A Little School With Big Ideas
An Overview of Moggerhanger Primary School
Moggerhanger Primary School has pupils from ages 3-9. We are an inclusive school and strive to support all children to enable them to make the best possible progress and achieve well. To accomplish these aims, we offer a broad and balanced curriculum with high quality teaching.
SEND policy - https://www.sandysecondaryschool.com/policies
Provision plan - https://www.sandysecondaryschool.com
How can parents raise concerns?
Talk to us – firstly contact your child’s class teacher, SENCO (Mrs Smith) or Executive Principal (Miss Hayward). We pride ourselves on building positive relationships with parents/guardians. We are open and honest with parents/guardians and hope that they are able to do the same with us.
How will school support your child?
Our SENCO oversees all support and progress of any child requiring additional support across the school. Mrs Smith can be contacted via e-mail (firstname.lastname@example.org) or on the Sandy Secondary School telephone number (01767 680598).
The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.
There may be a Learning Support Assistant (LSA) working with your child either individually or as part of a group; if this is seen as necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts.
Who will explain to parents/guardians?
The class teacher will meet with parents at least on a termly basis (this could be as part of parent’s evening) to discuss your child’s needs, support and progress.
For further information, the SENCO is available to discuss support in more detail.
How are the governors involved?
The SENCO reports to the governors every term to inform them about the progress of children with SEND. One of the governors is responsible for SEN and meets regularly with the SENCO.
How are pupils and parents/carers involved in planning support?
Planning and review meetings
Advice on how to support learning at home
Regular contact between home and school
Individual pupil/teacher conversations
Parent support advisor
How are children with SEND identified?
Children are identified as having SEN through a variety of ways including the following:-
Liaison with nursery/previous school;
Child performing below age expected levels;
Concerns raised by parent/guardian;
Concerns raised by teacher;
Liaison with external agencies;
Diagnosis through paediatrician
How is progress and achievement measured?
We measure children’s progress in learning against National expectations and age related expectations.
The class teacher continually assesses each child and notes areas where they are improving and where further support is needed.
Children who are not making expected progress are identified through review meetings with the class teacher and Head teacher. If your child is discussed at one of these meetings, parents will be informed.
When an IEP is reviewed, comments are made against each target to show what progress has been made. The target may be adapted or a different approach tried to ensure a child does make progress.
Pupils with SEND are encouraged to participate in all school activities. Access to before and after school clubs is provided and support is given by trained activity leaders. School trips are accompanied by a high ratio of adults to children.
Careful consideration is given to preparing pupils with SEND for transition at all stages. Initial contact is made with the setting previously attended and with the parents/guardians, as soon as we are notified that a pupil is transferring to our school. When pupils are changing classes or moving to another school, SENCOs and teachers liaise together and with parents/guardians, sharing information and preparing the pupil well in advance of the move.
Specialist services are accessed by the school
We work closely with any external agencies that we feel are relevant to individual children’s needs including: behaviour intervention, social and emotional intervention, GPs, school nurse, paediatricians, speech and language therapists, educational psychologists. Click here for some more information from the National Children's Bureau entitled "Listening as a Way of Life".
Staff have received initial training to support children with autism.
They have attended basic Makaton training.
The SENCO is a qualified dyslexia assessor.