SEN Local Offer

Chalton Lower School – Local SEND Offer

 [Special Educational Need and/or disability]

‘Working together to be the best we can’

An Overview of the School

Chalton Lower is a small school of around 60 pupils aged 4-9.  We know our pupils well and strive to support all the children to enable them to make the best possible progress and achieve well.  We offer a broad and balanced curriculum with high quality teaching.  We identify the needs of the pupils early and then offer support through a range of provision alongside working with the parents.  We work alongside a range of professionals to ensure the pupils receive the support they need to achieve well.

How does the school know if children need extra help and what should I do if I think my child has Special Educational Needs?

At Chalton Lower School pupils are identified as having SEN through a variety of ways including the following:-

  • Child performing below age expected levels
  • Concerns raised by Parents/Carers
  • Liaison with previous school/nursery
  • Concerns raised by teacher for example behaviour or self-esteem is affecting performance
  • Liaison with external agencies
  • Health diagnosis through paediatrician

What will the school do if they have concerns?

  • The class teacher or Head teacher, who is the SENCO, [Special Educational Needs Coordinator] will identify concerns to you by speaking to you directly.

How will I raise concerns if I need to?

  • Speak to the class teacher or the Head teacher.  We will discuss your concerns and work together to support both you and your child.

How will school support my child?

  • The SENCO oversees all the support and progress of any child requiring additional support across the school.
  • Each pupil will have an Education Plan.  The plan will include areas identified by both the school, parents and pupil.
  • A copy of the Education Plan will be given to the parents to sign and agree.
  • An end of term review will be completed each term and provided to parents.
  • The class teacher will oversee the Education Plan and ensure that progress is made in every area.
  • A Teaching Assistant may work individually or as part of small group with your child to support their learning.  The regularity of these sessions will be explained on the Education Plan.
  • Advice on how to support learning at home

Who will explain this to me?

  • The class teacher will meet with parents at least on a termly basis.
  • Progress will also be discussed at Parent’s Evening.
  • The review will be shared with parents at the end of term.
  • Further information is available from the SENCO.

How are the governors involved and what are their responsibilities?

  • The SENCO reports to the Governors every term on the progress of children with SEND.  This report does not refer to individual pupils and confidentiality is maintained at all times.
  • One of the Governors is responsible for SEND and will meet with the SENCO every year to review the policy.
  • The Governors agree priorities for spending within the SEN budget to ensure the pupils receive the support they need in order to make progress.

How will the curriculum be matched to my child’s needs?

  • All work is differentiated so that all pupils are able to access the curriculum.  Typically within a lesson there may be three levels of work set for the class.

How will I know how my child is doing and how will you help me to support my child’s learning?

  • We offer an ‘open door’ policy where you are welcome at any time to meet with either the class teacher or the SENCO and discuss how your child is getting on.  We can offer advice and practical ways that you can help your child at home.
  • If your child has SEND, then they will have a Education Plan which includes their targets.  This is discussed termly and parents are given a copy.  The targets set are SMART [Specific, Measurable, Achievable, Realistic, Time scales] targets with the expectations that the child will achieve the target by the time it is reviewed.
  • If your child has complex SEND then a formal meeting will be arranged to review targets and provision provided.
  • The class teachers continually assesses each child and notes areas where they are improving and where further support is needed.  As a school we track the progress from entry into the Early Years through to the end of year 4.
  • Children who are not making expected progress are identified at progress meetings with the class teacher and the Head teacher.  At this meeting the needs of the pupils will be discussed and further support identified to aid their progression.
  • When the child’s plan is reviewed, comments will be made against each target to show what progress has been made.  If the target had not been met, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried.

How will the school include the view of the pupil?

  • We value all the children and encourage them to express their opinion on school life.
  • Each class has a ‘tissue issue’ box where they can raise concerns.  These are checked regularly by the class teacher.
  • All children feel confident in approaching members of staff with their concerns.
  • The School Council represent the children and issues can be raised through them.
  • Children who have SEND will discuss their targets and progress with the class teacher.

How will the school prepare and support my child when joining the school and transferring to a new school?

  • We encourage all new children to visit the school prior to starting when they will be shown around the school.
  • We will liaise with the feeder nursery/school.
  • When preparing to leave for middle school transition arrangements are in place to support the process, with additional visits identified.
  • We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.

How accessible is the school environment?

  • There is a disabled parking bay at the front of the school which is accessed through the main gate.
  • Access to the school is through the car park.  The reception is next to the parking bay.  Please ring the bell and await for assistance.  Access to the school is through the gates where the building is on one level.
  • We have a disabled toilet to the rear of the school.
  • There is level access to the rear of the school leading to the disabled toilet, hall, year 3 and 4 class and offices.
  • The Reception and year 1 / 2  classrooms both have ramp access.

Chalton Lower School will do everything possible to ensure your visit is as comfortable as possible,  If you require assistance or would like to discuss access to the building, please contact the school on 01525 872354.

Inclusion and addressing discrimination

  • Pupils with SEND are encouraged to participate in all school activities.  We will work closely with you to ensure that all children are able to take part in activities.
  • We do not tolerate discrimination of any kind and will address these situations promptly.
  • We will help the children to understand social diversity.
  • All pupils undertake class responsibilities.
  • Access to school clubs is provided as a right and support is provided by the activity leader.
  • School trips are accompanied by a high ration of adults to children and parents/carers are invited to join the activity.

What specialist services and expertise are available at or accessed by the school?

  • Our SENCO is fully qualified and accredited.
  • All staff are provided with regular updates on appropriate provision.
  • As a school we work closely with any external agencies that we feel relevant to individual children’s needs within our school including :- Behaviour Intervention, Health including GP’s, School Nurse, Educational Psychologist, Hearing Impairment, Speech and Language, Occupational therapists, Social Care.

Website Links

Snap Central Bedfordshire

Downs Syndrome Association

Autism Bedfordshire


Families United Network