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:
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.
You can also talk to the SENCo, Mrs R Varley. The SENCo is responsible for:
You are very welcome to talk to our Head Teacher, Mrs S James who is responsible for:
The SEND Governor whose role is to take a special interest in SEND is Mrs Aimee Roberts-Nichols. The SEND Governor’s responsibilities are
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:
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:
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.
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.
Local Authority provision accessed by school when needed
Health provision accessed by school when needed
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)
Part of the SENCO’s role is to support the class teacher in planning for children with SEND.
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.
Class teachers adapt their planning according to the specific needs of all groups of children in their class
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)
Adaptations to the curriculum and/or learning environment
There are a wide range of adaptations that can be made. Examples are:
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:
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
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:
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.
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.
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.
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.
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.
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).
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 email@example.com)
For children starting in Reception Class, all applications must be submitted to the Local Authority by their prescribed application date.
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:
If you child is joining us from another school:
If your child is moving to another school:
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.
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.
*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
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:
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!
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:
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.
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.