Support for your child at Compton CE Primary School
We can support your child to achieve the very best they can at Compton CE Primary School.
We value the input that parents make to their child’s education and aim to work together to provide the best possible support for your child.
From time to time, children may need extra support with their learning and this document will inform you of the types of support available for your child. It will help you understand who can help and how this support can be accessed.
Questions that I might want to ask?
- What is SEND?
- What do I do if I think that my child has a Special Educational Need or Disability?
- Who is the person responsible for SEND and how do I contact them?
- Who can I contact for advice and support for my family and how?
- How will the school measure the progress of my child?
- How will the school let me know if they have any concerns about my child’s learning?
- Where can I find information about how the school supports children with SEND? (Accessibility)
- What are the different types of support available for the children with SEND at the school?
- What training or specialist expertise do staff at school have to support children with SEND?
- How does the school involve parents, carers and pupils in their SEND support?
- If I have a query about the provision available for my child how can I share it and with whom?
1. What is SEND?
‘A child or young person has SEND (Special Educational Needs and Disability) if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
(a) have a significantly greater difficulty in learning than the majority of others of the same age; or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
(SEND Code of Practice 2014 p.4)
This is a broad definition covering all children and young people from 0-25 years of age.
The Code of Practice identifies 4 broad areas of need:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory and/ or physical needs
2. What do I do if I think that my child has a Special Educational Need or Disability?
We encourage you to share any concerns that you may have about your child as soon as possible. Contact these members of school staff:
Class teacher – The majority of children with SEND can have their needs managed by the class teacher.
Learning Development Leader/SENCo – You can discuss your child’s needs further with Sarah Howells.
PSA- The school Parent Support Advisor Lee Woodman can support you in attending any meeting or having discussions with school staff if necessary.
3. Who is the person responsible for SEND and how do I contact them?
- Class teacher – The majority of children with SEND can have their needs managed by the class teacher. You can contact them through the school email- [email protected] or by phone 01752 771539.
- Learning Development Leader/SENCo – Sarah Howells- You can discuss your child’s needs further with the SEN leader who can be contacted in the same way as above or telephone to arrange an appointment.
- PSA- Lee Woodman- The school Parent Support Advisor can support you in attending any meeting or having discussions with school staff if necessary. She can be contacted by email [email protected] you can phone direct on 07825234552 or contact through the main school number.
4. Who can I contact for advice and support for my family and how?
- Learning Development Leader
Out of school:
- PIAS – Parent Information and Support for SEND
- POD – Plymouth Online Directory and click Special Educational Needs and Disability (local offer)
5. How will the school monitor the progress of my child?
At Compton CE Primary the progress and attainment of all pupils is reviewed termly (3 times a year) by the Teachers and Team Leaders at which time support may be changed to meet identified needs. Individual Education Plans are reviewed twice a year; they are a working document and can be changed throughout the year as the need arises.
6. How will the school let me know if they have any concerns about my child’s learning?
Informal contact from your child’s class teacher at school or by telephone.
You will be informed about your child’s general progress and targets through the twice yearly Parent’s
Evenings and annual report.
At times it may be useful to hold multi-agency meetings with a range of professionals in order to ensure we can access the best possible support for your child.
7. Where can I find information about how the school supports children with SEND? (Accessibility)
All pupils in school receive quality first teaching. This means that a range of teaching and learning styles are used and that appropriate learning objectives are set for all children with a curriculum matched to their needs.
8. What are the different types of support available for the children with SEND at the school?
We have a committed team of staff who may be involved in supporting your child at Compton CE Primary School.
- Your child’s teacher, who will always make sure that learning is appropriate and accessible for your child. Please approach your child’s class teacher if you would like to discuss things further.
- Teaching Assistants, who support all pupils in class and can provide additional support to individual children or small groups under the direction of the class teacher.
- Emotional Literacy Support Assistants (ELSAs) Lee Woodman, Sharon Wall and Debbie Fry are able to offer support to children who may be having difficulty managing and understanding their feelings, getting on with their friends, have self esteem issues, may be experiencing parental separation, bereavement or a chance for a child to off-load their emotions about something that is important to them.
- Chimps is a support group for children which helps children whose parents are separated or divorced to manage their feelings.
- The Nest is a feelings and sensory room where children have a chance to play and build relationships focussing on their social and emotional development.
- We have a dedicated maths TA whio supports children as directed by the Team Leaders and Teachers.
- Dyslexia TA who is able to test children to see if they may be dyslexic.
- Learning Mentor (Sarah Armstrong) helps to support children with barriers to their learning.
- PSA who is trained in Drawing and Talking / and has done the introduction to Counselling skills course.
- TAs are trained to deliver Precision Teaching for SEND pupils who are significantly below their peers.
- The Learning Development Leader/SENCO (Sarah Howells) is very experienced in this role. She attends all local training and updates and works closely with other SENCOs in the local area. She also coordinates the provision of SEN in school.
- Diane Werker is the School Governor who works with the SENCO in leading SEN in school.
- Sometimes school may commission Specialist Support to work with identified children with a particular focus, e.g. Speech and language therapists or Occupational therapists.
To ensure our staff have the skills and knowledge to support children with SEN, there is a programme of ongoing training.
Accessibility – Links to our accessibility plans are at the bottom of the page.
9. What training or specialist expertise do staff at school have to support children with SEND?
Compton CE Primary has an experienced LDL/SENCO with a vast experience of varying needs.
TAs undertake regular training to support their work with the children. All TAs have had training to recognise a range of mental health issues and how they can support children’s emotional needs.
10. How does the school involve parents, carers and pupils in their SEND support?
The child’s voice is key to all meetings. We listen to the child’s viewpoint and ensure that this is conveyed at meetings and where possible the child may be invited to the meeting.
Compton CE Primary takes a child centred approach to supporting all pupils. For pupils with SEND this may mean that a child has an Individual Education Plan. Parents are given the opportunity to respond to the draft IEP, they are invited in to school to discuss the child’s needs further if issues are raised.
Every child with an IEP is told the reason why they are having their support, in language that the child will understand.
11. If I have a query about the provision available for my child how can I share it and with whom?
If concerns are raised about your child’s achievement or well-being, the first point of contact is your child’s class teacher, if you need further support and advice you can speak to Sarah Howells (Learning Development Leader/SENCO), Lee Woodman (PSA and ELSA) or Mark Oakshott (Head teacher) additional support may be offered either in school or from outside agencies.
Who are the other people who can help us to support your child?
- ELSA assistant
- Learning Mentor
- The Nest
LA Funded Services
- Strategic Advice and Support (SEND SAS)
- Communication Interaction Team (CIT/CITEY)
- Community Educational Psychology Service
- Plymouth Advisory Team for Sensory Support
- Outreach for Physical Difficulties and ICT
- Plymouth Inormation and Support for SEND (PIAS)
Health Service funded
- Community Nursing Service
- Occupational Therapy
- Child and Adolescent Mental Health Service (CAMHs)
- Children’s Speech and Language Service
If you feel you need extra support that we are not able to provide you can contact Plymouth Information and Support for SEND on 01752 258933
12. What happens when my child moves from class to class or to another school?
Every effort is taken to ensure that transition times are successfully managed. Some children complete transition passports about themselves to inform their class teacher/school about them. Other children may need photographs to get them familiar with the changes ahead, some children may require an enhanced transition programme which might include visits, treasure hunts etc. Additional visits may also be arranged to re-assure pupils and parents.
The Learning Development Leader and Foundation Team Leader visit as many nursery placements as possible. They attend meetings prior to the child starting school when the child is identified with SEND. School work with the nursery and parents to provide an appropriate transition package if required.
TAs are trained to manage the Transition to Secondary School; this may include sessions on how to read the timetable, time management, getting to school, how to tie a tie, packing your rucksack and addressing any worries about the move. This is overseen by the Year 6 Team Leader, Jackie Price and the Learning Development Leader, Sarah Howells.