Netherton Moss is an inclusive school and we strive to support all children to enable them to achieve their full potential.
In order to do this many steps are taken to support them through their learning journey.
Quality teaching is vital; however for some children there are times when additional support may be needed to help maximise their progress.
‘A child or young person has SEN if they have a learning difficulty which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficult or disability if they
a) Have a significantly greater difficulty in learning than the majority of others of the same age, or
b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools, or mainstream post 16 institutions.
A child under compulsory school age has special educational needs if they fall within the definition of (a) or (b) above or would do so if special educational provision was not made for them.’
Netherton Moss is an inclusive school and may offer the following range of provision to support children with language and communication difficulties; learning difficulties; social and emotional needs and learning difficulties.The range of support deployed will be tailored to individual need to maximise progress following thorough assessment by internal or external agencies and in accordance with the school budget. We promote pupils working towards becoming independent and resilient learners.
Our SENCO, is responsible for the operation of the Special Educational Needs Policy and co-ordination of specific provision made to support in dividual children with SEN. She works with the headteacher and governing body to determine how Special Educational Needs is catered for within the school and decisions concerning additional support agreed. The SENCO liaises with staff to monitor the pupil’s progress and plan further interventions where progress is slower than expected. There is regular contact with a wide range of external agencies that are able to give more specialised advice and support to help pupils overcome their difficulties. The SENCO facilitates training to ensure that staff are skilled and confident about meeting a range of needs.
Teachers are continually assessing and monitoring pupils to ensure there is good progress and development. Good quality teaching is implemented by all teachers and this is evidenced by regular Senior Leadership Team observations. Regular assessment through Pupil Progress Meetings helps to identify pupils who are not making the expected progress and therefore require more targeted support. Parents /carers and the child may also raise concerns.
The class teacher is the initial point for responding to parental concerns.
If you have concerns then contact Mrs Benham who is the SENCO
School works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met.
These are some of the agencies used by our school:
CAF – Care around the family
Child and Mental Health Service (CAMHS)
OSSME – Autism Initiatives
Speech and Language Therapy
we also work in partnership with the:
Educational Psychology Service – Our Educational Psychologist is Jo Greer
Inclusion Service – Our Inclusion consultant is Carol Bullock
School Nurses – Our School Nurse is Rona Medforth
School are aware of access to qualified staff to support the range of needs identified. As children’s needs are identified then relevant training is undertaken and updated. Staff are involved in discussions and meetings with outside agencies.
Netherton Moss is a mainstream primary school on one level adapted for access by pupils with physical disabilities. If a pupil is known to have a disability prior to admission to Netherton Moss the SENCO will work with outside agencies, pre-school provider and parents to ensure a smooth transition.
Facilities we have at present include:
The SEN budget is allocated each financial year. The money is used to provide additional support and/or resources. Resources many include deployment of staff depending upon individual circumstances. Top up funding may be requested from the LEA if the cost of support goes beyond £6000 threshold provided by schools. This is accessed Health Care Assessment if the pupil is still not making progress, despite the school taking a graduated approach.
Pupil’s progress is tracked at Pupil Progress Meetings each term. Targets are set for each child from their previous levels achieved and any pupil not making progress is highlighted and interventions put into place. The impact of the interventions are closely monitored and evaluated to ensure pupils are making progress and the intervention is effective. If progress is not made then support would be stepped up to a higher level with advice from outside agencies.
All parents are encouraged to contribute and this may be through discussions with the class teacher and/or the SENCO.
If you would like to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling please contact the school office to arrange a meeting with the class teacher and/or SENCO.