Castle Cary Community Primary School

Castle Cary School

I love the surroundings of the school, it really makes it enjoyable to come to school here.

Year 3 Pupil

The teachers are funny and my friends are too!

Year 3 Pupil

Everyone is caring

Year 5 Pupil

I like it at our school because we do lots of work.

Year 2 Pupil

I like that it's about the children's rights and not just the teachers!

Year 6 Pupil

It's safe, fun and you always learn something new.

Year 5 Pupil

I love it at this school, nothing needs to be changed.

Year 3 Pupil

It's a great place to learn/

Year 3 Pupil

Everyone gets treated fairly; the whole school is kind.

Year 4 Pupil

Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School

SEND Information Report

How does the school know if children require additional support and what should I do if I think my child has special educational needs and/or disabilities?

At Castle Cary Primary School children are identified as having SEN through a variety of ways including the following:-

  • Liaison with Infant school/previous school
  • Child performing below age expected levels
  • Concerns raised by Parent and or Pupil
  • Concerns raised by Teacher
  • Liaison with external agencies
  • Health diagnosis through paediatrician

How will I raise concerns?

• Talk to us – in the first instance contact your child’s class teacher who will then discuss further with the SENCo/ Headteacher who will then consider whether the concern is realistic. A discussion with you will then be held to plan additional support.

•Talk to the SENCo directly. Organise an appointment via the main office

• We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.

 • At Parents' Evenings; usually in October and March each academic year and via the Annual Report reply slip.

Who will school support my child?

• The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. Good teaching provision in class for all pupils is known as Quality First Teaching.

 • There may be a Teaching Assistant working with your child either individually or as part of a group, if this is seen as necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts.

• Our SENCO oversees all support and progress of any child requiring additional support across the school.

Who will explain this to me?

• The class teacher will meet with parents/carers on at least a termly basis (this could be as part of Parents' Evening) to discuss your child’s progress, needs and support.

• For further information the SENCo is available to discuss support in more detail.

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 progress according to their specific needs.

•The classrooms are also communication and dyslexia friendly environments.

• The benefit of this type of differentiation is that all children can access a lesson and learn at their level.

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

• We offer an open door policy where you are welcome at any time to make an appointment to meet with either the class teacher or SENCo, to discuss how your child is getting on. We can 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 parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.

• As a school we measure children’s progress in learning against National Expectations and Age Related Expectations.

•The impact of specific interventions are monitored by the SENCo.

• The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry in Reception through to Year 6, using a variety of different methods including National Curriculum levels and Reading and Spelling ages.

• Every child’s progress is discussed at Pupil Progress meetings with the Class teacher, SENCo and Headteacher. 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.

•Specific individuals may benefit from a home / school link book which your child will bring home regularly so that comments from parents and teacher can be shared and responded to when needed.

• The use of IEPs is currently under review in line with the new Code of Practice.

• If your child has complex SEND they may have an Education Health Care Plan (formerly a Statement of SEN), which means that a formal meeting will take place to discuss your child’s progress and a report will be written.

What Support will there be for my child’s overall well-being? What is the pastoral, medical and social support available in school?

• We are an inclusive school; we welcome and celebrate diversity. 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 our children.

• The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this is the parents’ first point of contact. If support is required the class teacher liaises with the SENCo for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Emotional, Social and Mental Health Support Team or PCSO (Police Community Support Officer)

• The school values nurturing principles and offers both 1:1 and group nurture opportunities.

We have a PFSA (Parent Family Support Advisor) working from our school and she can support children in school and families at home.

Pastoral Support Plans are in place for children who are in danger of exclusion, it brings together all the support we can offer as a school.

How will my child be able to contribute their views?

• We are a Level 1 Rights Respecting School where 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 an open forum for any issues or viewpoints to be raised.

• Children who have IEPs (Individual Education Plans) discuss and set their targets with their class teacher.

• There is an annual pupil questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry.

• If your child has a PSP or EHC (Statement of SEN) their views will be sought before any review meetings.

How are Governors involved and what are their responsibilities?

• The SENCo reports to the Governors every year to inform them about the progress of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times.

• The Governors review the SEND Policy anually

• One of the Governors is responsible for SEND and meets termly with the SENCo. They also report to the Governors to keep all informed. Our named Governor is Mrs Liz Mortimer

• The Governors agree priorities for spending with the overall aim that all children receive the support they need in order to make progress.

What specialist services and expertise are available at or accessed by the school?

• Our SENCo is fully qualified and accredited.

• As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: - Educational Psychologists, Learning Support Service, Social and Emotional Health support, PFSA and PCSO ; Health including – GPs, school nurse, clinical psychologist, paediatricians, speech & language therapists; occupational therapists, physiotherapists; social services including - Locality Team and social workers.

•Training is available through the County for Teaching Assistants to attend. The SENCO also provides some in house training where appropriate.

What training have the staff supporting children with SEND had or are currently having?

•Several staff have experience in delivering Speech & Language programmes from Speech & Language therapists.

• A number of teaching assistants have had training in nurture and theraplay to support children with behavioural difficulties.

• All of our LSAs have had training in delivering reading and spelling / phonics programmes.

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. We will provide the necessary support to ensure that this is successful.

• A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.

How accessible is the school environment?

 • The school site is wheelchair accessible with a disabled toilet large enough to accommodate changing.

• We liaise with EMAS (Ethnic Minority Achievement Service) who assist us in supporting our families with English as an additional language.

How will the school prepare and support my child when joining the school and transferring to a new school?

• We encourage all new children to visit the school prior to starting. For children with SEND we encourage further visits to assist with the acclimatisation of the new surroundings. We also endeavour to visit them in their current school.

• We use books, including photos, with children if transition is potentially difficult, using a School Entry Plan which is reviewed in the October after they start.

• When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits. At our ‘feeder’ secondary school, Ansford Academy, they run a specifically tailored programme to aid transition for the most vulnerable pupils.

• We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.

• If your child has complex needs then a School Entry Plan or EHC (Statement) review will be used as a transition meeting during which we will invite staff from both schools to attend.

How are the school’s resources allocated and matched to children’s SEN needs?

• We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.

•We have a SENCo who works on a 0.5 contract who is not class based.

• We use the SEN budget to contribute towards the funding of Teaching Assistants who deliver programmes designed to meet groups of children’s needs.

• The budget is allocated on a needs basis. The children who have the most complex needs are given the most support.

How is the decision made about what type and how much support my child will receive? 

• The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate.

• Different children will require different levels of support in order to bridge the gap to achieve age expected levels.

• This will be through on-going discussions with parents

How do we know if this has had an impact?

• The child is making progress academically against national/age expected levels and the gap is narrowing – they are catching up to their peers or expected age levels.

• Verbal feedback from the teacher, parent and pupil.

• By reviewing children’s targets on IEPs and ensuring they are being met

• Children may move off of the SEN register when they have ‘caught up’ or made sufficient progress.

•The SENCo monitors the progress made in intervention work

•Pupil progress meetings are held termly between the Headteacher, Classteacher and SENCo. The progress of every child is discussed at these meetings and support is discussed and planned.

Who can I contact for further information?

• First point of contact would be your child’s class teacher to share your concerns.

• You could also arrange to meet our SENCo, Mrs Lavis.

• Look at the SEN policy on our website

Who should I contact if I am considering whether my child should join the school?

• Contact the school office to arrange to meet the Headteacher, Mrs Martin, or SENCo Mrs Lavis , who would willingly discuss how the school could meet your child’s needs.

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