1.  How does St Matthews School know if a child needs extra help?

At St Matthew’s School the progress of pupils is closely tracked and recorded. During termly pupil progress meetings the individual progress and attainment of all children is discussed in detail with the class teacher and members of the Senior leadership team.

In addition to the above, teacher observations of academic understanding and participation, social/ emotional skills and general well-being are also taken into consideration.

Class Teachers (CT) have a detailed knowledge of age-related expectations and have had training and support in the identification of children with special educational needs (SEN).

Should there be concerns over a pupil’s progress the school will closely monitor and support the child through adapting teaching methods and additional interventions wherever appropriate.

At St Matthews we work closely with parents. We do this through:–

·           home school visits for all children in Nursery and Reception

·           holding informal meetings with the class teacher and Special Educational Needs Co-ordinator (SENCO) whenever necessary

·           termly parents’ consultation/open evenings.

2.  What should I do if I think my child may have SEN?

Should you have any concerns regarding your child’s academic progress or emotional well-being please contact the class teacher who will be happy to discuss your child and where appropriate develop a personal support plan.

Our  general provision for pupils includes:-

·           High quality differentiated teaching. This is when the teacher plans specifically to the individual needs and  learning styles of all the children in the class

·           Small group interventions  delivered by  qualified staff to support pupils who need to ‘catch up’ in specific areas

·           In class support to access the curriculum when necessary

Our support philosophy for all children adheres to the principles of :-

Access – Plan –Do - Review

If your child is not making the expected progress and is falling behind age expected attainment, an SEN support plan will be put in place. This plan will consist of personal targets which will be closely monitored and reviewed. All targets set will be  Specific /Measurable /Achievable /Relevant/Time Limited  (SMART)

The SEN support plan  will be closely monitored and reviewed at least termly

SEN support plan review meetings may be attended by the class teacher and parents, as well as SENCO, Teaching and Learning Assistant( TLA)  and your child where appropriate.

At St Matthews we ensure that both you and your child’s views on the support plan are discussed and recorded at both the start and end of process.

Should your child still not make the expected progress despite the support plan being in place we will then refer to outside agencies for additional advice and recommendations. These agencies  may include :-

·           Educational Psychology Service (EP)

·           Speech and Language Therapy (SALT)

·           Occupational Therapy (OT)

·           Physiotherapy  (PT)

·           Language and Behaviour team (LBL)

·           Virtual Behaviour Service ( VBS)

·           Early Years Inclusion (EY inclusion)

·           School Nursing Service (SNS)

·           Merton Autistic Outreach Services (MAOS)

Recommendations will be used to inform both SMART targets and general teaching strategies.

If progress continues to cause concern and additional resources are required to support your child above the level of funding that is available in school, an application for an assessment for a personalised Education, Health and Care Plan (EHCP) will be requested from the borough. The school and parents will work closely together to make this request.

For further details of how to apply for an EHCP please refer to   Merton’s Local offer. 

http://localoffer.merton.gov/kbr/merton/directory/home.page

3.  How will I know how St Matthew’s School supports my child?

At St Matthew’s we have had experience in supporting children with a wide range of special needs including :

·           ASD

·           ADHD

·           Global Delay

·           Social Communication Difficulties

·           Speech and Language delay

·           Behavioural and Emotional difficulties

·           Dyspraxia

·           Dyslexia

·           Dyscalculia

·           Specific processing and planning difficulties

·           Specific medical needs

If your child has been identified as having a Special Educational Need (SEN) a support plan will be put in place.

All support plans will be developed in conjunction with your child’s class teacher, SENCO, you and your child well as advice taken from a range of outside agencies and services specific top your child’s need. These may include:

·           Educational Psychology Service

·           Speech and Language Therapy

·           Occupational Therapy

·           Physiotherapy

·           Early Years Inclusion

·           Children’s and Adult Mental Health Services

Personalised planning will ensure that the curriculum is made accessible to your child at their own level. This may be supported by additional adults where necessary. Teaching and Learning Assistant (TLA)  support is allocated by level of need and the specific skill set of the adult.

All interventions, either in small groups or 1:1, are closely monitored and tracked for their effectiveness.

There is regular use of outside agencies to support staff and to deliver relevant training to the whole school. This INSET training is open to all members of staff, including mid-day supervisors. This ensures that the whole school community has an understanding and awareness of the range of needs within the school, and all adults are therefore better placed to support individuals across the school day.

The Governors have a designated person responsible for SEN, Anne Khan,  and the SENCO, Julia Warner, is also a member of the Governing Body.

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

Highly differentiated and personalised planning across all classes ensures that the curriculum is made accessible to all pupils. The differing learning styles of pupils is also taken into account in teachers planning and delivery of lessons.

 St Matthews has an effective age appropriate  marking policy which is understood by the pupils – this informs, supports and involves the pupil in evaluating and developing their own learning as well as informing the teacher as to the ‘next steps’ required by individuals.

Each child’s support plan targets  are included in the day to planning of the curriculum and all staff involved with the class are fully informed about all targets

Specialist equipment is used within the class when appropriate, If 1:1 support for Occupational Therapy/Physiotherapy/Speech and Language  therapy  is required children will be supported by  a TLA ( teaching and learning assistant)  in a suitable environment  (e.g. hall/open space for Occupational Therapy  or quiet  area for Speech and Language therapy/social skills groups)

Children are supported by Teaching and Learning Assistants as well as the class teachers. Children are supported to work within the classroom area whenever possible.

Specific training from specialist agencies is available for both individual teachers and TLA’s depending on the need of the children in the class, as well as INSET training for all teaching and support staff.

5.  How will the school know how well my child is doing?

Academic progress is monitored through :-

·           Ongoing observation and assessment

·           Regular formal teacher assessments in Literacy and Maths

·           Termly pupil progress meetings with class teachers and members of Senior Leadership team

·           Book scrutiny and ‘learning walks’ by subject co-ordinators

·           Consideration to class and individual needs is discussed at regular Senior Leadership meetings.

Each child, whether they have special education needs or not, has a specific set of targets against which progress is monitored on an on-going basis.

St Matthews is a small one form entry school and all pupils know each other and staff. As well as encouraging supportive relationships across the school, social and emotional well-being is fostered and monitored by :-

·           Observations by all staff members

·           Monitoring of playground by teaching staff and midday supervisors

·           Monitoring use of ‘buddy bench’ in playground

·           Review of impact of provision for social skills groups

6.  How will I know how well my child  is doing?

St Matthews reports on all children’s progress to parents every term.

Parent’s consultation meetings are held during the Autumn and Spring terms, and an Open evening in the summer term.

A full report is written on your child’s progress at the end of every academic year, and your child’s views on both the academic and social aspects of school are also recorded.

There is an ‘open door’ policy for informal meetings between class teachers, parents and SENCO if required.

If your child has an SEN support plan there will be additional meetings to discuss progress and to set new targets. These meetings will be held at least once a term.

If your child has an EHCP there will be an Annual review in addition to the termly support plan meetings. This is an opportunity for you and all professionals involved with your child to review progress and suitability of provision and to set targets for the year ahead. Should the needs of your child change an Interim Review may also be called.

Your child may also have a ‘Home /School’ book, which is a way for you to communicate daily with the Class Teacher and staff who are supporting your child.

7.  How will you help me support my child’s learning?

At St Matthews we believe that a child makes the best progress both academically and socially  when both the parents and school are working together to reach a shared goal using similar approaches and strategies.

Ongoing communication is achievable through the effective use of Home /School books, regular review meetings (-at least termly), as well as informal meetings should either party have any concerns.

We also encourage you to meet any professionals who are supporting your child in school.

The SENCO will also inform parents of any suitable training, events or workshops that are running in the borough.

St Matthews has a designated Parent Support Advisor to help advise parents on specific issues if necessary.  Louise Morgan is contactable via the school office, telephone or email. office@st-matthews.merton.sch.uk

8.  What support will there be for my child’s overall wellbeing?  How will my child’s personal or medical needs be met?

St Matthews is a small one form entry school, which has the benefit of all staff and children knowing each other. The ‘open plan’ free flow style of the building emphasises a feeling of community.

The Parent Support Advisor works closely with parents on a confidential basis when necessary.

Staff members have been trained in delivering social skills and communication packages to individuals and small groups. Individually tailored programmes will be put in place to encourage positive behaviour when appropriate.

The administration of medicines at school is clearly logged and monitored in line with school policy.

The School Nursing service is accessed when necessary and Care plans are drawn up in conjunction with parents as required. Specific training for an individual child’s day to day medical needs is also provided by the service.

There is regular Epipen training for all staff. Any children with severe allergies have their photo and care plan on display in their classroom, staff room, school office, kitchen and hall.

The school has designated First Aiders, and all members of the Foundation Stage Staff have Paediatric First Aid training.

Safeguarding training takes place for all staff on a rolling basis, and members of the SLT and Governors have completed Safer Recruiting training.

The Designated Safeguarding Lead (Gary Quinn, Head Teacher) and Deputy DSL (Julia Warner, Alison Cronin and Naomi Leigh) attended regular termly DSL forum’s and update training.

9.  How will my child  be able to contribute their views on how things are going?

All pupils are encouraged to be involved in the direction of their own learning and to be involved in setting their own targets.

If your child has an SEN support plan they will be asked for their thoughts and opinions on the targets set at both the start and end of the plan. They will be actively encouraged to contribute to the targets, and to prioritise their learning. They will also be encouraged to discuss the strategies they feel work best for them.

Support for pupils may include:

·           Individual Visual timetables

·           Visual cue card

·           Visual task cards

·           Chunked work

·           Work stations

·           Talk partners

·           Adult support to scribe or record comments when necessary

·           IT support

·           Same day interventions

·           Bespoke packages recommended by outside professionals

If your child has an EHCP they will be asked for their views on their progress in all areas across the year, and their thoughts and views for forthcoming targets.

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

St Matthews has an experienced staff team who have a range of expertise including:-

·           ELKAN ( specialist Speech and Language /Social Communication  training)

·           ELSA ( Emotional Literacy Support Assistant )

·           Theraplay

·            ASD awareness

·           ADHD training

·           Attachment Training

·           Supporting anxious pupils

·           Drawing and Talking

·           Experience in delivering Occupational Therapy programmes,

·           Experience  in delivering Speech and language programmes,

·           Experience in running Social skills groups.

·           Dyslexia accredited Teaching Assistant specialising in supporting children with a range of literacy needs.

We also regularly access specialist services when required. These include:

·           Educational Psychology Service (EP)
Speech and Language Therapy (SALT)

·           Occupational Therapy (OT)
Physiotherapy  (PT)

·           Language and Behaviour team (LBL)

·           Early Years Inclusion (EY inclusion)

·           School Nursing Service (SNS)

·           Merton Autistic Outreach Service (MAOS)

·           Child and Adolescent Mental Health Services ( CAMHS)

·           School Nursing Service

For further information please see the Merton Local SEN  offer .

http://localoffer.merton.gov/kbr/merton/directory/home.page

11.  What training have the staff supporting children with SEN had or are having?

All members of St Matthews Staff (both teaching and support) have access to ongoing training as required by the needs of individuals in their class. This includes specialist training on ‘Managing difficult behaviour in the classroom’

Regular meetings are held with staff/support staff and the SENCO. This is to  update on provision, training and to ensure the needs of all children are being adequately met and that staff  feel equipped to meet the specific needs of the children they are supporting.

INSET training for all staff ( including midday supervisors when appropriate)  has included

·           ASD

·           Dyslexia

·           Dyspraxia

·           Inference training

·           Child Protection

·           Promoting Positive Behaviour

·           Attachment and Trauma

·           Zones of Regulation

·           ADHD

·           Challenging Behaviour

·           Social Narratives

·           Perceptual Reading

·           Inference training

·           Supporting Anxious pupils 

·           Drawing and Talking

We have a specialist ELKAN (Specialist speech and Language) trained TLA , an ELSA ( Emotional Literacy Support Assistant ) ‘Theraplay practitioners, TLA with accredited dyslexia training as well as staff experienced in delivering Lego Therapy

12. How will my child be included in activities outside the classroom including school trips?

At St Matthews we have a strong culture of learning outside the classroom. Each year group has school trips built into the curriculum. Residential trips currently take place in all KS2 classes ( COVID regulations permitting) . Every child is included in all school residential trips and visits this is ensured through

·           Detailed Risk assessments being completed by the class teacher and signed off by the Head Teacher.

·           Pre-trip site visits ,so that  adaptations  can be made to include all children

·           Pre-trip preparation ( e.g. photos /social stories) for children when necessary

·           A high adult/ child ratio on all trips, and all helpers are CRB checked

Individual support from TLAs when required ensure all children are included in all activities.

13. How accessible is the school environment?

 St Matthews School is built on one level, with no internal steps or stairs. There are wide corridors for easy access and we have a specialist disabled toilet and shower.

Support from the Visual Impairment /Hearing Impairment service is accessed when required.

Visual support systems  are available in all classes as required

All classes have visible timetables, and individuals have their own timetables if appropriate.

Parents who have English as an additional language are supported through using other parents or the Translation services.

14.  How will the school prepare and support my child  when joining St Matthews School, transferring to a new school or planning for the next stage of their education, employment or training?  

We have home visits prior to starting Nursery and Reception; if your child is joining further up the school we arrange a visit to meet the teacher and class before starting whenever possible.

We encourage you to have an initial meeting with your child’s class teacher and SENCO before starting to ensure all relevant information is handed over and the contact arrangements for home /school liaison are fully explained. Additional contact will be made with the child’s previous school if appropriate.

When moving from St Matthew’s to another school detailed planning for transition will involve the class teacher, TLA and SENCO. Supported visits to the new school will take place if requested. There will be meetings and telephone conversations between you, the SENCO and new school staff wherever possible. Staff have had training from MAOS on supporting effective transitions to High School for Year 6

If your child has an EHCP the staff from the new school will be invited to attend the final Annual or Interim review to ensure that suitable ongoing targets are set, and that they fully understand the teaching styles and method that suit your child best.

Advice from outside agencies will be requested when needed.

All SEN files will be handed over well in advance to ensure the receiving school has adequate time to put all required provision in place.  

15. How are the school’s resources allocated and matched to child’s special educational needs?

Initially a child’s identified need will be resourced from within the school budget and reviewed alongside the SEN plan. The resourcing will respond to the level of need of the individual and the progress made. 

If your child requires provision which needs a higher level of funding beyond that available within the school budget, the school and/or parent/carer can request top up funding from the Higher Needs funding held by the local authority. This will be initiated by asking for an assessment for an EHCP

16. How is the decision made about what type and how much support my child will receive? How will I be involved?

Parents are fully involved in the decision making process as to the support your child receives.

The provision and support given to your child will be regularly reviewed at SEN support plan meetings and at an annual review if your child has an EHCP.

Advice and recommendations from any other relevant agencies will also be taken into consideration.

This will be done in conjunction with the class teacher, SENCO and Head Teacher.

17. How will I be involved in discussions about and planning for my child’s education?

You will be invited to all meetings concerning the progress and future planning of your  child. You are also invited to meet with all professionals working with your child.

Your agreement will be sought for all referrals and prior to any interventions taking place.

Progress and outcomes of specific interventions will be shared with you, either at SEN support meetings/Annual review meetings, or at additional meetings as necessary.

18. How can I be involved in the school more generally?

Parents are warmly welcomed at St Matthews. They are encouraged to accompany children on school trips and visits, as well as to help with reading and special activities. ( COVID regulations permitting)

There are regular workshops for parents so the school can share policies and current good practise on Reading, Writing and Maths within the school.

We have an active PTA who will warmly welcome any new members. They plan and run a range of fundraising and social events across the school year. These events are well attended and help to foster a sense of community.

19. Who can I contact for further information?

Should you have any concerns regarding your child your first point of contact would be your child’s class teacher and then SENCO, Julia Warner.

If you require further information please arrange a meeting with the Head teacher, Mr Gary Quinn

office@st-matthews.merton.sch.uk

0208 947 7227

20. What should I do if I am considering whether this is the right school for my child?

You are welcome to come and visit the school and meet the staff.

To make an appointment please contact  :-

Louise Morgan/Gloria Saunders

St Matthew’s Church of England Primary

Cottenham Park Road

West Wimbledon

SW20 0SX

0208 947 7227

office@st-matthews.merton.sch.uk

For further information regarding SEN and support in Merton please contact :-

Special Educational Needs and Disabilities and Integrated |Services Team
London Borough of Merton
Civic Centre
London Road
Morden
SM4 5DX
http://www.merton.gov.uk/learning/edinclusion/sendis.htm