More About The Organisation
About the Organisation
For the Ofsted inspection report for this school visit http://www.ofsted.gov.uk/reports
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Type Of Service
Age of Users
Can siblings who are not disabled use your service?
Do you have a SEND/Inclusion Contact?
SEND/Inclusion Contact Name
SEND/Inclusion Contact Telephone
Additional and Special Educational Needs
Local Offer Details Link
How do you aim to meet the unique needs of the child?
All children are unique, special and have individual strengths and needs. Children in school with SEN and/or disabilities will get support that
is specific to their individual needs. This may all be provided by the class teacher or may include:
• Other staff in the school
• Staff who visit from outside agencies such as the Speech and Language Therapy (SLT) Service or a Learning Support Service
• Staff who will visit the school from the Local Authority central services such as the ASD Outreach Team or Sensory Service ( for
children with a hearing or visual need)
• An assessment by an Educational Psychologist or other specialists e.g. Occupational Therapy.
• Working 1:1 or in small groups on a specific programme of work e.g. Numeracy skills , Literacy skills, Phonic skills, Social skills,
Communication skills or Anger Management Programmes if appropriate.
• Providing special equipment/resources as required to support your child’s learning and development
The class teacher (sometimes with the Headteacher or SENCO) will always explain to you what the concerns are and also explain to you
what the plans for your child include. If outside agencies are used, we always ask your permission before making a referral. If you have any
queries related to the interventions or support that your child receives, please contact the class teacher, Headteacher or the SENCO.
How do you promote positive relationships and ensure good, ongoing communication with families?
All parents are encouraged to contribute to their child’s education. This happens through:
- Discussions with the class teacher, either formally at IEP meetings and parent/teacher consultations, or informally at the end of
the day. These discussions are important, so that we know about your child in the home setting, we can explain what we are doing in
school and can tell you about how your child is doing in school. This helps to make sure that we are doing similar things to support
the children at home, and we can share what is working well at home and in school.
- Discussions with other professionals e.g. the SENCO, Headteacher, Speech and Language Therapist, Educational Psychologist.
Information from outside professionals is shared with you (either verbally or written reports or both) .
This may also happen through other means e.g. a home/school communication book, or TAC (Team Around the Child) meetings/TAF (team
Around the Family) meetings.
Regular review meetings (approximately every 6 weeks) also provide opportunities for parents/carers to discuss their child’s learning and
teaching with the class teacher.
Physical Environment Accessibility
Is there accessible parking on site?
Is there a pedestrian route?
Is it smooth and with dropped kerbs?
Are doors 900mm or more wide, with flat thresholds?
Do you have external ramps?
Do you have a lobby / porch area?
Can wheelchair users clear the outer door prior to opening the inner?
Are there interior automatic doors?
Are there wide unobstructed corridors (minimum 1200mm)?
Do you have a lift for wheelchair users?
Do you have internal ramps?
Do you have internal steps?
Do you have a visual / flashing fire alarm?
Do you have accessible toilets?
Do you have an accessible changing room with a changing bed and a hoist?
Do you have an induction loop and / or radio mikes?
Do you have a quiet room or a quiet area?
Do you have an outdoors play area?
Is this safe and enclosed?
Are the outdoor areas well lit (for evening activities)?
Do you have a soft play area?
Do you have a sensory room or area?
Training & Policies
Please indicate the ratio of staff / volunteers who have knowledge and experience of:
Child Protection (Safeguarding)
Administration of medicines
British Sign Language
Enabling verbal and non verbal communication
Does your organisation have policies and procedures for:
Child Protection (Safeguarding)
Registration for sessions
This organisation was last updated on Monday, 04 Jun 2018 12:24 PM - if you think this information is out of date or inaccurate then please let us knowBack to search results