Dorchester Primary School

Address: Dorchester Road, Worcester Par

Postcode: KT4 8PG

Contact: Sheena Hindocha

Telephone: 020 8330 1144

email: shindocha@suttonmail.org

website: http://www.dorchesterprimary.com/

facebook: https://www.facebook.com/dorchesterprimary

twitter: https://twitter.com/DorchesterP

Contact to discuss child needs

If a parent has any concerns about their child the first point of call will be the child's class teacher.
The SENDCo - Sheena Hindocha is happy to talk to parents about further concerns or join with the class teacher to meet the parent and discuss where to go next. The school recognises that the parent knows their child best and will do whatever they can to support both child and parents. We ensure that the parents are:
• Involved in supporting their child’s learning and can access the curriculum.
• Kept informed about the range and level of support offered to their child’s development and progress.
• Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties.
• Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.
All concerns will be discussed with the Head Teacher – Mrs Cathy Bell.

Assessing children

All children are assessed against the EYFS (Early Years Foundation Stage) curriculum in the Early Years, against the KS1 curriculum in KS1 and against the KS2 curriculum in KS2. Planning is always evaluated for next steps. Regular diagnostic marking identifies next steps for progress.
Children have time to respond to marking and therefore self-assess.
Targets for reading, writing and number are shared with parents.
Class teachers have regular meetings with the Head Teacher about progress of the children.
The children with SEND have additional support and this is written on the school provision maps. These are evaluated at the end of each school year. They have support through the class teacher and LSA in classes and will have further interventions to support depending on the areas of need. These interventions are evaluated to make sure they are having an impact.
Children who have regular support in school or through an outside agency will have targets on a learning plan which is written by teachers using Provision Map. These are shared at parents meetings every term.

Informing parents and carers

There are three parents’ afternoon/evenings a year where parents/carers have the opportunity to discuss their child’s progress, levels of attainment and the next steps in their child’s learning with the class teacher. A formal written report is sent to all parents/carers at the end of the academic year. This will give parents information about the child’s work in all areas of the curriculum and formally records their levels of attainment in English and Maths. Early Years also report to parents at the end of the Reception year. Whilst these are the formal consultations that take place at specified times during the year, teachers are always available to discuss children’s progress with parents/carers should there be any concerns about a child’s progress. If a teacher has a concern about a child’s progress at a time other than the specified parents’ evenings, they would arrange to meet the parents/carers to share this concern. Parents can also contact the school SENDCo if they have any concerns regarding special educational needs and the SENDCo will be happy to talk to the parent and advise as best as they can.

Updates on progress

Review meetings are held at least once a term. Parents, relevant external agencies and when appropriate, pupils, are invited to this review and their contribution is valued. The impact of support offered is considered along with the progress towards the targets set. These meetings are longer than the usual parent/teacher meetings and take place during the day to ensure that any external agencies or teaching assistant involved with a child are able to attend. SEN learning plans are updated termly and parents are invited to contribute to the new plan.

If a child is not making progress

If a pupil is not making expected progress parents will be informed and a discussion will take place in which staff and parents decide the appropriate next steps. This may mean that extra support or interventions are needed or an outside agency referral may be necessary. This will all be discussed in the meeting with the parent.

Curriculum

The school follows the Early Years Foundation Stage Curriculum and the New Curriculum. Termly topics have been set to ensure that the appropriate programmes of study and attainment targets for all subjects are covered.

Adapting for child needs

The teachers will differentiate learning and they will use visual resources as well as make a different format for a child who finds the curriculum challenging. This will enable the child to access the curriculum and stay with their peers. A variety of resources are used to keep the lessons exciting and stimulating. There are teaching assistants across the year groups that support the children every morning to support children with their learning and they also do interventions during the day to fill in the gaps.

Teacher flexibility on child needs

The teachers are flexible and they will use visual resources and make a different format for a child who finds the curriculum challenging.
This will enable the child to access the curriculum and stay with their peers. A variety of resources are used to keep the lessons exciting and stimulating.
The work will be differentiated for children so that they still access the curriculum, however it will be more suited to the needs of the individual child.
The school has close links to all outside agencies as well as a wealth of knowledge and resources to support children at each stage. The school has three Parent Consultations a year as well as an end of year report. The teacher will contact more often if the need arises.

Additional support

There are a wide range of interventions used at Dorchester Primary School to help children reach their expected outcomes.
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. Staff review the impact of the interventions carefully along with the SENDCo to consider any further support required.

Interventions include:

• Early Literacy support
• Daily reading to an adult
• Small group work with structured reading schemes.

• LSA support in Literacy lessons
• Small group or 1:1 teaching delivered by the LSA.
• Handwriting interventions
• Phonics schemes

Interventions to support Numeracy may include:

• Snap style activities.
• LSA support in Numeracy lessons
• Small group work with Numicon resources

Strategies to support speech and language may include:

• LSAs working 1:1 based on recommendations by speech and language therapists
• Follow up work by LSAs or through modelling in class by teachers from assessments and intervention delivered by the Cognus Therapies (formerly Speech, Language and Communication Needs Service).
• Social Skills groups
• 1:1 support delivered by a speech therapist in a block of sessions for pupils with an Education, Health and Care Plan.
• LSA support in some lessons
• Use of laptops, chrome books and iPads where appropriate

There is also support for behavioural and emotional needs as well. This is through ELSA, Drawing and Talking Therapy, Lego-Based Therapy and social skills groups.

We also have a Family Link worker who supports families and liaises with outside agencies.

Learning strategies

Teachers have an understanding of the needs and learning styles of individuals

• Teachers are supported by well qualified learning support assistants.
• There is a wide range of interventions to support/develop Literacy and Maths as well as catch up interventions on a daily basis.
• External agencies requested where appropriate for specific support.

Meeting child needs

The learning support plans have targets that are specifically for the individual child and they are reviewed with whether the targets have been met or whether they are ongoing and then new targets are made according to the review with the parents. They are draft so that parents can have an input into their child’s targets.

Access to exams

The school tries to ensure children feel as relaxed and prepared for tests and assessment to allow them to perform to the best of their ability. For example - giving the child one to one time and support, having readers to help, small groups, as well as adapting assessments to match the level the children are working at.

Additional support or time for exams

If extra time is needed for SATs it will be applied for through the Local Authority so that the child gets additional time. We want the children to feel at ease and will support them as best that we can.

Comfort, safety and socialising

The school has a comprehensive programme for personal and social development which takes place in each class. We use buddy systems, ELSA (Emotional Literacy Support Assistant), Lego-Based Therapy and Drawing and Talking Therapy. These programmes last from 6 - 12 weeks. The adults are very friendly and highly approachable and the children are always comfortable approaching them when needed. ELSA works very well in our school and the children feel very comfortable to discuss issues with the adults. As our ELSA works in the school the support is there for the child as long as they may need it. Some children may only need a few weeks of talking and support and others may need a lot longer to really discuss why they feel the way they do.
Drawing and Talking Therapy is another non-intrusive way of supporting the children through drawing and discussing the pictures they have drawn. Children are getting a lot out of this programme.
Circle Time, peer partner work, group work is always being done to raise self-esteem and encourage social skills. Lego-Based Therapy focuses on team building and working as part of a group. Social stories are used to share ideas with the children. Individual children may need a specific social story to go over feelings or using gentle hands or any need that is specific to that particular child.

Developing social & emotional skills

Children are also referred to Behaviour Support, Paving the Way or the Early Years Area SENDCo if there are social and communication needs. If there are further needs then parents have the chance to speak to a member of Behaviour Support/Paving the Way before the sessions start and when the period of sessions are completed. If Behaviour Support/Paving the Way feel that there are more concerns then CAMHS (Child and Adolescent Mental Health Service) may need to be involved. We would then go through the CAMHS process with the parent and complete the paperwork together.

Early Help Support in the Community (Tier 2)

Dorchester Primary School will support the children and parents with any concerns. ELSA works really well and the children feel comfortable with the adults doing ELSA to discuss difficulties and issues that there may be. As ELSA workers work in the school the support is there for the child as long as they may need it. Some children may only need a few weeks of talking and support and others may need a lot longer to really discuss why they feel the way they do.
Drawing and Talking Therapy is another non-intrusive way of supporting the children through drawing and discussing the pictures they have drawn. Children are getting a lot out of this programme. Circle Time, peer partner work, group work is always being done to raise self-esteem and encourage social skills. Children are also referred to Behaviour Support if there are further needs and parents have the chance to speak to a member of Behaviour Support before the sessions start and when the period of sessions are completed. If Behaviour Support feel that a further need is required then the school will contact or refer to another agency - the Educational Psychologist or CAMHS (Child and Adolescent Mental Health Service).
The class teacher and SENDCo are always happy to talk to the parents about any concerns they may have for their child.

Bullying

The policy for Bullying is on our website. Bullying is not tolerated at Dorchester Primary School and if there were any cases of bullying it would be dealt with straight away. There are staff present at lunch and break times and the teachers do a lot of personal and social development through circle times and group work.

Disability support

Our building is fully accessible with ramps, a lift and wide corridors.
Children with disabilities can move around the school without having to worry and they can access all of the lessons and all areas of the school.
Specialist interventions are accessed as required, including Occupational Therapy and Physiotherapy Specialist equipment is used as needed e.g. wobble cushions, pencil grips, raised wedges.

Accessing lessons

Dorchester Primary School are committed to caring for every child in the school and under no circumstances will a child be excluded from a class, though at times, children may learn in different areas of the school as this may be more suitable for their learning style. They may require some speech and language or occupational therapy or a nurture group and that is when they may leave the classroom for a short period of time. Some children need a quieter place to learn and that may be outside the classroom or in a different area of the school, however this will only be for a short period of time.

Who we work with

Dorchester Primary School works with a number of outside agencies including:
• Early Years SEN Team
• Educational Psychology Service
• Sensory Impairment Service
• Cognus Therapies (formerly Speech Language Communication Needs Service)
• Speech and Language Service
• Autism Service
• Special Educational Needs Team at the London Borough of Sutton
• Occupational Therapy Service
• Behaviour Support Team
• School Nurse
• Child and Adolescent Mental Health Service
• Early Help Team
• Jigsaw4u
• Paving the Way
The majority of the above listed services are accessed on a referral based process dependent on the child's needs.

Working with other agencies

We work with outside agencies when:
• A child is identified as not making progress, despite receiving targeted support and interventions, the school will set up a meeting to discuss this with parents in more detail.
• This meeting is usually with the class teacher but the SENDCo may also be involved.
• School will listen to any concerns that parents may have and will plan any additional support that the child will receive.
• Referrals to outside agencies are made that will support the child’s learning. This may also be discussed and completed with parents at this time.
• The referral and all accompanying paperwork is then sent to the relevant outside agency.
• If the referral is accepted by the outside agency they will make contact with school and arrange to visit and observe/ assess the child.
• Some outside agencies are school based support agencies such as the Learning Support Team, Cognus Therapies (formerly Speech, Language and Communication Needs Service), Behaviour Support Team/Paving the Way, Early Intervention Team and usually work with the child weekly for a specified block of time which is usually for 6 weeks or they observe the child and train a member of staff at school to do a programme of work.

Informing parents and carers

Parents are informed if a referral is to be made and only with the consent of parents will the referral be made. Referrals to services are discussed with parents/carers by the SENDCo/class teacher. Parents can also request for their child to receive further support and this can be discussed with the class teacher and SENDCo.

Helping your child settle with confidence

The school has a clear transition procedure - new pupils buddy system, meet the new teacher and classroom sessions before the start of the new year. Where appropriate social stories are used for children with EHCPs and for children with Autism or children who may be anxious about the start of a new year. These stories will include a picture of their new teacher, LSA, classroom, where they hang their coats, where the toilets are and where they can go at break times.

Meet the new teacher meetings take place in the Summer term or the Autumn term which gives a chance for parents to find out about how their child will settle into their new classes, arrangements for such things as PE, homework, the curriculum topics and reading expectations. They are a chance for the parents to ask any questions there may be.

Identified pupils have a number of additional visits to the new class and area of the school to make the transition as smooth as possible.

The SENDCo attends a transition afternoon to handover information about specific children to the relevant High Schools in Year 6 to have a good, smooth start in September.

If a new child is joining the school, visits can be arranged and the previous school will be contacted for any relevant information.

Extended School Day

There is a Breakfast Club and After School Club on site for working parents.
There are also other after school clubs available such as netball, football, choir etc and these are run by the school staff.

Updated

September 2021