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Families Rutland Information Service

Uppingham C of E Primary School

For more information, please visit the school's website.

Who to contact

Contact Name
Mrs Julia Exton
Contact Position
Headteacher
Telephone
01572 823245
E-mail
office@uppingham.rutland.sch.uk
Website
www.uppinghamprimary.co.uk
Parent Organisation
Uppingham C of E Primary School
Related Services
Uppingham C of E Primary School

Where to go

Name
Uppingham C of E Primary School
Address
Belgrave Road
Uppingham
Rutland
Postcode
LE15 9RT

Local Offer

Description

Who can I contact for further information?

  • The first point of contact to discuss your child should be the Class Teacher and/or SENCO - Who would be my first point of contact if I want to discuss something about my child/young person?
  • You can also contact the Deputy Head or Head Teacher if you are still concerned after speaking to the Class Teacher. Who else has a role in my child’s/young person education? Who can I talk to if I am worried?
  • If you are considering whether your child should join the school, please contact the Head teacher, Mrs Julia Exton. Who should I contact if I am considering whether child/young person should join the setting / school / college?
  • Mrs Sue Scarrott is the SENCO. Telephone the school 01572 823851 or email office@rutland.uppingham.sch.uk. Who is the SEN Coordinator and how can I contact them?
  • Other support services include Rutland County Council;  Parent Partnership at the Citizens Advice Bureau. The local authority’s Local Offer will be on their website www.rutland.gov.uk    What other support services are there who might help me and provide me with information and advice? Where can I find the local authority’s Local Offer?
Contact Name
Mrs Julia Exton
Contact Telephone
01572 823245
Contact Email
office@uppingham.rutland.sch.uk
Links
Uppingham C of E Primary School - Local Offer
Local Offer Age Bands
Primary Education (5-11)

Schools Extended Local Offer Response 

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

We aim to identify children’s special educational needs (SEN) and barriers to learning at an early stage (commensurate with their stage of development). Children are deemed to have special educational needs if they have a long term difficulty that impacts on their learning and significantly reduces their rate of progress compared to their peers. Children with SEN may have difficulties with:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Sensory and Physical

We regularly assess the progress and well being of all children, both formally and informally e.g. through comparison with age related criteria; teacher assessment against key learning objectives; talking to children about their learning; and formal ‘testing’ of skills in Maths and Literacy three times a year. If we consider that a child has special educational needs then we will contact parents and arrange a meeting with parents, the Class Teacher and the SENCO, to explain the issues and consider the next steps and possible targets for a SEN Support Plan or a Provision Map. In some cases, involvement of the Educational Psychologist may be considered necessary in order to clarify the optimum support for a child. 

We strongly believe in working in partnership with parents and welcome their involvement. We have organised Parents Consultation Evenings three times a year (usually in October, March and July) but parents can make an appointment to speak to the Class Teacher, after school, at other times. If there are any concerns about the progress of their children, parents are encouraged to communicate with the Class Teacher or the TA in the first instance. However, if parents feel that the Class Teacher has not responded to their concerns adequately, they are encouraged to speak to the Deputy Head or the Head Teacher.

How will early years setting/school/college staff support my child/young person?

The SENCO, Mrs Sue Scarrott, will oversee and assist the Class Teacher with planning the child’s SEND Support Plan or SEND Provision Map. We offer additional support, through targeted interventions, if the teaching staff and parents agree it is necessary. The names of people working with the child e.g. Teaching Assistants, Teacher’s, and External Professionals will be clearly stated on the SEND Support Plan/Provision Map. The expected duration and frequency of interventions will also be stated on these documents.

All teaching staff working with the child will support their learning and development. Teachers will usually plan work but also deliver interventions, the precise roles of different staff will vary from child to child.

The Class Teacher or SENCO will explain the deployment to parents initially and, thereafter, the information will be written in the SEND Support Plan unless parents need further verbal explanations, in which case a meeting will be held.

A School Governor has been assigned to the role of SEND Governor and holds a termly meeting with the SENCO to consider SEND provision across the school. The SENCO makes reports to the Governing Body twice a year and the Head Teacher summarises any key SEND issues in the Head Teachers Report at interim meetings. The school makes efforts to listen to parents’ views and carries out an annual survey of parents views. We compare the progress of all children, including children with SEN, with national data and we set challenging targets.  

How will the curriculum be matched to my child's young person's needs?

We consider effective differentiation of children’s work to be a vital aspect of Quality First Teaching in the classroom. It enables children to progress at a pace that suits their ability. Differentiation at our school is achieved through a variety of means including: simplified tasks; different outcomes e.g. completing tasks verbally rather than in writing; additional adult support; additional apparatus; use of ICT etc. Identifying barriers to learning e.g. spelling difficulties, enables teachers to differentiate through additional resources or additional daily practice. Children with SEN will certainly have work set at a level they can manage and will advance their personal targets.  

It is very important that children experience success with their work regularly and that they are enabled to work at a level that they are comfortable with, while also making progress with their learning. Children with SEN often need to make smaller steps than some of their peers and differentiated work facilitates this.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Review meetings for children with SEN will usually take place on Parents Consultation Evenings with the SENCO and Class Teacher. If parents are unable to attend Parents Consultation Evening, then another appointment will be made. Parents can make an appointment to see the SENCO or Class Teacher at any time in the school year to discuss their child’s progress

We carry out ongoing teacher assessment of all class work and carry out more formal assessments termly. Pupil Progress Meetings (PPM) are held 3 times a year, where Class Teachers and TA’s meet with the Head Teacher to analyse children’s progress. In addition, children with SEN will have their SEN targets, as stated on their SEND Support Plan or SEND Provision Map, assessed weekly during targeted interventions, and adjusted when ever appropriate. The Support Plan or Provision Map will be reviewed and rewritten termly

The Class Teacher and SENCO will discuss children’s expected progress at Parents Consultation Meetings. Many children with SEN, will be working at a level that is below the national age related expectations but will still be making progress through the standardised levels.  

Home and School’ books are useful for some children, especially if parents are unable to collect their child directly from school. However, we do not consider them to be beneficial or appropriate for all SEN children. Parents can have a quick chat with the Class Teacher or Teaching Assistant after school in order share successes and issues of the day

In addition to whole class homework, parents of children with SEND will be asked to help them learn key skills e.g. speaking in full sentences, number facts or phonic sounds. Parental input will be outlined on the SEN Support Plan or SEN Provision Map. If parents are unsure about particular skills e.g. phonics sounds, they are encouraged to ask the Class Teacher or Teaching Assistant or the SENCO for advice.

All parents will be asked to help their child complete a simple information booklet, covering aspects of their learning and thoughts about school, at the beginning of the year, or shortly after they join the school if joining us during term time. We also encourage parents to update this information when ever relevant and to share any useful new information about their children’s welfare and learning with the Class Teacher. Parents of children with SEN will be asked for their views about learning targets, and ways to best achieve them, at termly SEN review meetings. 

We hold a New Entrants Evening for all parents of EYFS children in early July. Parents of SEND children are regularly informed of local training events organised through Aiming High e.g. Dyslexia Action. From time to time the school organises Maths workshops for parents

What support will there be for my child's/young person's overall well being?

We offer a broad and balanced curriculum that meets the needs and interests of pupils and ensures that all children achieve personally, socially, emotionally, and academically (regardless of their gender, ethnicity, social background, religion, sexual identify, physical ability or educational needs). In order to achieve this, the school promotes well being of children through the Personal, Social, Health Education (PHSE) curriculum and also the Behaviour curriculum which was recently updated through our School Council. These are delivered through a variety of means including whole school Collective Worship, visits from external agencies e.g. Police and Fire Service, and regular class ‘Circle Time’ to explore social and moral issues.

More specifically, the school runs a Sensory Circuits programme before school each day which is aimed at helping children who have difficulty settling and focusing on school. The School Nurse is also available to children and families where there are health or social and emotional issues. Our Anti Bullying Policy sets out our ethos and approach to eradicating bullying.  We are fortunate to have a volunteer, who is a trained counsellor, who can support children with emotional problems such as bereavement. We regularly obtain support from local authority Inclusion Team when children have emotional and behavioural difficulties.  

The school adheres to current guidelines on School Supervised Medication and will only facilitate self administration of medicines with written parental/guardian permission. One member of staff deals with administering medicines in order to avoid accidental repetition of dosing.

The school has a clear policy on behaviour expectations (see Behaviour Policy), which identifies those behaviours that are expected and those which are unacceptable. Children with SEN are expected to comply with this policy but we understand that additional  support and considerations may be necessary.  In order to deal effectively with challenging behaviour, the school works closely with the local authority and seeks advice from the LA Inclusion Team namely: Carol Sloane; Liz Odem; Cathy Hogg

At the beginning of each school year, all children are asked to share their thoughts and ideas about school and their learning. Children with SEN will discuss their learning difficulties and the learning targets set out on their SEN Support Plan, or SEN Provision Map, with their Teacher or Teaching Assistant each term

Teachers or Teaching Assistants will help children understand their targets and their difficulties and ensure that sufficient time is given to enable children to contribute their ideas about their learning.

What specialist services and expertise are avaliable at or accessed by the setting/school/college

The SENCO, Mrs Scarrott, holds the National SEN Award plus training in: Autism – Level 3; ‘1, 2, 3 Magic’ ADHD Solutions; Children can Succeed - Level 1 (Neuro Develomantla Delay); Read Write Inc – phonics scheme.  

The school has access to, and uses, provision for specialist services based in Rutland or Leicester. These include:

  • Educational Psychologist – (Rutland)
  • Speech and Language support from Therapist – Rebecca Ford (Leics)
  • Specialist Sight – Dawn Adams/ Bridgit Weaver (Leics)
  • Specialist Hearing -  Jill Swallow  (Leics)
  • Inclusion and attendance – Liz Odem
  • Inclusion Support – Cathy Hogg (Rutland)
  • Behaviour Support – Pia Delucci (Rutland)
  • School Nurse – Jayne Divine (Rutland)
  • CAMS – Leics
  • Paediatricians – NHS Leics (surgeries at Rutland Memorial Hospital)
  • Aiming High Rutland – Alison Cotes (Rutland)
  • CAF – Bea Perez (Rutland)
What training are the staff supporting children and young people with SEND have had or are having?

Teaching Assistants have received external training in: the delivery of phonics (Read Write Inc); Autism – Level 1; ‘123 Magic’ - ADHD Solutions. One TA has received dyscalculia training and another TA has completed PE training. Skills are disseminated internally through an ongoing programme of Continuous Professional Development (CPD) training for all staff in relation to SEN and disability awareness.  

How will my child/young person be included in activities outside this classroom including school trips?

All children receive equal access to a broad and balanced curriculum at our school. Children who have SEN or other disabilities will be supported to access the curriculum whether it is twice weekly PE sessions or a trip to a museum. In the first instance, we would aim to provide additional adult support to enable a child with SEN or disabilities engage in activities with their peers. We would look at equipment and staff training needs after assessing the barriers faced by a particular child.  

We do not routinely involve parents in planning trips but we do encourage parents and carers to share information about the needs of their children. We specifically ask parents for their ideas about the suitability of proposed trips and activities for children who have behaviour issues or a disability. 

How accessible is the setting/school/college enviroment

The school is currently reviewing its Disability Access Arrangements. The school was built on three levels, with 2 sets of internal steps with insufficient room for ramps, so wheel chair users can only access part of the school from the main entrance (office; assembly hall; two class rooms for Year 5 and Year 6; cloakrooms, computer bay, playground). In order to reach other parts of the school in a wheel chair, it is necessary to use external doors and paths to access ramps and change levels.

We do not currently have radio aid equipment in any class rooms. We have consulted with the Specialist Hearing Unit in Leicester on behalf of a child with unilateral hearing loss in order to optimise positioning in class. Similarly, we have been in close liaison with the Specialist Sight Unit in Leicester to support a child with Visual Impairment.

There is a disabled toilet and a shower off the main entrance hall near the office.

Parents whose first language is not English should come into school with an interpreter in order to sort out the best mechanism for communicating with the school. It would be possible to arrange for written documents to be translated until such time as their understanding of English improved. 

Equipment for children with SEN or disability has to be purchased from the school budget. We seek advice from local Specialist Teacher Units or national organisations such as National Association for Special Educational Needs, NASEN; Royal National Institute of Blind People, NRIB; the National Deaf Children’s Society, NDCS, in order to make appropriate and cost effective choices. We would seek out loans of equipment and investigate grants.   

How will the seting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life

Before children join the Early Years Foundation Stage (EYFS), the EYFS teacher visits the local nurseries to speak to staff and meet the children. The Head Teacher and EYFS teacher hold a ‘New Parents’ meeting in July to familiarise parents with school policies and ethos so that parents can in  turn reassure and prepare their children for the excitement of starting school. Children who have been identified as SEND will have a transition meeting involving parents, EYFS teacher, nursery staff, the SENCO and the LA EYFS Advisor. Any additional transition needs will be discussed and agreed at the meeting.  

Transition arrangements are in place for the move to KS3. During Terms 5 and 6, all children in Year 6 meet staff from the local secondary school, Uppingham Community College, and they attend UCC for a whole day in early July. Some children with SEN need additional transition time and this is arranged between the SENCO’s.

A SENCO meeting is held in June so that we can explain children’s needs carefully to the UCC SENCO . Children’s records, including current Support Plans and Provision Maps, are sent up early in Term 1 to aid continuity.

How are the seting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The school budget includes an allocation for SEN support. This is used primarily to finance intervention support from TA’s and also to fund Continuous Professional Development (training) for SEN support. There is also a small amount for purchasing SEN equipment and resources

How is the decision made about what type and how much support my child/young person will recieve?

The child’s Class Teacher, the supporting Teaching Assistant (TA) and the SENCO will usually discuss the needs of children with SEN and agree priorities. The recommendations made by any external specialists, such as the Speech and Language Teacher (SALT) or the Educational Psychologist (EP) will be looked at. Consideration will be given to children working in a 1:1 situation with an adult or working in a small group where children are less isolated and can work with some of their peers. The duration and frequency of support sessions will be considered with the aim of providing sufficient sessions to ensure progress on SEN targets while also allowing the child time to access the ‘normal’ curriculum. In addition, the resources and strategies to be used will be discussed and agreed.  

The decision will be made jointly by the class teacher and SENCO unless there is a difference of opinion, in which case the Head Teacher will become involved. The availability of teaching staff, both Teachers and TA’s, has to be balanced with the needs of SEN children so the decisions have to be partly based on time and staffing levels

 If a child has an Education and Health Care Plan (previously a Statement of Educational Needs), then the recommendations of the assessing Educational Psychologist  are mandatory and the local authority’s  SEN Case Officer will be involved in monitoring the type and amount of support given to a child.

Parents are specifically asked to share their views at review meetings but we are pleased to here their views at any time.   

We always review the impact of focused interventions both while they are taking place and at the end of the 1 to 8 week period. We consider the progress of children against their personal targets and against age related expectations.

How are parents involved in he setting/school/college? How can I be involved?

In addition to previously described channels of communication, parents can become involved as parents helpers; join the Friends of the School (to become involved with social events and fund raising); apply to become a parent governor when a vacancy occurs.


This page was last updated on: 22/05/2017

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