Key Stage 1: ages 5 to 7

Special Educational Needs: Key Stage 1: ages 5 to 7  

Pupils with additional needs who join or school either at the beginning of the year or during the academic year will be supported, as appropriate, so that a successful transition is achieved. The school works together with the local authority when a child starts our school with a statement of Educational Needs to ensure that they are appropriately supported, in partnership with parents.
KS1& 2 Interventions
Intervention groups are used throughout KS1 and 2 for targeting children with areas of concern such as maths, reading, writing, gross and fine motor skills and speech and language. If parents have a concern they are welcome to discuss this at any time, initially with the class teacher and then with the SENCo, Mrs Denise Wallace, who is also Nursery class teacher.
Interventions available within KS1 and 2 include:
·         Cool kids
·         Speech and language interventions
·         Literacy interventions
·         Numeracy Interventions
·         Booster groups including after school provision
SEND Procedures

School staff regularly review all children’s progress and monitor children with concerns. Those children with on-going concerns may be referred to the appropriate agencies with the permission of parents. For example, speech and language therapy, occupational therapy, learning support and school nurse.

Where children have additional needs they will be supported in accessing the full curriculum. Individual risk assessments and personal evacuation plans are undertaken when appropriate to ensure the safety of children with additional needs.
If concerns still remain once interventions have been completed the school will request statutory assessment by the local authority.
KS1 & 2 Resources
·         Writing slopes
·         Pencils and pencil grips
·         Different types of scissors
·         Wobble cushions
·         Outdoor learning
·         Role play areas
·         Gross and fine motor skills equipment
·         ICT resources
As the school is built on a sloping site and is a Victorian Building we are limited in regard to access of the full site. However, there are ramps in and out of the building where necessary. The large upper playground is, however, inaccessible to wheelchair users or those with limited mobility.
Where children have additional needs they will be supported in accessing the full curriculum through specialist equipment and /or human resources. The curriculum is planned to take into account a number of different learning styles to support all children.
Lunchtimes and Break times
Where KS1 and 2 children have additional needs they may access one or more of the following lunchtime interventions:
·         One to one adult support
·         One to one year 6 buddy
·         Home dinners
·         Supported to play in a smaller area of the playground
The catering team offer a wide range of specialist dietary requirements meals e.g. gluten/ dairy free.
Training and Qualifications
SENCo- Denise Wallace
The staff at Dawley CE Primary have a wide range of experiences in working with children with specific learning needs or behavioural needs. Many of our staff have attended a wide and varied number of courses and have qualifications in the following:
·         Child protection and safeguarding
·         Autism
·         Management of actual and potential aggression
·         Cool kids training
·         First aid
·         Dyslexia
·         CAF and TAC training
Website and Social Media
We have a school website and ‘parentmail’ system where we share our schools news and events.
Progress & Monitoring
All teaching staff in the school monitor and review the progress of the needs of different children within their class through pupil progress meetings, meetings with the SENCo and updating of Individual and whole class provision maps. This happens at least termly. Children causing concern are monitored more regularly and referred to relevant agencies where appropriate. Individual provision maps are created for children with specific needs to show targets and progress over time. These are monitored and reviewed by the SENCo on a regular basis. At the end of the academic year, class teachers pass on relevant information, TAC forms and provision maps to the new class teacher in formal transition meetings.