What specialist services are available at, or accessed by Devonshire Infant School?
Our Inclusion Manager is a fully qualified teacher with extensive experience of children with SEND, is a Special Educational Needs Coordinator (SENCO) and a trained Assessment Co-ordinator supporting the Local Authority SEND team by writing Education, health and care plans. (EHCP)
• Multi Agency Behaviour Service (MABS)
What training have the staff at Devonshire Infant School had or are having?
As a staff we have regular training and updates about SEN issues. Most of our TAs have had training in delivering reading and spelling / phonics programmes such as The Better Reading Partnership and all staff are regularly updated with behaviour management strategies, first aid and child protection training. We annually audit all our staff’s SEN knowledge and skills, and fill the gaps with training sessions where necessary, ensuring continuing professional development for all staff involved with children, including our lunchtime supervisors.
How are the governors involved and what are their responsibilities?
One of the governors is responsible for SEN and meets termly with the Inclusion Manager. The Inclusion Manager provides reports to the governors to keep them informed. The Senior Management Team agree priorities for spending the SEN budget with the overall aim that all children receive the support they need in order to make progress.
How will my child be included in activities outside the classroom including school trips?
All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. To date, this has always been possible for all children including those with SEND. We will provide the necessary support to ensure that this is successful.
How accessible is the school environment?
The whole of the school site is wheelchair accessible with an accessible toilet, and provision, space and adjustments are made for any additional physical support where needed. Adapted toilet cubicles for both girls and boys are available for those needing physical support. A hearing loop is available if needed and the school is very visually stimulating and well signposted.
We regularly liaise with EMAS (Ethnic Minority Achievement Service) who assist us in supporting our families with English as an additional language, and may offer bi-lingual support to children in class, where necessary, and a translation service for meetings when possible.
How will Devonshire Infant School prepare and support my child to join the school and then transfer to junior school?
We encourage all new children to visit the school prior to starting when they will be shown around the school. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.
How are Devonshire Infant School’s resources allocated and matched to children’s special educational needs?
We ensure that all children who have Special Educational Needs have their needs met to the best of the school’s ability with the funds available. We have a team of class based TAs who are funded from the SEN budget and deliver programmes designed to meet the needs of children both in small groups and on a 1-1 basis. We also have an Inclusion Support TA who works out of class with individuals and small groups who need specific individualised sessions. The budget is allocated on a needs basis. The children who have the most complex needs are given the most support, often involving a TA.
How is the decision made about what type and how much support my child will receive?
The class teacher alongside the Inclusion Manager and Head Teacher will discuss the child’s needs and what support would be appropriate. Children will require different levels of support in order to bridge the gap to achieve age expectations. There will be on-going discussions with parents about the support provided.
What support is there for improving behaviour, attendance and avoiding exclusion?
As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff. If a child has behavioural difficulties an Individual Behaviour Plan is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets. We also have a designated ‘reflection’ area where pupils are encouraged to go with support when they feel they need some time to either ‘calm down’ or ‘pre-empt’ and self-manage their emotions, helping them to control their own behaviour and this is less disruptive for the rest of the class who can continue with their learning.
Regular half termly meetings are held between the Head Teacher, the Governor responsible for attendance and the Pupil Services Support Officer to discuss any pupils where attendance is causing concern and to identify strategies to address this.
Your first point of contact would be your child’s class teacher to share your concerns.