Beddington Infants' School

Address: Bond Gardens, Croydon Road, Wallington

Postcode: SM6 7LF

Map: Google Map

Contact: Kelly Reid

Telephone: 0208 647 7813

email: office@beddingtoninfants.org.uk

Website 

Contact to discuss child needs

As a school we aim to meet the needs of every child.
Class teacher – monitoring progress of child and liaising with key staff about interventions needed and first point of contact.
Phase leaders
Inclusions Manager – Ms Kelly Reid
Head Teacher – Miss Liz Kearney
Designated Safeguarding Lead/– Ms Kelly Reid
Strong community/ family/ staff relationships
Ongoing monitoring by all the teachers of rates of progress and identifying pupils not making progress.
Holistic approach to learning.

About the school

View the SEN Information Report: https://www.beddingtoninfants.org.uk/provision/teaching-learning/sen/

Assessing children

Additional support provided via additional resources after discussions with key staff, parents /carers, pupil and where relevant, external agencies.
Additional support will be documented by an Individual Education Plan (IEP).
Provision Maps are used to show the overall support offered to a child.

Informing parents and carers

Termly Open Evenings to celebrate successes and discuss future next steps.
External support is concluded with a report, these are shared with parents.
End of year reports.
Regular review meetings with parents/ carers and teachers alongside other professionals to track progress towards outcomes and evaluate interventions.

Updates on progress

Termly Open Evenings

If a child is not making progress

After consultation with parents/ carers, we will seek external support for children continuing to experience significant difficulty – this may involve an application for an Education Health Care Plan Assessment.

Curriculum

The new National Curriculum is in place.
We use the Cornerstones curriculum, which uses four stages of learning –
Engage, Develop, Innovate and Express. Each stage of learning has its own characteristics promoting high quality teaching, built upon children’s natural learning schema. Moving through the stages provides opportunities for children to learn at a deeper level than they might otherwise.

Adapting for child needs

Teachers are skilled at adapting the curriculum to meet the needs of all children.
Children take responsibility for their own learning and challenging themselves.
Planning takes account of individual pupils’ needs.
Grouping arrangements organised carefully to maximise learning opportunities for all.
Children are encouraged to be independent learners.

Teacher flexibility on child needs

Planning takes account of individual pupils’ needs.
Grouping arrangements organised carefully to maximise learning opportunities for all.

Additional support

All year groups have Teaching Assistants.
Additional adults may be used to help groups develop skills, challenge ideas and consolidate learning.

Learning strategies

Classes and /or pupils may be allocated support staff and have access to guided group work as appropriate.
Strategies to support and develop the basic skills in literacy, including reading.
Strategies to support and develop the basic skills in numeracy.
Developing independence.
Specialists provide training for staff.
Advice and Guidance from external agencies.
Diagnostic testing and assessment.

Meeting child needs

Children have Individual Education Plans to meet the special educational needs of each child.
If necessary support from specialists.
Year 1 – Phonic Screening – completed on a 1;1 basis with a known member of staff.
Year 2 – End of Key Stage Assessment.

Access to exams

Diagnostic / specialist assessment carried out by specialist teachers.
All needs are taken into consideration when undertaking tests.
Any anxiety will be discussed and shared.

Additional support or time for exams

Class teachers will liaise with parents if their child qualifies for additional support to access tests.

Comfort, safety and socialising

Open door policy.
Mentoring activities offered by a familiar member of staff.
Access to specialist support.
Lunchtime and After School Clubs e.g Lego, Dance, Gymnastics.
Home / School liaison. Home learning and communication through the Blus Book.
Yearly class reports.
Shared target setting at Open Evenings.

Developing social & emotional skills

Visual timetables and cues.
Staff meet the needs of all groups of pupils.
Staff presence at lunch, before and after school.
Preparation for transition to each new year group including Key Stage 2.

Early Help Support in the Community (Tier 2)

Intervention groups to develop Social Skills and enhance self – esteem.
Strong ethos of pastoral care.
Links with ASD support groups e.g ‘Social Butterflies Group’.

Bullying

Anti-Bullying Policy and procedures.

Disability support

We treat all children equally, regardless of the protected characteristics of age, disability, gender, reassignment, marriage and civil partnership, race, religion or belief, sex and sexual orientation. (Equality Act 2010).
Beddington Infants is all on one level for ease of access.

Accessing lessons

Sensory support.
Assistive technology, such as hearing loop,adapted equipment to use with the computer, talking computer programs.

Who we work with

We work with :-

  • Educational Psychology Service
  • Learning Support Service
  • Sensory Impairment Service
  • Cognus Therapies
  • Autistic Spectrum Disorder Service
  • Special Educational Needs Team
  • Early Years SENCO
  • School Nurse
  • Child and Adolescent Mental Health Service
  • Social Care
  • Voluntary Sector

Working with other agencies

Class teachers can make a referral with parent/carers permission – therefore open and strong relationships are important.
All services are subject to referral following specific criteria.

Informing parents and carers

Parents/ carers can ask to make a referral after discussion with their child’s class teacher.
Class teachers check a child meets the criteria for a service and then the child’s details and areas of concern are forwarded to the relevant team.

Helping your child settle with confidence

We have a very strong transition programme. Children are offered experiences of visiting their new classroom and also when they transition to Key Stage 2.

Extended School Day

We have a very successful Breakfast Club held on school premises and led by school staff.
There are After School Clubs for Beddington Pupils most days from 3.15 – 4.15 – there is a fee, and registration is first come /first served.
A number of pupils also attend the Grange after school.

Policies

https://www.beddingtoninfants.org.uk/about-us/school-policy/policies/

Updated

September 2021