SEND Information Report

Frequently Asked Questions

Question 1: What should I do if I think my child may have a SEN or disability? Who can I contact for further information?

All staff are responsible for providing support for children with SEND and are accountable for their progress. There are a number of staff you can talk to about your concerns – class teacher, support staff (TA/LM), SENCo, Head Teacher or SEND Governor.

In the first instance, it is best to have a chat with your child’s class teacher. Your child’s class teacher is responsible for:

  • Checking on the progress of your child, identifying, planning and delivering any additional help your child may need and ensuring the SENCo is informed as necessary
  • Having high aspirations for every pupil, setting clear progress targets for each child and being clear about how the child is going to achieve their targets
  • Managing any support the TA provides for your child
  • Ensuring that you (the parent/carer) is involved in supporting your child’s learning and informed about how your child is getting on (including any concerns)
  • Having knowledge and understanding of SEND
  • Being aware of the procedures for identifying, assessing and supporting children with SEND

You can also have a chat with a member of the support staff (TA/LM). Support staff are employed at Becket to support individual and groups of children with SEND.

  • Support staff work in partnership with, but also under the direction and management of the class teacher and SENCO
  • The support they provide is focused
  • They form a crucial part of the package of support available for your child, but are never a substitute for your child’s teacher.

You can also talk to the SENCo, Mrs R Varley. The SENCo is responsible for:

  • Developing and reviewing the school’s SEND Policy
  • Coordinating all the support for children with SEND
  • Providing specialist support and advice for teachers and support staff in the school so that they can help children with SEND in the school to achieve the best progress possible
  • Advising on resources
  • Ensuring that you as parent/carer are involved in supporting your child’s learning, kept informed about the support your child is getting and involved in reviewing how they are doing
  • Liaising with other agencies who may be coming into school to help support your child’s learning e.g. Educational Psychology
  • Liaising with other educational settings if your child is leaving or joining Becket to ensure that information is passed on
  • Updating the school’s SEND Register (a system for ensuring that all the SEND needs of pupils in Becket are known)
  • Ensuring that records of your child’s progress and needs are kept

You are very welcome to talk to our Head Teacher, Mrs S James who is responsible for:

  • The day-to-day management of all aspects of the school, including support for children with SEND
  • Ensuring the SEND Policy is implemented throughout the school
  • Ensuring resources are available to support the implementation of the SEND Policy within the overall budget constraints
  • Keeping Governors informed about SEND together with the SENCo
  • The Head Teacher gives responsibility to the SENCo and class teachers, but is still responsible for ensuring that your child’s needs are met

The SEND Governor whose role is to take a special interest in SEND is Mrs Aimee Roberts-Nichols. The SEND Governor’s responsibilities are

  • To keep the Full Governing Body informed of the provision for children with SEND at Becket
  • Monitor this provision, ensure that legal duties are fulfilled and that pupils’ needs are met
  • Regularly review our SEND Policy

Question 2: What do I do if I am concerned about my child’s progress in school?

  • Initially you should speak to your child’s class teacher
  • If you continue to be concerned and your child is receiving SEND support, speak to the SENCo
  • You can also talk with the Head Teacher or contact the SEND Governor

Question 3: How do Becket identify whether a child has a SEND?

If we have concerns about your child and they are not making progress or not progressing as much as expected, the class teacher will initially approach you to have a chat. This will be to inform you of their concerns and find out any information you may have (including whether there are any difficulties at home) that may help to explain their concerns. The class teacher will always give consideration to the particular circumstances of a child and we are mindful of other factors that can affect a child’s progress e.g. attendance, punctuality, health, English as an Additional Language.

If concerns continue, the class teacher will discuss this more formally with you and the SENCo. The purpose of this meeting is:

  • To ensure you are fully informed
  • Listen to any concerns you may have
  • Plan any additional support your child may need
  • Explain how this will be monitored.

In planning any additional support, staff will work within the framework of a 4-part cycle:

Assess – this stage involves looking in more detail at your child’s needs. To do this, more detailed assessments may be used and outside agencies may be involved.

Plan – a support programme is planned which states clearly what we want to see your child achieve and how they will be supported

Do- the agreed support plan is implemented. Your child’s class teacher remains responsible for working with your child on a daily basis and assessing the impact of the plan

Review – the effectiveness of the support plan is reviewed. Has your child achieved the expected outcomes? Is your child now making progress?

The focus throughout this monitoring process is that any additional support is having the required impact on progress.  This is the start of the Graduated Approach.

If the plan has been successful, then we will continue to monitor your child to ensure progress is being maintained.

If the expected outcomes were not achieved, then we will look more closely at the plan. The Code of Practice is very clear that a child is only identified as having a SEND if they continue to make less than expected progress despite interventions/adjustments and good quality personalised teaching. This means their progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match/better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers or the attainment gap is widened.

In these circumstances, a child will be formally placed at SEND Support. The Assess-Plan-Do-Review cycle will be repeated and becomes more individualised informed by the knowledge of the previous cycle. Most pupils at this stage will have an Individual Education or Behaviour Plan.

The aim is always to work with you and your child throughout this process.

Question 4: How is SEND support allocated to children?

The school is allocated a budget by Derby City LA. This budget includes money for supporting children with SEND.

The Head Teacher decides on the deployment of resources for SEND in consultation with the school governors on the basis of needs in the school.

The Head Teacher discusses all the information about SEND in the school with the SENCO. This discussion includes which children currently receive additional support, which children need extra support, which children have been identified as not making as much progress as expected, what the school already has in place to meet these needs and what resources and training are required.

Resources, training and support are reviewed regularly and changes made as necessary.

Each class has a Provision Map which identifies those children receiving additional support, what that support is and the resources involved in that support.

If your child’s needs become more complex and meet certain criteria, additional funding can be applied for via the Derby City SEND Funding Pathway.

Question 5: Which other people support children with SEND at Becket?

School Provision

  • Class teachers working with individual children or small groups
  • Teaching Assistants working with individual children or small groups
  • The SENCo
  • 1 Support Teacher working with individual children or small group
  • 1 Support Teacher who works with small groups and supports children with English as an Additional Language
  • Learning Mentor and 2 Thrive Licensed Practitioners who work with individual children or small groups
  • Parent helpers and Governors may work with individual children in Reception and KS1 to support reading

Local Authority provision accessed by school when needed

  • STePS (Specialist Teachers and Educational Psychology Services) comprising:
    • Educational Psychology Service
    • Specialist Support Teaching Service
    • The Early Intervention Team
  • Educational Welfare Officer
  • Derby City SEND Funding Pathway
  • Newton’s Walk Pupil Referral Unit
  • 0-25 Vulnerable Learners’ Service
  • New Communities Team supporting families with English as an Additional Language
  • SENDIASS (Derby SEND Information, Advice and Support Service)
  • Social Services

Health provision accessed by school when needed

  • General Practitioners (GPs)
  • Speech and Language Therapy
  • School Nurse
  • Occupational Therapy and Physiotherapy
  • Single Point of Access (SPOA) – a panel of health specialists who determine the most appropriate onward referral route e.g. CAMHS, SCODAS, Clinical Psychology, Community Paediatricians and the Neurodevelopmental Team
  • Diabetes Team (Derby Royal Hospital)

The voluntary sector may also be involved depending on the needs of the child e.g. Umbrella (see Derby City Local Offer for further details of voluntary organisations who can support families with children with SEND)

Question 6: How are teachers supported to work with children with SEND and what training do members of staff have?

Part of the SENCO’s role is to support the class teacher in planning for children with SEND.

  • The school provides training and support to enable all staff to improve the teaching and learning of all children, including those with SEND. The training may be whole school or targeted at a specific key stage
  • All staff are expected to undertake a range of training as part of their ongoing professional development
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of their year group and specific children in their class
  • The SENCo has worked specifically in this role since 2007, has a Master of Education in Special Needs and Inclusive Education, regularly attends training, courses, local SENCo Network meetings and national conferences about SEND, is a Derby City Autism Champion. Becket Primary is a member of NASEN (The National Association for Special Educational Needs)
  • Examples of specific training undertaken by the SENCo, teaching and support staff include basic training in ASD, Signs and Symbols, Communicate in Print, Learn to Read (small group reading intervention), Precision Teaching, Reading Recovery and Switch On (1:1 reading support programmes), Developing Comprehension through Inference Training, Success@Arithmetic, First Class at Number and First Class at Number2 (3 mathematics small group interventions), Speech and Language support, Talk, Learn and Communicate, Language Link and Speech Link programmes, Talk Boost, First Aid Paediatric Training, Compliance Training, The Philosophy and Practice of Nurture Groups, Positive Play, Attachment and Trauma, Circle of Friends, Getting on Well, Friends for Life, Learn the Child: helping Looked After Children to Learn.
  • Some TAs are specifically trained to work with individuals who have a physical disability or specific medical need and as such have received very specific training from specialist teachers and outside agencies
  • All staff have been trained in de-escalation behaviour management strategies.
  • Some staff members (the SENCO, LMs and Nurture Group staff) are trained specifically in physical intervention strategies. These are only used as a last resort and in line with school policy which adheres to national guidelines and advice.

Question 7: What are the different types of support available at Becket for my child?

Teachers have the highest possible expectations for all children at Becket. A constant cycle of monitoring, observation and review of teaching and learning is planned and forms a core theme of the School Improvement Plan to ensure standards are as high as they possibly can be.

There are 5 main types of support and ways in which teaching is adapted for all children at Becket – classroom based, interventions, adaptations to the curriculum or learning environment, involvement of outside agencies and very specific, individual and personalised support.

Classroom-based:

Class teachers adapt their planning according to the specific needs of all groups of children in their class

  • Teachers will use a variety of teaching styles and cater for different learning styles to enable all children to access the curriculum
  • Teachers and other adults in the classroom work together to give targeted support according to your child’s needs and maximise your child’s involvement in their learning
  • All teachers and support staff are expected to implement the Becket Top 10 Quality First Teaching Strategies all of which represent high-quality SEND provision
  • Additional and more specific strategies which may be suggested by the SENCo or other professionals working with your child will be put in place to support your child to learn
  • A ‘Managed Approach’ for behaviour difficulties which outlines targets, desired outcomes and agreed behaviour management strategies
  • Your child will be encouraged to work as independently as possible and to develop a ‘growth mindset’ i.e. to think of themselves as an effective learner and if a task is hard, to reframe their thinking from “This is hard. I can’t do it” to “I haven’t learnt how to do this…yet.”

Interventions:

These are specific small group work or 1:1 programmes delivered in or outside the classroom or during social or less structured times (play and lunchtimes)

  • All interventions are time-limited
  • The objective of any intervention is either to ‘boost’ your child so they can ‘catch up’ with their peers OR to ‘narrow the gap’ between your child and his/her peers
  • A wide range of interventions are available covering reading, comprehension, writing, spelling, maths, social skills, coordination skills and emotional development
  • These interventions can be delivered by a teacher, a TA, the SENCo, a Support Teacher or a Learning Mentor
  • All interventions are expected to have the following information:
  • The entry data point of your child taking up the intervention
  • The expected outcome as a result of 6, 8, 10 or 12 weeks on input. What do we expect your child to be able to do?
  • The exit data – what your child can actually achieve on completion
  • Additional information – attendance, attitude and any other observations
  • If the exit data does not match the expected outcome or the outcome has exceeded expectations, the following questions are asked:
  • Was it the right intervention?
  • Was it delivered in the right way?
  • Did we have high enough expectations?

Adaptations to the curriculum and/or learning environment

There are a wide range of adaptations that can be made. Examples are:

  • sitting at the front of the classroom
  • using enlarged resources
  • specific use of ICT
  • use of colour overlays or specific coloured paper
  • individual visual timetable
  • use of signs and symbols
  • special pencil/crayon grips
  • special weighted resources
  • movement breaks
  • use of “fiddlers” to aid concentration
  • special periods of ‘Talk Time’
  • resources designed to support a specific lesson e.g. writing frames, learning mats

Access Arrangements

Some children require additional support in order to be able to achieve their potential in the Key Stage 2 SATs. It is the responsibility of the SENCo to assess likely children (identified by the class teacher) and apply for the appropriate access arrangement.

Access arrangements that can be applied for are:

  • additional time (25%)
  • a reader
  • a scribe (amenuensis)
  • a prompter
  • arrangements for pupils with visual impairment
  • rest breaks

Outside agencies

You may be asked to give permission for your child to be referred to a specialist professional e.g. Educational Psychologist. This will help the school and you to understand your child’s needs better and so support them more effectively.

The specialist may work directly with you and your child and may make recommendations on support strategies to be used at home and school.

 

Specific individual support

  • Individual Education Plans/Individual Behaviour Plans

These plans are the most common format of individual support. They can also be referred to as Multi-Element Plans. They specify individual targets that match the child’s needs and are additional to or different from the differentiated curriculum already in place. These plans contain the following information:

  • Your child’s current learning levels and, if relevant, specified personal, social and emotional development levels
  • Short-term targets which are ‘SMART’ – specific, measurable, achievable, realistic, timely
  • The range of QFT strategies and additional provision to be put in place
  • Help expected from home
  • A date for the next review
  • Outcomes and progress recorded at the review

Plans are reviewed termly with the relevant teacher, support staff and parents/carers. We endeavour to hold these reviews in an informal relaxed manner.

Prior to the review, the pupil’s views are sought and they assess their own progress towards their targets. Parents/carers are invited to submit their views through a questionnaire in addition to attending the review.

  • Education, Health, Care Plan (EHCP)

Some children’s SEND needs are very complex and meeting these needs requires an approach over and above SEND Support provision. An EHCP is a legal document outlining very clearly the child’s needs, short and long-term outcomes together with an outline of the provision education, health and/or social care must have in place to support the child’s needs. An EHCP is put in place following a Needs Assessment undertaken and coordinated by the LA; all professionals working with your child are involved in this process. Specific targeted 1:1 support may be outlined in the child’s EHCP together with additional funding that has been agreed with the LA. An EHC Plan is reviewed annually.

Further information about this process can be found on the Derby City website (Local SEND Offer) or by talking to the SENCo.

  • Part-time timetable

For some children, a part-time timetable may be a short-term, appropriate provision. This is suggested only in extreme circumstances with the support of the parents/carers, the Educational Psychologist and advice from the LA. Part-time schooling is always time-limited, subject to regular review and a reintegration plan in place.

  • Managed Move

Again, these are rare, considered only in extreme circumstances and a significant amount of work will have been undertaken to support both the child and family. Managed Moves are primarily seen as an early preventative intervention to avoid permanent exclusion and/or to provide a fresh start. Schools work in partnership with each other and the LA and the LA have very clear criteria that must be met for a school to consider requesting such a move. Such a request will not be made without parental knowledge and agreement.

Question 8: How will we measure the progress of your child in school?

  • Your child’s progress will be continually monitored by his/her class teacher
  • Class teachers have 2 pupil progress review meetings a term. One with the Head Teacher in which progress of the whole class in Reading, Writing and Maths is analysed and discussed; the second with the SENDCo which focuses on the progress of pupils on the SEND Register and during which the class teacher can also raise any other pupil causing concern
  • For children in Foundation Stage and/or Year 1 whose progress needs to be measured in smaller steps, ‘Teaching Talking’ is used which provides a developmental skills profile and can be used as target planning tool
  • For children in Year 1 or above and who are working below National Curriculum expectations, a more sensitive assessment tool (B Squared) is used which breaks their learning down into smaller steps.
  • For pupils with an Individual Education/Behaviour Plan (IEP/IBP) or an EHCP, a 30-45 minute meeting is arranged each term with the SENDCo, the child’s class teacher, relevant support staff and the child’s parents/carers to review progress. Prior to the review, the child’s views are obtained and they will also have assessed their own progress towards their targets
  • For all children with an EHCP, a Statutory Annual Review will take place with all relevant professionals involved with the child to review their progress, needs and determine whether the current level of support they are receiving is appropriate and adequate. The decision will also be made as to whether the child continues to need an EHCP
  • The SENDCo will also check the progress your child is making through lesson observations (class and small group) and via the Class Provision Map
  • Regular book scrutiny and lesson observations are carried out by members of the Senior Leadership Team and subject coordinators to ensure that the needs of all children are met and the quality of teaching and learning is high
  • Other more specialised and specifically focussed assessments may be used on occasion, to provide more detailed information about a child’s needs/developmental level which then helps to determine more finely tuned targets and outcomes.

Question 9: How will you help me as a parent/carer of a child with SEND?

At Becket, we operate an ‘open door’ policy. We are happy to talk with parents/carers at any time and will always arrange a mutually convenient time.

  • Your child’s class teacher is always your first point of contact and is available to discuss your child’s progress or any concerns you may have. Simply ask them when you see them e.g. first thing in the morning or at home-time if they have time to see you then or arrange a convenient time. Alternatively phone the school (01332 347595) or message them on Dojo. If they are not available, the class teacher will call you back as soon as convenient.
  • The SENDCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have. The SENDCo does not have a classroom based teaching role and therefore has some flexibility with time.
  • The Learning Mentor is also available to talk to you as is the Head Teacher
  • Two Parent’s Evenings are held each year. The first in the autumn term (which gives you the opportunity to find out how your child is settling into their new class) and the spring term (which provides the opportunity to talk about your child’s progress and look at their schoolwork). In the summer term, a ‘Meet the Teacher’ evening is held at which you meet your child’s new teacher for the following year and find out about the curriculum and expectations.
  • Individual Education/Behaviour Plans are individually reviewed every term and you will be invited to attend. If you are unable to attend, the SENDCo will make every effort to re-arrange the meeting. If this is not possible, the SENDCo will arrange another time with to discuss the outcome of the meeting and obtain your views
  • If your child has an Education, Health, Care Plan (EHCP) there will also be an Annual Review meeting with all professionals involved with your child
  • All information from outside professionals will be discussed with you with the person involved directly or, where this is not possible, in a report.
  • For some children a home-school contact book may be used to support communication with you if this has been agreed as appropriate for your child’s needs
  • The Derby SEND Information, Advice and Support Service (SENDIASS) are also available to offer impartial advice in confidence (Tel: 01332 641414 or email: SENDIASS@derby.gov.uk)

Question 10: How will Becket support my child if they have a medical condition?

This support is outlined in our policy “Supporting pupils at School with Medical Conditions.” (www.becket.derby.sch.uk)

The SENDCo, Head Teacher  or class teacher will meet with you as parents/carers to discuss in more detail the condition of your child and how best to support your child in school.

Some children will require an Individual Medical Care Plan which is regularly reviewed.

Staff are updated on relevant medical conditions and medication affecting children in school and receive training, where needed, so they are able to manage medical situations.

We also expect you, as parents/carers, to update school as soon as there is any change or information we need to know. This includes updating contact details in the event of a situation in school that requires us to get hold of you as soon as possible.

Becket Primary has been awarded the Good Diabetes Care in School Award (2019 – 2021).

Question 11: How is Becket Primary School accessible to children with SEND?

  • Becket is fully compliant with the Disability Discrimination Act (DDA) requirements
  • We have a disabled toilet with a shower and changing table
  • We have a sensory room called “The Rainbow Room”
  • Teaching resources and equipment used are equally accessible to all children
  • The Breakfast Club and After-school provision is accessible to all children
  • All children have an equal opportunity to go on all school visits. Extra support is provided if required. Risk assessments are always carried out in line with health and safety legislation
  • Simple adaptations can be made for specific needs e.g. organisation of classroom furniture, specific seating arrangements for children who are hearing impaired
  • We can access the support of the Physical Impairment Advisory Teachers via STePS and the Occupational and Physiotherapy Team should we require any specialised equipment e.g. sloping boards, adapted chairs etc.

Question 12: How does my child get a place to Becket Primary School?

Nursery: Children begin Nursery in the term after their 3rd birthday. They are entitled to 15 hours of a funded placement. This place is flexible, either every morning, every afternoon or a more flexible offer over 2 and a half days (Monday, Tuesday and Wednesday morning or Wednesday afternoon, Thursday, Friday). 30 hours funded placement is also available for eligible parents (www.gov.uk/30-hours-free-childcare) Application forms can be obtained from the school office.

School: All admissions to school are made through the Local Authority procedures. Information on this process can be obtained from:

Admissions, Children and Young People’s Directorate, Derby City Council, Council House, Corporation Street, Derby DE1 2FS (Tel: 01332 642725/642786/642730); Email: primary admissions@derby.gov.uk)

For children starting in Reception Class, all applications must be submitted to the Local Authority by their prescribed application date.

Question 13: How will we support you child when they are joining Becket Primary? Leaving Becket Primary? Moving to another class?

Transition can be a difficult, anxious and unsettling time for some children with or without SEND. We aim to ensure that any transition is as smooth as possible.

If you child is moving classes in school:

As there is only one class per year group and the staff numbers relatively small, most children at least recognise the staff in school. As the year progresses, a number of arrangements occur which help to ease transition worries:

  • Within each Key Stage, trips and events are shared between classes giving children and the teachers the opportunity to get to know each other
  • Classes work together to provide opportunities for peer support e.g. Paired Reading
  • Teachers may choose to team-teach in a particular curriculum subject to develop and transfer skills
  • Transition sessions “Moving Up Day” are organised at the end of the summer term in which children move into their new class and work with their new teacher
  • Teachers will also meet with each other to share all relevant information

If you child is joining us from another school:

  • The Head Teacher will meet with you, as parents/carers during which any difficulties or concerns can be discussed prior to your child starting
  • You and your child will be shown around school
  • If your child is starting in Nursery, play visits are arranged
  • If your child is starting Reception, you will be invited to attend an information meeting
  • Class teachers make arrangements to ‘buddy’ your child with a member of the class whilst thy become familiar with the routines
  • The LM will introduce himself to your child, monitor how your child is settling and ensure your child is included during social times e.g. playtimes
  • The SENDCo will be informed if your child has or may have a SEND
  • The EAL Support Teacher will be informed if your child has English as an Additional Language and arrange to meet with you
  • Your child’s records will be sent from their previous school and, if necessary, that school will be contacted
  • If your child would be helped by a book/passport to support them in understanding moving on, then one will be made for them containing photos of his/her class and teachers to help familiarise

If your child is moving to another school:

  • We will contact the school’s SENDCo to ensure he/she knows about any special arrangements/support your child needs. Your child’s new SENDCo is very welcome to visit Becket to observe and meet your child prior to moving on
  • We will ensure that all records about your child are passed on as soon as possible

In Year 6:

Our Year 6 pupils move to a range of secondary schools. During this transition process, events take place during the summer term organised by the secondary schools themselves.

  • Transition meetings take place between secondary and Y6 class teachers every year
  • The SENDCo will discuss the specific needs of your child with the SENDCo or other designated member of staff of your child’s secondary school
  • Your child will visit their new school and, if needed, additional transition sessions be arranged
  • In some cases, staff from the new school will visit your child at Becket

Question 14: How do we support your child’s emotional and social development and their overall wellbeing?*

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways including behavioural difficulties, anxiety and struggling to communicate effectively.

  • We are an anti-bullying school and take any form of bullying very seriously
  • All staff have been trained in The Thrive Approach (a developmental, trauma-sensitive approach to meeting the emotional and social needs of children) which is implemented throughout the school. This approach supports children to become more self-assured, capable and adaptable and promotes their well-being. It can also help to address any troubled or troubling behaviour. 2 members of staff have received in-depth training as Licensed Thrive Practitioners. This enables them to assess the needs of identified children and support them with tailored action plans.
  • All classes follow a structured PSHE (Personal, Social, Health and Education) and Citizenship curriculum to support this development
  • All classes have a weekly ‘R’ Time session and Circle Time (which incorporates the whole class Thrive Action Plan) to enhance their PSHE curriculum
  • All staff have a responsibility to support children’s emotional and social development and to encourage their overall well-being
  • The school employs a Learning Mentor and a Lead Pastoral Support Practitioner (LPSP) whose role is to help support children who might be struggling with emotional or social needs for whatever reason. Their role becomes more involved if the child’s needs become more complex and long-term.
  • The LM and LPSP meet regularly with the SENDCo to discuss any concerns they may have and to plan programmes of support
  • The LM, LPSP and SENDCo are happy to meet with and work with you as parents/carers providing a “shoulder to cry on” and to talk about ideas/strategies to help support at home
  • Becket has designated a special room called “The Base” which is staffed by the SENDCo and Learning Mentor. This room is set up to provide a “safe and quiet retreat” for all children who are struggling in the classroom for whatever reason. In The Base, your child will be supported with the objective always being to help your child reach a point where they feel able and confident enough to return to the classroom and their learning. The Base is also used for 1:1 and small group teaching. A log is kept of all children who seek support in The Base and the reason.

*Please refer to the section entitled “My child has difficulties with their social and emotional development” for detail about specific provision that can be put in place

Question 15: What is the Nurture Group?

Nurture Groups are acknowledged as an effective and successful early intervention for pupils with behavioural, emotional and/or social difficulties.

Becket has its own Nurture Group (called ‘The Nest’) for children in FS2 and Key Stage 1. The Nurture Group is a time-limited intervention for 2 terms and is run for 4 afternoons each week (1.30-3.30pm). The group supports 3 children and is run by a TA who is a highly experienced Nurture practitioner. The SENDCo manages the Nurture Group.

All children who attend the group are will be on the SEND Register at Specialist SEND Support; they may be undergoing assessment for an EHCP. Parents/carers agree to a placement.

There are a range of reasons why a child may be considered for a placement in Nurture but in general, they will be presenting with a range of social, emotional and/or behavioural difficulties which include:

  • Being withdrawn, unresponsive and reluctant to communicate
  • Having difficulty forming trusting relationships with others (peers and/or adults)
  • Being restless, finding it difficult to listen, behaving impulsively or aggressively
  • Attachment difficulties
  • A history of having struggled to settle in Foundation Stage and not presenting as ‘mainstream ready’
  • Having a developmental delay (diagnosed or indicated by Foundation Stage assessments)

You can find out more about the Nurture Group by visiting the relevant part of the school website.

Below are some of the comments parents, carers and visitors have said about our Nurture Group:

Thank you for the wonderful job you do. Your facility is beyond words. From the first visit, you made us feel that you wanted our child and that was such a marvellous feeling. Carry on the good work!

You and Nurture Group are a shining example of all four standards of compassion, attitude, respect and equality (CARE); of course, not forgetting the school as a whole.

My child has learnt how to deal with a classroom environment better than before

The staff have all been great, from the first visit when I saw that they wanted him rather than ‘put up’ with him.

I can’t think of any way the group can improve, short of moving in with them at home!

Question 16: How will my child be able to share their views?

We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through regular meetings of the School Council.

Additional ways in which your child can make their views known include:

  • Discussions with their class teacher and/or Support Staff, particularly in their progress meetings
  • Opportunities to complete questionnaires about aspects of school
  • Prior to each Individual Education or Behaviour Plan review, your child has the opportunity to go through their targets with their class teacher and say how they consider they have got on. Three short questionnaires “How am I doing at school?” (Autumn Term), “Me and My Learning” (Spring Term) and “End of Year Review” (Summer Term) give pupils the opportunity to say more about how things are in school for them, what is working, what is not working, what they consider their needs to be and how they consider staff can best support them
  • When undertaking more detailed assessment of children to understand their needs and barriers to learning, the SENCo will spend some time talking and working with your child and find out their views, their hopes and aspirations, their worries and what helps them be a successful learner
  • If your child has an EHC Plan they will be involved in reviewing their progress and what help and support they would like to see put in place

Question 17: What if I want to complain?

Pupils, staff and parents are expected to listen carefully and respectfully to each other. Where an issue arises, parents should, in the first instance, make an appointment to speak with your child’s class teacher and seek to resolve any concerns.

If you consider that your concern has not been resolved to your satisfaction or is of a more serious or sensitive nature, an appointment should be made to see the Head Teacher, who will investigate and report back on the results of the investigation.

Where an issue is not satisfactorily resolved, parents/carers can then refer the matter with the Chair of Governors. A copy of the school’s Complaints Procedure is available on request from school and on the school website.

Question 18: What have other parents of children with SEND said about us?

The teachers are excellent and supportive.

School are as supportive as they possibly can be and we thank them for that.

My child has become part of a school that WANTS him.

School always make sure I am kept up to speed with how my child is getting on.

In a time where government pressure makes education easily ‘results’ focused, your commitment to real lives is refreshing.

I cannot thank the school enough for all the help and support my child has been given and to help my child grow into a confident person no matter how much my child struggles.

The understanding between families and school – Becket has been a rock for my child and myself as a parent.

It is nice and very helpful knowing staff are there to talk to especially at times when it feels like you are the only parent experiencing this or you have done something wrong as a parent….I would like to praise the team at school for helping my child so much and helping him find his way.

The staff have been exceptional with my son’s individual needs, with the correct support and emphasis on his development, his progress academically and more importantly emotionally and socially.

The staff have been very good with my son and helpful with his special needs. They have made him feel happy and confident and part of his class rather than feel isolated.

Thank you for always being there at the end of a phone or for a quick chat.

Staff are very sensitive, very helpful.

You’ve got your heart in it.