FAQs

How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

The school liaises with preschool settings before your child starts school
Concerns are raised though the class teacher, teaching assistant or SENDco.
We use standardised tests in reading, writing and spelling at regular intervals throughout the school
There is a wide range of SEND services that the school works with including – general learning difficulties, dyslexia, ADHD, Autism, hearing and visual impairment and physical difficulties

How will the school staff support my child?

An education programme will be planned and tailored to your child’s needs
Children in receipt of EHC plans are supported by the SEN Learning Support Assistants and SENDco in line with targets set within their EHCP
Other children with SEN are monitored through their class teacher and SENDco on a day to day basis
Regular assessments are undertaken of all children with SEN in order to move the children on quickly across their targets
The leadership group and directors oversee the SEN work and liaise with the SENDco
Both the frequency of and the requirement of TA support are dependent on the individual needs of the children
Intervention programmes are put into place where appropriate, these may require small group teaching outside the classroom, or targeted support within a lesson

How will the curriculum be matched to my child’s needs?

The school is an inclusive academic community, meaning that:

All teachers differentiate according to the needs of all children to ensure that they achieve their true potential
All learning styles are catered for in all subject areas.
Advice or guidance provided by external professionals supporting individual pupils is incorporated into planning

How will both you and I know how my child is doing and how will you help me to support my child’s learning?

Termly reports on progress and attainment are sent home
We operate an open door policy and all staff can be contacted via phone calls and appointments
Regular parents evenings are part of the school year
Parent workshops, such as how to help your child at home and dyslexic awareness are part of the school year, these dates will be communicated through the school newsletter
Regular meetings take place between all staff to discuss the attainment and progress of SEND children
'Pupil Passports' are reviewed half termly, with parents invited to discuss and feed back on the progress in conversation with the class teacher
Parents and staff are encouraged to write in their home school diaries to begin a daily dialogue

What support will there be for my child’s overall well-being?

All students have a class teacher for a year, they are all also supported by a variety of teaching assistants including SEND Learning Support Assistants
Older children support younger children during playtimes by being ‘buddies’ or 'Playground Leaders' and encouraging children to take part in ‘huff and puff’ games.
Medicine, supported through a care plan and appropriate authorisation is administered by school staff
The behaviour system is adapted to ensure all children behave well, are consistently praised and are achieving well
The opinion of the children is valued and collected through pupil voice, target setting and review meetings

What specialist services and expertise are available at or accessed by the school ?

The school has access to a range of outside agencies that may be able to support your child. They include:

Autism outreach
Visual/hearing impaired service
Educational psychologist
SENISS
Behaviour management advisor
CAMHS
Physical difficulties
School nurse

What training are the staff supporting children with SEND had or are having?

St Giles’ promotes the training of all staff members so that all children receive an excellent experience of education. All staff receive regular training at least once a term: This has included – Autism, dyslexia, how children learn, safeguarding and interventions. On top of this, all routine training such as safeguarding and asthma training is kept up to date

How will my child be included in activities outside the classroom including school trips?

St Giles’ actively includes all children on all educational activities
Teaching assistant support is put into place if required
Parental advice is sought to ensure all children benefit from the activities being offered

How accessible is the school environment?

Educational equipment is obtained through the SENISS service
The school has adapted its’ premises where necessary; painting yellow lines on the steps to help Visually Impaired children and ensuring proper acoustics in classrooms for those children who are Hearing Impaired
Translators are bought as required to support EAL families
School governors carry out regular checks to ensure the accessibility of the premises

How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

The school has close links with its feeder high school, including half termly SENDco meetings. Many resources and expertise are shared across the settings ensuring quick and easy access to the necessary equipment
The children take part in many activities with Painsley from year 4 onwards including transition events
All Year 6 children and parents are invited to several prospective parents meeting prior to applying for a place at the school
All Year 6 visit the feeder high school for an extensive induction period in July prior to starting in September
Heads of year, the SENDco and EWO visit every July
The Painsley Senco is involved in year 6 reviews
Year 6 have a comprehensive information booklet from Painsley high school
All SEN information is passed to the new school, including the class teacher or SENCO speaking to the new school

How are the school’s resources allocated and matched to children’s special educational needs?

SEN Learning Support Assistants are deployed with SEN children, they have a timetable to ensure all interventions are carried out as written in the child’s education plan

How are the school’s resources allocated and matched to children’s special educational needs?

Teaching assistants are deployed with SEND children, they have a timetable to ensure all interventions are carried out as written in the child’s education plan
Targeted small group support in class is used in all classes
Withdrawal of small groups or individual pupils for additional Numeracy support
Provision of toolkit resources to ensure that learning is multi-sensory and practical

How is the decision made about what type and how much support my child will receive?

Through pupil progress meetings with the class teacher and senior leaders, including teacher assessments and test results, the needs of children are identified and measures are put into place to ensure the correct level of support is available.
Through close liaison with pre-school settings and schools which children transfer from the SENDco will ensure correct provision is in place for all children, this could include applying for AEN funding before a child begins school.
Learning styles are catered for and outcomes are monitored on a whole school level
Support is discussed with staff, parents, SENISS and the educational psychologist and any appropriate agencies if necessary

How are parents involved in the school? How can I be involved?

The school has an active PTA
Attendance at reviews and supporting events, workshops and functions
Completing questionnaires and parent view
Opportunities to meet the teacher during the academic year – Open Evenings
Open door policy for parents to meet class teachers or senior management
Regular progress meetings with parents/carers by class teacher and SENDco
Support for parents who have concerns

Who can I contact for further information?

The first point of contact is your child's class teacher
The SENDco, Head of School or Principal can be available via an appointment