- How will the setting help my child settle in?
Before entering Abbotsford Parents meet with the Head teacher for a tour of the school and talk about the our ethos. Children are offered a taster day when teachers assess their suitability for the school and the child/parents can decide whether Abbotsford is the place for them. Teachers give feedback to the Head teacher who then meets with the parents to discuss whether a place can be offered.
Children are allocated a ‘friend’ from the class to help them with school routines and to help them find their way around. Teachers are available to feedback to parents after school and in the mornings.
- Who can I contact for further information?
Parents contact the school by email, telephone or in person to express their interest and to arrange the initial interview with the head teacher.
Once the child is admitted the class teacher is the first person to approach should the parents need to discuss their child. Class teachers are available at dropping off times and pick-up times for short meetings with parents. For a longer discussion an appointment can be booked through the school office, at a mutually convenient time. For more serious conversations, an appointment can be booked with the head teacher. It would be helpful if the nature of the concern could be communicated so that the head teacher can prepare and, if appropriate, involve other staff members.
The SENCO at Abbotsford is Michelle Williams and the Early Years Co-ordinator is Pauline Fox. Both can be contacted through the school office.
- How does the setting know if children need extra help?
Teachers constantly assess the children’s understanding and monitor their progress. Children who fail to make acceptable progress are included in our ‘Cause for concern’ register which is reviewed each term in staff meetings. Children are then supported in the classroom with differentiated work. Teaching assistants rotate around the classrooms to support children at times, where needed, and to extend G/T children.
- How will the setting support my child?
Class teachers plan and monitor the children they teach. Children who are on the ‘Cause for Concern register’ and begin to make progress are taken off the register at the next update meeting. If the child still fails to make expected progress despite interventions the parents are called in to meet with the class teacher, and if necessary the SENCO and/or head teacher and an IEP is set up. This identifies the area of concern, sets SMART targets for the child to achieve, lists resources and procedures that can be put in place, advise on how parents can support their child at home and monitors the child’s progress
- How will I be involved in my child’s learning?
The IEP will set out activities that parents can carry out with their child at home. This is updated at least twice a year and parents are involved. Parent’s Evenings are held each time and teachers offer support and guidance of activities that can be carried out at home.
- How will the setting support my child at times of change, such as moving to a new setting or starting school?
Transition at Abbotsford is easy. The children from Little Gems, Pre-School and Reception Class have the opportunity to work with their new teachers the term before moving up. All children have access to the outdoor area, the hall, the dining room and the school resources. Staff meet to pass on information about each child before they move on to the next class.
If the child is moving to another school the Early Years Co-ordinator would work with the SENCO in the new school to pass on information.
- What support will there be for my child’s overall wellbeing?
British Values and PSED runs throughout the whole curriculum. Abbotsford follows SEAL/SEAD units of study, but class teachers discuss issues such as staying safe, making friends and falling out, as they occur. Children in Reception Class take part in assemblies where they listen to stories teaching good behaviour, right and wrong etc. Assemblies also celebrate achievements within school and achievements outside, such as certificates and awards for dancing, swimming, sporting activities etc.
- What specialist services and expertise are available at or accessed by the setting? What training have the staff supporting children with SEND had?
Staff attend Trafford training for various SEN conditions and staff meetings and INSET days are used to feed back information to the whole team. One TA has a qualification in Autism Awareness. The SENCO and the Early Years Co-ordinator attend Trafford Network meetings to keep up to date with procedures and requirements. Abbotsford works closely with outside agencies, such as Speech Therapists etc.
- How will my child be included in activities outside the room including physical activities and visits?
Teachers write risk assessments for all school trips and these are shared with helpers. Often the children are involved with the writing of risk assessments too. Parents are invited to join the class on school trips and priority would be given to parents of children with SEN. If parents are unable to attend the class teacher or a TA would support the child after meeting with the parent to discuss any additional needs (eg. Taking a buggy for a child with cerebral palsy on a walk round the forest.) All EYFS staff hold Paediatric First Aid qualifications and medication such as inhalers and epi-pens are taken on all school trips.
- How accessible is the setting environment?
The building is an old building and was not originally a school. However, reasonable adaptations are put in place to accommodate SEN children and their parents. All younger children are taught at ground level. EYFS classrooms open directly onto their outdoor area. A limited number of disabled car parking spaces are available at the front of school. Equipment is constantly monitored for safety and suitability, and the school has worked closely with theTrafford Inclusion Officer to ensure the needs of specific children are met.