Abbey Primary School

Name of school: Abbey Primary School

Address: Abbey Primary School, Glastonbury Road, Morden

Postcode: SM4 6NY

Map: Google Map

Contact: Mrs Jessie Linsley (Director of inclusion). 

email: senco@abbey.sutton.sch.uk

Visit Abbey Primary School website (external link). 

Telephone: 020 8254 0862

Contact to discuss child needs:

  • Class Teacher – responsible for:
    • Ensuring that all children have access to High Quality teaching and that the curriculum is adapted to meet the individual needs of children (also known as adaptation)
    • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work, additional support, adapting resources, over-learning etc) and discussing amendments with the Inclusion Manager as necessary.
    • Sharing and reviewing SEN Support Plans with you at least once each term
    • Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable him/her to be included and make progress.
    • Ensuring that all staff working with your child are helped to deliver the planned work/programme, so they can ensure the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
    • Ensuring that the school’s SEN policy is followed in their classroom.
  • Inclusion Manager - responsible for:
    • Co-ordinating all the support for children with special educational needs (SEN) and developing the school’s SEN policy to make sure all children get a consistent, high quality response to their needs.
    • Ensuring that parents are involved in supporting their child’s learning; kept informed about the support their child is receiving; are involved in reviewing their child’s progress and are part of planning ahead for future provision.
    • Liaising with all the other professionals who may come into school to help support the child’s learning eg: Speech and Language Therapy, Educational Psychology etc
    • Updating the school’s SEN Records of Need (a system for ensuring that all the SEN needs of pupils in this school are known) and making sure that there are records of your child’s progress and needs.
    • Writing SEN Support Plans for SEN children.
    • Providing specialist support for teachers and support staff to ensure that they can help children with SEN make the best possible progress.
  • Head Teacher – responsible for:
    • The day to day management of all aspects of the school, this includes the support for children with SEN.
    • Delegating responsibility to the Inclusion Manager and Class Teacher to ensure your child’s needs are met.
    • Keeping the Governing Body up to date with any issues relating to SEN.
  • SEN Governor – responsible for:
    • Ensuring that the school has an up to date SEN policy.
    • Ensuring that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school.
    • Ensuring that the necessary support is made for any child who attends school who has SEN and/or disabilities.
    • Making visits to understand and monitor the support given to children with SEN and being part of the process to ensure your child achieves his/her potential.

Assessing children

The school uses a variety of formal and informal ways to assess achievement and monitor progress.

  • Children are assessed formally through the collection of data at the end of Reception with Foundation Stage scores, the Year 1 phonics screening and Standard Assessment Tests (SATs) at the end of Year 2 (KS1) and Year 6 (KS2).
  • Children are also assessed informally through regular diagnostic marking that identifies next steps for progress.
  • Children are given time to respond to marking and therefore also self-assess.
  • The tracking of individual pupil progress over time is monitored at class teacher level and by the Senior Leadership team who have termly meetings with teachers to discuss progress expectations, targets and any interventions that may need to be put into place.
  • The interventions are evaluated by the Inclusion Manager for impact and progress.

Informing parents and carers

Informal verbal feedback about your child’s progress may be provided by the teacher on an ad hoc basis at the end of a school day. We have Pupil Review meetings every term where we set and review targets and also inform parents about the progress their child is making. SEN Support Plans are reviewed termly with the class teacher and the Inclusion Manager. A detailed Annual School Report is provided at the end of the academic year.

Updates on progress

We have Pupil Review meetings every term where we set and review targets and also inform parents about the progress their child is making. SEN Support Plans are reviewed termly with the class teacher and the Inclusion Manager. A detailed Annual School Report is provided at the end of the academic year.

If a child is not making progress

Class teachers and/or the Inclusion Manager will meet with parents of any child who is not making expected progress to discuss any strategies that will be put into place. Children requiring a high level of support will also receive an SEN Support plan which will have individual targets. The targets set on the SEN Support plan are SMART (Smart, Measureable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed. If tracking and monitoring suggests that the child is not making the expected progress, additional support may be provided via additional resources after discussions with key staff, parents/carers, pupils and possibly other professionals.

  • Support may include:
    • different learning materials or special equipment.
    • some group or individual support.
    • extra adult time to implement a planned intervention and to monitor its effectiveness.
    • access to external support services for one-off or occasional advice on strategies or equipment.
    • An application for an Education, Health and Care Needs assessment (EHCP) may be considered for a child who continues to experience significant difficulty and meets the criteria for this assessment. This would always be done in consultation with the parent/carer and the Inclusion Manager.
    • Parents of children with an EHCP have an additional annual review meeting with the Inclusion Manager.

Curriculum

The Nursery and Reception children follow the Early Years Foundation Stage (EYFS) curriculum. Children in Key Stage 1 (KS1) and Key Stage 2 (KS2) follow the National Curriculum which is taught through phonics, grammar & spelling, reading, numeracy and theme lessons. All curriculums are taught via excellent targeted classroom teaching also known as High Quality Teaching.

  • High Quality Teaching ensures that
    • the teacher has the highest possible expectations for all pupils in their class.
    • all teaching is based on building on what the children already know, can do and can understand.
    • different ways of teaching are put in place so that the children are fully involved in learning in class where appropriate. This may involve things like using more practical learning or providing different resources adapted for the children.
    • specific strategies may be put in place (which may have been suggested by the Inclusion Manager or outside agencies) to support the children’s learning.
    • work is pitched at or adapted to the correct level for the children according to their specific needs.

Adapting for child needs

Teachers are skilled at adapting learning objectives and activities to meet the different levels of need within their class and planning is differentiated to take account of individual pupil needs. Grouping arrangements are organised carefully to maximise learning opportunities for all children according to their specific needs. The school has a commitment to make reasonable adjustments to ensure access to the curriculum for all.

Teacher flexibility on child needs

Teachers take into account the different learning styles of the pupils within their class and adapt the curriculum accordingly. The National Curriculum has to be followed but there may be a variation in the target objectives for children with special educational needs and/or disabilities based on their level of learning in that particular subject.

Additional support

Some children will require extra support to help them make the best possible progress. The Inclusion Manager, along with the class teachers will have carefully checked the children’s progress and will have identified any gaps in their understanding / learning. The Inclusion Manager will plan individual or small group intervention sessions to help the children make more progress. A Teaching Assistant or outside professional will run these small group sessions using the Inclusion Manager’s plans or a recommended programme.

Learning strategies

Teachers have an understanding of the needs and learning styles of individuals. Teachers are supported by well qualified teaching assistants. There are a wide range of interventions to support/develop reading, writing and maths as well as catch up interventions on a daily basis. External agencies are approached for specific support where appropriate.

Meeting child needs

The school has interventions for children experiencing difficulties in reading, writing and maths. Barriers to learning are also carefully identified and specific support is put in place eg ELSA, Lego Therapy, Speech, language and communication therapy, EAL support etc

Access to exams

The school adheres to the current access arrangements for Key Stage 1 and Key Stage 2 as set out in the ‘Assessment and Reporting Arrangements’ published by the Standards and testing Agency. Some children will be eligible to have a reader to enable them to access a maths or science test. Some children may be eligible to have a scribe, which is a writing assistant who writes out answers dictated by the child. Children with English as an Additional Language (EAL) may be eligible to have a translator translate the tests. Children with a visual impairment may have test papers adapted to suit their needs eg enlarging the text, photocopying it on to coloured paper etc Children with a hearing impairment may listen to the mental maths test and spelling test through headphones etc A child with severe attention problems may be supported by a prompter, especially if an adult regularly prompts the child in class. Some children will be eligible for additional time in tests. These include children with an EHC Plan. Some children may be eligible to use a word processor.

Additional support or time for exams

You will be informed at Pupil Review Meetings if your child qualifies for additional support or time to access tests.

Comfort, safety and socialising

Abbey Primary is an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.

We follow the Values ethos which encourages good citizenship through values teaching. The personal qualities of these values are reflected in assemblies and filter through into lessons. We have an open door policy where parents are welcome to speak to class teachers in the playground at the end of every day or make an appointment to meet with them or the Inclusion Manager to discuss how well their child is getting on. Class teachers have overall responsibility for the pastoral and social care of every child in their class, therefore they would be the parent’s first point of contact. We have a Family Support Worker who works with the families of our vulnerable children. We believe that a child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly; especially if your child has complex needs. Some children have a home/school communication book which they take home daily so that comments from parents and teachers can be shared and responded to on a day to day basis. If further support is required, the class teacher liaises with the Inclusion Manager, Deputy Head Teacher or Head Teacher for further advice and support. This may involve working alongside agencies such as Health and Social Services.

Developing social & emotional skills

We are able to offer ELSA, Draw & Talk therapy and Lego Based therapy with trained teaching assistants. We have many clubs that happen before school and after school and cater for a range of needs and ages. We have a lunchtime club specifically for children who struggle to manage on the playground for an hour. Every classroom uses a visual timetable and some children also have access to individual visual timetables. Vulnerable Year 6 children complete a ‘Transition to High School’ pack which includes a ‘Personal Passport’. This is completed during ELSA sessions in the summer term. Staff have access to ‘social stories’ when appropriate.

Early Help Support in the Community (Tier 2)

The school has 3 ELSAs (Emotional Literacy Support Assistants), one of whom works solely with children from the EYFS. The ELSAs support a range of children with varying needs. We are also able to offer Draw & Talk therapy and Lego therapy. We have a lunchtime club for children who struggle to manage on the playground for the whole lunch time. The school has a Family Support Worker who supports children from our vulnerable families where appropriate. We are able to refer children and parents to support groups such as: Jigsaw Parenting groups

Bullying

Abbey Primary has a zero tolerance attitude towards bullying. E-safety and cyber-bullying are addressed at an age-appropriate level across the school. Staff are present during playtime and lunchtime to supervise children during unstructured times.

Disability support

The ground floor of the school is accessible to children with physical disability via ramps and there is a disabled toilet on this floor. We ensure that equipment used is accessible to all children regardless of their needs. Enrichment activities are extended to all pupils irrelevant of their needs. We offer ELSA , Draw & Talk therapy and Lego therapy.

Accessing lessons

The school has a strong ethos of including children with special educational needs and/or disabilities where possible. Reasonable adjustments are made by staff to ensure children with disabilities can access all lessons. School can refer to specialist services to seek advice regarding areas such as seating assessments.

Who we work with

As a school, we work closely with a variety of agencies including: Cognus (Autism, Educational Psychology, Language and Communication, Occupational Therapy, SEN Team)Child and Adolescent Mental Health Service (CAMHS)School Nurse, Social Care, Speech & Language TherapyEarly Intervention team

Working with other agencies

If a child is identified as not making progress, despite receiving targeted teaching, the school will set up a meeting to discuss this with parents in more detail. The meeting is usually with the class teacher but the Inclusion Manager may also be involved. The referral and all accompanying paperwork is then sent to the relevant outside agency. The outside agency will then make contact with school and/or parents and arrange to visit and observe/assess the child. Some outside agencies such as Cognus are school based support agencies and some are clinic based such as CAMHS. Parents are usually invited into school or the relevant clinic during this time.

Informing parents and carers

Referrals to any outside agency would be made in consultation with the parent/carer through a discussion with the Class teacher and/or the Inclusion Manager.

Helping your child settle with confidence

We recognise that ‘moving on’ can be difficult for a child with SEN and take steps to ensure that any transition is as smooth as possible.

  • When moving to another school:
    • We will contact the school SENCO/ Inclusion Manager and ensure that they know about any special arrangements or support that need to be made for the child.
    •  We will make sure that all records about the child are passed on as soon as possible.
  • When moving from Year 6 to Year 7
    • The Inclusion Manager will attend the Borough SEN Transfer Meeting to discuss the specific needs of the child with the SENCO/ Inclusion Manager of the relevant secondary school.
    • The child will attend specific ELSA sessions that will support their understanding of the changes ahead. This usually includes completing a ‘Transition Booklet’ and creating a ‘Personal Passport’ which includes information about them for the new school.
    • Where possible the child will visit their new school for an ‘extra’ visit with a familiar adult accompanying them and on some occasions staff from the secondary school may visit the child in this school.
  • When moving classes in school:
    • Every child has a transition morning where they spend part of the morning with their new teacher in their new classroom. Parents are also invited to attend these transition mornings.
    • Information is passed on to the new class teacher in advance and a ‘sharing information’ session is held between the old and the new class teachers. All PLPs will be shared with the new class teacher.
    • Some of the children may be helped by having a book to support their understanding of the move and this will be made for them.

Extended School Day

Abbey Primary is able to offer both a Breakfast and After School club which are run by Abbey Primary staff and both are managed by the same staff member.• Breakfast club is open from 7.30 to 8.30am.• After School club is open from 3.00 to 6.00pm.

Policies

https://www.abbey.sutton.sch.uk/schoolpolicies

Updated

July 2020

Please visit the SEND pages of Abbey Primary School (external link).