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About Our School

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SEN_Key Stage 1

a basic site with a home page; a starting point

Special Educational Needs - Key Stage 1

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Transition

Pupils with additional needs who join our school either at the beginning of the year or during the academic year will be supported, as appropriate, so that a successful transition is achieved. The school works together with the Local Authority where a child is starting our school with a statement of Educational Needs or Education Health Care Plan to ensure that they are appropriately supported in conjunction with parents.
 

KS1 Pupils Voice

Pupils in KS1 are able to elect a representative on the School Council. Pupils are then asked to share ideas that can be implemented within school and the local community.
 
We at Windmill value the opinion of our pupils and allow regular opportunities for the children to discuss their learning within a subject during a Pupil Perception discussion.
Circle Time happens within all of our classrooms and is an opportunity for children to share their ideas with their class mates. This activity may be incorporated for any subject but will occur weekly.
 

KS1 Parents Voice

Parents are welcome to join the Parent Forum and be involved with the Windmill Friends group. Parents are regularly informed of events within school through the Windmill Weekly and social media. There is always a member of the senior school staff available on the school playground before and after school to listen to parents’ views.
Parents are encouraged to support their child in their early morning task each morning where staff are always available to answer questions.

KS1 Interventions

The school has an Intervention Team who work closely with class teachers to identify concerns and develop strategies for supporting pupils either one to one or in small groups.
 
Intervention groups are used consistently throughout KS1 for targeting children with areas of concern such as maths, reading and writing. If parents have a concern they are welcome to discuss this at any time initially with the class teacher and then with the Intervention Team. The Intervention Team has an additional room where a small group of identified pupils can access a ‘nurture’ style provision either focusing on learning or behavioural difficulties.
Interventions available within KS1:
 
- Cool kids
- Teodorescu
- 1:1 RWI support
- Speaking and listening
- 'Feed Forward' groups
- Time to Talk
- Additional small groups for English/Maths
- Precision teaching
- Toe by Toe
- OT groups
- SEAL group
 
 

SEND Procedures.

School staff regularly review all children’s progress and monitor children with concerns. Those children with on going concerns may be referred to the appropriate agency with the permission of parents. For example speech therapy, occupational therapy and learning support.
 
Where children have additional needs they will be supported in accessing the full curriculum.
Individual risk assessments are carried out where appropriate to ensure the safety of children with additional needs.
If concerns still remain once the intervention has been completed the school will request statutory assessment by the local authority.
 

KS1 Resources

Here is a list of resources that we have available for all pupils at Windmill Primary School:
 
Sensory room
Blue room (quiet room)
Flasma
Writing slopes
Pencils and pencil grips
Different types of scissors
Handled rulers
Wobble cushions
Outdoor learning
Role-play area
Gross and fine motor skills equipment
Allotments
ICT resources
OT resources
ELKLAN trained member of staff
Partridge room
Quiet lunch club
Talking Postcards
Microphones
Visual timetable
Emergency inhibulator
Fiddle toys
2Simple
 

Accessibility

We are a school that can be easily accessed by wheel chair users for example, wide corridors and door openings, disabled toilets (including Argeo bed), all outdoor areas accessible.
All classes are fitted with window blinds.
 

Curriculum

Where children have additional needs they will be supported in accessing the full curriculum through specialist equipment and/or human resources.
The curriculum is planned to be multi-sensory in order to support children’s differing learning styles.
 

Lunchtimes and Break times

Where children have additional needs they may access one or more of the following lunchtime interventions:
·        One to one adult support
·        One to one Year 6 buddy system
·        Quiet lunch time club
·        One to one Teaching Assistant buddy system
·        Home dinners
 
The catering team offer a wide range of specialist dietary requirement meals e.g. dairy free.
All Early Years and KS1 children have fruit provided daily.
 

Training and Qualifications

Sam Range is Windmill Primary Schools Special Educational Needs Cooridnator. BA Hons Primary Education and National Award for Special Educational Needs).
 The staff at Windmill Primary School have personal experience of working with lots of different children with specific learning or behavioural needs. Many of our staff have attended a wide and varied range of courses and have qualifications in the following:
 
-Child Protection and Safeguarding
- Epi-pen training
- Autism
- Epilepsy
- Lifting and Managing
-  B-Tec in special needs
- Emotional Behaviour course
- SEN course Level 1, 2, 3.
- Dyslexia awareness
- Intro to ASD
- Nurture group training
- Behaviour management
- MAPA training
- Bereavement training
- Autistic spectrum
- Counselling course
- EBD course
- Working together happily course
- Autism and bullying
- Engaging children in Autism and complex needs course
- Mackaton training
- Sensory Inclusion hearing impairment course
- How to teach dyslexic children
- Tracheostomy training
- Colostomy bag
- Cool kids training
- First Aid
- ELKLAN training
- Brain training/ Brain gym
- Build to express (lego therapy)
- Parent group leader training
 
 

Website and Social Media

We have a school website, facebook page and twitter account where we share our schools news and events. 
 

Progress and Monitoring

All teaching staff in the school monitor and review the progress of the needs of different children within their class together with the SENCo on a termly basis. Children causing concern are monitored more regularly and referred to relevant agencies where appropriate. Intervention and provision maps are created for children with specific needs to show targets and progress over time. These are monitored and reviewed by the SENCo on a regular basis. At the end of the academic year class teachers pass on relevant information and intervention and provision maps to the new class teacher.