Victor Seymour Infants

Address: Denmark Road, Carshalton

Postcode: SM5 2JE

Contact: Fiona Unwin

Telephone: 020 8647 9800

email: office@victorseymourinfants.org

Visit Victor Seymour Infants' website (external link).  

Visit Victor Seymour Infants' facebook page (external link).

Contact to discuss child needs

Foundation stage and Reception Leader -Mrs Wilkinson
Year One leader -Mrs Johnson
Year Two leader -Miss Tully
SENCO -Mrs Unwin
Deputy Head Teacher -Mrs Gauci
Head Teacher- Helen Matt
SEN Governor- Mrs Clark
Chair of Governors – Mrs Barber

About the school

Following our most recent Ofsted Inspection on 25-26th September 2019 we are Outstanding in all areas

At Victor Seymour School every child, family and member of our community is important to us. We are here to provide good quality learning and we pride ourselves on being a strong learning community. We encourage and support every child to reach their potential and do this by developing confident, independent learners who can make choices that lead to increasing their learning every day.
We believe we are all learners and at Victor Seymour our Learning Heroes help us to understand what we need to do to be a good learner. Here your child will learn to be resourceful, resilient, reflective and a team player.
To support our children to achieve we are proud of the wrap-around care we provide before and after school with Breakfast and After School clubs.

Victor Seymour - A Learning Culture for All
'Together as a community we strive to inspire everyone to reach their full potential.'
For pupils this means we want children to:
• Know themselves as learners and how to improve
• Take appropriate responsibility and be able to make decisions
• Respect themselves and others equally
• Recognise and celebrate talents and skills of themselves and others
For adults this means we want our staff, governors and parents/carers to:
• Create learning opportunities that will allow our children to engage and take risks in their learning
• Respect themselves and others equally
• Develop their skills to be inspirational to others
• Be empowered to be confident, creative and show initiative
• Make a difference

Assessing children

Children with SEN
Identifying SEN using our school SEN identifying needs pathway involving parents and children at all stages

Informing parents and carers

All Children

  • Parent workshops will run termly to support parents in developing the specific skills needed for supporting learning at home
  • Termly Class Assemblies are held from Reception to
  • Year Two – where parents are invited to share in their child’s learning
  • Parents evenings are held in October and February, as well as end of year written reports
  • Learning Journey sharing time as well as ‘book looks’ for Key Stage One
  •  Open door policy – staff see parents at the end of the day at pick up times or will speak over the phone when necessary

Children with SEN

  • Parents will be invited to meetings to discuss low attainment or slower than expected progress, where interventions and support will be identified
  • Use of the London Borough of Sutton’s Graduated Support for Special Educational Needs to determine the type and severity of need
  • Additional support may be documented by a Pupil Passport and on the Provision Map
  • Evaluation of interventions though the provision map
  • Termly meetings between parents and class teachers regarding Pupil Passport targets, where external support is required
  • Termly meetings between class teachers and SENCO to discuss SEN children’s progress and concerns for those not attaining or progressing as expected
  • Annual review meetings of EHCP's.
  • Meetings to discuss children on SEN pathway involving parents and children at all stages
  • SEN Coffee morning for parents termly
  • Weekly SEN support email to parents with children on SEN register.
  • Specific SEN training
  • Involve parents in training and transitions
  • Parent meetings with professionals involved in any referral process. 

Updates on progress

ALL children

  • Parents evenings are held in October and February, as well as end of year written reports.
  • EYFS and KS1 measure progress in months bandings where each term has an age related – age matched to ensure children will be at ‘Age Related Expectations’ by the end of the year. Parents will notified when children are below age related expectations over the year.

Children with SEN

  • Following any interventions run by external agencies there will be the opportunity to discuss progress at the end of the intervention.
  • Where age related expectations are not being made, teachers will speak to parents as it may trigger the need to be placed on the SEN register.
  • Termly meetings between parents and class teachers regarding Pupil Passport targets, where external support is required.
  • Appointments to discuss your child’s progress can be made with the class teacher and/or SENCO.
  • If a child has an Educational Health Care Plan, we will meet annually to review their progress against their targets.
  • Parents encouraged to attend sessions and meetings with professionals working with their child. 

If a child is not making progress

Class teacher will begin the SEN school identifying needs pathway process and discuss needs with parents and child to discuss further support

Curriculum

ALL children

  • EYFS curriculum is taught in Nursery and Reception - including inside and outside provision.
  • EYFS has child initiated as well as adult initiated learning where the children learn through their own exploration of the curriculum, with some carpet taught sessions provided on a daily basis.
  • Observations in EYFS, including schema observations.
  • Characteristics of effective learning are observed, so that the experiences can build on what children already know and enjoy learning.
  • In Key Stage One (Year 1 and 2) we follow the National Curriculum for all subjects.
  • In Year One during the first half term the EYFS principles are followed to allow for a smooth transition, when the children are ready (usually around October half term) more formal sessions are delivered on a more regular basis.
  • National Curriculum taught through Cornerstones Curriculum (topic based learning).

Adapting for child needs

Teachers adapt plans which take account of individual pupil needs
Learning styles and child preferences are taken into account where possible
Grouping arrangements organised carefully to maximise learning opportunities for all

Teacher flexibility on child needs

  • Additional adults may be used to help groups...independence as an outcome
  • In school interventions may include - P-scale writing project, Catch Up Maths, SNAP maths, Numicon maths, reading support and writing groups.
  • Listening and attention groups 
  • SEN Teaching Assistant support across each year group. 

Additional support

Liaison with external agencies in order to ensure we are meeting needs of children with SEN
Training given (where possible) to support teachers and support staff in understanding the needs of the child

Learning strategies

ALL children

  • Daily use of TA where possible to support targeted children.
  • Developing independence – children’s ownership of their targets, changing books, star charts and sand timers for independent motivation, use of TA support in class.
  • Strategies to support reading and writing
  • Reading and writing targets (Next Steps in EYFS) shared with home.
  • Daily phonics input, regular guided reading as well as individual reading to class teacher, comprehension bookmarks, targets are set and shared with home.
  • Daily handwriting practice, use of larger triangular pencils, pencil grips, slopes.
  • Resources to support fine motor control, such as pegs, beads, ‘theraputty’.
  • Use of equipment to develop gross motor skills such as balance beams, gym balls etc.

Strategies to support/develop numeracy

  • Development of the Mastery Maths curriculum enables ALL children to master steps in mathematical concepts before they move onto harder concepts. The use of concrete manipulatives then drawing the pictures before using the numbers supports the children who may struggle to grasp concepts.
  • Number bonds and Times Tables are shared with home (Next Steps in EYFS), daily mental maths input, following concrete (using hands on equipment such as counters), pictorial (drawing representations of their ideas) and abstract (recording the number sentences) method of teaching.

Children with SEN

  • Some staff are able to communicate using Signalong for those with hearing difficulties.
  • Specialist staff, such as designated TA who conducts daily OT/Physiotherapy.
  • Referrals can be made to external agencies, such as Speech and Language Therapists, Learning Support Team, Educational Psychologist, Autistic Spectrum Disorder Team, Behaviour Support Team – when identified on statement or EHC plan, or when children meet triggers for such support.
  • Diagnostic testing and assessment, such as PM benchmarking for identifying reading difficulties may be available, when a need is identified.
  • Adaptations to the school building and equipment can be made when necessary e.g. adapted chair.
  • Other resources may include support in communicating through the use of computers or IPad’s and development of maths skills such as the use of Numicon.
  • Dough Gym and Tummy time in EYFS may be used to promote fine and gross motor control.
  • Access to sessions in Rainbow Class - a low arousal classroom for individual and group sessions. 

Meeting child needs

  • If a child has an identified need prior to starting with us, a transition meeting may take place, so we are fully aware of needs and can prepare for these needs to be met - parents and professionals are fully involved.
  • If a need arises during the child’s time with us this will be discussed with parents and any external agencies that may be involved.
  • Any advice from external agencies is followed wherever possible, and in line with the school aims.

Access to exams

ALL children

  • Year One Phonics check
  • Screening – Precision Monitoring

Children with SEN

  • Access Arrangements entitlement as part of normal classroom practice
  • Diagnostic/specialist assessment – which might include, 
  • PM benchmarking – diagnostic reading assessment
  • Home School liaison book may be set up to support communication between home and school
  • Observation profile may be carried out – Social communication difficulty indicators
  • Teacher qualified to carry out specialist assessment – Learning Support Service assessments and PM Benchmarking

Additional support or time for exams

In Key Stage One the children will complete their SAT’s in Reading, Spelling, Punctuation and Grammar and Mathematics. If a child needs longer to complete assessments, we can arrange for a TA/SSA to be with them, so they can complete the assessment at their own pace.
We are able to scribe for children who struggle to write in the Reading Paper. We are also able to request adapted tests such as Braille and larger fonts. We can copy the papers onto coloured paper if this supports the child.

Comfort, safety and socialising

  • Strong ethos of pastoral care, developing independence.
  • Team Ant Rules are followed to develop their understanding of right and wrong.
  • Behaviour For Learning Policy – supports ALL staff in rewarding good behaviour and dealing with any poor behaviour.
  • Open door policy – class teachers, SENCO and headteacher welcome dialogue with parents
  • Personal, Social and Emotional Education is a core area of learning in EYFS
  • PSHE continues to be a key element of the learning in Key Stage One, topics including Good to Be Me and Getting on and Falling out
  • Assemblies educating children on how to be safe in different situations
  • Visual timetables/cues
  • Home/School liaison: Homework/Communication book/Class reports
  • Staff presence before and after school and during playtimes
  • Preparation for new class, including opportunities for visiting new classroom and meeting new teacher
  • Staggered intake in EYFS
  • Learning journeys shared with parents on a regular basis, parents input valued in Learning Journeys
  • Home visits by EYFS team in September
  • ELSA – Emotional Literacy Support, one member of staff is trained to deliver this support. (children need to be referred for this support)
  • After-school clubs e.g. gym, reading club
  • Assemblies based on differences across the year
  • Shared target setting – changed half termly
  • Membership of School Council, Eco Warriors to develop responsibility.
  • Anti-Bullying Policy and procedures – focus on vulnerable groups.

Children with SEN

  • Attached SSA may meet child before school at the gate and hand child over to parent at the end of the day in order to inform parents about their day.
  • Preparation for junior school, summer term transition arrangements including play afternoon and meeting the new teacher.
  • Transition books may be created for those who may find transition difficult.
  • Y2 – 3 SENCO surgery, where parents meet with Victor Seymour and Harris Junior SENCO’s
  • SENCO surgery for SEN parents to discuss transition arrangements in Reception and Year One.

Developing social & emotional skills

Introducing this year Zones of Regulation across the school:
ALL children

  • Strong ethos of pastoral care, developing independence
  • Golden Rules are followed to develop their understanding of right and wrong
  • Behaviour For Learning Policy – supports ALL staff in rewarding good behaviour and dealing with any poor behaviour
  • Open door policy – class teachers, SENCO and headteacher welcome dialogue with parents
  • Personal, Social and Emotional Education is a core area of learning in EYFS
  • PSHE continues to be a key element of the learning in Key Stage One, topics including Good to Be Me and Getting on and Falling out
  • Assemblies educating children on how to be safe in different situations
  • Visual timetables/cues
  • Home/School liaison: Homework/Communication book/Class reports
  • Staff presence before and after school and during playtimes
  • Preparation for new class, including opportunities for visiting new classroom and meeting new teacher
  • Staggered intake in EYFS
  • Learning journeys shared with parents on a regular basis, parents input valued in Learning Journeys
  • Home visits by EYFS team in September
  • ELSA – Emotional Literacy Support, one member of staff is trained to deliver this support. (children need to be referred for this support)
  • After-school clubs e.g. gym, reading club
  • Assemblies based on differences across the year
  • Shared target setting – changed half termly
  • Membership of School Council, Eco Warriors to develop responsibility.
  • Anti-Bullying Policy and procedures – focus on vulnerable groups.

Children with SEN

  • Attached SSA may meet child before school at the gate and hand child over to parent at the end of the day in order to inform parents about their day.
  • Preparation for junior school, summer term transition arrangements including play afternoon and meeting the new teacher
  • Transition books may be created for those who may find transition difficult.
  • Y2 – 3 SENCO surgery, where parents meet with Victor Seymour and Harris Junior SENCO’s
  • SENCO surgery for SEN parents to discuss transition arrangements in Reception and Year One.
  • Transition meeting at home with parents and at early years setting for SEN Nursery children
  • Liaison with professionals involved with the child.

Early Help Support in the Community (Tier 2)

We have two trained ELSA TA’s, who can take children during the afternoons once a week for 1:1 sessions, in addition to being able to ‘touch base’ on regular intervals during the school day.

  • Reading club has been designed to be a place where parents and children come together to develop good reading habits and our Literacy Leader supports parents in the skills of hearing their child read.
  • As a school we also buy in support from a clinical nurse specialist – who can observe and assess children and support the school in moving forward to referrals for CAMHS when necessary.
  • SENCO coffee mornings each term for parents to meet and receive SEN training from SENCO and other outside agencies

Bullying

https://victorseymour-sutton.frogos.net/app/os#!/about-us/safeguarding-policies

Disability support

  • Visual timetables
  • Task lists
  • Now and Next
  • PECs
  • Fine motor and gross motor resource baskets
  • Zones of regulation
  • Listening and attention groups
  • One SEN Ta in each year group for targeted support
  • Rainbow Club for fine and gross motor skills
  • SEN resources eg. wobble cushions, sensory resources
  • Access to Rainbow Class, a low arousal classroom for individual and group sessions
  • Attention bucket
  • TEACCH baskets
  • Daily sensory circuit
  • Adaptation to environment as needed for individual children.

Accessing lessons

  • Visual timetables
  • Task lists
  • Now and Next
  • PECs
  • Fine motor and gross motor resource baskets
  • Zones of regulation
  • SEN Resources - wobble cushion, pencil grips, sensory toy
  • Calm areas
  • Listening and attention groups

Who we work with

As we are part of the Greenshaw Learning Trust the SENCO’s meet regularly to discuss practice and problem solve any issues the schools may be facing. We are keen to develop expertise across the trust in order to share it across the schools such as using the ASD Base staff from Green Wrythe to support our staff.

SENCO also has regular network meetings within the local cluster groups as well as other schools in the London Borough of Sutton. SENCO Cluster working with Cognus and own cluster group for SEN across Sutton. 
Referrals are made to these agencies via the SENCO, following discussion with class teachers and parents, observations and evidence demonstrating they fulfil the criteria e.g. PM benchmarking identifies slow progress in a given area of reading, leading to LSS. Teachers will work closely with the parents and SENCO to determine needs and if the child meets triggers they may be referred. Parental permission is always sought for a child to be referred to External Agencies.
Some examples of the types of External Agencies we can access include:

  • Educational Psychology Service
  • Learning Support Service (LSS)
  • Sensory Impairment Service
  • Speech and Language Therapy Service (SALT)
  • Speech Language Communication Needs Service (SLCNS)
  • Autism Spectrum Disorder Service (ASD)
  • Behaviour Support Team (BST)
  • Early Years Special Educational Needs Team
  • Occupational Therapy (OT)
  • Physiotherapy
  • Clinical Nurse
  • School Nurse
  • Child and Adolescent Mental Health Service (CAMHS)
  • Social Care

Working with other agencies

  • We will be buying into a package for some agencies over the next academic year enabling us to access their expertise. For example working with an Educational Psychologist, OT and SALT.
  • As part of the Greenshaw Learning Trust we are keen to get the best value for our SEN pupils – so we are looking at what services we will purchase as a group from the Local Authority in addition to purchasing services from elsewhere, should this be required.
  • SENCO will discuss the needs of the child with the representative of the agency and organise an observation of the child in class, followed by a meeting with parents (wherever possible) in order to gain their views on the child's needs in the context of home.
  • Parents are fully informed before and following any assessments and/or individualised programmes that their child has followed.
  • Parents will also get copies of any assessments and/or reports that have been conducted.

Informing parents and carers

  • Parental permission is required for all outside agencies.
  • Parents are fully informed before and following any assessments and/or individualised programmes that their child has followed.
  • Parents will also get copies of any assessments and/or reports that have been conducted.

Helping your child settle with confidence

  • Borough transition day
  • New to our school – transition meetings may be set up with previous setting involving parents as well as professionals
  • Stay and Play opportunities in Summer term and beginning of Autumn Term
  • Parent information evenings in Summer or Autumn Term
  • Home visits for ALL EYFS children if new to the school
  • New school invited to Annual Review in summer term (for those children with Statements/EHC plans)
  • Moderation of learning – SATs, meetings between Y2/Y3 teachers to discuss all aspects of the children and their learning.
  • Y2 – 3 SENCO surgery for all those parents with a child who has SEN
  • SENCO surgery for all those parents with a child who has SEN in Reception and Year One
  • Visits to new classroom, visits from new class teacher
  • New class teacher reads a story to new class
  • Extra opportunities to visit new school and new members of staff
  • To support a move between key stages or year groups, transition books will be set up for those who may struggle with transition
  • Teachers meet regarding learners individual needs
  • Extra opportunities to meet new teacher, TA and get to know their new classroom/ surroundings

Extended School Day

We currently offer a Breakfast Club on site in the school hall from 7.45-8.45.

We have an After School Club which is run privately. Children are collected at 3.10 and supported until 6pm.

In addition to the After School Club, we offer a range of teacher led after school clubs, which may include Choir, Gardening Club, Archery, Reading Club, Street Dance, ICT Club, Phonics Bug Club. These vary from term to term and some may incur a charge e.g. Street Dance.

Policies

Visit Victor Seymour Infants' Policies page (external link). 

Updated

February 2022