How is the decision made about the type and amount of support my child needs?

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

​​​The teacher, SENCO, parent and child will meet to discuss and agree interventions and support, including expected outcomes:

• MSP meetings with parents, class teacher and SENCO each term
• MSP meetings with class teacher and SENCO each half term
• Termly SEND drop-in meetings with SENCO to discuss emerging concerns
• Targets are set within MSP meetings and evaluated every six weeks.
• ELSA questionnaires to identify area of need and support the planning of a programme

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

• All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and seek advice from other professionals. 
• After school clubs - the school will make every effort to accommodate children with additional needs, however the staffing levels will not support 1-2-1 care requirements. Each case will be assessed individually and risk assessed to ensure everyone's safety.
• For residential trips, a more flexible approach may be necessary.  Overnight arrangements may be changed to allow the child to be brought to the site on a daily basis, by a parent, in order to reduce anxiety.
• A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.

What support will there be for my child’s overall wellbeing?

• Relationships between pupils and adults within the classroom and across the school are our first priority.  Building strong relationships is the key to success.
• Every child in every class has access to a carefully and progressively sequenced Relationships and Health Education Programme (RHSE) using resources from Ten Ten and our own PSHE programme which includes resources from NSPCC, Anti-Bullying Alliance and Safe4Me.
• Every child in every class has access to Stormbreak – sessions to improve children’s mental health through movement, equipping them with sustainable, transferable skills and coping strategies to thrive during the complex demands of growth into adult life.
• We have two experienced Emotional Literacy Support Assistant (ELSA) which following identification and assessment of need in partnership with parents the children can have 6-week targeted 1:1 or group sessions.
• We have close links with our partners in health: the school nurse and therapists team.
• Referrals can be made to the Early Help support team
• We listen to the views of all children and through our school council and roles of responsibility, all children are able to contribute to all parts of school life.