At Boughton-under-Blean and Dunkirk Methodist Primary School we work hard to ensure that every member of our school community – pupils, parents, staff– feel supported and included. We are an inclusive school and every child, whatever their individual abilities or needs, is equally valued and welcomed here.
We recognise the importance of helping all children achieve their full potential; emotionally, socially, physically and academically. We ensure they are fully included in all school activities, seeking external support and facilities when needed.
If you have any concerns regarding your child’s learning, emotional, medical or physical needs, then please speak to either your child’s class teacher, Kay Lewis (SENCO ) or Laura Dellys (FLO) to discuss your concerns.
We believe that all pupils will be able to access the curriculum at a level appropriate for their individual needs. Class Teacher’s plan carefully to ensure that lessons are differentiated appropriately to suit the learning needs of all pupils, to enable success (Quality First Teaching-Wave 1). The Class Provision Map outlines more specific support for children, either on an individual or group basis, to help accelerate their progress (Wave 2). A few children that have needs which are more complex will have receive personalised 1:1 Teaching, that is often monitored or directed by external services (Wave 3). Children with the most complex needs, will have been awarded an Education and Health Care Plan (EHCP) by the Local Education Authority and will have their own Provision Plan. This plan is a legal document and specific targets must be implemented and monitored to ensure that progress is made, and the child’s needs are met. All support is assessed and adapted accordingly using the ‘Plan, Do, Review’ cycle.
All support is carefully planned to ensure that your child’s needs are met and progress is made. We see our Teaching Assistants (TAs) as our most valuable support for children, and therefore all of our classes have either 1 or 2 full-time TAs, depending on need. We have Specialist TAs trained in Dyslexia, Dyscalculia, Speech, Language, fine/gross motor skills, Sensory circuits who deliver targeted 1:1/small group support, under the guidance of the SENCO and/or Specialist Services.
We are a very friendly and open school and value the importance of building positive relationships with parents, families and our local community. If your child is identified as having SEN-D, meetings take place on a formal and informal basis, as our door is always open to the concerns of parents. Children and parents are encouraged to take an active part in the delivery and planning of support, and training/advice can be offered or sourced as necessary.
Reading is always a priority and we have a dedicated team of Volunteer readers. If you are interested in become one of them, please speak to our school office team- you do not need to know what to do, as you will receive support and training.
As a school, we are committed to supporting the well-being of all children. All staff are able to raise any concerns that they have about individual pupils. Laura Dellys (FLO), - Jo Cottenden (Head of School) and Kay Lewis (SENCO) will ensure that appropriate measures are put in place to support your child, and if needed, their family. Laura is a trained Lego Therapist and supports our children and families, using her wealth of experience. We look for opportunities to enhance the well-being of children in our school, and seek to adopt new initiatives when and where appropriate.
Any pupils with additional medical needs are well catered for. All medical requirements are requested from parents prior to admission and these are added to the school medical needs file. Parents will also be asked to provide medical evidence before medicines and/or specific care procedures, can be administered. All medicines are kept in individual sealed containers in a locked cupboard that is only accessible to appropriate members of staff. For those pupils needing medicine regularly or ongoing care, we complete an individual Health Care Plan which is reviewed as necessary. Wherever possible, the school seeks support and training from Health Care Professionals as necessary (e.g. supporting a child with Type 1 Diabetes) and staff First Aid Training is regularly updated. Each classroom has a Medicine box which is kept in the Teacher’s Cupboard so it can be easily accessed by staff. It contains medication that children themselves need regular access to- emollients for eczema and asthma inhalers.
All schools have access to Speech and Language Therapy Service (SALT), but this is only available to children in Reception/Early Years or children with an EHCP. Specially trained teaching assistants also provide individual sessions with pupils, as guided by SALT reports or advice. We can approach Specialist Teaching Services for advice and support with children who have a variety of Special Educational Needs, through a referral to LIFT (Local Inclusion Forum Team). We fund assessments by an Educational Psychologist for the children with most need, in order to understand what support is needed for an individual child. (Through referral, we also access Occupational Therapy, the School Nursing Team, Paediatricians, CHYPMHS (Children and Young Person Mental Health Service). We can also help with private referrals for assessment of Dyslexia/Dyscalculia or APD (Auditory Processing Disorder).
Details of KCC SEND Provision (Local Offer) can be found here https://www.kent.gov.uk/education-and-children/special-educational-needs
There is a full audit of training needs each year from which evolves a programme of training that ensures that all staff are equipped with the skills needed to meet the needs of all learners. The skills and knowledge of Teaching Assistants are updated during meetings with the SENCO/Subject Leaders, twice a term. Training to date has covered: Autistic Spectrum Disorders, Attention Deficit (Hyperactivity) Disorder, SALT, Dyslexia, Dyscalculia, Dyspraxia (difficulties with fine and gross motor skills), Sensory Processing, Cued Articulation, Makaton, Language through Colour/Pentagon, Active Listening and Learning Styles (eg Auditory, Kinaesthetic).
We believe all learners are entitled to the same access to extra-curricular activities, and are committed to make reasonable adjustments to ensure participation for all. Any additional support or necessary adjustments are recorded on the risk assessment for that activity. Please contact us if your child has any specific requirements for extra-curricular activities.
Reception Class Staff and our FLO will carry out home visits and visits to Nursery Settings, prior to children starting school. Concerns about particular needs will be brought to the attention of the SENCO. Where necessary the SENCO will arrange a further meeting with parents, previous setting etc.
Class teachers of children joining from other schools will receive information from the previous school; if required the SENCO/ FLO will telephone previous school to discuss individual pupil’s needs.
Transition is a part of life for all learners, whether that involves moving to a new class or moving to a new school. We recognise that transition can be an unsettling time for all children, but especially so for a child with SEN. Consequently, we work closely with parents, pupils and staff to ensure these transitions run as smoothly as possible.
Planning for transitions with the school will take place in the Summer Term; arrangements for transition to Secondary School for pupil with SEN will be planned according to individual need and the receiving school.
Mrs Kay Lewis SENCO (Monday, Tuesday, Wednesday), Head Teacher, Mr Simon Way or Head of School, Mrs Jo Cottenden.
The report beloe details our annual offer to learners with SEN-D. To be effective it needs the views of all: Parents/carers, pupils, governors and staff.