Green Wrythe Primary School
Address: Green Wrythe Primary School, Green Wrythe Lane, Carshalton
Post Code: SM5 1JP
Contact: Kirsty Barton
Telephone: 020 8648 4989
Contact to discuss child's needs
At Green Wrythe Primary we aim to provide for the special educational needs of all our pupils as they are defined in our SEND Policy. There are many people that are involved in helping your child get the best education possible, these people include:
- Class teachers. They 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 delivery of any additional support.
- Contributing to identifying and planning the next steps required for your child to improve learning.
- Applying the school's SEND policy and SEN Information Report.
- Are responsible for planning and implementing EHCP outcomes through Personal Learning Intention Maps (PLIM)
- If you have concerns about your child, you should speak to your child's class teacher first.
- SENCO. They are responsible for;
- Coordinating provision for children with SEND and developing and following the school's SEND policy
- Ensuring that parents are: Involved in supporting their child's learning and access/kept informed about the range and level of support offered to their child/included in reviewing how their child's learning and access/kept informed about the range and level of support offered to their child/Included in reviewing how their child is doing/consulted about planning successful movement (transition) to a new class or school
- 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.
- Head Teacher. They are responsible for:
- the day to day management of the school, including the provision made for pupils with SEND.
- SEND Governor. They are responsible for:
- Supporting school to evaluate and develop quality and impact of provision for pupils with SEND across the school.
About the school
Green Wrythe Primary School is an academy school located in Carshalton for children aged 4 to 11 years. The school has two departments, Ark a mainstream department which also has a nursery class and Rainbow an Opportunity Base for 56 children with Autistic Spectrum Disorder.
(Admissions to Rainbow are managed by London Borough of Sutton SEN Department at Cognus. Children are potentially eligible for a place in Rainbow if they meet the following criteria:
• They have a diagnosis of ASD
• They have an Education Health Care Plan
• They are residents of Sutton, although occasionally if there is space children from other Local Authorities have been admitted.)
We are a friendly, nurturing school with high expectations for all our children both academically and personally. We want all children to be the best they can be and to be fully prepared for the next stage of their education.
- Green Wrythe Primary school works with many different services, these include;
- Educational Psychology Service
- Paving the Way
- Cognus Therapies
- Sensory Impairment Service
- Special Educational Needs Team
- Occupational Therapy (Health)
- School Nurse
- Child and Adolescent Mental Health Service
- Children’s services
- Adapt to Learn
- At Green Wrythe Primary there are three whole school opportunities where parents are invited in to discuss their child's progress. During this time previous targets are discussed and new ones set.
- Throughout the year, class teachers endeavour to keep parents informed of interventions that their child participates in and the progress they make during this time.
- If there are continued concerns in regards to a child's progress the child teacher/SENCo will invite the parent/carer in to discuss next steps.
- As a parent/carer at Green Wrythe Primary you will be informed of your child's progress each term over the school year with two parents evening and one written report.
- However, if there are concerns around the progress a child is making, then additional meetings may be held between the class teacher and parent/carer.
If a child is not making progress
- If concerns remain about the lack of progress being made by a child after intervention then parents/carers and the child will be asked to discuss with the class teacher and SENCo the possible next steps.
- The next steps may include the use of outside agencies. In these cases, permission is needed from parents/carers for a referral to be made. They will then identify if they meet with the agency's criteria. If accepted, the agency will meet to discuss their role prior to carrying out any work and at the end to discuss the outcomes and exit strategies.
- Additional support in the school is monitored by the SENCo using a provision map.
If concerns persist and the child continues to experience significant difficulty the school may apply for an Educational Health and Care Needs assessment.
- • Class teachers employ assessment for learning to monitor progress in each lesson and reshape the learning accordingly.
• Diagnostic marking is used in English and maths, identifying to the children their next steps.
• Your child’s academic progress is monitored regularly. Your child’s progress will be discussed with members of the Leadership Team and your child’s class teacher. At this point in the process those pupils that are not making progress will be identified. If necessary interventions will be put in place.
• Interventions are regularly reviewed and outcomes discussed. A tracking system is in place to ensure that interventions being run are effective.
Informing parents and carers
Updates on Progress
• Within our school we teach a creative curriculum. To support us we follow the guidance from Cornerstones.
• The majority of teaching takes place within class settings, including interventions. However there are times when other environments; such as the school hall, outside learning environment are also used.
• Within Green Wrythe Primary School we have access to additional group teaching rooms which may be used for 1:1, or group teaching.
Adapting for child needs
- Planning takes account of individual pupil needs.
- Grouping arrangements organised carefully to maximise learning opportunities 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 within the framework of the National Curriculum.
- Additional adults may be used to help groups
- Interventions providing additional support may be used with individuals and groups
- Advice from agencies such as Speech and Language, Autistic Spectrum Disorder Service, Educational Psychology, Cognus Therapies, and others.
- Within the school there is allocated support staff. Their roles are adapted to the needs of the school. These range from working 1:1 with a pupil, support work with pupils within and out of class.
- Some classes/identified pupils may have access to online support programs such as Bug-Club.
- Some classes/identified pupils may be allocated support staff and have access to guided group work.
- Reasonable adjustments are made to help pupils to learn. For example, some pupils may use special equipment such as pencil grips, wobble cushion or a writing slope or have learning breaks.
Meeting child needs
If your child has specific needs, that hinder their access to leaning and the curriculum then interventions when possible may be put in place. For example;
Strategies to support/develop English and Maths may include:
- Speech and Language strategies as suggested by a therapist
- Small booster groups
- Guided Group support
Strategies to reduce anxiety/modify behaviours/other strategies used:
- Visual timetables and prompt cards
- Individual work stations
- Time out
- Social stories
- Zones of regulation
- Behaviour charts
Each strategy put in place is monitored and outcomes are measured as to their effectiveness.
Access to exams
- For some pupils it is possible to apply for additional arrangements and adjustments to be made to enable them to fully access a range of tests. This might include; modified large print, rest breaks, additional time or the use of a scribe.
- Throughout the year, during 'in school' assessments the child should; as part of normal practice be receiving and additional arrangements as if an end of Key Stage paper was being set.
- Each year the access arrangements are published for the school to apply. The school is then responsible to ensure that the required assessments are carried out and reported as needed.
Additional support or time for exams
- Class teachers will inform parents/carers whether their child qualifies for additional support or time to access tests.
Comfort, safety and socialising
- In our school our values are; aspirational, caring, respectful, resilient, accepting and reflective. Within our school these values underpin everything we do. They are reflected upon in assemblies and through out lessons, particularly PSHE.
- Each child within school is part of one of our big cat families - Tigers, Lions, Leopards or Panthers. As part of the team, children can earn points by demonstrating the school values throughout the day.
- In our school we take the safety and comfort of our children very seriously. We believe that for any person to succeed they need to feel safe and secure.
- Within the school, we aim to have an 'open door' policy. Class Teachers are willing to discuss difficulties after school when available or at an agreed time.
Developing social & emotional skills
Interventions that may be used in our school to aid children in the area of Social and Emotional Support are;
- Nurture sessions
- Emotional Literacy Support Assistant (ELSA)
These interventions are held when needed and with identified children. The school has a full time Family Support Worker who works with families for many different reasons; these include; attendance difficulties, behaviour, accessing agencies and support.
We encourage as many child as we can to join in with after school clubs where possible. Some of these clubs have additional charges and are for specific year groups.
At each break time there are members of staff from across Key Stages on duty. During lunchtime; each class has their own midday supervisor and additional staff are also present to monitor and facilitate lunchtime play.
Early Help Support in the Community (Tier 2)
- Trained Emotional Literacy Support Assistants (ELSAs) may work with individuals so that they are in a position to focus on learning when in class.
- Nurture and Social skills groups are provided by our ELSAs and Family Support Worker to enhance self-esteem, behaviour and social interaction.
- Our Family Support Worker is available to meet with parents.
- Parent groups are held covering areas such as parenting skills, supporting your child's learning and curriculum support.
- School refers to specialist services such as Clinical Psychology, Drama therapy and Behaviour management on an individual needs basis after consultation with parents/carers.
- Support from 'The Limes College' via a referral may be required.
- At our school we do not tolerate bullying of any kind. The school has an anti-bullying policy that is adhered to when necessary. A copy of this is on the website or can be requested from the school.
Within the school we have access to;
- Hand rails
- Disabled toilets and shower facilities
- The school has a strong ethos of including children with SEND and disabilities.
- 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 assessment
Who we work with
- Each of these services has their own referral system and access criteria. If it is felt that a referral is needed then a discussion between parents and staff (usually the class teacher and/or SENCo) will take place.
Working with other agencies
- The agencies can usually offer the school one or more of the following; advice, assessment, recommendations, specific work or programmes with members of staff or children.
- The school will make a referral to the agency if they feel that the request falls within the agencies criteria.
- Following approval of the referral the agency will liaise with school and/or parents/carers to discuss their role prior to carrying out any work.
Informing parents and carers
- Staff (usually the SENCo or class teacher) discusses the referral to a service with parents/carers
Helping your child settle with confidence
- Meet the teacher meetings take place early in the autumn term which gives a chance for parents to find out about arrangements for such things as PE, homework, the curriculum topics and reading expectations.
- Transition books are created by Class Teams to support those identified.
- Meetings are arranged for parents and pupils to meet their new class teacher. These meetings take place towards the end of the school year and enable the parents/carers to see the new classroom and introduce themselves to their child's next teacher/support staff should the staff members be in school on that day.
- Key staff and often some Year 7 students from the secondary schools visit Green Wrythe Primary to speak to the Year 6 pupils transferring to their school.
- When moving between year groups/key stages identified pupils have a number of additional visits to the new class and area of the school.
- Transition arrangements are planned at Year 6 Education, Health and Care Plan reviews.
- SENCo attends Year 6 to Year 7 SEN transfer meeting. SENCo and class teacher attend transition meetings for pupils with SEN for children making the transition from pre-school to Nursery or Reception.
- All pupils in Year 6 are invited to a familiarisation day at their secondary school. Reasonable adjustments are made for those with SEND and/or disabilities e.g. names of key staff members, maps of the school, tutor group information etc. are shared with the primary school.
Extended School day
- Currently at Green Wrythe Primary School we do not facilitate any extended hours activities or clubs.