WILLIAM DAVIS PRIMARY SCHOOL’S LOCAL OFFER
FOR PUPILS WITH ADDITIONAL NEEDS AND DISABILITIES
HOW WE SUPPORT PUPILS WITH ADDITIONAL NEEDS AND DISABILITIES
Our vision and how we aim to achieve it
William Davis Primary School is a small school in the heart of one of London’s most distinct and fastest changing neighbourhoods. Our pupils work hard to meet the high standards we set for them; they strive to become creative, thoughtful individuals ready to take on the challenges of secondary school, and life. As a staff team we pride ourselves in being ambitious for all our children; we model the skills and values needed to be successful learners in a learning community. We are an inclusive school and strive to work flexibly and collaboratively in order to meet the needs of all our children. Our pupils at William Davis Primary School are at the centre of everything we say and do. Our school community motto is “To be the best you can be.” All staff, governors and the whole school community work hard to encourage pupils to aim high and achieve each to the best of their ability.
Type of school we are
William Davis is a one form entry nursery and primary school with 205 pupils aged from 3-11.
Our Ofsted Rating
There was a short inspection of William Davis Primary School on 18 May 2016. The visit was the first short inspection carried out since the school was judged to be good in July 2011. This school continues to be good. The leadership team has maintained the good quality of education in the school since the last inspection.
The inspector stated:
Under your leadership the school has successfully embraced a culture which nurtures ambition. Vulnerable pupils are quickly identified and receive the social and emotional support they need in order to learn and develop successfully. There is an underlying sense of fairness and equality of opportunity in the school’s work.
How we give pupils and parents a voice
Pupils at William Davis are valued as individuals and they all play an important part in the whole school community. They respect each other and see each other as equals. They are encouraged to share their ideas and be open to listening to others’ points of view. William Davis has School Council representatives that meet regularly and engage in some of the school’s decision making.
Children with additional educational needs are engaged in their own learning, in reflecting on their progress and in setting targets for themselves to achieve. They and their parents are invited to take part in writing their own support plans in the autumn and spring terms; these plans help both children and adults to think about areas of strength and difficulty, and to understand what is working well and what they want to work on next. Children with statements of Special Educational Need (SEN) or with Education Health and Care (EHC) Plans, together with their parents, are encouraged to participate fully in an annual review which will celebrate progress and achievement and make an action plan for the following year. These reviews are run on person-centred lines so that the young person, their classmates, their family and any other relevant professionals have the opportunity to think about what is working well for the child and where improvements can be made.
Parents are also encouraged to come along to the coffee mornings every Wednesday and meet with other parents, governors and staff. We also run parent workshops on various topics.
How we know if a child has additional needs
Before children start at our school we ask parents /carers to let us know if they think their child has an additional need or disability so we can arrange for the right support to be in place. Sometimes additional needs have already been identified by a health professional or a play group setting and we use their information to help us plan support.
Children’s progress is regularly assessed and teachers meet termly with the head teacher, the Special Educational Needs Coordinator (SENCo) and phase leader. Where the teacher feels that their pupil has special educational needs, he/she will discuss these concerns further with the SENCo so that the appropriate steps can be taken to support the child.
We always find time to listen to parents and carers and they are welcome to talk to the class teacher, Headteacher or Senco if they have any concerns.
What we do to help children with additional needs
At William Davis we have developed a wide range of ways in which we support children with additional needs. All our teachers consider the different needs of the children in their class and plan accordingly. They might plan slightly different activities, use practical equipment and visual prompts or place themselves or a teaching assistant at a table to support children in a small group. When a teacher remains concerned about a child he/she will also agree a programme of support that is carefully targeted at the area of difficulty. Programmes can include language groups, 1:1 reading support, extra maths support or counselling. The agreed programme is time limited – usually one term – and the impact on the child’s learning is carefully measured. We use the school tracking system to monitor provision for children with SEN and to evaluate the effectiveness of interventions. If a child’s progress is still causing us concern, we might ask parental permission to seek further advice from experts such a speech and language therapist, specialist teachers and an educational psychologist. Their expert advice helps us ensure that we make the right adaptations in our teaching and learning environment for that particular child.
How we adapt our teaching for pupils with additional needs
Every teacher is responsible for planning and teaching all children, including those with additional educational needs or disabilities.Early and on-going assessments enable our teaching staff to know their pupils’ strengths and areas of weaknesses. These enable staff to set tasks that are pitched at the appropriate level. These adaptations are planned for in advance and are recorded in the teachers’ weekly planning: for example the use of questioning, carefully differentiated activities, use of concrete apparatus and individualised resources and deployment of support staff, amongst other things.
How we decide what resources we can give to a pupil with additional needs
Part of the school’s budget is to provide support for pupils with additional need and disabilities. We have to use this money carefully to make sure we can give help to all the children who need it. At William Davis we have costed all the ways we support children with additional needs. Decisions about which programme is best for a child are made by the SENCo in consultation with the child’s teacher, teaching assistants and parents/carers.
In exceptional circumstances, where we feel we are not able to meet a child’s needs from our own funds, we can apply to the local authority for “top up” support, in which case we would consider requesting an assessment for a child’s eligibility for an Education, Health care Plan. This only applies to a small number of children. Parents and carers can do this too.
How we check that a pupil is making progress and how we keep parents informed
Class teachers, SENCo, phase leaders and the headteacher meet every term to review the progress of all children in the classroom. In addition, the impact of additional support is measured and assessed and this information is shared at the parent/teacher meetings.
Parents are invited to the school for Open Afternoons to visit their child’s classroom and have conversations about the work that the class have been doing for the term. They get the chance to look at books and class displays and talk about what their child has enjoyed learning and remembered the most during that term. From time to time, in order to give our pupils the opportunity to develop their language skills and perform in front of an audience, we invite parents to attend school assemblies.
For pupils who have Statements of Special Educational Needs/ Educational Health Care Plans, eight week planning meetings and annual review meetings are planned. Adopting the person centred approach means that both children and parents are involved in reflecting on the progress that their children are making at school, and then planning for future provision to help the children achieve good outcomes.
Support we offer for pupils’ health and wellbeing
At William Davis we encourage all pupils to embrace all aspects of school life with enthusiasm. Pupils are supported by every member of staff and each other, as well as their families. We teach all of our pupils to have strong moral values and to know right from wrong. In addition to a counsellor, the school also has two learning mentors, who provide additional support for children in developing positive friendships and emotional wellbeing.
We offer a number of clubs to promote active lifestyles across the year groups including basketball, football, tennis, yoga, judo etc. If a child has a particular issue affecting their health or wellbeing, class teachers may raise their concerns with colleagues, including the SENCO /Inclusion Coordinator, to help them support the child.
Specialist services we use when we think extra help is needed
- Speech and Language Therapy
- Occupational Therapy
- Educational Psychology
- Attendance and Welfare Advisor
- Hearing Impaired Service
- Visually Impaired Service
- Behaviour Support Team/Cherry Trees Outreach Team
- Phoenix Outreach Team
- Specific Learning Difficulties Team
- Language and Communication Team
- Social Care
- Home/School Liaison worker
- School Counsellor
- Child and Adolescent Mental Health Services
- Child Development Team and ASDAS
- Disability Advisory Teacher
- ICT and Inclusion Advisory Teacher
- Parent Advisory Service (PAC)
We always discuss referrals to external services with parents and carers first and only proceed with their informed consent and approval (except sometimes to social services, if we have concerns about a child’s safety).
The training our staff have had or are getting
Training needs are identified regularly by class teachers and the SENCO. Having identified pupils’ needs and staff members’ areas of development, opportunities are planned for in-school and external training. Regular weekly staff meetings are scheduled in addition to planned training sessions. The SENCO, Speech and Language Therapist and Educational Psychologist and specialist teachers will also meet with teachers and support staff to help them understand the additional needs of particular pupils and support them to plan and teach lessons in a way that is appropriate and inclusive.
We train staff individually if they are supporting children with particular needs or if they are delivering specific interventions (and staff are able to run a range of interventions) to meet the needs of children from the Early Years to the end of Key Stage 2.
How we include pupils in activities and school trips
All pupils are given access to all of the activities offered at school and in the local area, including the school residential trips in Year 4 and Year 6. We include all pupils in trips and activities outside the classroom as a matter of course, unless their behaviour on previous trips has given us concern for their safety. Children with additional needs and disabled children are supported by an appropriate adult to ensure their safety and ability to participate. A risk assessment prior to the trip ensures that preparations to remove any possible barriers to participation are removed in good time. Parents and carers may be invited to take part in trips and activities where appropriate and are always consulted before arrangements are finalised, where children with complex needs are concerned.
For pupils with special educational need or a disability wishing to sign up for activities outside of school days, the school will offer to pay additional hours to staff members willing to work in order to ensure adequate support needed is provided.
Our School Environment
Our school was built over hundred years ago and has many stairs. We can move our classes if we need to accommodate a child’s additional needs or disability, but there will always be at least two flights of stairs to reach the classrooms. We currently have no accessible toilets.
In school we have a range of equipment to support children with additional needs and disabled children, and if a child needs a particular piece of equipment we will consider purchasing it from our SEN budget, or acquiring it from specialist services.
How we prepare for pupils joining our school and leaving our school
The Headteacher takes prospective parents and children from other nearby pre-school providers on a tour of the school. We encourage parents and children to visit because we feel that this helps to prepare the children for the transition. If a child has additional needs that have already been identified, and an Education Health and Care Plan has been issued, teachers and SENCOs from the schools involved, along with parents and professionals from other agencies, will have a planning meeting as a way of ensuring a smooth transition for the child.
The family of each child entering the nursery receives a home visit so that we can meet the family and see the child in a familiar environment. We ask the family to share information about the child’s likes and strengths and to inform us about any areas of concern.
When a child with additional needs moves on to secondary school or to a new primary school we share our knowledge and information about that child’s needs with their new school. Sometimes we will arrange for a child to visit their new school a number of times with a familiar member of staff; parents and carers are welcome at these transition meetings. Before moving to secondary school, all children in Year 6 participate in a variety of transition activities. Children with additional needs may receive extra support, such as independent travel training to help them develop awareness of safety issues when in public places.
How parents are involved in school life
At William Davis Primary School we believe in working in partnership with parents and carers. We believe that parents know their children best and by working together we can maximise the difference we make for them. We are always ready to speak to parents and carers about any concerns they might have about their children. Parents are also invited to attend weekly coffee mornings, which gives them the opportunity to meet up with other parents, school governors and senior leaders from school and engage in conversations about what is happening in and around school.
We have a number of staff who are able to translate informally to aid communication with Bengali speaking parents. For longer or more formal meetings, or to support families who speak other community languages, we will book an interpreter.
Who to contact for more information or to discuss a concern
• Your child’s class teacher
• SENCO: Claudia Wesse
• Acting deputy head teacher: Emma Rousell
• Headteacher: Annika Eadie
If in doubt ask the school’s office staff. The school telephone number is: 020 7739 1511
Our offer to children with additional needs and disabilities was prepared in July 2014, amended in September 2015 and reviewed in October 2016.
Next review September 2017.