The Federation of Thomas Wall Nursery and Robin Hood Infants School

Name of school: The Federation of Thomas Wall Nursery and Robin Hood Infants School

Address: Robin Hood Infants School, Robin Hood Lane, Sutton

Postcode: SM1 2SF

Map: Google Map SM1 2SF 

Contact: Mr Jamie Joseph

Telephone: 020 8643 3688

email: office@robinhoodinfants.org.uk

website:http://www.twn-rhi.org.uk

Contact to discuss child needs

At The Federation of Thomas Wall Nursery and Robin Hood Infants School we want to work closely with you as parents and carers and we encourage you to discuss any concerns you have about your child with us. The school aims to provide for the special educational needs of all our pupils as they are defined in our SEN Policy.

• The Class Teacher – This will be your first point of contact. The Class Teacher will undertake the role of monitoring progress of a child and liaising with key staff about interventions needed.
•The SENCO- The Special Educational Needs coordinator: Mr. Joseph
•The Head teacher who is also responsible for Safeguarding and child protection: Mrs. Allen
•The SEN Governor: Ms. Lisa Hamnett

About the school

Thomas Wall Nursery and Robin Hood Infants School federated in September 2007. We share a site and in joining together, we have created a very large early years unit, including an assessment unit for nursery-aged children with complex communication difficulties.

There are 390 children on roll, housed in twelve classrooms. We have many awards and accreditations including the Primary Quality Mark, Healthy Schools and Sports Quality Mark. Our end of Key Stage 1 attainment is high and we work hard to maintain this. Both schools have been judged as outstanding in OFSTED inspections.

Assessing children

Assessment in our school covers all aspects of a pupil’s educational and personal development. Teachers make continuous, informal assessments of children’s progress in the aforementioned areas. Methods of assessment are matched to the tasks and techniques and include among other things oral and written questioning, observation, discussion and even photographs. Staff informally assess children’s learning on a daily basis.

At the end of key stage 1 teachers use teacher assessment judgements to report on the progress of their pupils. These assessment judgements take into account a pupil’s performance in national curriculum tests in mathematics, English reading and English grammar, punctuation and spelling. We use scaled scores to report the outcomes of these tests to ensure we can make accurate comparisons of pupil performance over time.

Parents’ meetings are arranged each term to discuss progress, home school diaries and liaison books help maintain regular communication between school and home and if there is any cause for concern, teachers will request a meeting with the parents or seek advice from other colleagues such as a member of the Senior Management Team or the SENCo.

Pupils who have significantly greater difficulty in learning than the majority of children of the same age, or a disability that makes it difficult to take advantage of normal school facilities are identified as having SEN.

Pupils not progressing at the expected rate are identified and additional support or provision provided. Parents and Carers will be contacted by the Class Teacher to discuss concerns about progress. Parents and Carers may be invited to meet with the Class Teacher and SENCo if we suspect a child may have a Special Educational Need or Disability (SEND.)

Additional support is provided after discussions with key staff, parents/carers, pupil and where relevant, external agencies. Class Teachers and the SENCo hold termly review meetings to track progress towards outcomes and evaluate interventions. This may happen more regularly if required.

Informing parents and carers

Parents are informed on progress in the following ways:

  • The progress of pupils with an Education, Health and Care Plan are formally reviewed at an Annual Review with all adults, including parents/carers, who are involved with the child’s education.
  • Additional support will be documented by an Individual Education Plan (IEP), which will detail the targets the pupil is working towards, the success criteria and the frequency of the support. We hold regular review meetings to track progress towards outcomes and evaluate interventions. Parents are invited to contribute to the IEP before the meeting with their child’s class teacher, and to review the final plan.
  • Parents/carers meeting are held two times a year in which pupils’ targets and behaviour and attitudes forms are shared.
  • Formal end of year reports are provided.

Updates on progress

Parents/carers meeting are held twice a year in which pupils’ targets and behaviour and attitudes forms are shared. Formal end of year reports are provided

The school operates an open door policy in which any concerns can be addressed by informal discussions before or after school. A daily Liaison book or the Home-School diary can be used to pass on any necessary information.

If a child is not making progress

Rigorous assessment allows pupils' progress to be consistently monitored. If additional support is required, the necessary arrangements will be put in place by the Class teacher and SENCo.

  • The school has access to specialists who carry out assessment such as The Educational Psychology Service, Speech and Language Service, Occupational Therapy Service, Autistic Spectrum Disorder Service, Behaviour Support Service, Sensory Impairment service, Speech, Language and Communication Needs Service, School Nurse, Child and Adolescent Mental Health Service and Social Care.
  • We ensure the appropriate assessments are administered.
  • Pupils with the requirement of learning breaks as mentioned in their EHCP are allowed rest periods.

Curriculum

At The Federation of Thomas Wall Nursery and Robin Hood Infants School all of our pupils receive excellent, targeted teaching, known as Quality First Teaching. This means that their teacher has the highest possible expectations for your child and fully understands the next steps they need to take in order to progress.

  • We teach from a creative curriculum, ensuring that we give our pupils exciting and varied learning opportunities through a range of interesting topics. Different teaching methods are used in class so that your child is fully able to access the learning. This may involve using more practical learning methods or ICT, for example.
  • We teach ‘Mastery Maths’ which involves employing approaches that help pupils to develop a deep and secure knowledge and understanding of mathematics.
  • Staff provide differentiated tasks to suit specific needs and their planning takes account of individual pupil needs in order to maximise learning opportunities for all.
  • Some interventions may change as progress and needs are monitored consistently to maximise and evaluate their impact.
  • Resources and the environment are adapted as required with the support of appropriate professionals and every class has a qualified teaching assistant.

Adapting for child needs

  • Our teachers are skilled at adapting learning opportunities to ensure they take account of individual pupil needs.
  • Additional or adapted resources are used when needed.
  • The Learning environment and the class timetable can be adapted so as to meet the needs of individual pupils, where possible.
  • Additional support is also provided by professionals from external agencies. We regularly meet with The Educational Psychology Service, Speech and Language Service, Occupational Therapy Service, Autistic Spectrum Disorder Service, Behaviour Support Service, Learning Support Service, Sensory Impairment service, Speech, Language and Communication Needs Service, School Nurse, Child and Adolescent Mental Health Service and Social Care.

Teacher flexibility on child needs

We aim to provide a happy and stable environment in which each child will find learning a pleasurable experience. We pride ourselves on treating children as individuals, and this includes a commitment to giving each child the support s/he needs to flourish at school.

All Teachers are skilled at adapting planning, resources, the learning environment and the directed support pupils receive. Planning takes account of individual pupil needs. Additional adults may be used to help groups or individual children to be able to achieve the learning independently.

The school has implemented significant alterations to enable the inclusion of disabled children. We are willing to plan further changes to the building and to train staff to meet needs. We have a disability access plan that parents are welcome to see.

Additional support

Agencies with which the school is involved include the:

  • Access to teaching assistants in all classes.
  • Regular teaching of phonics in class
  • Small group intervention programmes
  • Ability setting groups in Key Stage 1 to ensure that all pupils can experience success and challenge in their learning.
  • Phonics is streamed in Reception and Year One to ensure that all pupils can experience success and challenge in Phonics.
  • Visual timetables for class and individuals.
  • Educational Psychology Service
  • Sensory Impairment Service
  • Speech Language Communication Service
  • Autism Spectrum Disorder Service
  • Special Educational Needs Team
  • Occupational Therapy
  • School Nurse
  • Child and Adolescent Mental Health Service
  • Social Care
  • Voluntary

Referrals to these services are made as a result of the collaborative process of the class teachers and SENCo, with the permission of the parent/carer.

Learning strategies

Regular parent workshops are held on a termly basis to keep the parents informed of strategies employed by the school to assist in their child's learning. Pupils' different learning styles are supported through the use of visual, kinasthetic and audio resources.

Strategies recommended by agencies such as the Educational Psychologist or Speech and Language therapist are incorporated in the classroom routine.

Other strategies include:

  • Access to teaching assistants in all classes.
  • Regular teaching of phonics in class
  • Small group intervention programmes
  • Ability setting groups in Key Stage 1 to ensure that all pupils can experience success and challenge in their learning.
  • Phonics is streamed in Reception and Year One to ensure that all pupils can experience success and challenge in Phonics.
  • Visual timetables for class and individuals.

Meeting child needs

Pupils' needs are identified and assessed thoroughly and as early as possible and discussed with parents/carers.

We keep parent/carers informed at every step and value their input in how to support their child

All relevant staff, including external providers of support are involved in devising strategies to meet the particular needs of each pupil.

Access to exams

Access arrangements can be made for pupils with SEN when taking tests or being assessed. For example, additional time, adapted resources, small rooms, an adult to read the assessment questions or to scribe and rest breaks.
We always help to support our pupils with their emotional, social and behaviour needs so as to ensure there are no barriers to their learning. For example, pupils have access to quiet areas in their classroom and can access resources and support from our ELSA.

Additional support or time for exam

This is not applicable in our school setting.

Comfort, safety and socialising

  • Teaching Assistants run regular groups to develop social skills and enhance self-esteem.
  • An ELSA (Emotional Literacy) programme is run by a fully trained member of staff.
  • We are a Rights Respecting School and therefore ensure all children’s rights are respected and promoted, throughout the school. We encourage all of our pupils to be aware of their rights and assertive when insisting that their rights are met.
  • Home/School liaison: Homework/Communication book/Class reports are ways of sharing progress
  • Shared target setting takes place each term
  • Visual timetables/cues are used throughout the school to increase accessibility
  • We provide support for our pupils outside of the classroom, should they need it. For example, we have a number of lunchtime and after school clubs, which we will facilitate all children in joining, should they want to.
  • Teachers and Teaching Assistants supervise pupils during break time.
  • A member of the SLT is always available before and after school.

Developing social & emotional skills

We have an Inclusion team who share information in order to provide relevant support. In addition, we provide a strong ethos of pastoral care which includes access to specialist support such as ELSA. Pupils achievement is celebrated and we offer lunchtime and after-school clubs to encourage the development of social communication skills.

Early Help Support in the Community (Tier 2)

Parents are directed to the Thomas Wall Children's Centre for additional support.
Where identified, we offer support from our Emotional Literacy support assistant (ELSA) to children 1:1 or in small groups. This can focus on self-esteem, social skills, anger management, friendship issues, bereavement and emotional language. We also have the expertise to offer support to children who are experiencing other emotional difficulties.

Bullying

We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school.

Please follow the link below to find the school's behaviour and safety policy: http://www.twn-rhi.org.uk/policies/

Disability support

  • We fulfil our duties under the Equalities Act 2010.
  • Hand rails are installed to assist those who require additional support in the classroom. Specialist equipment such as spring scissors, fiddle mats and tools to assist in the development of fine motor skills are used in the classroom to facilitate learning. An alternative entrance is in place to provide easy access to the Year 2 classrooms. There is a disabled toilet in the school reception area at Robin Hood Infants and one in Thomas Wall nursery.
  • All staff are aware of and familiar with the requirement of the Disability Discrimination Act 1995 and the Equality Act 2010

Accessing lessons

All staff are aware of and familiar with the requirement of the Disability Discrimination Act 1995 and the Equality Act 2010 and we endeavour to make reasonable adjustments as stated in the SEN Code of Practice, 2014

Who we work with

Additional support is also provided by professionals from external agencies. We regularly meet with The Educational Psychology Service, Speech and Language Service, Occupational Therapy Service, Autistic Spectrum Disorder Service, Behaviour Support Service, Sensory Impairment service, Speech, Language and Communication Needs Service, School Nurse, Child and Adolescent Mental Health Service and Social Care.
Referrals to these services are made as a result of the collaborative process of the class teachers and SENCo, with the permission of the parent/carer.

Working with other agencies

Agencies the school are involved with include the Educational Psychology Service, Speech Language Communication Service, Autism Spectrum Disorder Service, Special Educational Needs Team and the Child and Adolescent Mental Health Service and referrals are made by the SENCO as a result of the collaborative process of the class teachers and SENCO, with the permission of the parent/carer.

The specialist professional will work with your child to understand their needs and make recommendations, which may include;

  • Making changes to the way your child is supported in class.
  • Support to set better targets which will include their specific expertise.
  • A group run by school staff under the guidance of the outside professional e.g a social skills group.
  • A group or individual work with outside professional.Informing parents and carers

Parents are informed on progress during Parents/carers meeting which are held three times a year in which pupils’ targets and behaviour and attitudes forms are shared. Formal end of year reports are provided and the progress of pupils with an EHCP is formally reviewed at an Annual Review with all adults, including parents/carers, who are involved with the child’s education and when possible, the pupil themselves. IEP’s are considered working documents and are continuously reviewed and updated every half term. They may also contain targets provided by any of the services named and are then shared with parents/carers. It is ensured that all concerned fully understand the stated targets and outcomes. Parent/carers views are sought and they are invited to contribute to this planning process.

Helping your child settle with confidence

Every year Class Teachers meet to transfer all relevant information, successful strategies, effective resources and any other information about pupils before they move on to their new Class Teacher.
The SENCo and Junior SENCos meet to ensure all information is passed over for pupils with SEN.
Additional visits are arranged, when needed, for pupils to visit the Junior school.
Resources such as photo transition books can be provided for pupils, if needed, which contain photos and information about their new class or school. This allows pupils to further familiarise themselves with their new school or new class.

Extended School Day

We have a breakfast club which is onsite and we are linked with Sutton's after school service for after school care. We have a variety of after school clubs which are run by external providers and are targeted at an age appropriate level.

Policies

Policies that are available on the school website include: • SEND • Equalities Scheme • Behaviour and Safety • Medical care • Access Plan http://www.twn-rhi.org.uk/policies

Updated

July 2020