Parents Frequently Asked Questions (FAQ)
Click on each question for further information.
How does your school know if my child needs extra help?
Children are continually assessed and monitored by class teachers and classroom support staff. Our termly pupil progress meetings indicate whether a child is not making expected or is attaining below age expected levels. This may indicate SEN. Staff also raise concerns on a day to day basis with our SENCo.view
We listen to parents. You know your child best and may pick up on the first signs of difficulty. If you tell us you think your child has a SEN we will discuss this with you and check it out. We will share with you what we find and agree with you what we will do next and what you can do to help your child.
If your child has identified or suspected SEN before they start at Longshaw we work with the people who already know them and use the information already available to identify how we can meet their current and any emerging needs in our school setting.
We work closely and liaise with external agencies involved with your child.
What should I do if I think my child has SEN?
TALK to us. Firstly speak to you child’s class teacher as they work with your child on a daily basis.view
If you prefer, you can always arrange a meeting with the SENCo, Mrs Fry, or the head teacher.
You can contact the school by phone, letter or email or call into the school office.
We will always listen to you concerns and discuss them with you. We will agree on a plan which may range from monitoring or could involve referral and assessment by specialist staff or an external agency.
How will I know if your school is supporting my chuld? How will I know how my child is doing?
The level of support your child receives will depend on their needs which we know can change over time. We aim to be responsive to any developing and emerging needs.view
We will send you a letter if we are proposing to offer you child support that is additional to and different from what is already in place for every child.
Termly consultation evenings with the class teacher are opportunities to discuss your child’s progress and needs.
If your child has is supported through a number of targeted interventions or has involvement with outside agencies you and your child will be invited to a termly meeting during the school day. You and your child will have the opportunity to discuss your views about their progress and the support they are getting with the SENCo, class teacher and other school staff who support your child. We will give you copies of your child’s ‘personal provision map’ and any notes from the meeting.
The ’personal provision map’ provides you with information about agreed outcomes, and lists the support your child receives.
Children with Statements or EHCPs will also have a more in depth person centred Annual Review meeting.
Some children will have a home school liaison book which they will bring home daily so comments from parents and teachers can be shared and responded to as needed.
How will the curriculum be matched to meet my child's needs?
All of our staff are trained to make work easier or more challenging so that every child is able to learn at their level.view
Many children will have their additional needs met through excellent targeted classroom teaching also known as Quality First Teaching . This means teaching where:
the teacher has the highest possible expectations for all pupils
teaching is carefully planned to build on to what the child can already do and understand so as to accelerate progress
different ways of teaching are put in place so the child is fully involved in learning
specific strategies (which may have been suggested by the SENCO or another professional) are put into place to support the child’s learning
We provide regular training for staff which means we are able to adapt to a range of SEN for example: specific learning difficulties including dyslexia, Autistic Spectrum Disorder, speech, language and communication needs and behavioural, social and emotional needs.
How will my child be able to access the school environment?
We strongly advise parents to meet with us as soon as possible so that we can explore the accessibility of the school with your child’s needs in mind and make any additional changes identified.view
Longshaw is wheel chair accessible and is single storey. We have disabled toilet facilities.
Please read our schools Accessibility Plan for more information
How is progress monitored by the school?
Children are continually assessed and monitored by class teachers and classroom support staff.view
Your child’s progress will be reviewed formally with the Headteacher and SENCo every term in reading, writing and numeracy at pupil progress meetings with teachers and at SEN support review meetings.
At the end of each key stage (i.e. at the end of year 2 and year 6), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
The progress of children with a statement of SEN/EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.
The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in.
Regular book scrutinies and lesson observations will be carried out by the Headteacher, SENCo and subject Leaders to ensure that the needs of all children are met and that the quality of teaching and learning is high.
What speacialist service and expertise are available at the school?
Longshaw Primary is a mainstream school and does not have a special resource provision unit for SENDview
We work closely with external agencies that we feel are relevant to individual children’s needs. Relevant agencies include the following:
Educational Psychology Services
Speech & Language Therapists
Child & Adolescent Mental Health Services (CAMHS)
Child & Family Consultation Services (CFCS)
Community Paediatric Services
Whitefield Schools outreach Team – Global Delay , Autism, Hearing impairment
Joseph Clark School for Visual Impairment outreach
Adolescent Support team
Early intervention Team
Social Inclusion Team
What training has the staff supporting children and young people had?
We believe in continuous professional development and training for all staff. We consider it very important to keep up to date with the most recent research and its findings regarding SEN.view
Staff receive regular in-house training as well as sessions delivered by external experts
Our SENCo has attained the mandatory National Award in Special Educational Needs Co-ordination. She attends regular training provided by the Local Authority to keep abreast of initiatives and research related to SEND.
Two Higher Level Teaching Assistant are ELKLAN trained which means they have had additional training relating to speech & language support for children with ASD.
Several teaching assistants have been trained by Speech Therapists to deliver the Education Project Speech & Language programmes
Two teaching assistants have received training to deliver 1stclass@number maths intervention.
All staff have received training in Read Write Inc. Phonics, including 1to1 reading tuition and Freshstart.
All staff have received training in supporting children with Speech & Language difficulties in the classroom.
One LSA has been trained to deliver the ‘secondary starters’ programme in Year 6 to support transition to secondary school for children with SEND.
How will my child be included in activities outside the classroom
All children are included in all parts of the school curriculum and we aim for all children to be included on school trips and choose visits that are accessible to all. We will provide the necessary support to ensure that this is successful.view
A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. Where a child has additional needs this will be taken into account at this stage and additional control measures put in place to enable them to participate fully. For children with significant needs they may require an individual risk assessment. We understand that including parents to ensure that a child is able to take part in any trip or activity successfully may make both the parent and child feel more at ease. We will talk to you about what will work best for your child.
How will the school support my child in starting school and moving on>All children are included in all parts of the school curriculum and we aim for all children to be included on school trips and choose visits that are accessible to all. We will provide the necessary support to ensure that this is successful. A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. Where a child has additional needs this will be taken into account at this stage and additional control measures put in place to enable them to participate fully. For children with significant needs they may require an individual risk assessment. We understand that including parents to ensure that a child is able to take part in any trip or activity successfully may make both the parent and child feel more at ease. We will talk to you about what will work best for your child?
We place huge importance on ensuring that children are well prepared for the next stage in their education and feel comfortable and supported through any transitions.view
We arrange home visits for all children starting in our nursery and reception (if they attended a different nursery setting).
We have a full transition programme between each key stage (Early Years to KS1; KS1 to KS2) which includes parents meetings to explain the process.
For children that require additional support with transition we prepare ‘Transition Books’ for them to take home, including photos of their new classroom and teachers.
If your child has SEND and transfers to Longshaw from another school, we will liaise with that school to ensure that we are prepared to meet their needs.
We provide a ‘secondary starters’ programme for children in addition to usual Secondary Transition arrangements.
We invite staff from your child’s new secondary school (usually the SENCo) to attend the termly review meeting in the summer term in Year 6. Most secondary schools also provide additional induction days for children with SEN.
How are the schools resources allocated and matched to pupils' SEN?
We receive funding for all children who have SEND and will use this funding to meet the needs of each individual pupil as best as we possibly can. This includes the cost of some of the learning support and teaching assistants, the delivery of some interventions, staff training and additional equipment, if required.view
We also use this to purchase local authority traded services such as additional visits from therapists.
Waltham Forest also has a system for securing top up funding for pupils whose needs match specific criteria and whose needs are considered greater than can be met through the school’s general SEND allowance. If the school can provide evidence of the child’s needs meeting the strict criteria set then extra funding will be secured.
Children with an Education, Health and Care Plan or Statement will have resources allocated appropriately and carefully depending on the content of the plan. If the plan identifies something that is significantly different to what is usually available, there will be additional funding allocated. Parents will have a say in how this is used. You will be told by the Local Authority if this means you are eligible for a personal budget. This must be used to fund the agreed plan.
How are decisions made about what type and how much support my child will receive?
Decisions about how much and what type of support a child needs would always be made in consultation with parents/carers and the child (where appropriate). With an understanding of the resources/types of support available, parents/carers and the child themselves will have a good idea of what may help at school.view
The class teacher will suggest and explain what may further support the child in the classroom/school environment and will know how the child may respond to any given intervention.
Any other professionals involved would also be able to offer their views around how much and what type of support would help meet the child's needs. When a child has a special educational need and/or disability then all of these decisions would be made as a team - with the child at the centre.
When a child has severe, complex and long-standing needs which require the provision of a Statement or EHCP then resource allocation is discussed and planned for in detail at review meetings. This ensures that each child has provision entirely tailored to their specific needs. The local authority allocates funding for each child with an EHCP. Within the realms of that budget, how much support and what it 'looks like' for that individual child is discussed and reviewed regularly.
Progress against desired outcomes is measured in order to assess any impact of support and inform planning for future provision.
How are parents involved in the school? Can I be involved?
We welcome and encourage the involvement and support of our parents/carers and whole community.view
Our children really benefit from having parents/carers in to help with reading, curriculum areas, under the direction of our teachers, and to support with trips and outings.
Members of our community with areas of expertise are encouraged to let us know so we can use their skills to further enhance our curriculum - if you're a whizz with a paint brush or a keen programmer…let us know!
We hold weekly coffee mornings for all parents on a Thursday with a focus on aspects of school and learning.
We also have a parent/staff association, ‘FOLA’, who organise events and fundraising activities for the benefit of the children.
If you are able to offer any time to support in school or wish to get involved with FOLA then please give your details to the office staff.