Muschamp Primary School and Language Opportunity Base

Address: Muschamp Road, Carshalton

Postcode: SM5 2SE

Contact: Laura Keefe SENDCO

Telephone: 020 8669 2514

email: office@muschamp.org

Contact to discuss child needs

First point of contact:
• Language Base Pupils: Language Base Teacher - monitors progress of each pupil and liaises with key staff about interventions needed.
• Language Base Special Needs assistants (supporting those children with an Education, Health and Care Plan)
• Class Teacher- monitors progress of each pupil and liaises with key staff about interventions needed. Second point of contact.
• Teacher in Charge of LOB - deals with concerns which cannot be dealt with by the Language Base or class teacher.
• Special Educational Needs Coordinator (SENCO)
• Family Support Worker •
• Head SEN Governor

About the school

Muschamp is a 3 form entry Primary School with a resourced provision (LOB) for pupils with specific Speech and Language difficulties. At Muschamp we are committed to inclusive education and ensure that all pupils receive their education entitlement as well as meeting their social and emotional needs. Every child who would benefit from SEN provision receives appropriate support which may involve the use of outside agencies when required. We have a 52 place provision for children who have an EHCP for specific Speech and Language difficulties. These children are included in classes throughout the school and have access to specialist teachers and assistants for small group work and onsite Speech and Language therapy.
We encourage children to develop lively, independent enquiring minds. We develop the children’s ability to apply themselves to multidisciplinary tasks. We encourage children to question and argue rationally. We encourage children to pursue cultural, sporting, physical or academic challenges. We address the emotional, spiritual and moral dimensions of each individual. We develop each Child’s ability to care for each other and the environment. We encourage positive behaviour and self motivation. Muschamp Primary School provides a rich curriculum that meets the needs of each pupil, ranging from Numeracy and English to creative arts and knowledge of the world. We develop the children’s ability to be independent and collaborative learners by developing their skills as well as their knowledge and understanding so that they can apply their learning with confidence. The central element of our curriculum is the development of co-operative learning strategies such as active listening; Think, Pair, Share; Task Completion and Helping Others. We also use accelerated learning techniques including breaking up lessons with short physical activities, kinaesthetic learning, mind mapping and thinking skills. We offer a range of after school clubs and activities to both enrich the curriculum and
broaden and develop the children’s talents.

Assessing children

• All pupils in the Language Opportunity Base (L.O.B.) require an Education Health Care Plan (EHCP)
• Parents/ carers and all relevant professionals will be invited to attend an Annual review meeting to discuss progress and set new or additional targets for the following year
• All Language Base pupils have a SEN support Plan (SSP) which are jointly set with the Language Base staff and Speech and Language Therapist as appropriate. These are reviewed termly and targets set
• Parents/Carers will be invited into school to discuss these
• Language Base and Class teachers attend a pupil progress meeting each term to discuss the progress of each pupil. The rates of progress are monitored and those pupils not making the expected rate of progress are identified. Strategies will be actioned in order for the identified pupils to reach their expected outcomes
• Language Base and Class teachers employ assessment for learning to monitor progress in a lesson and reshape the learning
• Marking is used in literacy and maths to ensure children are aware of the next steps they need to make progress
• Challenges are regularly set for pupils when work is marked which the pupils are expected to do. This is used to provide further on-going assessment information
• Family Support Worker is available to support families as needed
• Additional support may be provided via additional resources after discussions with key staff, parents/carers, pupil and where relevant, external agencies
• Governors are provided with attainment and progress information. They act as ‘critical friends’ and challenge staff to use their best endeavours to raise standards further

Informing parents and carers

• School staff may informally discuss progress with parents/carers as needed
• An annual report to parents/carers is written by the Language Base and class teacher which details the achievements, strengths and areas of development in the different curriculum areas.
• Parents are invited into school on the last Wednesday of every month for ‘Welcome Wednesday’. This is an opportunity for parents to talk to their child’s teacher and look at the work they have been doing.

Updates on progress

• Parents are invited to parents’ meetings termly to discuss progress, attainment levels and expected outcomes
• All Language Base pupils have a SEN support Plan (SSP) which are jointly set with the Language Base staff and Speech and Language Therapist as appropriate. These are reviewed termly and targets set
• An annual report to parents/carers is written by the Language Base and class teacher which details the achievements, strengths and areas of development in the different curriculum areas
• Parents/carers and all relevant professionals will be invited to attend an Annual review meeting to discuss progress and set new or additional targets for the following year.

If a child is not making progress

School staff may informally discuss progress with parents/carers as needed
• Additional support may be provided via additional resources after discussions with key staff, parents/carers, pupil and where relevant, external agencies

Curriculum

• The National Curriculum and Early Years Foundation Stage (EYFS) statutory framework is taught in our Language Opportunity Base(L.O.B.)

Adapting for child needs

• Within the L.O.B. teaching styles vary to accommodate learning needs. The curriculum is highly visual and often practical in nature
• The LOB has 52 spaces with approximately 8 pupils per year group.
• Staff levels are high within the L.O.B. This is usually at a ratio of 1:8
• Regular 1:1 sessions for SSP work
• Additional Interventions providing additional support may be used with individuals and groups
• Where possible, cross curricular links are explored when lessons are planned
• First hand experiences through visits are explored when topics are planned

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 support

• Pupils in the LOB have access to Speech and Language Therapists and Occupational Therapists on site if indicated on their EHCP. The frequency of sessions is decided on an individual basis and is by recommendation of the therapists as part of the pupils EHCP provision.
• Planning takes account of individual pupil needs
• Grouping arrangements organised carefully to maximise learning opportunities for all
• Advice from agencies such as the Autistic Spectrum Disorder Service, Educational Psychology, Speech and Language Service, Occupational Therapy, Physiotherapy and others may be sought.

Learning strategies

• Staff within the LOB are experienced in working with children with Speech and Language delays or disorders and this is reflected in the teaching styles used within the LOB.
• Daily phonics lessons across Early Years Foundation Stage, Key Stage 1 and 2 as appropriate.
• Lessons are planned carefully to meet the needs of all learners
• Learning tasks are introduced and modelled for the pupils, teaching points are addressed in the lesson and learning is reshaped accordingly
• Some classes/ identified pupils may have access to online support programs such as a reading programme like Bug-Club
• Diagnostic testing and assessment
• A visual timetable which details the daily planned activities is displayed within the LOB
• The school’s physical environment is accessible to all learners, including those with disabilities
• Trained Emotional Literacy Support Assistants (ELSAs) may work with individuals so that they are in a position to focus on learning when in class
• Pupils in the LOB may be involved in social skills groups, speaking and listening groups and fine and gross motor skills groups according to individual need.
• Learning walls in classrooms support the learning

Meeting child needs

• Language Base Teachers and Class teachers attend a pupil progress meeting each term to discuss the progress of each pupil. The rates of progress are monitored and those pupils not making the expected rate of progress are identified. Strategies will be actioned in order for the identified pupils to reach their expected outcomes.
• Reasonable adjustments are made to help pupils to learn. For example, some pupils may use special equipment such as pencil grips and sloped writing desks.

Access to exams

• Year 1 complete the Phonics screening assessment.
Year 6 pupils may be assessed to determine whether individuals qualify for additional time.
• Some pupils for statutory tests (Year 2 and 6) access them in a smaller environment
• Some children, where deemed appropriate, may not take the end of Key stage tests in line with assessment guidelines
• Advice regarding access arrangements may be sought from the Educational Psychologist
• School adheres to current access arrangements for Key Stage 1 and 2 statutory tests.
• Booster and revision groups are used to support the children.

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

School follows 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. Each class has a display of our values.
• Family Support Worker- individual strategies to achieve planned outcomes regarding social interaction are initiated with identified children; parenting courses.
• Some staff have received training to use social stories
• Home/School liaison
• Some children may have access to specialist support
• Shared outcome setting at parents’ evening/review meetings
• Visual timetables/cues

Developing social & emotional skills

• Trained Emotional Literacy Support Assistants (ELSAs) may work with individuals so that they are in a position to focus on learning when in class. We also have a Listening Lounge where children can go and there is access to Friendship Fridays.
• Groups to develop social skills and/enhance self-esteem
• Lunchtime and after-school clubs e.g. football, activity groups, sports and fitness groups, choir etc

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 regularly held covering areas such as parenting skills, supporting your child’s learning and curriculum support • School refers to specialist services such as Clinical Psychology, Play Therapy. Music Therapy and Behaviour management on an individual needs basis after consultation with parents/carers

Bullying

• Anti Bullying Policy and procedures – focus on vulnerable groups • E-safety and cyber bullying is addressed at an appropriate age • Staff presence at breaks and lunch, before and after school • Strong ethos of pastoral care (Family Support Worker, ELSAs)

Disability support

The building is accessible to wheelchair users
• Disabled toilet and changing facilities
• The school has a strong ethos of including children with SEN and disabilities
• Transition preparation lessons
• Sensory support

Accessing lessons

• 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

Muschamp Primary works with a number services including:
• Educational Psychology Service
• Sensory Impairment Service
• Behaviour Support Service
• Speech Language and Communication Needs Service
• Speech and Language Service
• Autism Spectrum Disorder Service
• Special Educational Needs (SEN) Team at the LB of Sutton
• Occupational Therapy
• Physiotherapy
• School Nurse
• Child and Adolescent Mental Health Service
• Children’s Services
• English as an Additional Language Service • The SENCO liaises with class teachers and school leaders to prioritise referrals. Other services (typically those listed above) can be accessed on a referral basis. Referrals to services may also come about following pupil review meetings.

Working with other agencies

• Staff (usually the SENCO or class teacher) discusses the referral to a service with parents/carers
• Voluntary sector.
• Full-time Family Support Worker - available to all families. This is a drop in service that families can access when needed

Informing parents and carers

• Recommendations are shared with parents and expected outcomes and strategies to meet those outcomes are planned.

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
• 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 school visit Muschamp Primary to speak to the Year 6 pupils transferring to their school.
• Move between year groups/key stage:
• Identified pupils have a number of additional visits to the new class and area of the school
• Move between schools
• Additional visits to a new school may be arranged
• Transition arrangements are planned at Year 6 Statement/Education, Health and Care Plan reviews
• Family Support Worker attends Year 6 to Year 7 pastoral handover
• 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 SEN and /or disabilities eg names of key staff members, maps of the school, tutor group information etc are shared with the primary school

Extended School Day

• Muschamp Primary has a breakfast Club and After School club. Information about timings can be found on our website.

Policies can be viewed online

Updated

September 2022