Chaloner Primary School
Education provision for 3-11 year olds. Any additional services/activities offered at the school will be listed under 'Activity' on the Service Directory.
SCHOOL ADMISSION: For school admission ONLY, please contact the Redcar and Cleveland Borough Council School Admissions Team on 01642 837730 / 837740
Who to contact
- Contact Name
- Mary Parker
- Contact Position
- Headteacher
- Telephone
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01287 635728
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RCHOffice@chalonerprimary.org
- Website
- www.chalonerprimaryschool.co.uk
Where to go
- Name
- Chaloner Primary School
- Address
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Chaloner Primary School
Wilton Lane
Guisborough
- Postcode
- TS14 6JA
Local Offer
- Contact Name
- Mr A Dale
- Contact Telephone
- 01287 635728
- Contact Email
- RCHOffice@chalonerprimary.org
- Local Offer Age Bands
- Primary Age 4 - 11 Years
- SEN Provision Type
- Universal
School SEND Information Report
- How does the school/college identify children with special educational needs?
· At Chaloner Primary School we offer an inclusive curriculum to ensure the best possible progress for all of our pupils, whatever their needs and abilities.
· We aim to identify children with special educational needs as early as possible in their school career.
· Class Teachers continue to monitor any concerns they have about a child, before discussing these with the SENDCo.
· The SENDCo will then contact the parents/carers about the child’s needs, offering them a visit if required.
· Should a child be registered in school with Special Educational Needs, they will be given a SEND Support Plan.
· SEND Support Plans continue to be reviewed at least three times a year, with the parent/carer and the child, if it is appropriate to include the child.
- How do we involve parents in planning for those needs?
All parents are encouraged to contribute to their child’s education.
· We continue to have regular discussions between the parent, child, Class Teacher and SENDCo. Over the past 12 months, these have taken place through both formal and informal meetings, including Parent Consultation Evenings.
· Parents are invited to share their thoughts on the termly SEND Support Plan.
- Who in the school/college will support my child and how will this be monitored and evaluated?
Mr Dale continues to oversee the monitoring and evaluation of progress and provision.
· We continue to ensure that all Class Teachers have a responsibility for teaching, monitoring and evaluating children with Special Educational Needs. This is done, in the first instance, through ‘Quality First Teaching’.
· Over the last academic year, we have, in line with the SEN Code of Practice 2014, written termly planning and evaluation reviews, through our SEND Support Plans.
· Children with an EHCP continue to have an annual review in addition to this. These reviews involve the Class Teacher, TAs (as appropriate), the Head Teacher and SENDCo. A range of professionals involved with the child naturally have contributed to these processes.
· Over the last twelve months, Chaloner Primary School has continued to work with, and act upon the advice of, many external agencies, where children have needed additional support. The school has links with a number of external agencies, who provide support and advice to help each individual child try to achieve their potential. These have included:
- The Early Years SEND Team
- The Specialist Teaching Service
- External Counselling Service (Time 4 You)
- School Nursing Team
- The Hearing Impaired Service
- CAMHs
- Educational Psychology Service
- Occupational Therapy and Physiotherapy
- The Link
- Speech and Language Therapy Service (SALT)
- Inside Out (Educational Mental Health Support Team)
Parents will always be consulted, and permission requested, before children work with these external agencies. Any external agencies working with children will provide verbal and / or written feedback, reports and advice which will be shared with the SEND staff, class teacher and parents, so that it can be acted upon.
- How are the decisions made about the type and amount of provision a young person will need?
- by the class teachers with support from SENDCo and the Head teacher.
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through Multi-Agency discussions where appropriate.
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in consultation with parents
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through the referral process (Resource and Support Panel) by requesting additional support from an outside agency, such as an Educational Psychologist, Speech Therapist . An assessment process will then deliver a planned programme of support for the young person.
- How will the curriculum be matched to the needs of the young person?
- Overall curriculum structure is directed by the Government and the National Curriculum.
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All children have an entitlement to access and study a full curriculum.
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Differentiation is the responsibility of all teachers. Informed by the data and information on each student, teachers plan for and deliver using different styles of teaching and meeting individual needs through a range of strategies.
- How accessible is the school/college environment?
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There is disabled parking access at the front of the school and all visitors are able to access the main entrance via an accessible entrance.
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The school is entirely based upon one floor so stairs are not an issue.
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There is a disabled toilet in the front entrance equipped with a hoist.
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Doorways around school are wide to allow wheelchair access.
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We have links with the multi-cultural service and interpreters are engaged as and when necessary to help us communicate with parents whose first language is not English.
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- How will both the school/college and the parent know how the young person is doing and how will the school support the young person's learning?
- Parents are encouraged to support their child’s learning at home.
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If your child has an EHCP, parents are invited to an annual meeting to review their child’s EHC plan, as well as regular discussions throughout the year.
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SEN Support Plans are reviewed termly and a copy shared with parents. Parents have the opportunity to discuss this if they wish to, with the class teacher and / or SENDCo.
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Parents Evenings are held throughout the academic year; parents can meet with their child’s teacher and look at their work in different subject areas.
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Written reports are given annually in the summer term and parents also receive written termly progress reports in the Autumn and Spring terms.
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The school monitors progress through a cycle of assessment, reviewing data and interventions.
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Parents are invited into school regularly to share in a range of activities.
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We have Parent Governors and a P.T.F.A. that parents are very welcome to join.
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School encourages parents to join in with classroom activities and holds ‘Family’ events where parents can work in school with their children on a range of activities.
- What support will there be for the young person's well-being?
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· We continue to have two first aiders who are qualified to administer medication, if it is required, during the school day. All Teaching Assistants have a First Aid Qualification with a Paediatric First Aider in the Early Years.
· Staff have been trained as necessary to support children who require Epipens in school. Training is tailored as required by the needs of our pupils. In the last 12 months this has included communication needs (Makaton, Hearing Impaired Service, Speech and Language); physical needs (occupational therapy and physiotherapy); medical needs (feeding through gastrostomy).
· Children have had daily access to a Learning Mentor (Mrs A Bailey) in school, should they need to talk with someone about any problems they may have.
· School works closely with Inside Out (Mental Health Support Team), who can work with children and parents around a range of issues including worries, anxiety and low mood. We have a student practitioner based in school once a week, who also offers a drop-in session for parents and carers, where they can come and discuss any concerns. There is also a weekly drop-in session for pupils each week.
· Each class has a Time to Talk box, where a child can discretely ask for some time to talk to a trusted adult, should they wish to. All children are familiar with, and respect this process.
· Time 4 You Counselling Service continues to work in school, delivering 1:1 sessions for some children. In the last 12 months, this has been extended to include weekly group sessions of art therapy.
· The School Ambassadors met at different points throughout the last academic year, to discuss key issues affecting children. Class Ambassadors were voted in by the children. The Ambassadors have continued to feedback ideas and collect concerns to share at meetings of the Council.
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- What specialist services and expertise are available at or are accessed by the school/college?
Apart from the expertise already employed by the school, we continue to call on help and advice from other agencies to support children with specific needs. Over the past academic year, this has included:
Specialist Teaching Service – Alison Crossan / Yvonne Clark / Nicola Thornton
Time4you – School Counselling Service
Early Years SEND Team.
Occupational Therapy (NHS and TreeTops)
Physiotherapy Service
Educational Psychologists – Christine Sketchley
Speech and Language Service – Lisa Gornall
Hearing Impaired Service -
CAMHs: Numerous Key workers
- What training are the staff supporting children and young people with SEND had or are having?
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· All teachers have Qualified Teacher Status and Teaching Assistants also have relevant qualifications up to HLTA status.
· Internal CPD for Dyslexia, Autism, dyscalculia is provided by the SENDCo and strategies and systems in place in all classes.
· Attachment Disorder Training provided for all staff from the Virtual School.
· Two teachers are currently engaging in EKLAN training for speech and language and communication difficulties in 3-4 year olds.
· HLTA trained in the Early Words Together Programme.
· There is an ongoing programme of professional development to ensure teachers and Teaching Assistants meet the special educational needs of our pupils and stay up to date with current research into teaching and learning. That includes training on the curriculum, and appropriate interventions. Subject leaders are expected to take ownership of their own professional development.
· Appropriate teachers and all Teaching Assistant staff have completed Epipen training.
· Mr Dale has completed the National Award for Special Educational Needs Coordinator.
· The SENDCo attends all relevant training to ensure that all policies and practices are up to date.
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- How will the young person be included in activities outside of the classroom including school/college trips?
- Chaloner is committed to providing all pupils and students with equal access to an enriched and extended curriculum.
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There is the opportunity for the children to experience a residential holiday during their time in Upper Key Stage Two.
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Visits to local theatres, art galleries, museums, historic sites etc. are used to enhance and enrich the curriculum. Visiting artists and theatre companies allow all students access to cultural experiences.
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A variety of after school clubs cater for a range of abilities and include; chess, computing, football, fitness, dance, art, choir, book club, Lego and gardening clubs.
- How will the school/college prepare and support the young person to join that particular school/college and how will it support the transition to the next stage of education and life?
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· Most children enter school in September at Reception age from the School Nursery. A detailed plan (involving parents and children) is in place to ensure smooth transition into the Reception Class. For children on a SEND plan or with an EHCP we create a detailed personalised transition plan involving external agencies and parents. School now also offer a 2-year-old provision which has made a significant difference for our children rising 3 in their achievements at Nursery and our Early identification of SEND needs.
· Children learn in Hubs across school where teachers and TAs work closely together for the needs of the children in the Hub. They are; Early Learning Hub (Reception and Year 1), Middle Learning Hub (Year 2 and Year 3) and the Higher Learning Hub (Years 4,5 and 6). This is successful in ensuring consistency and support for children across important transition points within school.
· The process of transition from Primary to Secondary begins when the children are in Year 5, when parents make their choice of Secondary School.
· Our Year 6 staff and SENDCo liaise closely with the secondary school staff regularly, and share information to ensure a smooth transition. All SEND information is passed on to the Secondary SENDCo in these meetings. Secondary SENDCos are invited to all Y6 Annual Reviews (EHCP children), so that transition is carefully planned for.
· Y6 children take part in a period of extended transition in their new school. Up to 5 additional transition sessions are offered and arranged to support identified SEND children. In the past 12 months, identified children (and their family) accessed additional transition support with Christine Sketchley, Educational Psychologist.
· Secondary staff visit school to meet and work with the children in the Summer Term.
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- How are the school/college's resources allocated and matched to the young person's special educational needs?
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· All resources are allocated to, and matched, using the data that school holds about each student. For children with a plan, this is evidenced through a costed provision map.
· Planning for these interventions include consultation with parents and children.
· The Budget Plan includes funding for children with SEND and SEND needs are identified in the SDP.
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- The school/college would use this part of the document to identify key points of contact or how further information can be accessed eg. The Council Local Offer website link.
Chaloner Primary School Wilton Lane
Guisborough
Cleveland
TS14 6JA
Tel: 01287 635728
Fax: 01287 610115
Head Teacher: Mrs M. Parker
SENDCo: Mr. A Dale
Redcar and Cleveland Council website is:
SEND Link Officer: Hannah Manton
Statutory SEND Manager: Jayne Bailey
Education Advisor (SEND): Monica Wheater
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Address: Chaloner Primary School Wilton Lane Guisborough