each week in accordance with the school’s homework policy. We provide additional support with this in the Centre where appropriate.

How will both you and I know how my child is doing, and how will you help

me to support my child’s learning?

  • We offer an open door policy and if at any point you wish to discuss your child’s progress, an appointment can be made to meet with the Lead Teacher. Staff in the Centre can offer advice and practical ways that you can help your child at home.
  • All pupils have an Individual Learning Plan (ILP) which will have individual targets. Your child’s progress is measured on a termly basis using a range of assessments tools to assist staff in accurately assessing attainment and progress. Your child will be set targets annually at the Annual Review, which are reviewed on a term by term basis.
  • We will discuss progress for your child during consultation evenings or annual review meetings in school. There may be times when it is appropriate for there to be additional meetings to discuss specific needs.

What support will there be for my child’s overall well-being?

  • We are committed to multi-agency working to ensure that the needs of the whole child are met. The Lead Teacher will meet with therapists working with your child to ensure consistent targets are agreed.
  • Professionals from other agencies including physiotherapy, speech & language therapy, occupational therapy and health (e.g. school nurse), visit the Centre on a regular basis. As well as supporting individual pupils, these professionals advise staff about strategies to use. They also offer training for staff where appropriate.
  • A member of Centre staff will support your child during therapy sessions so that therapy can continue between visits.
  • Staff know individual pupils very well and are able to give additional support where needed. The Lead Teacher will ensure that support is given by staff with the right level of skills and expertise.

What specialist services and expertise are available at or accessed by the school?

  • All of our educational staff have experience of and specialist training in Early Years, special Needs and ASD. Centre Teachers, in addition to their teaching qualification, have a second specialist qualification which may be a diploma or a MA. Most support staff have a level 3 or equivalent qualification.
  • Both teachers and support staff undertake a programme of training which keeps them up to date with all of the specialist skills necessary for working with children with special educational needs including ASD.
  • In the school we have dedicated time from the following staff:
  • Speech & Language Therapist
  • Occupational Therapist
  • Educational Psychologist
  • In addition we liaise closely with other agencies such as Social Care who work collaboratively with school staff in meeting the wider range of pupils’ needs

What training are the staff supporting children and young people with SEND had or are having?

  • All staff receive regular educational and special needs training to support them to ensure all pupils make progress. Teaching staff and teaching assistants have accessed targeted programmes of Continuing Professional Development to develop their skills which typically includes a range of specialist training, such as language development, the use of PECS and any other needs that are raised through our appraisal system.
  • All staff receive Positive Touch training in order to develop their behaviour management skills.

How will my child be included in activities outside the classroom including school trips?

  • Our off-site visits are designed to enhance curricular and recreational opportunities for all our pupils and provide a wider range of experiences for our pupils than could be provided on the school site alone as well as promoting the independence of our children as learners.
  • All Centre pupils have the opportunity to participate in year group trips.
  • We offer pupils the opportunity to take part in a residential trip in Upper Key Stage 2.
  • All visits and activities are risk assessed to ensure they are appropriate for individual pupils and appropriate adult supervision is provided.
  • Parents /carers take an active part in discussions around residential visits and these are discussed both formally at parent meetings and annual review meetings.

How accessible is the school environment?

  • We have an Accessibility Plan which keeps access to the curriculum, the environment and information under regular review.
  • The building is accessible for wheelchair users with wide corridors and ramps for student use. There is a disabled toilet and changing facilities.
  • All new building works take account of current legislation with regard to accessibility.
  • There is a soft play area and a sensory room in the Centre.We offer EAL support to pupils as well as parents.

How will the school prepare and support my child to join the school, transfer to the next stage of education and life?

  • We work closely with the Local Authority to ensure that children are offered provision that meets their needs. Parents are invited to visit the school prior to applying for a place and at any time through the application process. Children are encouraged to attend Ladybird Club in the Summer Term prior to their start in September. Children joining at other points in the year are offered an integration package to ensure a smooth transition.
  • Within school, staff liaise at the end of Key Stages to ensure that pupils are able to integrate effectively in the mainstream classes at all transition points.
  • We work closely with other schools to offer a series of pre-transfer visits to help your child become familiar with their next teacher and setting.
  • Pre-transfer visits will be fully supported by a member of Centre staff.
  • Pre-transfer meetings will be held with staff from the new setting, parents and the Lead Teacher.
  • Where pupils move on to another placement, their school records and examples of their work will be sent in order to ensure effective transfer of information.

How are the school’s resources allocated and matched to children’s special educational needs?

  • A significant amount of school resources are used to provide personalised learning and appropriate levels of staffing. Some of our pupils are entitled to receive the pupil premium and these monies are targeted to provide access to specific resources, such as specialist equipment and extra support.
  • In addition, we have been able to employ a learning mentor who works with pupils in the Centre as well as the mainstream as needed.

How is the decision made about what type and how much support my child will receive?

  • The pupils’ Statement of SEN or ECHP identifies the pupils’ current needs.
  • We plan provision to achieve the outcomes set for each individual pupil and these are reviewed each term at progress meetings.
  • Parents are fully involved in the decision making process.

How are parents involved in the school?How can I be involved?

  • We believe that a pupil’s education is a partnership between parents and teachers; therefore we aim to keep communication channels open and communicate with you regularly.
  • The school has an active Parent Staff Association (PSA) and all parents are warmly encouraged to participate in fund raising and social events.
  • The school also has a Parents’ Forum which meets regularly.
  • Coffee mornings are held at the beginning of each school year and again half way through the year. Centre parents are invited to the coffee morning for their child’s year group.
  • There are parent representatives on the Governing Body.

Who can I contact for further information?

  • For Centre parents the first point of contact is the Lead Teacher.
  • We use a Home/School book as the method for day to day communication.
  • If you are thinking that the best provision for your child is a Centre attached to Mainstream provision, the first person to contact would be your child’s case worker (if you have one) or the Lead Teacher of the Centre. Appointments can be made via the school office and the Lead teacher will be happy to give you a tour of the Centre and the school.
  • The school office 020 8716 2677
  • David Beard is our SEND/Inclusion Governor. He can be contacted via the school office