Cheam Common Infants’ Primary Academy (Part of LEO Academy Trust)

Address: Balmoral Road, Worcester Park

Postcode: KT4 8SS

Contact: Rachel Townsend

Telephone: 020 8337 4152

email: cciinclusion@leoacademytrust.co.uk

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Our Vision

‘Provision and practice delivers the opportunities for children to reach their own aspirations’

As part of LEO Academy Trust we are determined to realise the full potential of every child including those with SEND, to provide them with an excellent education and the opportunities to develop as successful, confident and independent learners.

Children with SEND will be welcomed positively to our school and the classroom with the intention of inclusivity in the class teaching and learning wherever possible. This is to ensure that all children understand diversity as a positive attribute , with the ‘mindset’ of becoming adults to support, understand and integrate in the inclusive society we live in.

Every single decision made by the school is determined by what is in the best interests of all our children. We are committed to ensuring that every child has the best chance to fulfil their aspirations so they are prepared for the next stage in their educational journey and adulthood.

For more information please find attached here our LEO SEND Policy.

Contact to discuss child needs

At Cheam Common Infants’ Academy we aim to have an open partnership with parents and staff and always promote two way communication.
As part of our graduated response approach, If a parent has a particular concern about their child we advise that the first point of call should be the child’s class teacher. At this stage an initial concerns form will be completed and interim targets set to meet needs.

Following this, an appointment can then be arranged with the school SENDCo. This can be done through:

● emailing the school

● writing a note for the teacher

● speaking with them after school

● arranging an appointment if necessary

About the school

Cheam Common Infants’ is one of the six schools in the LEO Academy trust. We welcome children of ages three to seven.
We have a wonderful Early Years and offer varied Nursery provision including both 15 hour provision for all and 30 hour provision. We have 120 full time places for our Reception Classes.
The children then go onto Key Stage 1 where we have four Year 1 classes and three Year 2 Classes.

Assessing children

At Cheam Common Infants’ we treat every child as an individual and our lessons and provision are differentiated to meet the varying needs of all children within the class.

Children are observed regularly and assessments take place every term to track their current levels of progress and attainment. Ongoing in-class assessments, statutory end of Key Stage assessments and assessments from targeted intervention with identified groups/individuals are used to monitor impact and inform future support and provision.

We take a holistic approach to assessing the needs of children in our school in order to ensure we can support them to reach their full potential. We acknowledge that all children learn differently.

Assessments:

  • 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 interventions that may need to be put in place.
  • SEND Support Plan meetings take place termly to set and review targets for children who are on the SEN (Special Educational Needs) register and share the provision to support children to work towards these: Interim meetings may occur if required for an individual.
  • Informal verbal feedback about your child’s progress at school may be provided by the child’s teacher on an ad hoc basis, either at your request, or in relation to a particular activity or piece of work your child has been doing.
  • Informal verbal feedback about your child’s progress at school may be provided by the child’s teacher on an ad hoc basis, either at your request, or in relation to a particular activity or piece of work your child has been doing.
  • Parents’ Open Evenings are offered each term.

A detailed school report is provided annually at the end of the summer term and there is a slip provided to send back any comments or queries you may have.

Assessments:

  • 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 interventions that may need to be put in place.
  • SEND Support Plan meetings take place termly to set and review targets for children who are on the SEN (Special Educational Needs) register and share the provision to support children to work towards these: Interim meetings may occur if required for an individual.
  • Informal verbal feedback about your child’s progress at school may be provided by the child’s teacher on an ad hoc basis, either at your request, or in relation to a particular activity or piece of work your child has been doing.
  • Informal verbal feedback about your child’s progress at school may be provided by the child’s teacher on an ad hoc basis, either at your request, or in relation to a particular activity or piece of work your child has been doing.
  • Parents’ Open Evenings are offered each term.
  • A detailed school report is provided annually at the end of the summer term and there is a slip provided to send back any comments or queries you may have.

Informing parents and carers

At the end of the academic year each child will receive an end of year report that will highlight the child’s progress, achievement and areas of need. The assessment data will be drawn from a range of sources.
In order to monitor children’s progress, regular meetings are held throughout the year. We have two parent consultation meetings every year where parents have the opportunity to come into school and discuss their child’s progress with the teacher. There is the option for a third parent consultation at the end of the Summer Term, if needed, once the child’s report has been sent home.
Targets for children with a SEN Support plan will be set in July. These targets will be shared with the new teacher for the next academic year. These targets will then be reviewed in October and February.
In addition to these meetings to review targets, there is the opportunity for ad hoc meetings with class teachers and or the SENCo.
For pupils with an EHCP, reviews are held annually to discuss progress against outcomes with input from all professionals who have supported the child.
Team Around the Family and Team around the Child meetings are organised on a needs basis to support both pupils and their families.

Updates on progress

All parents/carers are invited to meet the teachers for formal discussions about their children’s progress and attainment as well as their social, emotional and physical development. These take place every term.
Additionally, if your child is receiving additional support, intervention or if outside agencies are involved review meetings will be held more frequently. Parents/carers are also welcome to have informal meetings with the teacher and/or SENCO at other times as necessary.

If a child is not making progress

Please click here to see our Assess, Plan, Do, Review Cycle which explains in detail how we support children who are not making progress.

Curriculum

At Cheam Common Infants’ we follow the National Curriculum and provide a thematic curriculum that fosters enthusiasm through a cross-curricular approach to learning, encouraging children to gain a deeper understanding by making connections.

Our curriculum takes into account the interests and needs of our children, is relevant to our local surroundings and draws on the resources available in our community. It is multi-cultural and promotes the skills needed by individuals to be successful in the 21st century.

It seeks to motivate and interest children and provides them with a purpose for learning. Clubs, trips, outside speakers and other planned opportunities for enrichment enhance the children's experience.

At Cheam Common Infants’ we take into account different learning styles and use a variety of teaching styles and resources to teach the curriculum, allowing us to encourage and promote children to be independent thinkers, to learn through making mistakes, to challenge and ask questions, to make connections and see relationships, to communicate their ideas and work well with others and reflect on their learning and ideas.

Teachers plan to meet the needs of all pupils by ensuring learning is focused on individual pupils' needs, abilities and interests. Outcomes from assessment of learning enable teachers to set targets that reflect individual pupils' skills, abilities and potential. Through Quality First Teaching staff ensure that activities are differentiated to meet the individual needs according to what is appropriate for each child.

The school has a commitment to make reasonable adjustments to ensure access to the curriculum for all. The school has interventions for children experiencing difficulties in English or mathematics.

Barriers to learning are carefully identified and specific support is put in place for example nurture support, occupational therapy support, friendship support, speech and language support, EAL (English as an Additional Language) support.

Adapting for child needs

Organising groups within the class is considered carefully with opportunities for both ability and mixed setting to maximise learning opportunities for all.
Each Key Stage1 class has a teaching assistant present during the morning to support children in their learning and this is when English and Mathematics lessons usually take place. However, children are encouraged to become independent and monitoring takes place to avoid pupils becoming over-reliant and dependent on adult support. The provision for each child is coordinated so that they do not have a fragmented day and are not receiving too many support programmes out of class. Children are supported through the most effective programme for their Special Educational Need or Disability.
In the Early Years Foundation Stage teaching assistants are available all day and most of the interventions take place in the class or through small intervention groups.

Teacher flexibility on child needs

The class teachers are responsible for adapting and refining the curriculum to respond to strengths and needs of all pupils, checking on the progress of your child and identifying, planning and delivering any additional support. They will personalise planning for any child that need different provision from that usually planned for.

Additional support

When interventions are put in place assessments are always carried out at the start of the intervention and at the end to gain a clear picture of the impact they have had. The class teacher and SENDCO reviews the impact of the
interventions carefully along with the Senior Leadership Team to consider any further support required.

Strategies to support English include:
• Daily Reading to an adult
• T.A. support in English lessons
• Year 1 Project
• Catch Up Literacy
• Small group or 1:1 interventions delivered by SEND teaching assistants
• Write From the Start handwriting activities
• Project X Code (Year 2 reading and phonics) https://global.oup.com/education/content/primary/series/projectx/project-x-code/?region=uk
• Ruth Miskin One-to-One Phonics Tutoring Kit
• Intervention programmes by the Learning Support Service
• Lexia – ICT based intervention for reading and phonics.
• Writing project

Strategies to support Mathematics include:
• T.A. support in Mathematics lessons
• Small group work with Numicon
• Catching Up – A Maths Programme for KS1
• Dynamo Maths - www.dynamomaths.co.uk
• Mathletics
• Small group or 1:1 interventions delivered by SEND teaching assistants

Strategies to support speech and language include:
• T.A.s implementing 1:1 support based on recommendations by speech therapists
• Follow up work by T.A.s or through modelling in class by teachers of assessments and intervention delivered by the Speech, Language and Communication Needs Service
• 1:1 support delivered by a speech therapist in block therapy for pupils with an Education, Health and Care Plan


Strategies to support/facilitate access to the curriculum include:
• T.A. support in some lessons
General SEND resources e.g. pencil grips, wobble cushions, Numicon etc.

Strategies to support/ modify behaviour
• Individual behaviour plans
• Reward charts/sanctions within class
• Behaviour support from a specialist teacher – 1:1 work or advice dependent upon need

Learning strategies

A Teaching Assistant is available daily in every class to support the children. We also have Teaching Assistants employed in the afternoons to work with children with additional needs using evidence based intervention programmes.

Children in KS1 have targets for English and mathematics set by the teachers. These targets are shared with the parents.

The children receive daily phonics lessons and in KS1 the children are set in four groups for these. The groups are targeting the specific needs of the children and when needed an additional group is added.

Additional handwriting practice takes place in class and children are able to carry out ‘early work’ every morning between 8.45 and 8.55. The teachers plan the ‘early work’ according to the children’s needs and this may include additional reading, consolidation of mathematics tasks or Lexia (reading and phonics ICT programme). We also use the ICT programme Mathletics which can be used at home as well as in school.

For children with Social Communication difficulties we use PECS (Picture Exchange Communication System).

Meeting child needs

Our school approach complies with the Equality Act of 2010 and we seek to promote equal opportunities for all children with or without disabilities. Teachers are aware of physical and sensory needs and are equipped to differentiate accordingly to enable them to use facilities and access the curriculum. All children have equality of opportunity to access the curriculum and after school clubs and reasonable adjustments are made to enable participation in school visits.

We have a disabled toilet to assist children with disabilities to enable them to use these independently. There is also a lift available to enable wheelchair access to the upstairs of the school. There are also changing facilities available to support children with specific needs.

Access to exams

Every child is given the opportunity to access the curriculum. Every child will be assessed and supported according to what their specific needs are and decide if any adjustments are necessary in order to allow that child to access tests.

Adjustments that may be made include:

● Additional time to complete the test

● A break during the test

● Large print

● An adult to help the child to stay focused

● Making a transcript of the test if the child’s writing is difficult to read

● Any adjustments would become part of normal classroom practice.

This information is shared with parents/carers at parents consultation or Send Support Plan meetings.

Additional support or time for exams

For some pupils additional arrangements and adjustments can be made to enable them to fully access tests. This might include additional time, rest breaks or the use of a scribe. The SENDCO/ class teacher will arrange this as necessary.

Comfort, safety and socialising

All classes follow a structured PSHE (Personal, Social, Health and Economic education) curriculum. It is a comprehensive scheme designed as a whole school approach.
• We also have a set of ‘Golden Rules’ which are taught through assemblies and in class. We celebrate children that follow the Golden Rules with rewards and certificates.
We run social/nurture groups every week and we have a Family Support Worker who works with children and their families.
A ‘buddy’ system is in place where chosen ‘buddies’ ensure that children are happy at play times. The teachers will also ensure that any child experiencing difficulties with friendships feels safe by setting up a class system of support.

Developing social & emotional skills

At Cheam Common Infants’ we take our pastoral responsibilities very seriously and our procedures reflect the values of the school. We offer social and emotional support within the school environment for every child and their family/carers.

The school works in partnership with parents and carers to encourage good behaviour. We expect the children to be responsible, make good choices and show respect for the whole school community. Please click here to view the school’s behaviour policy.

All children are taught through PHSE (Personal Health and Social Education) and staff model how to deal positively with social interactions.

All staff endeavour to ensure that children feel safe, comfortable and welcome. Children know they can speak to staff should they have a need too. There is an open door policy between staff and parents.

All children are supported to develop their social and emotional skills and there are interventions and nurture groups available at school for children who are identified as needing support within this area.

There are also opportunities for children to attend a range of extra curricular clubs as well as PHSE, Pupil Voice and School Council during school time which encourages independence and social resilience.

Early Help Support in the Community (Tier 2)

We actively engage with local services to provide support to parents/carers. We do this through:

● Email

● Newsletters

● Twitter

● Target intervention for particular families.

As a trust we facilitate parent coffee mornings. These can be agenda driven (e.g support for children with ASD) or networking opportunities for parents.

Bullying

We rarely experience any bullying incidents but should this happen it will be dealt with quickly and appropriately in accordance with our Bullying Policy which is available to view on the school’s website, and the parents/carers of the children involved will be informed.

Disability support

  • Ramps and handrails into the hall and into the playground.
  • A lift to access the upstairs classroom and facilities.
  • Disabled toilets are available in the school
  • Advice is taken from external agencies who may recommend equipment and give advice of how to successfully include all children.

Accessing lessons

All children are continually monitored and assessed and Cheam Common Infants’ School are committed to ensuring inclusion of all children in all lessons. We will seek advice from specialists if there is a specific concern regarding the inclusion of a child. The parents will be contacted and invited to meet with the class teacher and the SENDCO to discuss what we can do to support the child to access the full curriculum.

Who we work with

The school works closely with a variety of external agencies including the following:

  • Educational Psychology Service
  • Sensory Impairment Service
  • Speech, Language Communication Service
  • Adapt to Learn
  • Specialist Educational Needs Team (including Early Years)
  • Occupational Therapy
  • School Nurse
  • Child and Adolescent Mental Health Service
  • Social Care
  • Voluntary services

This is not an exhaustive list and the school would engage with any agency or professional as necessary to support the needs of the children.

The school would follow the criteria and referral procedure as set out by the individual agency/professional. Any referral to be made would be in consultation with the parent/carer following a discussion with the SENDCO.

Working with other agencies

When a child is identified as needing additional support outside the school's own interventions and resources a referral to the appropriate service is made by the SENDCO. A staff member from the requested service meets with the SENDCO and class teacher and a plan of action is drawn up. This may include advice and strategies for the class teacher and can involve work with the child.

Informing parents and carers

How will I be informed?
• The SENDCO liaises with class teachers, the senior leadership team and parents when proposing to refer a child to a particular service.
• Parents will be invited to discuss any referrals and their views will be sought. Parents are also welcome to meet with a member of staff from the suggested service.
• Reports and recommendations are shared with parents and expected outcomes and strategies to meet those outcomes are planned.

Helping your child settle with confidence

Moving schools can create understandable concerns for children and their parents. If your child is joining the school you and your child will be offered the chance to tour the school in advance on request and if your child has SEN the SENDCO is happy to meet during this tour. New children will also be allocated another child to spend time with, help them settle in and find their way around.

Our staff are sensitive to the implications of joining a new peer group, joining the school mid-year, or moving to a completely new location. They are experienced at supporting these transitions and will be keen to offer help and reassurance to ensure your child integrates well and are happy at their new school.

Transition arrangements are personalized to meet individual needs. Some of these personalised arrangements include:

● Virtual tours

● Social stories

● Virtual meet the teacher meetings

● Transition booklet/work

● Secondary school transition meetings

● Home visits

● Visits to previous settings

Extended School Day

We are pleased to run our own Breakfast and Afterschool club.

Policies

 

Updated

October 2021