Colville Primary School

Colville Primary School

This is a warm and welcoming school in which pupils are kept safe and behave well.

Ofsted 2013

Pupils respond well to the good teaching within the school to actively participate in lessons.

Ofsted 2013

The strong leadership of the headteacher and governors has created a dedicated and enthusiastic team. Members of staff are proud to work at this school.

Ofsted 2013

Early Years Foundation Stage

The teaching of children in EYFS is good and, children make at least good progress.

Ofsted 2013

Key Stage 1:

Pupils reach standards that are now above the national average in writing and reading and well above in mathematics.

Ofsted 2013

Key Stage 2:

Pupils leave with standards that are well above the national average in reading and above in mathematics.

Ofsted 2013

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SEND Local Offer

1. What are Special Educational Need and Disability (SEND)?

A child has SEND if they have a learning difficulty or disability which calls for special education provision to be made. A learning difficulty or disability is present if a child:

  • Has a significantly greater difficulty in learning than the majority of others of the same age, or
  • Has a disability which prevents or hinders him or her from making use of facilities generally provided for others of the same age in mainstream schools.

2. What does Colville provide to support SEND?

Our vision applies to every child. Colville's Mission, Vision and ValuesAt Colville children with SEND leave in year six with better than expected progress.

The school plans for a broad range of needs which may cross over one or more of these areas (taken from the SEND Code of Practice 2014):

   • Communication and Interaction

   • Cognition and Learning

   • Social, emotional and mental health difficulties

   • Sensory and/or physical needs

 For further information, please refer to the SEND Code of Practice (2014)

3. Who do I get in contact with at Colville if my child has SEND?

  • Talk to your child’s class teacher about your concerns. The teacher may seek advice from the Special Educational Needs Coordinator (SENCo).
  • If you continue to have concerns, you can arrange a meeting with the SENCO. Please book an appointment with the office ( 020 7229  6540) or contact via email: info@colville.rbkc.sch.uk

4. How will I know if my child is having difficulties or SEND?

  • Your child’s class teacher may speak to you at the beginning/end of the school day or arrange another time to discuss concerns.
  • The class teacher may also talk to you about any issues during a parent/teacher evening.
  • Special Needs Coordinator (SENCo) may contact you to arrange a meeting to discuss your child’s difficulties and any possible support strategies the school may consider appropriate. 

5.    How will the school consider my views and those of my child with regard to her/his difficulties with learning, special educational needs or disabilities?

At Colville, we encourage parents to be involved in their child’s learning – you know your children best! We also think it is helpful to hear your child’s views about their experiences with learning.

  • You can share your views at regular meetings with the class teacher, during which you will be informed of strategies designed to support your child’s individual needs.
  • If your child has an identified special educational need and is receiving specialist support, you will be informed termly of their progress in a meeting or by a written report outlining current progress, support strategies and expected outcomes.
  • The views of your child are also very important and will be taken into consideration when planning support for individuals.
  • If your child has a Statement of Special Educational Need or an Education, Health and Care Plan (EHCP), you and your child will be able to share your views at the Annual Review meeting. 
  • If a child is Looked After (LAC) and also has a SEND, they can speak to the designated officer for LAC (The Headteacher) and/or give their views in meetings with education, health and social care providers.

6.    How does Colville Primary School ensure the teaching staff are appropriately trained to support my child’s special educational needs and/or disability?

Staff at Colville are trained to support all children. Training opportunities within and outside school enable all staff to have a thorough understanding of how children learn, including how to best support their needs. For staff working directly with pupils with more complex needs, training is provided by specialist providers to ensure intervention is well matched to individual children.  The school work continually alongside all professionals involved to maintain constancy and good practise around your child’s learning.

 7.    How will the curriculum and the school environment be matched to my child’s needs?

  • Classes have fewer than the national average throughout the school. Every class has additional adults and this can make differentiation (matching work to children’s needs) more effective.
  • A carefully planned curriculum that enables children to make progress according to their own knowledge/skill.
  • We regularly review the practise/learning relating to individual children and groups.
  • We seek and work with a variety of specialist partners and agencies to advise on how we can best support individuals with particular needs.
  • If a child needs physical adaptations and/or specialist equipment, we cater for them accordingly.
  • We have a number of volunteers at Colville and these are often deployed to provide targeted support.

8. What types of support may be suitable and available for my child?

Our practice matches what is expected in the current SEND code of practice. The support is broken down into the following three waves. If a child succeeds they will not require support in the next wave. For example if a child makes good progress as result of our quality first teaching they will not require targeted support.

9. How will you support my child to reach his/her learning outcomes?

  • The class teacher and other staff working with your child ensure that your child receives appropriate teaching and support in working towards meeting these goals.
  • Pupils with SEND may have a plan drawn up by the class teacher and/or SENCo, this plan will be shared with you and your child. The learning plan sets termly targets for pupils and outlines strategies to be used to support the child. Progress is discussed and reviewed termly and you and your child will contribute to this.
  • External agencies and specialist may also review your child’s progress, attend learning plan meetings and adapt their planning accordingly.

This diagram shows how support is planned, actioned and reviewed:

10.    What is an EHC Plan and who can request one for my child?

An EHC Plan stands for an Education, Health and Care Plan. The purpose of an EHC Plan is to provide special provision to meet the special educational needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/she gets older, prepare for adulthood. Over the next 3 years, the local education authority will be replacing statements with EHC Plans. EHC Plans can be requested by a child's parent, the young person themselves (if over the age of 16 but under 2Five) and a person acting on behalf of a school (with the knowledge and agreement of the parent and young person where possible.

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

Working with parents is important in securing the best possible outcomes for pupils. We can help you to support your child's learning in a variety of ways:

12.      How is support allocated to children and how do they move between the different levels of support in school?

Colville Primary school receives funding from the Education Funding Agency and/or the local authority. This money is used to support the learning of children with SEND and/or disabilities. The Head teacher and Governors decides the budget for SEND provision based on the needs of the children in school.

  • Teachers (with advice from the SENCO) will take action to remove barriers to learning that pupils may be experiencing.
  • The Head teacher, SENCO and other members of the leadership team prioritise pupils for interventions each term as part of pupil progress meetings.
  • The SENCO and teacher will share outcomes of this with you and your child and write an action plan which may include a period of additional interventions, staff training priorities or resource needs.
  • If a child has reached their targets, the support may no longer be necessary and may then be stopped.

13.     How will the school know that the support has made a difference to my child’s learning and how can I and my child be included in this review process?

  • Your child’s progress will be assessed both in terms of his/her regular learning within class and also with regard to specific interventions and provision.
  • The effectiveness of intervention and provision is reviewed regularly to ensure individual learning outcomes have been achieved. Pupils may continue to require further intervention or they may not, depending on outcomes.
  • Where pupils have completed interventions which are proven to be effective and have not made adequate progress, the SENCO may decide to ask for more specialised help.
  • You and your child will be kept informed and encouraged to be actively involved in all stages of this support.

14.      What support will there be for my child’s happiness and well-being at school?

At Colville Primary School, the happiness, health and well-being of all our pupils is very important. If you have any concerns about your child, please speak to their class teacher. We have clear strategies for teaching:

  • Behaviour
  • Personal, Social, Health and Citizenship Education
  • Anti-Bullying

Our reward systems are effective and the curriculum is exciting.

15.    How is my child included in all the same activities as his/her peers at school?

  • Colville Primary School is an inclusive school and committed to providing equal opportunities for all children.
  • School clubs, educational visits and residential trips are available to all children.
  • When necessary, the school will make reasonable adjustments to ensure that children with SEND and/or disabilities are included in all activities.
  • You should feel free to contact your child’s class teacher if you have any concerns.

16.    How will Colville Primary School support my child in transition stages?

  • Transition visits – pupils see their new classrooms and meet new staff
  • The old school and new school will discuss how best to support your child
  • Useful resources and information will be passed to the new school.
  • For year six transition to year seven activities, sessions and circle times will be delivered to the whole class to eliminate and minimise any anxieties and concerns about moving from Primary to Secondary education.
  • Where possible, for year six transition, Colville may communicate individual’s needs with key staff at a child’s new school and arrange extra transition support, for example- arrange a summer school to develop friendships before beginning in September.
  • A transition book may be used to prepare pupils for the change in school.
  • Useful resources , strategies and information will be passed to new teacher.
  • A transition book may be used to prepare pupils for the change in teacher and room.
  • Colville has strong links with the local secondary schools and all carry out joint transition work and colleagues share relevant information.

17.      Who can I contact if I have a complaint about the SEND provision made for my child?

  • Initially speak with your child’s teacher and/or the SENCO. Hopefully they will be able to address your concerns.
  • You can then contact the Head teacher, who may direct you to the school’s Complaints Policy and procedure. 

18.      If I have any other questions about my child at Colville Primary school, who can I ask?

At Colville Primary School we are very happy to speak to you about any aspects of your child’s education. It is best to speak to one of the following in this order:

19.    What is the Local Offer and where can I find it?

The Local Offer is the Council’s offer for parents and young people. It will include provision both in and out of school and will include services and support provided by the private and voluntary sectors as well as the Council and the National Health Service. It will also include information about the arrangements for identifying and assessing children and young people’s special educational needs and for requesting an Education, Health and Care (EHC) assessment. In addition there will be information on how to raise concerns about services.

 

Please click here to be taken to the: RBKC Local Offer

 

Interventions currently offered at Colville

 

In Class Provision may include:

  • Flexible teaching strategies
  • Well-differentiated learning included flexible grouping for reading, writing and maths
  • Scaffolded writing frames
  • Use of visual diagrams, flow charts to present and record learning
  • Use of ICT resources to support learners
  • Visual timetable
  • Rest breaks and ‘thinking’ time.
  • Personal Reward/Behaviour Chart
  • Resources such as a tangle toy, reading ruler, pencil grip, sand timer
  • Flexible groupings – small group support in class
  • In class additional learning groups (e.g. phonics, handwriting)
  • 1:1 reading in class
  • Social Skills groups in class
  • Setting in Maths in year two to six
  • Setting in Phonics (lower attaining groups smaller)

 

Maths

 

Intervention/provision

Year group

How often?

Expected progress

Staff involved

Ratio – adult to child

Targeted maths group

 

Year One

Daily

To raise every child above the National Average

X 2 teachers

1:4

Targeted maths support groups

 

All year groups

Daily

To accelerate progress against N.C levels

HLTA/ TA

1:5

SATs booster

Year Six

Daily

To raise every child above the National Average

Learning Mentor

1:1

Top Set – targeted places

 

KS2

X1 weekly

Tuesday

To accelerate progress against N.C levels

Top Set Tutors

Small group

More Able maths group

 

 

Year Six

X1 Weekly

Starting in Spring Term

After School

To raise every child above the National Average

Maths Coordinator

Small Group

Targeted maths group

 

 

Year Six

Spring Term

 

X1 Weekly

Starting in Spring Term

After School

To raise every child above the National Average

Year Six Teacher

Small group

Targeted maths group

 

Year Six

Spring Term

 

X1 Weekly

Starting in Spring Term

After School

To raise every child above the National Average

Year Six support/ICT teacher

Small group

St Peters target

Year Five and Six

Spring Term

 

X1 Weekly

Starting in Spring Term

After School

To accelerate progress against N.C levels

St Peters Tutors

Small group

Maths Maestros

St Thomas Foundation (More Able)

 

 

Year Five and Six

X1 weekly after school

To raise every child above the National Average

St Peters Tutors

Small group

 

Reading

 

Intervention/provision

Year group

How often?

Expected progress

Staff involved

Ratio – adult to child

 

Key Stage One group intervention

 

 

Year One and Two

 

One hour daily

 

To raise every child above the National Average

 

Teachers

 

1:1

 

Targeted reading intervention

 

 

Year Three

 

One hour daily

 

To accelerate progress against N.C levels

 

Teachers

 

1:1

 

Targeted reading  support groups

In Guided Reading

 

 

 

 

Across School

 

30 mins daily

To accelerate progress against N.C levels

 

HLTAs, LSA, TA and teachers

 

1:6

 

Reading volunteers

Allocated to each class

 

 

All year groups

Five mins per child at least weekly

To accelerate progress against N.C levels

 

 

Reading Volunteers

 

1:1

 

Dyslexia  specialist teaching

 

 

Year Five and 6

 

One hour weekly

 

To accelerate progress against N.C levels

 

Dyslexia Association

 

1:1

  Writing

Intervention/provision

Year group

How often?

Expected progress

Staff involved

Ratio – adult to child

 

Targeted KS1 group intervention

 

 

Year One and Two

 

Daily

To raise every child above the National Average

 

Teachers

 

1:1

 

 

Dyslexia  specialist teaching

 

 

 

Year Five and Six

 

 

Weekly

To accelerate progress against N.C levels

 

Dyslexia Association

 

1:1

 

 

Year Six writing intervention

 

 

 

Year Six

 

 

Daily

To accelerate progress against N.C levels

 

Teachers

 

1:1 and 1:6

 

Year Five writing intervention

 

 

 

 

Year Five

 

 

 

 

 

Daily

To accelerate progress against N.C levels

 

SENCo

 

 

1:4

 

Targeted intervention

Writing support

 

 

Year Three

 

Daily

To accelerate progress against N.C levels

 

Teacher

 

1:2

 

Targeted intervention

Writing support

 

 

 

Year Three

 

Daily

To accelerate progress against N.C levels

 

Teacher

 

1:1

Occupational Therapy (OT)

Intervention/provision

Year group

How often?

Expected progress

Staff involved

Ratio – adult to child

OT activities support group

 

Various targeted

X2 weekly

To improve self-help and fine motor skills

1:1 support teacher/LSA

 

1:1

OT activities support group

 

Reception

X2 weekly

To improve self-help and fine motor skills

EYE

1:1

OT activities

Year 2

Weekly

To improve self-help and fine motor skills

Volunteer

1:1

  Speech and Language Therapy (SALT)

Intervention/provision

Year group

How often?

Expected progress

Staff involved

Ratio – adult to child

Targeted SALT

Two support groups

Reception

Weekly

To accelerate progress against N.C levels

 

1:1 support teacher and EYE With regular support from SAL therapist

1:5

Targeted SALT support Group

Year One

Weekly

To accelerate progress against N.C levels

 

LSA

With regular support from SAL therapist

1:5

 Social Skills Group

Intervention/provision

Year group

How often?

Expected progress

Staff involved

Ratio – adult to child

Social Skills

 

Year Three

Weekly

Improved communication within ‘free time’ and collaborative learning within lessons and improved ability to problem solve

 

Early Help and SENCO

2:4

Targeted Social Skills

Group One

Reception

Weekly

Improved communication within ‘free time’ and collaborative learning within lessons and improved ability to problem solve

 

SENCO

1:5

Targeted Social Skills

Group Two

Reception

weekly

Improved communication within ‘free time’ and collaborative learning within lessons and improved ability to problem solve

 

EYE

1:5

Targeted social Skills

 

Group Three

Reception

Weekly

Improved communication within ‘free time’ and collaborative learning within lessons and improved ability to problem solve

 

 

EYE

 

 

 

 

 

 

 

 

 

 

1:3 and 1:4

Year Six Social Skills

 

Year Six

Weekly

Improved communication within ‘free time’ and collaborative learning within lessons improved ability to problem solve

 

SENCO/ Learning Mentor

 1:4

Year Two Social Skills

 

Year Two

Weekly

Improved communication within ‘free time’ and collaborative learning within lessons and improved ability to problem solve

 

HLTA

 1:4