SEND

The class teachers are constantly evaluating your child’s progress with formal and informal assessments. If a child is consistently taking time to learn a new skill or needs support to focus/access the curriculum the teacher will identify this need and discuss their concerns with you and seek advice from appropriate members of staff.

Always speak to the class teacher and if appropriate he/she will arrange a meeting between you, the class teacher and the SENCo to discuss your concerns more fully.

Usually formal updates are provided through parent’s evenings (twice yearly) and the annual report to parents however if the class teacher has a concern they will discuss it with you. If your child already has been identified with SEND then there will be termly SEND review meetings in which the parent and child are an integral part.

At the termly reviews the class teacher and SENCo will discuss how to support your child within the classroom and at home. If necessary we will signpost or refer to outside agencies to support both you and your child.

All staff receive training for SEN that have been identified in the School Development Plan e.g. speech and language difficulties.

All children are entitled to participate in the wide range of extra curricular activities offered at school. If a pupil with SEN has difficulty in accessing an activity due to his/her needs or disabilities, the school with arrange appropriate support or adaptations in order to facilitate learning.

The vast majority of the school site has been adapted to include disability access.

Please see the OCC website for countywide resources however frequently used agencies within North Kidlington include an Educational Psychologist, Speech and Language therapists, Early Intervention Services, the Locality and Community Support Services (LCSS), Autism Advisory Services, Health Visitiors, School Nurse, CAMHS and Social Care.

If your child is identified as having SEN by the class teacher and SENCo there will be termly meetings that review progress against their SEN learning goals. There are three points of view collated at this meeting - the parents, the teaching staff and the child. From these discussions an action plan will be created which will outline appropriate support.

When approaching a new transition phase e.g. pre-school to FSU or Year 6 to secondary education, transition preparation and arrangements will be discussed in meetings between the class teacher, parent, SENCo, child and where appropriate, the staff from the new phase. Outside agencies, if required, will be consulted e.g. EYSENIT (Early Years Special Educational Needs Induction Teachers), Educational Psychologist.

• Class teacher SENCo: Mrs S. Müldür

• Head teacher: Ms E. Fidler

• SEN Governor: Mrs J. Garlick