Lingfield Primary School
Our mission is to provide the very best learning opportunities for our pupils. We believe by offering stimulating learning experiences and by working in partnership with parents, all our pupils can grow…
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Where to go
- Lingfield Primary School
Lingfield Primary School
- TS7 8LP
- Local Offer Age Bands
- 5 -11 Years
- SEN Provision Type
Schools Extended Local Offer Response
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
How does the school identify children with special educational needs?
The classroom teacher identifies the child’s difficulties through classroom observations, past and present records, National Curriculum attainment and information from parents. They will then be able to identify the immediate educational concerns, which will be monitored closely.
At pupil progress meetings, the classroom teacher, SENCo and SLT will discuss pupils who are falling behind or making inadequate progress. At this stage appropriate intervention will be planned for and recorded on the class provision map. The parents will be informed of the concerns and whether any further movement through the code of practice is necessary. If the child is not placed on the register, no further actions are necessary.
How do we involve parents in planning for those needs?
SEN Co-ordinator (Mrs Jones) and class teacher will inform the parents of any concerns and if their child needs to be placed on the SEN register. A parent’s views will be gathered through discussion and the use a parent’s view questionnaire.
SEN Co-ordinator then organises any special educational provision necessary and ensures that an Individual Educational plan (IEP) is drawn up which is shared with parents.
Parents who have children with EHC plans (statements) are invited to annual review meetings.
- How will early years setting/school/college staff support my child/young person?
The class teacher has the overall responsibility for the welfare of the children in their class. They are supported in this role by the senior leadership team and health and social care professionals. Class teachers are supported in the classroom by teaching assistants.
Interventions groups and individual support is mapped across the school and appropriate resources are used. The SENCo is responsible for mapping the provision of support with the School Leadership Team.
Decisions are based on both data evidence and from talking to everyone involved in teaching a pupil.
Decisions will also be based on the advice from any other professionals (outside agencies) who have been working with or assessing a student. The amount of provision is decided in line with the needs of the pupil.
Effectiveness of any intervention will be monitored throughout with a full evaluation at the end to ascertain progress towards objectives.
- How will the curriculum be matched to my child's/young person's needs?
All the children with SEN will have access to a broad and balanced education, which includes the National Curriculum. Children with SEN have a variety of different needs and there are a variety of different ways to meet these needs.
Differentiation is the responsibility of all teachers. Informed by the data and information on each pupil, teachers plan for and deliver using different styles of teaching and meeting individual needs through a range of strategies.
All teachers are responsible to plan, prepare and deliver lessons which are differentiated to the levels pupils are working at using quality first teaching and ensuring that targets are stretching and attainable. Children benefit from the support of Teaching Assistants if they need specific support to access the curriculum.
- What support will there be for my child's/young person's overall well being?
Six members of staff have first aid qualifications. Members of staff are trained annually on administering of epipens and have received asthma training. Epipens and inhalers are kept in the children’s classrooms so that they are easily accessible. The school nurse will work with parents and staff to draw up a care plan for children who have epipens.
Medicines prescribed by doctors will need to be administered by parents. However, older children can self-administer if parents fill in a consent form. All medication needs to be handed into the administrative staff (Mrs Reed & Mrs Mrs Laverick)
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
School has access to the following services:
- Speech therapy
- Occupational therapy
- Educational psychologist
- Learning support
- School Nurse
- Visually impaired teacher
- Social Care & Outreach
- Rainbows- bereavement support
- Attendance and Welfare service
- Banardos -Therapeutic support
- The Bungalow Project- support with play therapists, psychologists, mental well being
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All teachers have qualified teacher status and teaching assistants have a minimum of a Level 2 qualification. There is an ongoing programme of professional development to ensure teachers and teaching assistants meet the special educational needs of our pupils and stay up to date with current research into teaching and learning.
Staff have a range of specialist qualifications either in a curriculum subject area such as art or in an area of special educational needs e.g. dyspraxia, dyslexia and autism.
- How will my child/young person be included in activities outside this classroom including school trips?
Our school is committed to providing all pupils with equal access to an enriched and extended curriculum. Residential holidays are organised to centres that all pupils have an opportunity to take part. Visits to local theatres, art galleries, historic sites etc. are used to enhance and enrich the curriculum. Visiting artists and theatre companies allow all students access to cultural experiences. A variety of after school clubs cater for a range of interests and abilities and include: street dance, performing arts, wheelchair basketball, and football.
- How accessible is the setting/school/college enviroment?
- Lingfield Primary School is a single storey building with good access for all. There is disabled parking at the front of school and all visitors are able to access the main reception via an accessible entrance.
- Apart from one, all classrooms are wheelchair friendly.
- There is a disabled toilet and changing room.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
Parents are invited to look around the school and to attend a new parents meeting so we can introduce the team of people who will be working with their child and gather vital information.
Children joining our school in the middle of an academic year do so by arrangement with the head teacher. Our website provides lots of useful information.
When pupils move onto secondary school, teachers liaise with secondary school staff to ensure all vital information is passed on. The Year 6 pupils take part in induction days at their new secondary school at the end of the summer term. Pupils who need extra support with the transition to secondary school will have additional induction days arranged at the convenience of both schools as well as a key member of staff to support them.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Every child receives base funding and a ‘top up’ based on their level of need. There are four levels of need and resources are allocated according to assessed need.
- How are parents involved in the setting/school/college? How can I be involved?
Parents are encouraged to support their child’s learning at home. Homework is provided by class teachers.
Formal parent’s meetings take place regularly throughout the school year. Parents are welcome to meet with their child class teacher when required at a time that is mutually convenient.
Parents are invited to an annual meeting to review their child’s statement/EHC plan and contribute their child’s target setting.
Parents are invited into school regularly to share in a range of activities which include; class assemblies, performances and school fairs.