• Children’s learning is monitored on a day-to-day basis and progress is rigorously tracked. Day to day assessments enable class teachers to assess children's knowledge and understanding and identify and target gaps in learning early on.
• Teachers are available to listen to parental concerns regarding individual needs, this includes monthly informal coffee mornings with the SENCo and/or Assistant SENCo
• During transitions we liaise closely with previous class teachers, previous settings and external agencies.
• We offer a range of assessments to identify individual needs.
• Pupils may voice a need themselves which we will discuss.
• After identification, we will liaise closely with parents and (when necessary) external agencies to formulate a support plan.
• We have several programmes in school for early intervention which will help to support your child.

• Talk to your child’s teacher about your concerns.
• Make an appointment to speak to the SENDCo (Mrs Dawson) or Early Years Assistant SENDCo (Mrs Scott)

• The SEND policy and other related documents can all be found on the school website via the link provided. The school website has a dedicated Special Educational Needs and Inclusion page. Policies and documents are listed at the bottom of the page.

• All children are provided with quality first teaching that is differentiated to meet their needs.
• Teaching approaches are modified to meet the needs of individual children of children with SEND e.g. specialist resources and equipment, use of ICT resources, additional adult support and differentiating and targeting outcomes for children.
• Children with a disability will be provided with ‘reasonable adjustments’ in order to increase their access to the taught curriculum.
• Parents of children on the SEND register will have a consultation meeting with their child’s class teacher once a term (3 times a year).
• Pupils who are failing to make expected levels of progress are identified quickly and are discussed in termly data meetings that are undertaken between the class teacher(s) and members of the senior leadership team.
• Assessments are made in a number of ways including via testing, through evidence in books or by classroom participation/observation.
• Individual assessments of the pupil will be under taken in order to make an accurate assessment of their individual needs. Some children will require additional support in the form of a small focus group. This will be run by the teacher or teaching assistant, the interventions will be reviewed half termly to ascertain the effectiveness of the provision and to inform future planning.
• Where there are still concerns regarding rates of progress, even after high-quality interventions, parent’s will be informed that the school considers their child may require SEND support, they will be invited into school to discussion next steps in the identification of action to improve outcomes. With parental agreement their child will be added to the SEND register and SEND support will be recorded on an individual APDR (Assess, Plan, Do, Review) form giving a set of expected outcomes. Progress towards these outcomes will be tracked and reviewed regularly with the SENDCo, parents, the pupil (where appropriate) and their class teacher.
• SMART targets (Specific, Measurable, Achievable, Relevant and Time-bound) are used to plan the next steps in the learning of our SEND children.
• If progress rates are still thought to be low, advice may be sought from external agencies, according to pupil need. For example, The Special Educational Needs Support Service, Speech and Language Therapy, the Autism Outreach Team, Behaviour Support or an Educational Psychologist.
• For a very small percentage of pupils, whose needs are significant and complex and the special educational provision required to meet their needs cannot reasonably be met from within the school’s own resources, a request will be made to the Local Authority for an Education, Health and Care Needs Assessment. This may result in an Education, Health and Care Plan (EHC) being provided.
• As part of the differentiation your child may receive one or all of the following:
• small group in-class support
• small group interventions
• 1-1 intervention
• Additional learning support is available to guide teachers in order to plan and deliver interventions to our learners e.g. Dyslexia / Dyscalculia screening and support, behaviour and well-being specialist support.

• When a child has been identified as having special educational needs, their work will be differentiated by the class teacher to enable them to access the curriculum more easily. This may include the use of specialist resources and equipment, use of ICT resources, additional adult support. Teaching Assistants (TAs) may be allocated to work with the pupil 1:1 or with a small group for an amount of time during the school day, such as in assembly or for part of a lesson or in an afternoon.
• A child’s SEND support will be recorded using an APDR with targets being set according to individual needs. These will be monitored half termly by the class teacher with support of the SENCo.
•

• The school receives funding to respond to the needs of children with SEND from a number of sources: A proportion of the funds allocated per pupil to the school provide for their education, (the Age Weighted Pupil Unit); The Notional SEND budget and Pupil Premium funding for pupils who meet certain criteria. Additionally AEN (Additional Educational Needs) funding can be applied for from the Local Education Authority
• For a very small percentage of pupils, whose needs are significant and complex and the special educational provision required to meet their needs cannot reasonably be met from within the school’s own resources, a request will be made to the Local Authority to start an assessment of an Education, Health and Care Needs Assessment. This may result in an Education, Health and Care Plan (EHC) being provided – this is the new format of a ‘Statement of Special Educational Needs’ from the previous code of practice.
• Within school Teaching Assistants (TAs) may be allocated to work with the pupil 1:1 or with a small group for an amount of time during the school day, such as in assembly or for part of a lesson or in an afternoon.

• All children will be provided with quality first teaching that is differentiated to meet their needs.
• Children with a disability will be provided with ‘reasonable adjustments’ in order to increase their access to the taught curriculum.
• The progress of our children is discussed with parents at a termly Parent Consultation Evening.
• Pupils who are failing to make expected levels of progress are identified quickly and are discussed in termly data meetings that are undertaken between the class teacher(s) and members of the senior leadership team.
• Assessments are made in a number of ways including via testing, teacher assessments, through marking in books or by classroom participation or observation.
• Individual assessments of the pupil will be under taken in order to make an accurate assessment of their individual needs.
• Some children will require additional support in the form of a small focus group. This will be run by the teacher or teaching assistant, the interventions will be reviewed regularly (at least termly) to ascertain the effectiveness of the provision and to inform future planning.
• Where there are still concerns regarding rates of progress, even after high quality interventions, parent’s will be informed that the school considers their child may require SEND support, they will be invited to discussions in order to support the identification of action to improve outcomes.
• SEND support will be recorded on an ADPR, giving a set of personalised targets. Progress towards these targets will be tracked and reviewed three times a year with parents, the pupil (where appropriate) and their class teacher.
• If progress rates are still thought to be low despite the delivery of high-quality interventions, advice may be sought from external agencies, according to pupil need. For example, The Special Educational Needs Support Service, Speech and Language Therapy, the visual impairment team, the Autism Outreach Team or an Educational Psychologist.
• For a very small percentage of pupils, whose needs are significant and complex and the special educational provision required to meet their needs cannot reasonably be met from within the school’s own resources, a request will be made to the Local Authority to start an assessment of an Education, Health and Care Needs Assessment. This may result in an Education, Health and Care Plan (EHC) being provided – this is the new format of a ‘Statement of Special Educational Needs’ from the previous code of practice. The EHC is reviewed at a yearly meeting which is attended by the parents, SENDCo, class teacher, any outside agencies who work with the child and where possible a representative from the local authority.
• As a parent, you will be involved in all parts of the SEND process. You will be invited to discuss your child’s progress three times a year with the class teacher and SENDCo: these meetings coincide with parents’ evenings but you can speak to your class teacher or the SENDCo at any time throughout the year. Your child’s class teacher will be available at the end of the school day should you wish to raise a concern. For a more detailed discussion, you are able to request an appointment to see your child’s class teacher or the SENDCo by arrangement through the school office.

• The type of support, equipment and facilities needed to support children with SEND is led by the child’s individual need.
• Children with an ‘Education, Health Care Plan’ will have an allocated number of hours of support to ensure that they are able to meet their targets. Their EHCP clearly lays out the type of support needed as a recommendation.
• Other children will also receive support linked to their needs as indicated on their APDR targets. This support may take various forms: In class support from teacher/teaching assistants, small group support, specialist 1:1 support or support from external agencies.
• Provision of specialist resources Tracking of progress and analysing individual pupil data highlights children who are not making expected progress. Children are given additional and differentiated support and Interventions are put in place to support their learning. The impact of that provision is measured. The interventions and their impact are recorded in the pupil’s APDR plan. APDR targets and access to the curriculum is monitored in the classroom by the SENDCo. If interventions are not having the expected impact, then the SENDCo (following discussion with parents) may refer to external professionals to enable further support to be provided.

• Children who are on the SEND register and are recognised as having a need, will have targets set along with a provision map of support. These will be reviewed termly and new targets will be set at least three times throughout the year (more as and when needed)
• Parents can talk to the class teachers about their child’s progress on appointment. The class teachers review the progress of all the children each half term and adapt their teaching accordingly.
• We hold a termly parent consultation evening where parents can meet with the class teacher to discuss the progress and next steps for their child. At the end of each academic year parents are provided with a detailed report.
• The SENDCo is available to meet with parents to discuss their child’s progress or any concerns/worries by appointment. All information from outside professionals will be discussed with you and the person involved directly, or where this is not possible, in the form of a written report.
• Homework will be adjusted as needed to your child’s individual requirements.
• A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.
• Every child has a home/school planner which we ask all parents to record in; any concerns or questions. The planners are checked by the classroom staff daily
• We can signpost you to SENDIASS if you feel you need further support with any SEND issues.
• Parents will be invited in to set and discuss targets at the beginning of a term and then at the end of each term to review targets and set next steps (more frequently if needed).

• An initial discussion with your child’s class teacher will suggest further ways in which you can support your child’s learning.
• The SENDCo (Mrs Dawson) or the Early Years Assistant SENDCo (Mrs Scott) may meet with you to further discuss how to support your child.
• If external agencies are involved, they may suggest further strategies and resources to help your child.
• A number of parent drop in sessions are organised throughout the school year, these are advertised via our newsletter, on our website and Facebook page and aim to provide useful opportunities for parents to come into school and learn more about the curriculum that is being offered to their child.

• Where appropriate children take part in setting their own targets as part of their APDR review. This is done as a 1-1 discussion and children help to create their targets on their plans.
• Children are provided with verbal or written feedback in relation to their learning or following intervention sessions.

• We continuously ensure the provision has a positive impact on the outcomes. We do this in a variety of ways, including: Robust evaluation of intervention and support plan targets, book scrutinises, SENDCo/SLT/Governor monitoring
• SEND APDR Plans are reviewed with parents/carers and updated regularly
• External agencies will monitor progress against their recommendations during termly observations

• Children with identified safety needs will be meet at their door in the morning and dismissed directly at the end of the day to the person collecting them.
• Children with identified needs have additional support at break and lunch with a high ratio of staff on duty.
• During PE lessons pupils with additional physical needs will be supported by a Teaching Assistant or the teacher
• Additional adults are included on school visits to support SEND pupils
• Regular risk assessments take place to identify hazards and control measures as needed, these are amendment when needed.

• There is a strong pastoral support network within the school. Every child matters and it is widely considered that every lesson of every day counts towards each individual’s well-being and academic achievement.
• The school’s behaviour policy is consistent, fair and aims to promote inclusion with clear guidance on rewards and sanctions.
• Children can achieve DoJos (individual points) for a variety of reasons.
• Attendance is monitored regularly and concerns are shared with parents as applicable.
• All staff are regularly trained in Child Protection, Prevent and Safeguarding.
• The Beach House, provides nurture provision to individual children and groups of children throughout school. A pupil may access this provision for a number of weeks, or for a longer period of time. Additionally Mrs Barton (our Nurture and Well Being Lead) meets with pupils as and when a need arises
• A Behaviour Specialist visits school for one morning each week and works with children regarding emotional well-being.
• Young carers are also supported by outside agencies

• Pupils with complex medical needs will be provided with a Care Plan: this is compiled in partnership with parents, medical agencies and school staff.
• A central record of pupils’ Health Care plans is kept in the main school office, to which all staff have access.
• Individual copies of Health Care Plans are signed and given to relevant staff, e.g. Class Teacher, TA, Lunchtime Supervisors and School Cook.
• All staff receive regular epi-pen training, asthma training; this is delivered by the school nurse team.
• Where necessary and in agreement with parents/carers, medicines can be administered in school, provided a signed medical form is in place to ensure the safety of both child and staff member.
• A selection of staff hold qualifications in first aid and in Early years this includes paediatric first aid.
• External advice is sought when needed to ensure care is appropriate.

• Exclusions are avoided as much as possible and alternative provision is considered a preferable response.
• The school has a clear behaviour policy and this is supported by all staff.
• Marie Jackson is a bahaviour support specialist who works with pupils on a 1:1 basis weekly
• We believe all children can achieve at their level, our ethos is reflected in the school values and expectations.
• Children may have individualised behaviour plans which will be created with advice and support from other agencies – including Autism Outreach, Behaviour Support and CAMHS.

• Personal Education Plan (PEP) meetings take place termly and these are focused on progress. The virtual school will offer support as and when needed along with an Educational Psychologist if nedded

• The point of contact is your child’s class teacher. They will know your child the best. They will work alongside the SENDCo and identified teaching assistant to set targets.
• The SENDCo will review their targets and seek additional advice and support from external agencies as needed. This may include the LEA, Educational Psychologist, Autism Outreach, Occupation Therapy, CAMHS, Behaviour Support and Speech Therapist
• Any referral to an outside agency will be discussed with you and the reasons behind the referral

• SEND information is shared with the appropriate staff as needed
• Through transition meetings SEND information will be passed on to your child’s new teacher when they move up to their next class or their new school.
• Learning Passports, or one page profiles are written which outline children’s learning needs and preferences. These are available to all members of staff who work within the particular childs class.

• The SENDCo attends half termly SEND network meetings within the trust. Additionally they also attend the termly Staffordshire SENDCo network meetings.
• Staff are updated through staff meetings when relevant. If a child attends school with a specific need then training will be arranged to support provision and understanding of that need.
• We also invite the school nurse and other agencies into school to support with training when needed. The school has provided training in Dyslexia, Autism level 2, Speech and Language and Social, Emotional, Sensory, Trauma and Attachment and Mental Health.
• Staff are regularly updated on the SEND Code of Practice and any changes in relation to SEND services and how support is accessed by the school. As part of the ongoing staff training, disability awareness is planned in to ensure staff are confident in how to deal with disabilities.

Education Psychologist • School Nurse Hub • Inclusion Hub • Inclusion Officer • Advisory Teachers • Behaviour Support Specialist • Autism Outreach Team • Speech and Language Therapy • Occupational Therapy • Hearing and Visual Impairment Service • CAMHS (Child and Adolescent Mental Health Service) • Family Support • Education Welfare Officers • Physical and Disability Support Service • SENDIASS (Special Educational Needs and Disability Information and Support Service) • Bereavement services

• First point of contact would be the class teacher. You can also contact the SENDCo or Early Years Assistant SENDCo via the school office.

• The SEND Coordinator is Mrs Dawson. An appointment can be made by phoning the school office on 01785 450145, or emailing admin@parkside.staffs.sch.uk
• The Early Years Assistant SEND Coordinator is Mrs Scott.

The Governor with responsibility for SEND is Mrs. Jo Di Castiglione. She meets termly with the SENDCo to discuss SEND provision. She is also the Head Teacher and SENDCo of a local specialist Nursery.

• Pupils are included during the target setting/ reviewing processes.
• Pupil interviews take place to gather SEND pupil voice.
• During EHCP reviews children are invited into the review if it is appropriate for them.
• SEND children are invited to all after school clubs and to compete in Sporting events etc.

• Parents are invited into school on a Wednesday morning from 8.45 to 9.10 to work alongside their child to complete a morning maths or reading
activity
• The SEND team hold regular coffee mornings when parents have the opportunity to discuss any concerns that they have regarding their child.
• Governors vacancies are advertised in the newsletter to all parents .
• Parents are encouraged to volunteer in school life which includes a well supported PTFA.

• Appointments can be made to talk to the Head Teacher, Mrs Bell and Mrs Barton (welfare lead) regarding referrals to family support.

• Risk assessments are carried out and procedures are put in place to enable all children to participate in school activities. However, if it is deemed that an intensive level of 1:1 support is required a parent/carer/volunteer may be asked to accompany the child during the activity.
• If your child is subject to a risk assessment, then a meeting to discuss what this looks like will be arranged.
• Our before and after school provision is available for all pupils to attend
• The school offers a range of after school clubs run by teachers or outside agencies and where appropriate all pupils are welcome to attend.

The school is a single level school and all external doors are accessible to wheelchairs; support is available when needed.
There is a disabled toilet within the main school building and also the Early Years setting.
The parking space close to the main entrance is a disabled parking space and clearly marked.

• Details of the school’s Inclusion policy and Accessibility plan can be found on the school’s website via the link below.

• All communication is sent via the School App and is also available to download from the school’s website.
• Short text messages are regularly used as ‘reminders’ of important information.
• Information sharing evenings/meetings are regularly arranged (New intake, residential school trips etc).
• Parents are welcomed by our school office staff who are always happy to talk through any items on the newsletter or to answer any queries.
• Adaptions of all communication is available on request via the school office.

• The school prospectus is available via the website
• The admissions policy and information is available via the link below.

• Parents can contact the school office on 01785 450145 to arrange a visit to the school.
• A number of ‘Open days/evenings’ are planned each year for the new Reception intake.
• Tours of the school can be arranged at other times via the school office.

• A number of strategies are in place to enable effective pupil transition. These include:
• Discussions between the previous or receiving setting prior to the pupil joining/leaving
• Attendance at transition sessions where pupils spend some time at the new school.
• Additional visits are arranged for vulnerable pupils or those with a high level of need.
• Staff are always willing to meet with parents prior to their child joining the school; this may be the class teacher, SENDCo or a member of the Leadership Team.
• For pupils transferring to local high schools, SENDCo and/or key staff (e.g. Y6 teachers) will meet to discuss the needs of pupils with SEND in order to ensure a smooth transition. •
• Where a pupil may have more specialised needs, a separate meeting may be arranged with the SENDCo, outside agency representatives, parents/carers and where appropriate the pupil.
• School staff will assist with transistion visits of pupils to their new school.

• SENDIASS are available if you require additional advice and support.
• Other agencies homestart, CAMHS the local support team. Please contact us if you wish to be signposted to support, or visit Staffordshire connects.

• The information regarding SEND is reviewed annually.

Parents can give feedback to the school at any point and we welcome discussions to improve outcomes. If you feel that you need to make a complaint, please follow the school’s complaints policy.