Please see below answers for some potential questions you may have about the school and how it provides for children with SEND.
How does Devonshire Infant School know if children need extra help?
At Devonshire Infant School children are identified as having SEN through a variety of ways. As a school we measure children’s progress in learning against national age expectations.
• Liaison with the child’s previous setting.
What should I do if I think my child may have special educational needs?
Talk to us, firstly contact your child’s class teacher. If you require more information you may be put in contact with the Inclusion Manager/ SENCO or Head Teacher, or come along to one of our half termly ‘drop in’ sessions with the Inclusion Manager to discuss any issues you may have. The office will have current details of these for you.
How will Devonshire Infant School staff support my child?
The class teacher will oversee, plan and work with each child in their class to ensure that progress in every area is made. There may be a Teaching Assistant (TA) working with your child either individually or as part of a group; if this is seen as necessary by the class teacher. Your child may also receive support from our Inclusion Support Assistant who provides individual and group sessions for specific needs. The regularity of these sessions will be explained to parents when the support starts. The Inclusion Manager oversees the support and progress of any child requiring additional support across the school, and puts SEN Support Plans into place where complex needs are evident. For those children with emotional and social development needs, these will be supported by small group or individual sessions by our inclusion support assistant. We also cover these topics across the school in the curriculum to encourage an ethos of inclusivity and to ensure bullying is prevented through an understanding and appreciation of our diverse community.
How will the curriculum be matched to my child’s needs?
All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically, this might mean that in a lesson there may be up to five different levels of work set for children. In addition to this adult support may be targeted towards the children who need it most. The benefit of this type of differentiation is that all children can access a lesson and learn and make progress at their individual level.
How do we know if any additional help has had an impact?
There are several systems in school which check to ensure that interventions and additional help is effective. Firstly, all teachers have a regular progress review meeting with the Head Teacher where children who are not making the expected progress are identified and discussed. Additionally, at the onset of an Individual Education Plan or Group Education Plan an assessment is made of where the child is in the areas in which goals have been set, and after 4-6 weeks when the goals are reviewed the child is reassessed and their progress and remaining gaps noted. A new set of targets will be set where appropriate.
How will I know how my child is doing and how will you help me to support my child’s learning?
The class teacher will meet with parents each term to discuss a child’s special educational needs, support and progress. We offer an open door policy where parents are welcome to come into the class in the mornings for up to 15 mins when children are dropped off at school. This is an opportunity to briefly discuss issues with the teacher or to make an appointment to meet with the class teacher for a longer discussion if needed. The teacher will be able to offer advice and practical ways that you can help your child at home.
How will my child be able to contribute their views?
We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has representatives from each class. Prior to school council meetings the teacher facilitates a class discussion about the issues to be discussed so that all views can be shared.
What support will there be for my child’s overall well being?
We are an inclusive school; we welcome and celebrate diversity and have a SEN Development Assessment unit as an integral part of our school, for children with complex needs. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after your children.