We monitor and track the progress of all our children through observations and assessments and, as professionals, we regularly discuss any concerns we have, as well as celebrate achievement. Data is used to support this tracking. Our staff are vigilant at raising any concerns including social and emotional needs. Parents/carers are encouraged to speak to the class teacher/Assistant Head for Inclusion/ EY SEN Lead about any concerns they have.

All teachers provide lessons that are adapted to the specific needs of the children within that class. The Head teacher and senior leadership team monitor the quality of all teaching, including our special educational needs provision.

If a concern is raised about a child, this will be discussed with parents / carers. The specific needs of the child are identified through observations and specific support or additional group work may be arranged for the child. At this point, a SEN Support Plan may be written for the child, identifying specific targets and ways in which support can continue at home. This will be discussed with parents / carers.

The impact of the additional support provided is monitored by the Assistant Head for Inclusion through regular meetings and tracking of pupil progress.

Following close monitoring of the child’s progress, with the parents’ / carers’ permission, the Assistant Head for Inclusion may seek additional support and advice from outside agencies.

All teachers provide lessons that are adapted to the specific needs of the children within that class. The Head teacher and senior leadership team monitor the quality of all teaching, including our special educational needs provision.

TAs work alongside teachers to provide additional in class support where necessary. TAs may be allocated to work with a child 1:1 or in a small support group to target more specific needs.

If a child is identified as have a specific need, they will be given a SEN Support Plan. Targets will be set according to their specific needs. These will be monitored and reviewed a minimum of 3 times a year by the child, parent/carer, class teacher and Assistant Head for Inclusion/ EY SEN Lead.

We monitor and track the progress of all our children through observations and assessments and, as professionals, we regularly discuss any concerns we have, as well as celebrate achievement. Data is used to support this tracking.

Our staff are vigilant at raising any concerns including social and emotional needs. Parents/carers are encouraged to speak to the class teacher/ Assistant Head for Inclusion about any concerns they have.

Parents’ evenings are offered three times a year for parents / carers to discuss their child’s progress with class teachers.

In addition, teachers are available to speak with parents / carers at their request throughout the school year.

A school report is sent out in the middle of the academic year. This outlines whether a child is working above, below or at expected levels for their age and highlights areas for development.

Gold Awards, Reading Awards, Writing Awards and Head teacher Awards are also given to children to recognise their achievements.

SEN Support Plan targets are reviewed at least 3 times a year and discussed with parents / carers.  

Post cards are also sent home at the end of each half term.

Teachers suggest specific ways of supporting a child at parents’ evenings, and recommendations are also made in the mid-year school report.

Children have weekly Literacy and Maths tasks to complete at home and access to a number of online resources (e.g. TTRockstars) to help them practise and develop key skills. Children are encouraged to read daily to an adult.

Teachers also post suggested optional home learning activities on Google Classroom linked to the topic the children are currently learning about in school.

If a child is identified as having a specific need, they will be given a SEN Support Plan. This will identify specific targets and ways in which support can continue at home. This will be discussed with parents / carers.

At Abbotsbury Primary School, we have a whole school approach to Nurturing Positive Attachments. We have developed a school ethos in which bullying is regarded as unacceptable and we do all we can to prevent it. Our Behaviour Policy, which includes guidance on expectations, rewards and sanctions, is fully understood and adhered to by all staff.

The Assistant Head for Inclusion is our Mental Health Lead. Children can talk to teachers, TAs across the school or one of the school ELSAs or Learning Mentors should the need arise.

In addition, children may use the Jigsaw 4U worker drop in service to discuss any issues they have. Our dedicated Jigsaw 4U worker also works 1:1 and in small groups to provide additional support for children with social and emotional needs.

We can refer children and families to TAMHS and Off the Record for 1:1 or group support and also have access to Roundabout drama therapy.

Our school ELSAs and Learning Mentors also provide additional support for children with social and emotional needs.

An Education Support Worker from St Mary’s Ukrainian School also supports some of our children and families.

We have a school council which allows the children to share their views. We have a medical policy in place.  Relevant staff are trained to support medical needs and, in some cases, all staff receive training. We have a school nurse who writes health care plans.

All staff have regular Safeguarding training.

We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence.

Each class selects two children to be their class representative in the school council. The school council allows the children to contribute their thoughts and ideas about the school.

The children are involved in reviewing and setting targets for the School Development Plan.

All teachers encourage children to self-assess and reflect on their learning. SEN children contribute to the setting and reviewing of SEN Support Plan targets. Children with an EHCP are given the opportunity to express their thoughts and feelings as part of the annual review process, particularly at the end of a Key Phase.

Many of our staff are trained to work in specialist areas of special educational needs. We have strong links with local mainstream and special schools and we encourage staff to continually update their skills and knowledge. We have a number of established relationships with professionals in health and social care including EP, LBL, VBS, VI, HI, SALT, OT, Physiotherapists, MAOS, CAHMS, MASH, Social Services, Looked After Team, Jigsaw 4U, EWO, School Nurse, Virtual School, Early Years Inclusion Team, Traveller Service, Young Carers, Off the Record, Roundabout drama therapy and the Family Support and Well-being Service.

Our Inclusion Policy promotes the involvement of all our learners in all aspects of the curriculum including activities outside the classroom.

Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met. If there is an issue around safety due to behaviour, we would act in accordance with our Behaviour Policy and a risk assessment may be made. Where applicable, parents / carers are consulted and involved in planning.

We participate in a wide range of extra-curricular sporting invents including inclusive events.

We value and respect diversity in our school and do our very best to meet the needs of all our children.

Our school is wheelchair compliant. We have a Diversity Lead. The Assistant Head for Inclusion oversees EAL provision and meets with families where English is not the first language and, when required, translators are asked to attend meetings.

Induction is important to us and we invest time in welcoming children who join throughout the year in a way that makes them feel a part of our setting. Prior to a child joining our Nursery, staff visit the child in their own home to help develop home school links.

We work well with our partner schools. Year 6 children receive intensive transition work and all relevant data is passed on to their receiving school in advance of transfer.

When a child moves to a school with specialist provision, our staff work closely with the staff of the receiving school to ensure that the child is sufficiently prepared for transition. Where possible, the child will visit the school to meet their new teacher.

The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.
The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.
Resources may include purchasing specific OT resources or the deployment of staff depending on individual circumstances.
Should a child require more support than we can offer, we would apply for Top Up funding following discussion and with the consent of parents / carers.

The Assistant Head for Inclusion and senior leadership team decide, in consultation with staff, which additional appropriate provision to put in place following progress meetings. All teachers provide lessons that are adapted to the specific needs of the children within that class and this is closely monitored.

The Assistant Head for Inclusion oversees all additional support. All interventions are monitored for impact and outcomes are defined at the start of any support.

We regularly involve parents and families in discussions about their child’s learning. This may be through:
- discussions with the class teacher / Assistant Head for Inclusion / other professionals
- parents’ evenings
- parents / carers contributions to the review of their child’s SEN Support Plan

We whole-heartedly believe in partnering parents/carers in a two-way dialogue to support a child’s learning, needs and aspirations and operate an open door policy.

All parents / carers are encouraged to show their support at various events throughout the year such as the summer Fun Day, class assemblies, school plays and school discos.

In the first instance, parents/carers are encouraged to talk to their child’s class teacher.

Further information and support can be obtained from the school’s Assistant Head for Inclusion, who has access to multi – agencies.