School Local Offer
Form submission for: Primary school 2019-2020
Name of School | The Federation of Thomas Wall Nursery and Robin Hood Infants School |
Addresss | Robin Hood Infants School |
Postcode | SM1 2SF |
Name of contact person | Mr Jamie Joseph |
Telephone | 020 8643 3688 |
Website | |
Contact to discuss child needs Who will I contact to discuss the concerns or needs of my child?
| At The Federation of Thomas Wall Nursery and Robin Hood Infants School we want to work closely with you as parents and carers and we encourage you to discuss any concerns you have about your child with us. The school aims to provide for the special educational needs of all our pupils as they are defined in our SEN Policy.
• The Class Teacher – This will be your first point of contact. The Class Teacher will undertake the role of monitoring progress of a child and liaising with key staff about interventions needed. •The SENCO- The Special Educational Needs coordinator: Mr. Joseph •The Head teacher who is also responsible for Safeguarding and child protection: Mrs. Allen •The SEN Governor: Mrs. Steers |
About the school | Thomas Wall Nursery and Robin Hood Infants School federated in September 2007. We share a site and in joining together, we have created a very large early years unit, including an assessment unit for nursery-aged children with complex communication difficulties.
There are 390 children on roll, housed in twelve classrooms. We have many awards and accreditations including the Primary Quality Mark, Healthy Schools and Sports Quality Mark. Our end of Key Stage 1 attainment is high and we work hard to maintain this. Both schools have been judged as outstanding in OFSTED inspections. |
Assessing children How does the school know how well my child is doing? | Assessment in our school covers all aspects of a pupil’s educational and personal development. Teachers make continuous, informal assessments of children’s progress in the aforementioned areas. Methods of assessment are matched to the tasks and techniques and include among other things oral and written questioning, observation, discussion and even photographs. Staff informally assess children’s learning on a daily basis.
Pupils who have significantly greater difficulty in learning than the majority of children of the same age, or a disability that makes it difficult to take advantage of normal school facilities are identified as having SEN.
Pupils not progressing at the expected rate are identified and additional support or provision provided. Parents and Carers will be contacted by the Class Teacher to discuss concerns about progress. Parents and Carers may be invited to meet with the Class Teacher and SENCo if we suspect a child may have a Special Educational Need or Disability (SEND.)
Additional support is provided after discussions with key staff, parents/carers, pupil and where relevant, external agencies. Class Teachers and the SENCo hold termly review meetings to track progress towards outcomes and evaluate interventions. This may happen more regularly if required. |
Informing parents and carers How will I be kept informed about how well my child is doing? | Parents are informed on progress in the following ways: |
Updates on progress How regularly will I be updated on my child’s progress? | • Parents/carers meeting are held twice a year in which pupils’ targets and behaviour and attitudes forms are shared. |
If a child is not making progress Will I know if my child is not making progress and what will happen? | Rigorous assessment allows pupils' progress to be consistently monitored. If additional support is required, the necessary arrangements will be put in place by the Class teacher and SENCo. |
Curriculum What is the curriculum and how is it taught? | • At The Federation of Thomas Wall Nursery and Robin Hood Infants School all of our pupils receive excellent, targeted teaching, known as Quality First Teaching. This means that their teacher has the highest possible expectations for your child and fully understands the next steps they need to take in order to progress. •We teach ‘Mastery Maths’ which involves employing approaches that help pupils to develop a deep and secure knowledge and understanding of mathematics. |
Adapting for child needs How will the curriculum be adapted to meet the needs of my child? | • Our teachers are skilled at adapting learning opportunities to ensure they take account of individual pupil needs. |
Teacher flexibility on child needs How flexible can teachers be in meeting the needs of my child? | We aim to provide a happy and stable environment in which each child will find learning a pleasurable experience. We pride ourselves on treating children as individuals, and this includes a commitment to giving each child the support s/he needs to flourish at school. |
Additional support Is there any additional support available to help my child reach his/her expected outcomes? | Agencies with which the school is involved include the: • Educational Psychology Service • Sensory Impairment Service • Speech Language Communication Service • Autism Spectrum Disorder Service • Special Educational Needs Team • Occupational Therapy • School Nurse • Child and Adolescent Mental Health Service • Social Care • Voluntary
Referrals to these services are made as a result of the collaborative process of the class teachers and SENCo, with the permission of the parent/carer. |
Learning strategies Are there any special features or strategies to help children learn? | Regular parent workshops are held on a termly basis to keep the parents informed of strategies employed by the school to assist in their child's learning. Pupils' different learning styles are supported through the use of visual, kinasthetic and audio resources.
Strategies recommended by agencies such as the Educational Psychologist or Speech and Language therapist are incorporated in the classroom routine.
Other strategies include: • Access to teaching assistants in all classes. • Regular teaching of phonics in class • Small group intervention programmes • Phonics is streamed in Reception and Year One to ensure that all pupils can experience success and challenge in Phonics. • Visual timetables for class and individuals. |
Meeting child needs How do I know my child’s particular need will be met? | • Pupils' needs are identified and assessed thoroughly and as early as possible and discussed with parents/carers. |
Access to exams What arrangements are available for pupils to access tests and assessments? | • Access arrangements can be made for pupils with SEN when taking tests or being assessed. For example, additional time, adapted resources, small rooms, an adult to read the assessment questions or to scribe and rest breaks. |
Additional support or time for exams How will I know if my child qualifies for additional support or time to access tests? | This is not applicable in our school setting. |
Comfort, safety and socialising How does the school help my child to feel comfortable and safe and manage social situations? | • Teaching Assistants run regular groups to develop social skills and enhance self-esteem. • An ELSA (Emotional Literacy) programme is run by a fully trained member of staff. • We are a Rights Respecting School and therefore ensure all children’s rights are respected and promoted, throughout the school. We encourage all of our pupils to be aware of their rights and assertive when insisting that their rights are met. • Home/School liaison: Homework/Communication book/Class reports are ways of sharing progress • Shared target setting takes place each term • Visual timetables/cues are used throughout the school to increase accessibility • We provide support for our pupils outside of the classroom, should they need it. For example, we have a number of lunchtime and after school clubs, which we will facilitate all children in joining, should they want to. • Teachers and Teaching Assistants supervise pupils during break time. • A member of the SLT is always available before and after school. |
Developing social & emotional skills How does the school help develop my child’s social and emotional skills? | We have an Inclusion team who share information in order to provide relevant support. In addition, we provide a strong ethos of pastoral care which includes access to specialist support such as ELSA. Pupils achievement is celebrated and we offer lunchtime and after-school clubs to encourage the development of social communication skills. |
Early Help Support in the Community (Tier 2) Examples: please include any ELSA (Emotional Literacy Support Assistant), counselling, Talk and draw, parent groups, support group for parents and children e.g. Self Esteem and social skills, Clinical Psychology paid for by the school, Mentoring, Anger management/ feelings work.
| Parents are directed to the Thomas Wall Children's Centre for additional support. Where identified, we offer support from our Emotional Literacy support assistant (ELSA) to children 1:1 or in small groups. This can focus on self-esteem, social skills, anger management, friendship issues, bereavement and emotional language. We also have the expertise to offer support to children who are experiencing other emotional difficulties. |
Bullying What is the school’s policy on bullying? | We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. |
Disability support What facilities are in the school to assist children with disabilities move around the building and take part in lessons? | • We fulfil our duties under the Equalities Act 2010. •Hand rails are installed to assist those who require additional support in the classroom. Specialist equipment such as spring scissors, fiddle mats and tools to assist in the development of fine motor skills are used in the classroom to facilitate learning. An alternative entrance is in place to provide easy access to the Year 2 classrooms. There is a disabled toilet in the school reception area at Robin Hood Infants and one in Thomas Wall nursery. |
Accessing lessons How do I know my child will be able to access all lessons? | All staff are aware of and familiar with the requirement of the Disability Discrimination Act 1995 and the Equality Act 2010 and we endeavour to make reasonable adjustments as stated in the SEN Code of Practice, 2014. |
Who we work with Who does the school work with? | • Additional support is also provided by professionals from external agencies. We regularly meet with The Educational Psychology Service, Speech and Language Service, Occupational Therapy Service, Autistic Spectrum Disorder Service, Behaviour Support Service, Sensory Impairment service, Speech, Language and Communication Needs Service, School Nurse, Child and Adolescent Mental Health Service and Social Care. • Referrals to these services are made as a result of the collaborative process of the class teachers and SENCo, with the permission of the parent/carer. |
Working with other agencies How does the school work with other agencies? | Additional support is also provided by professionals from external agencies. We regularly meet with The Educational Psychology Service, Speech and Language Service, Occupational Therapy Service, Autistic Spectrum Disorder Service, Behaviour Support Service, Sensory Impairment service, Speech, Language and Communication Needs Service, School Nurse, Child and Adolescent Mental Health Service and Social Care. • Referrals to these services are made as a result of the collaborative process of the class teachers and SENCo, with the permission of the parent/carer. |
Informing parents and carers How will I be informed? | Agencies the school are involved with include the Educational Psychology Service, Speech Language Communication Service, Autism Spectrum Disorder Service, Special Educational Needs Team and the Child and Adolescent Mental Health Service and referrals are made by the SENCO as a result of the collaborative process of the class teachers and SENCO, with the permission of the parent/carer.
The specialist professional will work with your child to understand their needs and make recommendations, which may include; • Making changes to the way your child is supported in class. • Support to set better targets which will include their specific expertise. • A group run by school staff under the guidance of the outside professional e.g a social skills group. • A group or individual work with outside professional. |
Helping your child settle with confidence How will the school help my child settle with confidence and manage change as they move between schools and year groups? | • Every year Class Teachers meet to transfer all relevant information, successful strategies, effective resources and any other information about pupils before they move on to their new Class Teacher. |
Extended School Day What additional facilities do you offer? e.g. Breakfast club; after school clubs; walking to after school care
| We have a breakfast club which is onsite and we are linked with Sutton's after school service for after school care. We have a variety of after school clubs which are run by external providers and are targeted at an age appropriate level. |
Policies Add any relevant web links to things like policies here, e.g. SEN policy, Behaviour policy, Equalities policy, Access Plan | Policies that are available on the school website include: • SEND • Equalities Scheme • Behaviour and Safety • Medical care • Access Plan https://www.twn-rhi.org.uk/policies |
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