Contact for Special Educational Needs Co-ordinator - Mrs Alison Crawshaw - firstname.lastname@example.org or contact 01526 320088
Digby The Tedder School is a small, rural, primary school of approximately 108 pupils, aged 4 -11. We are situated behind the wire on RAF Digby which means that most of our children come from Forces Families and mobility is high.
We are an inclusive school and strive to support all children to enable them to make the best possible progress and achieve well.
To accomplish these aims, we offer a broad and balanced curriculum with high quality teaching. We provide effective support for children with special educational needs and disabilities, starting from our first contacts with parents and carers when a child enters our school.
We make sure that additional needs are identified early and we offer a range of provision according to identified needs. We work with a range of other professionals, e.g. Educational Psychologists, Hearing Impairment Service, Health Service etc., to make sure that all children receive the support they need to do well at school.
If parents/carers have concerns about the progress or attainment of their child they should in the first instance make an appointment to speak to the class teacher to discuss their concerns, who will then liaise with our Special Needs Coordinator (SENCO) as appropriate.
How will the school respond to my concern?
We will always listen to your concerns and take time to explain anything that might be worrying.
Parents can approach their child’s class teacher at any time if they are worried about their child.
Parents are kept informed at all stages in the process of identification and assessment of needs and are invited to participate in discussions of support planned for their child.
They can obtain advice on how to help at home with any particular aspect of learning.
There will be a cycle of Assess/Plan/Do/Review where children and parents will be involved in the process.
Further assessments may involve a specialist, such as the school’s Educational Psychologist or allocated Speech and Language Therapist.
Parents/carers are given copies of any specialist assessment reports and can discuss them with the teacher/SENCO.
The class teachers monitor each child’s progress and discuss this with the SENCO and the parent/carer.
An Individual Education Plan (IEP) is made, with clear, achievable targets and discussed with the child and parents.
We have pupil progress meetings each term which involve staff who have supported the child. Each term, we meet the parents/carers and discuss the child’s progress.
We identify training needs and have a detailed training plan for teachers and support staff.
Our SENCO organises SEND training, calling on the services of the specialist providers, such as our Special Needs Support, Educational Psychologist, Speech Therapist and Outreach teachers as necessary.
The well-being of all of our pupils is our primary concern. They are supported with their social and emotional development throughout the school day, through the curriculum and extra-curricular activities. Personal, Social and Health Education (PSHE) and Social and Emotional Aspects of Learning (SEAL) are integral to our curriculum and are also taught explicitly on a weekly basis.
Additional support from specialist staff is arranged as needed for individual pupils, both in and out of the classroom; a tailored personal plan may be put in place for pupils with the highest need.
Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.
We regularly monitor attendance, support pupils returning to school after absence and take the necessary actions to prevent prolonged unauthorised absence.
Relevant staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.
Pupils’ views are sought through school council and other forums.
Children’s views are always sought and these views are valued and discussed with their parents and professionals during review meetings.
All children have personal targets which are reviewed with the child throughout the year.
Children are encouraged to reflect on their learning and to celebrate and share their achievements.
All teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all pupils are able to make progress.
Differentiation is planned for groups and individuals according to need: for example, for a child who has Speech, Language and Communication Needs (SLCN), teachers will use simplified language and/or pictures to support them to understand new vocabulary.
The school is well resourced with a wide range of learning materials to make sure the curriculum is accessible to all.
The class teachers monitor each child’s progress and discuss this with the SENCO and the parent/carer during the termly meetings with parents/carers. (These meetings may take place more frequently if needed.)
Open dialogue will be maintained with parents/carers. This is done through a range of strategies, including:-
regular meetings to review progress,
Home School Diaries,
Individual Target Reviews, Annual Reports.
Our school is always willing to listen to your concerns and appointments can be made at any time through the school office.
All children’s progress is tracked closely by their class teachers and senior staff
Progress is measured against national expectations and children’s own developmental stages.
All children have individual targets.
Evidence is gathered through observations, completed work and discussions with your child.
Early learning Goals, National Curriculum levels, PIVATs and individual targets are monitored termly by class teachers.
Formal Assessments include:-
End of Key Stage Assessments
Reading and Spelling Ages
Our Equality/Inclusion Policy promotes involvement of all of our learners in all aspects of the curriculum including activities outside the classroom.
Where there are concerns for safety and access, a personalised risk assessment is carried out to consider if reasonable adjustments can be made to meet any additional needs
Parents /carers are consulted and involved in planning.
The school is fully accessible to all.
There is access to support for families with English as a second language
As the majority of our children are from Forces Families, they join us at various points throughout the year and at various ages.
Welcome booklets are given and transition days / visits to school are planned as required.
In some instances, i.e. intake from the Pre-School on camp, school staff are able to visit children in their current settings.
New parents’ meetings take place annually, giving families the opportunity to familiarise themselves with the school environment and to meet staff.
The school brochure and website provide information about policies and day to day school life.
In Year 5, the transfer options are explained to parents/carers and they have the opportunity to visit secondary schools before making a decision and expressing a preference.
Teachers and the SENCO will pay particular attention to preparing pupils with SEND for transfer to secondary school, addressing both the learning and the well-being concerns that may arise.
Further support is provided as necessary for those with SEND, including additional visits to the new setting.
Our Governing Body includes Parent Governors/representatives.
For further information please see: