Claygate Primary is an inclusive values-led school. We are proud of all our children and aim to provide opportunities for every child to reach their potential through high quality first teaching. There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community.
The range of support deployed will be tailored to individual need, following thorough assessment by internal or external agencies. We strive to promote opportunities for our children to become independent, courageous, resilient and ambitious learners.
"Leaders have ensured that all staff receive regular and relevant training. Staff know how to refer any concerns about pupils’ safety to leaders and know concerns will be dealt with diligently. School leaders work well with a wide range of other professionals to support families and keep pupils safe. However, they are not afraid to challenge colleagues in other services when they feel more can be done to support the most vulnerable pupils" - OFSTED 2020
"High-quality training has helped to improve the quality of teaching and develop subject leadership. This support, together with the appointment of an experienced leader who is responsible for pupils with special educational needs and/or disabilities (SEND), has improved the identification of additional needs." - OFSTED 2020
Who are the best people to talk to in at Claygate Primary about my child’s difficulties with learning/ Special Educational Needs (SEN) disability or medical issues?
- The school has access to a range of specialist services, including:
- Educational Psychology
- Speech and Language Therapy
- Language and Learning Support Service
- Physical and Sensory Support (including Visual and Hearing Impaired Support)
- Behaviour and Emotional Support
- ASD Outreach from Linden Bridge School
- CAMHS (Children and Adolescent Mental Health Services)
- School nurse
- REMA (Race Equality and Minority Achievement, including Traveller Support and English as an Additional Language (EAL)
- Occupational Therapy
- Home School Link Worker
- Children's Social Care
- Education Welfare Service
- Other specialist support may also be accessed where there is a specific need.
If you have concerns about your child, you should speak to your child’s class teacher first. You may then be directed to the SENDCO.
The Class Teacher is responsible for:
- Adapting and refining the curriculum to respond to strengths and needs of all pupils.
- Checking on the progress of your child and identifying, planning and delivery of any additional support.
- Contributing to devising personalised learning plans to prioritise and focus on the next steps required for your child to improve learning.
- Applying the school’s SEND Policy.
- Line managing additional TA support.
- Following any recommendations made by the SENDCO or external specialist.
- Carrying out on-going assessment within class.
Depending on when and how your child’s special needs have been identified you may need to speak to the school’s SENDCo, Mrs Cunniffe. You can request a meeting through the class teacher or directly through the school office.
The SENDCo is responsible for:
- Coordinating day to day provision for children with SEND
- Line Managing the specialist SEND “team” of staff and developing the school’s SEND policy.
- Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.
- Liaising with Speech Therapists and other outside agencies
- Attending panel meetings, visiting potential children and meeting potential parents
- Administration surrounding Annual Reviews
- Meeting parents regularly including Parents Evenings.
- Making referrals to and liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties.
- Assessing or organising assessment of children where there are additional concerns.
- Ensuring that parents are:
1. Involved in supporting their child’s learning and access
2. Kept informed about the range and level of support offered to their child
3. Included in reviewing how their child is doing
4. Consulted about planning successful movement (transition) to a new class or school
- Analysing progress of SEND children
- Updating the school’s SEND register
- Reporting to Governors
- Ensuring that the Administration of Medicine policy is adhered to and that the medical needs of children are met
The Head Teacher
Sandra Cunningham is responsible for:
- The day to day management of all aspects of the school, including the provision made for pupils with SEND
- She will give responsibility to the SENDCo and class teachers but is still responsible for ensuring that your child’s needs are met.
- Organisation of appropriate training in relation to SEND
- Delegating support staff to classes
The Head Teacher must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
The SEND governor
The SEND governor is responsible for:
- Supporting school to evaluate and develop quality and impact of provision for pupils with SEND across the school.
Speech and Language Therapists (SALT)
They are responsible for:
- Assessing children identified as being at risk of a speech and language delay or disorder
- Setting targets to identify the child’s additional needs
- Providing recommendations regarding how to meet the needs
- Modelling, monitoring the provision, and reviewing the progress made by children with speech and language difficulties
- Communicating with parents
- Liaising with the school’s SEND team and class teachers
If you would like to speak to the speech and language therapist this can be arranged through the SENDCo.
The school nurse visits our school on a regular basis and is available to meet parents by appointment. To arrange a visit, contact the SENDCo or a member of the school office staff.
She is responsible for:
- Liaising with the Inclusion Team and other members of staff
- Writing and reviewing individualised Health Care Plans for children aged 5 and over.
- Providing training for members of staff (e.g. epilepsy training or sickle cell training)
- Carrying out Health reviews for children on Child Protection Plans or children who are Looked After.
- Attending meetings for children where there are safeguarding concerns
- Contributing to EHC plans where a child has a medical need
- Liaising with parents regarding medical needs
Below are a number of documents which outline how support is provided for children with special educational needs and disabilities (SEND) at the school, locally and nationally. They reflect the requirements of the Special Educational Needs and Disability Code of Practice, which came into force in September 2014.
- SEND Information Report 2017-2018: a summary of how support is organised and managed in the school
- Whole School Provision Map: an overview of how support is provided at different levels of need
- Surrey: A guide to SEND 14
- Special educational need and disability: a guide for parents and carers (Department for Education)
If you have any questions about special educational needs, please see your child's classteacher in the first instance, or contact the SENCO, Marita Cunniffe (email@example.com)