Below are some frequently asked questions:

  • How does Gilbert Scott Primary School know if children need extra help?

    We know when pupils need help if:

    • concerns are raised by parents/carers, teachers or the child;
    • limited progress is being made;
    • there is a change in the pupil’s behaviour or progress.
  • What should I do if I think my child may have special educational needs?

    • The class teacher is the initial point of contact for responding to parental concerns.
    • If you continue to have concerns then contact the SENCO.
  • How will I, as the parent or carer be kept informed?

    • Following identification of SEN, a meeting will be held to which you will be invited. At this meeting discussions will take place regarding your child receiving SEN support. This means the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour along with a clear date for review. This is known as an additional support plan and is reviewed termly. Parents / Carers have input into such plans. If appropriate, the child’s views are also included.
    • Staff at Gilbert Scott Primary School will talk with parents / carers at least 3 times a year to set clear outcomes and review the progress towards these. At these meetings, the activities and support that will help achieve them will also be discussed along with the identification of the responsibilities of the parent, the pupil and the school.
  • How will I know how Gilbert Scott Primary School supports my child?

    • Each pupil’s education programme will be planned by the class teacher.  It will be differentiated accordingly to suit the pupil’s individual needs.  This may include additional general support by the teacher or teaching assistant in class.
    • If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy and literacy skills, etc., then the pupil will be placed in a small focus group.  This will be run by the teacher or teaching assistant.  The length of time of the intervention will vary according to need, but will generally be for a term.  The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.  These interventions will be recorded on the class provision map (this is a record of the interventions, timings, cost and impact of the intervention).  If you have any queries related to the interventions, please contact the class teacher or the SENCO.
    • Pupil Progress meetings are held each term.  This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class.  This shared discussion may highlight any potential problems in order for further support to be planned.
    • Occasionally a pupil may need more expert support from an outside agency such as the Children’s Therapy Team, Paediatrician, etc.  A referral will be made, with your consent and forwarded to the most appropriate agency.  After a series of assessments, a programme of support is usually provided to the school and parents/carers.
    • The Governors of Gilbert Scott Primary School are responsible for entrusting a named person, Frances LeRoy, to monitor Safeguarding and Child Protection Procedures.  She is also responsible for the monitoring and correct administration of the Disclosure and Barring Service Procedures and the school’s Single Central Record.  In a supportive, yet challenging role, the Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way.  They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.
  • How will the curriculum be matched to my child’s needs?

    • When a pupil has been identified with special needs, their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
    • Teaching Assistants (TAs) may be allocated to work with the pupil in a 1to 1 or small focus group to target more specific needs.
    • If a child has support from outside agencies, a Special Educational Support Plan (SENDSP) will be written for them. Targets will be set according to their area of need.  These will be monitored by the class teacher weekly and by the SENCO three times per year.  SENDSPs will be discussed with parents and a copy given to them.
    • If appropriate, specialist equipment may be given to the pupil, eg. writing slopes, concentration cushions, pen/pencils grips, easy to use scissors, etc.
  • How will I know how my child is doing?

    • You will be able to discuss your child’s progress at Parent Consultation Sessions.
    • Your child’s class teacher will be available at the end of each day if you wish to raise a concern.  Appointments can be made to speak in more detail to the class teacher or SENCO by visiting the school office.
  • How will you help to support my child’s learning?

    • The class teacher may suggest ways of how you can support your child.
    • The SENCo may meet with you to discuss how to support your child with strategies to use if there are difficulties with a child’s behaviour/emotional needs.
    • If outside agencies or the Educational Psychologist have been involved, suggestions and programmes of study are normally provided that can be used at home.
  • What support will there be for my child’s overall wellbeing?

    • The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties.  These include:
    • Members of staff, such as the class teachers, Pupil & Family Support Worker (P&FSW) and SENCO who are readily available for pupils who wish to discuss issues and concerns.  Where appropriate, mediation sessions are carried out.
    • Clubs which are available for those who find the start of the day or lunchtimes a challenge.
  • What training are the staff supporting children and young people with SEN had or are having?

    Different members of staff have received training related to SEND. These have included sessions on:

    1. How to support pupils on the autistic spectrum.
    2. How to support pupils with social and emotional needs.
    3. How to support pupils with speech and language difficulties.
    4. How to support pupils with physical and co-ordination needs.
    5. How to restrain children in a way that is safe to all.
  • How will my child be included in activities outside the classroom including school trips?

    Activities and school trips are available to all.

    1. Risk assessments are carried out and procedures are put in place to enable all children to participate.
    2. However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.
  • How accessible is the school environment?

    As a school we are happy to discuss individual access requirements. Facilities we have at present include:

    1. Ramps into school to make the building accessible to all.
    2. 2 toilets adapted for disabled users.
    3. Wide doors in all parts of the building.
    4. Stair lift.
    5. Chair lift access into swimming pool.
    6. Curriculum adaptation.
  • How will the school prepare and support my child when joining Gilbert Scott Primary School or transferring to a new school?

    Many strategies are in place to enable the pupil’s transition to be as smooth as possible.  These include:

    1. Discussions between the previous or receiving schools prior to the pupil joining/leaving.
    2. All pupils attend a Transition Session where they spend some time with their new class teacher.
    3. Additional visits are also arranged for pupils who need extra time in their new school.
    4. The SENCo is always willing to meet parents/carers prior to their child joining the school.
    5. Secondary school staff visit pupils prior to them joining their new school.
    6. The SENCo liaises with the SENCOs from the secondary schools to pass on information regarding SEND pupils.
    7. Where a pupil may has more specialised needs, a separate meeting may be arranged between the SENCo, the class teacher, the secondary school SENCO, the parents/carers and, where appropriate, the pupil.
  • How are the school’s resources allocated and matched to children’s special educational needs?

    • At this moment in time, the SEND budget is allocated each financial year.  The money is used to provide additional support or resources dependant on an individual’s needs.
    • The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.
    • Resources may include deployment of staff depending on individual circumstances.
  • How is the decision made about how much support my child will receive?

    • These decisions are made in consultation with class teacher and Senior Leadership Team.  Decisions are based upon termly tracking of pupil progress and as a result of assessments by outside agencies.
    • During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.
  • How will I be involved in discussions about and planning for my child’s education?

    All parents are encouraged to contribute to their child’s education.

    This may be through:

    1. Discussions with the class teacher
    2. During parent consultation sessions held twice yearly
    3. During discussions with the SENCo or other professionals
    4. Parents are encouraged to comment, with possible suggestions that could be incorporated, if their child has a SENDSP.
  • Who can I contact for further information?

    If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s education please contact the School Office to arrange a meeting with the SENCO.

    I hope these have answered any queries you may have but do not hesitate to contact the school if you have any further questions.