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? 

What should I do if I think my child may have special educational needs?

How will Devonshire Infant School staff support my child?

How will the curriculum be matched to my child’s needs?

How do we know if any additional help has had an impact?

How will I know how my child is doing and how will you help me to support my child’s learning?

How will my child be able to contribute their views?

What support will there be for my child’s overall well being? 

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.
The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. All children’s progress is tracked from entry at Year R through to Year 2, using a variety of different methods including the EYFS (Early Years Foundation Stage) and the National Curriculum age expectations.
Children who are not making expected progress are regularly discussed in Pupil Progress Review meetings between the class teacher and Head teacher. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. Where difficulties are evident a meeting with the Special Educational Needs Co-ordinator (SENCO) is made to discuss further support options. In addition to this assessment over time, the following is taken into consideration:

• Liaison with the child’s previous setting.
• Information from professionals who have been involved in their care e.g. Educational Psychologist, Speech and Language Therapist, Portage worker.
• Parental concerns.
• A health related diagnosis from a paediatrician/doctor.
If a child has an EHCP or is on a SEN support plan regular termly meetings will be held to review progress.

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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 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. 

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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.

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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.

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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, 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.

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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.
We believe that your child’s education should be a partnership between yourselves and staff; therefore, we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
If your child has complex SEND they may have a SEN Support Plan or an Education Health Care Plan, (previously known as a Statement of special needs) which means that a formal meeting will take place annually to discuss your child’s progress and a report will be written.
If your child has an Education Health Care Plan they will have an Individual Education Plan (IEP) which will have individual targets. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) with the expectation that the child will achieve the target by the time it is reviewed. All IEP’s are reviewed regularly with parents, and a copy given to parents to work on targets alongside school.

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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.
Children who have IEPs (Individual Education Plans) discuss and review their targets with their class teacher. If your child has an Education Health Care Plan their views will be sought before review meetings and a ‘This is me/ This is me now’ form will be completed with them to gain their views.

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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 Inclusion Centre 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.
The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore they are the parents’ first point of contact. If further support is required, the class teacher liaises with the Inclusion Manager for further advice and support. It may be appropriate to involve outside agencies such as Health and Social Services, and/or the Behaviour Support Team and this will always be discussed with parents first.
The school has a policy regarding the administration and managing of prescribed medicines on the school site. Parents need to contact the school office and complete the relevant paper work if prescribed medication is required to ensure a child’s good health. On a day to day basis the office staff generally oversee the administration of prescribed medicines. 

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