Henley in Arden Montessori

Primary School and
Merrydays Montessori Nursery

Local Offer
& senD INFORMATION REPORT

August 2017(reviewed annually)

Information regarding Henley Montessori Primary Schooland Merrydays Montessori Nursery’scurrent provision forpupils withSpecial Educational Needs and Disability

Henley Montessori Primary and

Merrydays Montessori Nursery Offer

What is the “School and Nursery Offer?”

The school and nursery offer has been created to ensure that all parents and carers are able to find out about all the services, opportunities and accessavailable for children and young people with special educational needs (SEND) and disabilities in their school and nursery. This means, if your child needs to receive extra help with any aspect of their learning, you can find out what the school and nursery is able to offer through the website or by contacting the school for further information. (A copy of the provision is also available from the school).

What are Special Educational Needs Disabilities (SEND) classed as?

The Children and Families Act 2014 defines when a child or young person has a special educational need or disability (SEND).This is when childreneither have a learning difficulty or a disability and access to special educational provision (SEP) will be provided.

Who do I speak to if I think my child needs extra support or believe they have a special educational need?

If you believe your child needs extra support or has a special educational need, you can contact our school and nursery’s Special Educational Needs Co-ordinator (SENDCo) Mrs Wasley. The SENDCo is responsible for co-ordinating the SEND provision and the support for identified pupils with special educational needs and disabilities. All teachers are expected to provide quality first teaching for all pupils including those with individual needs and the SENDCowill assist teachers and teaching assistants to ensure that there is appropriate and focussed support for all children in their class, whatever their ability.

What type of Special Educational Need might
my child have?

There are four main areas that cover Special Educational Needs. These are outlined in the new ‘Code of Practice’ (January 2015). These areas and their meanings are as follows:

Table A

Area of Special Educational Need / Possible difficulties displayed
1. Communication and Interaction / Children may have a delay or difficulty in one or more of the following areas.
Attention/Interaction Skills:
  • Difficulties ignoring distractions and need reminders/ prompts from adults to stay focused on task
  • May have difficulties attending larger group activities.
  • Difficulty starting or maintaining a conversation
  • Interactions with peers and adults might not always be appropriate
  • Auditory processing dificulties
Understanding language (Receptive Language)
  • Might require visual support to understand or process spoken language
  • May need augmented communication systems such as Makaton and Picture Exchange Communication System (PECS)
  • Frequent misunderstandings which may require simplified and repetition of language
Spoken language (Expressive Language)
  • Delayed speech
  • Some immaturities in speech sounds

2. Cognition and Learning / Children may have difficulties with the skills needed for effective learning such as:
  • Language, memory and reasoning skills
  • Sequencing and organisation skills
  • Understanding number
  • Problem solving and concept development skills
  • Fine and gross motor skills
  • Independent learning skills
  • Exercising choice
  • Decision making
  • Information processing

3. Social, Mental and Emotional Health / Children mayhave difficulties with social and emotional development which may have stemmed from or lead to:
  • Social isolation
  • Behaviour difficulties
  • Attention difficulties (ADHD)
  • Anxiety and depression
  • Attachment disorders
  • Low self esteem
  • Issue with self image

4. Sensory and/or Physical / Children may have a medical or genetic condition that could lead to difficulties with:
  • Specific medical conditions
  • Gross/fine motor skills
  • Visual/hearing impairment
  • Accessing the curriculum without adaptations
  • Physically accessing the building or equipment
  • Over sensitivity to noise/smells/light/touch/taste
  • Toileting and self care

How is intervention carried out
atHenley Montessori Primary
and Merrydays Montessori Nursery?

The school provides a graduated response to each child dependent of the level of need.
These are often referred to as ‘waves of intervention/provision’.

Waves of intervention model

Henley Montessori Primary and Merrydays Montessori Nursery provides
support to children at all wave levels of intervention across the four areas
of special educational need: Communication and Interaction, Cognition and Learning,
Social, Mental and Emotional health and Sensory and/or Physical needs.

Table Aprovides an overview of the school and nursery provision.

Wave 1
Universal, Quality First Teaching for all children at
HenleyMontessoriPrimary School Merrydays Montessori Nursery
The accreditation ensures that our school using the Montessori name has to offer the high quality education it stands for. Having this 'kite mark' demonstrates to parents, Ofsted, local authorities and staff that the school is committed to on-going self-appraisal and quality improvement.
Montessori Accreditation helps us to continuously develop and enhancethe Montessori practice in our school. It ensures that our schoolcontinues toembody thehighest Montessori standards and that the Montessori environment is achieving the very best it canfor each and every one of our children. As a Montessori school and nursery the teachers are qualified and any non-qualified staff undertake Montessori professional development. Daily staff meetings are held with the opportunity to communicate about whole school, groups and individuals.
Classes have a mix of ages with an uninterrupted 3 hour period of work during the morning session. During this time the children mostly work individually, but come together when they wish, in both small and larger groups. These periods are not set, but arise out of the needs of the children.Children have free access to a variety of healthy snacks and water throughout the work cycle. Children have continual and free access to a full range of the Montessori materials appropriate for their ages and stages of learning. Classes are run in such a way that they promote the trust and respect of the child's freedom to make spontaneous choices, indoors and when possible outdoors; to be independent; to complete cycles of work; to develop a sense of responsibility within the group; to use the materials properly and to work on their own or with others.
Children actively engage with Montessori materials and activities that are designed from a developmental point of view and which lead them to successive levels of discovery about their world – it also acknowledges each child's individuality within the context of their own family.
The school undertakes written observations, incorporating a graduated approach – assess, plan, do, review, for each individual child.The Management structure allows for the implementation of Montessori principles and supports all staff members in their professional training to be kept up to date. The Montessori Centre International now looks to place teaching practice students in Montessori Evaluation Accreditation Board accredited schools.
Our Montessori prepared environment is an essential element for the successful development of the children. The environment (including the people within it) serves the needs of the children in their pursuit to learn.The aim of the prepared environment is, as far as it is possible, to enable the child to learn independently of the adult. A place where they can do things for themselves. Within the environment, the children learn to share and work cooperatively, feel safe and secure and learn to respect one another and build a sense of community.
The classroom and curriculum is designed around the children’s specific needs and abilities which allows them to explore and learn at their own pace and on their own terms. In addition, older children in the class work with the younger ones, so mentoring comes as much from peers as it does from the adult teachers in the classroom. This environment naturally teaches children self-discipline, and it refines important skills like concentration, self-control and motivation.
Teachers in the Montessori classroom are “guides” and are there to facilitate the learning experience. Teachers take the lead from the children in the classroom, ensure the ground rules are followed, and encourage students to perform tasks at their own pace. Within the environment, the children experience freedom of movement, freedom of exploration, freedom to interact socially, and freedom from interference by others. Where there is freedom to interact, children learn to encourage and develop a sense of compassion and empathy for others. As children develop, they become more socially aware, preparing to work and play in groups. This social interaction is supported throughout thelearning environment and is encouraged by the nature of multi-age classroom settings. The very nature of Montessori ensures inclusion through valuing diversity to enable each child to be successful, regardless of age, gender, disability, ethnic or social group, with access to support from our experienced SENDCo.
Policies:
All areas have supporting policies which are available in print or downloadable fromthe website.
1. Communication and Interaction
Wave 1 – Universal, WholeSchool Approach (Quality First Teaching) / Wave 2 – Targeted support
to accelerate progress / Wave 3- Specialised Interventions for those with additional needs
  • Time to Talk Profiles for early detection of speech and language difficulties
  • Teachers share targets/next steps, and learning journals with parents
  • Through verbal and written communication, school aged children have ownership of learning targets
  • Achievement recognised and valued
  • Positive relationships between staff, children and parents
  • Staff are courteous, responsive and accessible representing good role models
  • Universal use of Makaton signing and visual symbol signage (Communication In Print)
  • Communication with parents through: open door policy, parent’s evenings, school website, newsletter, email and letters. Parent & toddler sessions and parent workshops. Information documents:‘What am I doing now?’ and ‘All about me’
  • Parent as partners, engaging parent’s talents, skills and interests leading to talks and demonstrations. Parent Teacher Association (PTA)
  • Supported transition from nursery to school through transfer documents
  • Working with the local Children’s Centre to ensure that parents are aware of what support is available in the community
  • French taught from nursery through to primary
  • School trips relating to year group topics to put subject matter into real life contexts.
  • Communication skills developed through news and presentations
/
  • Targeted individual or small group activities
  • Individual support in large/small group activities
  • Increased modelling to aid social communication and behaviour
  • Increased Makaton signing
  • Use of visual aids such as cue cards and expression boards
    where appropriate.
/
  • Application for Education, Health Care Plan (EHCP) if needed
  • 1:1 support if recommended
  • Individual Education Plans regularly reviewed with parents and any involved external agencies
  • Work closely with Warwickshire Integrated Disability Services (I.D.S.), which may lead to access from the following external agencies:Warwickshire County Council, Speech And Language Therapy (S.A.L.T.), Occupational Therapy (O.T.),
Educational Psychology Department, Physio Therapy, Visual Impairment, Warwickshire SENDIAS
(Special Educational Needs, Information, Advice Support Service)
  • Referral to Speech and Language Therapist (SALT) and 1:1 follow up work from recommendations given
  • Picture Exchange Communication System (PECS) if advised by (SALT)
  • Personal visual time tables if required
  • Home/school diary for additional communication
  • Additional planning/ individual risk assessments for school trips and outings to ensure inclusion
  • Completion of Early Help Single Assessment to identify any needs or agency involvement to meet welfare needs of a child or family

2. Cognition and Learning
Wave 1 – Universal, WholeSchool Approach (Quality First Teaching) / Wave 2 – Targeted support
to accelerate progress / Wave 3 - Specialised Interventions for those with additional needs
  • The Montessori materials are specifically chosen to develop gross and fine motor skills and aid independent
    learning, problem solving and creativity
  • Forest school promotes calculated risk taking and problem solving with confidence enhancing self esteem
  • Guided/focus groups led by teachers and teaching assistants as well as opportunities for independent work
  • Clear marking to pupils in the primary so they are aware of the next steps in their learning, including WWW What Went Well, EBI Even Better If
  • Daily brain gym for primary children to support gross muscle co-ordination and balance.
/
  • Targeted individual or small group activities
  • Individual support in large/small group activities
  • 1:1 support on learning targets if required
  • Hand gym exercises to loosen and warm up finger muscles for writing.
/
  • Application for Education, Health Care Plan (EHCP) if needed
  • 1:1 support if recommended
  • Individual Education Plans regularly reviewed with parents and any involved external agencies
  • Work closely with Warwickshire Integrated Disability Services (I.D.S.), which may lead to access from the following external agencies: Warwickshire County Council, Speech And Language Therapy (S.A.L.T.), Occupational Therapy (O.T.),
Educational Psychology Department, Physiotherapy, Visual Impairment, Warwickshire SENDIAS
(Special Educational Needs, Information, Advice Support Service)
  • Personal visual time tables if required
  • Home/school diary for additional communication
  • Additional planning/ individual risk assessments for school trips and outings to ensure inclusion
  • Completion of Early Help Single Assessment to identify any needs or agency involvement to meet welfare needs of a child or family, if applicable

3. Social, Mental and Emotional Health
Wave 1 – Universal, WholeSchool Approach (Quality First Teaching) / Wave 2 – Targeted support
to accelerate progress / Wave 3 - Specialised Interventions for those with additional needs
  • A positive inclusive environment enables all pupils to be happy, achieve and make progress
  • Consistent approach to the behaviour policy across the whole school
  • Care of the world and environment through children becoming ‘Green Ambassadors’ e.g. involvement with World Wildlife Fund
  • Staff trained in Attachment Theory. Attachment is the strong, affectionate tie we have with special people in our lives which lead us to experience pleasure when we interact with them and to be comforted by nearness in times of stress. This is known as Attachment Theory. We feel this is important to understand as it helps settle the young children into nursery. Young children need to form secure attachments with a few adults who are special to them. Using this to inform our practice, our nursery can build positive and rewarding attachments with the children in our care.
  • Forest School - this natural environment offers children opportunities to establish the deep thought processes that are needed in order to assimilate into their lives. These processes need time, space, peace and freedom, which are less available in the indoor environment. Creating a forest school environment and ethos helps our children to develop the strength and resilience to cope with emotional difficulties.
Children taking part in forest school sessions quickly show evidence of a greater emotional maturity. Great empathy for the living environment, showing concern for each other and take responsibility for ensuring each other’s safety. Stronger bonds often emerge between children, resulting in greater support for each other, both at forest school and during regular sessions.
  • Positive relationships between staff, children and parents
  • Staff are courteous, responsive and accessible representing good role models
/
  • Targeted individual or small group activities
  • Individual support in large/small group activities
  • 1:1 support on learning targets if required
  • Behaviour Management targets
  • Individual risk assessments
  • Increased modelling
/
  • Application for Education, Health Care Plan (EHCP) if needed
  • 1:1 support if recommended
  • Individual Education Plans regularly reviewed with parents and any involved external agencies
  • Work closely with Warwickshire Integrated Disability Services (I.D.S.), which may lead to access from the following external agencies: Warwickshire County Council, Speech And Language Therapy (S.A.L.T.), Occupational Therapy (O.T.),
Educational Psychology Department, Physio Therapy, Visual Impairment, Warwickshire SENDIAS
(Special Educational Needs, Information, Advice Support Service)
  • Personal visual time tables if required
  • Home/school diary for additional communication
  • Additional planning/ individual risk assessments for school trips and outings to ensure inclusion
  • Completion of Early Help Single Assessment to identify any needs or agency involvement to meet welfare needs of a child or family, if applicable

4. Sensory and/or Physical
Wave 1 – Universal, WholeSchool Approach (Quality First Teaching) / Wave 2 – Targeted support to accelerate progress / Wave 3 - Specialised Interventions for those with additional needs
  • Effective classroom management to ensure all pupils are in the right place physically and mentally, to learn
  • Montessori Sensorial materials are used in the classroom to help the children develop and refine their five senses. These help promote independence and problem solving on the part of the child. By isolating specific qualities in the materials, the children are given the ability to increasingly refine each of their senses.
  • ForestSchoolgives children the space and freedom that may not otherwise be available in their lives. The natural environment promotes the development of children’s learning through their senses and can help to protect those senses. Many behavioural difficulties have their roots in children’s struggles with physical and emotional issues. While the ethos and expectations of sessions may help children to control the consequences, the natural environment offered can also go some way to enabling children to cope with the causes of their behavioural difficulties.
  • Appropriate first aid training for all members of staff and additional first aid training for forest school leaders and assistants.
  • Help with toileting in nursery
  • Daily brain gym for primary children to support gross muscle co-ordination and balance.
/
  • Targeted individual or small group activities
  • Individual support in large/small group activities
  • 1:1 support on learning targets if required e.g. handwriting
  • Behaviour Management targets
  • Individual risk assessments
  • Increased modelling
  • Hand gym exercises to loosen and warm up finger muscles for writing.
/
  • Application for Education, Health Care Plan (EHCP) if needed
  • 1:1 support if recommended
  • Individual Education Plans regularly reviewed with parents and any involved external agencies
  • Work closely with Warwickshire Integrated Disability Services (I.D.S.), which may lead to access from the following external agencies: Warwickshire County Council, Speech And Language Therapy (S.A.L.T.), Occupational TherapyO.T.)
Educational Psychology Department, Physio Therapy, Visual Impairment, Warwickshire SENDIAS
(Special Educational Needs, Information, Advice Support Service)
  • Personal visual time tables if required
  • Home/school diary for additional communication
  • Additional planning/ individual risk assessments for school trips and outings to ensure inclusion
  • Individual teaching assistant support of pupils working in quieter areas to reduce anxieties around everyday classroom noise levels, where appropriate
  • Assistive technology applied for where necessary
  • Teaching assistant acting as scribe for identified pupils when completing some tasks and assessments
  • Specifically designed resources and materials to support an individual child’s needs
  • Writing slopes, pencil grips when required
  • Completion of Early Help Single Assessment to identify any needs or agency involvement to meet welfare needs of a child or family, if applicable

Current Outside Agency Involvement