WHEELER PRIMARY SCHOOL
The Academy Trust Board of directors is the admissions authority for the Academy. In agreeing admissions arrangements it is required to comply with the School Admission Code.
In order to comply with the code our policy and admission arrangement will be reviewed annually.
Wheeler Primary School will ensure that children are admitted to School in a fair and consistent manner and in accordance with the Academy Trust Boards admission policy.
All children, regardless of their family background, colour, culture or ethnic origin, religion or belief, gender, disability and sexuality are eligible to be considered for places in the Foundation Stage Unit.
Where over subscription occurs, places will be allocated in accordance with the admission criteria.
From September 2014, Wheeler Foundation Stage Unit (FSU) will have an admission limit of 98 Full Time Equivalent places. This number is made up of 60 full-time FS2 children and 39 full-time equivalent FS1 children. However, should the FS2 year group be
undersubscribed, the school can fill the FSU up to capacity with children in the FS1 year group. From FS2 to year 6 the admission limit is 50 per year group. However it is a legal requirement that infant class size should not be more than 30 pupils.
Applications and Allocation of Places
Foundation Stage 1
Children who 3 or 4 years old at the point of admission, Application forms can be obtained from the school office. Children’s names will be placed on the waiting list upon receipt of a completed application form. One of the school’s Admin Support Officers will be responsible for maintaining the waiting list in accordance with the school.
Places are offered on a termly basis. The deadline date for receiving applications is one full term before the admission date. If, at the application deadline date, there are more places available than there are applications, then all children will be offered a place. Subsequent applicants will be offered places until the provision is full. Once full, applicants will be placed on a waiting list and places will be allocated in accordance with the over-subscription criteria.
Parents will need to register their child for fifteen hours per week. Due to the nature of the school provision, staffing and organisation, and our commitment to provide high quality early years education, we do not offer split provision between another provider and ourselves.
All children due to start in any particular term will be given a common starting date. Where there are large numbers of children due to start in the same term, they may be phased in over a short period of time but all must have started by the time of the CENSUS returns. Children who start later than these dates will not be entered onto the returns and therefore the school will not receive any funding for these children.
Date of Birth of the Child
Term in which the child is eligible to be considered for entry to the FSU
|1 April – 31 August||1 August after third birthday|
|1 September – 31 December||1 January after third birthday|
|1 January – 31 March||1 April after third birthday.|
Criteria to be Used in the Event of Over Subscription to FS1
If, at the time of allocating FS1 places, there are more applications than there are spaces, the Trust Board have approved that places will be offered in the following sequence of criteria:
- Looked after children in the care of the Authority or with identified special needs or who are supported by the Authority.
- Children who already have siblings in Wheeler Primary school.
- Children of Wheeler staff members.
- Children who live in the Local area. Evidence may be required to confirm home address.
- Children will be ranked in age according to the term in which they have their third birthday.
- Children who will be applying for a place at Wheeler School.
- The date of application will not be taken into account when allocating places.
- Parents who are offered a place for their child and decide to defer entry will be placed on the waiting list and their application considered alongside other applications.
- Attendance at the FSU is not connected to the admissions process to the school and therefore does not guarantee a place in the main school.
All information is treated as confidential and in accordance with the Data Protection Act.
Please note having a place in the FS1 class does not automatically give a child admission to the school. Parents must apply by the set deadline. Admission forms and deadline information is available from the school.
In exceptional circumstances, the number of children admitted to the FSU may exceed its stated capacity. This can only be approved by the Trust and is usually where there are extreme social or medical reasons.
The earliest age that a child can start the FSU is normally the term after the child’s third birthday, as shown in the table below. An earlier starting age will only be considered by the LA if there are exceptional circumstances and usually only with the support of a suitably qualified professional person such as a Social Worker or GP. Children with special educational needs will be considered for early entry with the support of the SEN Section.
Part Time and Full Time Places
FS1 places are for fifteen hours per week. Sessions start at 9:30 am and end at 12:30 pm. To avoid disruption, start and end times of sessions need to be observed.
Whenever possible full time places will be offered to pupils as they approach the admission to full time school. These will be from 9:30 to 2:30 pm Children staying for full days will be expected to stay at school over the lunchtime period.
In accordance with school policy children must ALWAYS be brought and collected by a parent or other nominated adult. **
Foundation Stage 2
Criteria to be Used in the Event of Over Subscription to FS2
If, at the time of allocating FS2 places, there are more applications than there are spaces, the Trust have approved that places will be offered in the following sequence of criteria.
- Looked after children in the care of the Authority or with identified special needs or who are supported by the Authority.
- Children who already have siblings in Wheeler Primary school.
- Children of Wheeler staff members.
- Children who live in the Local area. Evidence may be required to confirm home address.
- Children who are currently attending Little Treasures.
- Proximity to the school based on shortest walking distance to school.
All information is treated as confidential and in accordance with the Data Protection Act.
FS2 – Children who will become 5 years old within the academic year
Applications need to be made for a place in the school’s FS2 during the Autumn Term before the child is to start in that year group. Applications can be made by completing a paper form, available from the LA, or on-line. Places will be allocated by the LA Admissions Team, by letter, in accordance with the Trust Board Admissions Policy.
Admission to other Year Groups / Pupils Transfering from one school to another
Parents who wish to have their children attend Wheeler Primary School can either approach the school or the LA to see if places are available.
Pupil Admission Number (PAN)
The pupil admission number is 60. In the event of over subscription parents are advised of a right of appeal. An appeal panel will determine if a place should be offered to a child refused admission to the Academy. Parents who wish to appeal should apply in writing to the school who will then provide them with an appeals form which should be sent to
Appeals will be heard by an independent panel.
The school is part of the Fair Access Protocol.
Children with Special Needs
Children with Special Educational Needs/Disabilities will be treated no less favourably in the allocation of places. The school will make every effort to make the building and curriculum accessible to all pupils. Further information can be found in the schools accessibility plan.
Wheeler Primary School endorses the philosophies behind Every Child Matters and Kingston upon Hull Education Committee’s belief that “the pupil is central to the whole curriculum. The starting point for the development of the whole curriculum is an understanding of the ways in which pupils learn and a belief in a curriculum entitlement for all pupils.”
This policy is our vehicle for ensuring that all children receive curriculum entitlement and that all children make progress in their learning. It outlines agreed procedures for assessment, record keeping and reporting within Wheeler Primary School.
Assessment is concerned with the management of learning. It is an integral part of the teaching and learning process and is fundamental to good practice. Assessment provides teachers with evidence of what the children know, understand and can do. It enables us to determine how best to respond to an individual child’s strengths and weaknesses, so that we can help them to make progress in their learning.
Assessment should have a positive impact on children’s attitudes, motivation and self-esteem. Learning is well supported when pupils are aware of what they are trying to achieve and when they have a clear picture of what they have done well and where they need to improve. Children should be given the opportunity to respond to assessment through reflection, discussion and revision or, correction of their work. The school has in place an agreed marking policy, which promotes positive and constructive feedback to children on the outcomes of assessment. This should be applied consistently by staff at all times.
Accurate assessment should ensure that individual learning is more clearly targeted, shortcomings quickly identified and remedied, and that overall, levels of achievement and rates of progress are raised. We believe that we have a manageable framework for promoting accurate assessment across the curriculum. Assessment will be a continuous process using a combination of formal and informal assessments to make decisions about children’s learning and about their social and personal development. We will ensure that children’s work is evaluated using appropriate criteria, consistently applied across the curriculum. The outcomes of assessment will be used to help individual children to make progress, to inform and modify our teaching methods, and to provide feedback on attainment against National Curriculum objectives. They will inform subsequent work and will be used by both staff and children to promote the highest possible standards.
Evidence for assessment will be drawn from both written and ephemeral sources, to reflect the whole curriculum and the range of learning opportunities. Assessment should take account of the preferred learning style of the individual and should incorporate a range of activities and approaches, in order to reflect this. The results of assessment will be recorded in a way that is useful to teachers, parents and other interested parties (see Record Keeping). Assessment analysis is used to identify trends and biases and to inform school improvement planning and target setting.
Planning for Assessment:
The school’s long term curriculum plan addresses the overall shape of the curriculum in each Key Stage, in terms of content, organisation, continuity and progression. It incorporates the statutory requirements of the National Curriculum, religious education and other aspects of curriculum provision. The long-term plan sets out what children should be taught year by year, through each Key Stage, in order to ensure overall balance in curriculum coverage. Long term planning is reviewed and updated in line with the school’s improvement plan and in response to the changing demands of the curriculum.
Medium term planning/Schemes of work
The school’s long term plans are refined into medium term plans, based on a combination of the school’s own and QCA Schemes of Work. These detail units of work to be taught over each half term and the key learning objectives.
Short term planning
Short-term plans identify precise learning objectives, in which differentiated activities reflect the range of children’s abilities and challenge each child appropriately. Outcomes are recorded and used to monitor individual progress, provide feedback and help teachers plan the next steps. We believe that there is a direct link between the quality of short term planning and the quality of teaching and that this, in turn, impacts directly on the raising of standards. Planning files are to be open and in use at all times.
Short term plans should be clearly focused and identify the following:
- specific learning objectives
- details of activities supporting the learning objectives
- details of additional adult support
- details of differentiation
- details significant non-achievement/achievement
- details of homework, where appropriate
Foundation Stage Assessment:
There is careful assessment, based on regular observation by all staff in the Foundation Stage, to ensure that children are making good progress and are building steadily on previous successes. Activities are monitored through observation and discussion so that breadth, balance, continuity and progression can be shown for all children as they work through the EYFS framework. Regular assessment of children with Special Needs is used to help them work steadily and progressively towards clear learning targets.
Assessment in Foundation 1 begins with on-entry baseline observations, of all 6 areas of learning. Staff in Foundation1 begin to fill in individual Foundation Stage Profiles.
Assessment in Foundation 2 continues with these Foundation Stage Profiles which are based on observation by all staff.
Forms of Assessment:
Teacher assessments- the judgements we make about a child’s attainment based on knowledge gained through, for example; observation, questioning, the marking of work, discussion and testing.
Formative assessments- ongoing assessment used to identify individual learning needs
Summative assessments- usually carried out at the end of a ‘stage’ or topic to represent a snap-shot of the child’s performance at that particular time Diagnostic assessments- used to identify the strengths and weaknesses of individuals in order to maximise their abilities
Ipsative assessments- used to measure the amount of progress against an earlier assessment
Statutory assessments (SATs)- administered in Years 2 and 6, with optional Years 3,4 and 5
Baseline and Foundation Stage Profiles- carried out in the F1 and F2.
Cognative Ability Tests- carried out annually in Years 3, 4 and 5.
The Foundation Stage Profile is completed at the end of the Foundation Stage, before the child moves into Year 1.
For each child in Year 2, teacher assessments are given of the level achieved in each of the attainment targets in English, Maths and Science. KS1 tasks/tests are administered to all Year 2 children. Teacher assessment levels, task and test results are forwarded to the DfES via the LEA.
For each child in Year 6, teacher assessments are given of the level achieved in each of the attainment targets in English, Maths and Science and sent to the DfES as required. KS2 tests will be administered to all children working at level 3 and above, in accordance with the nationally prescribed timetable and rules of administration. Test materials are kept securely by the Headteacher and treated as confidential, prior to administration. Completed papers are forwarded to the appropriate agency for external marking.
In Year 3-5 pupils will take CAT tests in the summer term. This will support class groupings, teacher assessment information, target setting for the end of Year 6 and progress reports.
“Although there is no statutory requirement to record individual attainment and progress in every statement from the programmes of study, schools do need to devise manageable systems which are updated at least once a year and provide a pupil profile which informs planning and reporting.” (Kingston upon Hull LEA)
Our short-term planning documents provide our first record of achievement/non achievement against specific learning objectives. Notes should be made of non-achievement/significant achievement by individual pupils in order to inform future planning and ensure effective differentiation to match learning needs.
Individual Record Booklets are used to record attainment against specific objectives in each of the core subjects, and against the level descriptions in each of the foundation subjects.
The test results of children are collated and used to build a database to track individual attainment and progress. This information enables teachers to set individual targets in the core subjects and to identify children whose performance either falls below or significantly exceeds expectations so that the needs of these children can be met.
The LEA has in place a proforma for the transfer of pertinent information relating to attainment, should a child transfer to another school. It is the responsibility of all staff to ensure that this proforma is completed and that updated records are sent to the office as soon as the transfer is notified. Receiving teachers should also ensure that relevant information has been forwarded from the previous school.
Record Keeping procedures are reviewed and updated in accordance with the school improvement plan and in response to changing demands and circumstances.
Recording in the Foundation Stage:
Record keeping is based on the Foundation Stage Profiles but each child also has an assessment pack for all 6 areas of learning, which include photographic evidence and samples of work.
Children, who leave, to attend another Nursery or Primary School, take their Foundation Stage Profile booklet with them.
Written reports will be sent out annually for all children in F2 – Y6 and will meet statutory requirements. These will be sent home at the end of each year along with an invitation to parents to discuss its contents if they so wish. However, we believe that written reporting is only one element in the consultation process and we actively encourage a broader dialogue between home and school. We see reporting as a three way process involving teachers, parents and children and, through our open door policy, seek to create an atmosphere in which concerns can be shared and successes celebrated at the earliest opportunity.
The emphasis of written reports will be on the constructive reporting of knowledge, skills and understanding across the broad curriculum, with the focus firmly on outcomes, not coverage. Whilst it is important for parents to know what their children have been doing, we believe it is more important that our reports address the issue of how children have performed in terms of their strengths and weaknesses. By doing this, parents can support us in setting realistic targets for the future.
Formal consultation evenings will be held at the beginning of the Spring and Autumn terms, when progress and targets can be discussed. There will be a further opportunity for consultation in the summer term should parents wish to discuss their child’s report. Parents unable to attend will be offered an alternative, mutually convenient, appointment.
Reporting procedures are reviewed and updated in accordance with the school improvement plan and in response to changing demands or circumstances.
Special Educational Needs:
All children should have the opportunity to achieve their potential and be offered full access to the National Curriculum. Children with Special Educational Needs will be monitored against the specific targets and learning objectives set out in their IEPs, evidence of which should be explicit in short term planning documents. The SENCO will advise staff on meeting the needs of these children. Parents of children with special needs are invited into school termly to discuss their progress and to share targets for the forthcoming term.
Reporting in Foundation Stage:
Parents new to Foundation 1 are invited to a meeting after their first half term, where Foundation Stage Profiles are explained, as are reporting arrangements and home/school folders are discussed.
Foundation Staff report to parents on their child’s progress, once a term, during informal open sessions. This is an opportunity for parents to talk to a designated member of staff and to look at their child’s Foundation Stage Profile Booklet. However, many worries, problems and concerns are dealt with on a daily basis.
Parents of F2 children have receive a summary report of their Foundation Stage Profile, in July before their child moves into Year 1.
Ethnicity, gender, physical disability or social background should not hinder a child’s access to the curriculum. The school has in place a policy to promote equality of opportunity for all: all staff will implement this.
Monitoring and Evaluation:
The school’s Improvement Plan has built into it, a formal review of the Policy for Assessment, Record Keeping and Reporting. Consultation with staff will help to ensure that current policy remains manageable and useful. In addition to this, the quality and consistency of Assessment, Recording and Reporting procedures will be monitored and evaluated by:
- monitoring of planning – by Headteacher, SLT and Curriculum Managers
- monitoring and sampling of children’s work – by Headteacher, SLT andCurriculum Managers
- discussion with children and classroom observations by Headteacher, SLT and Curriculum Managers
- monitoring of Individual Record Booklets by Headteacher and SLT
Curriculum Managers of all subjects have responsibility for monitoring the planning, teaching and learning of their subjects, and co-ordinating evidence of the range and quality of work within their subject area.
Assessment weeks are identified at the beginning of each academic year. Data is entered into Assessment Manager and analysed by the assessment co-ordinator. It is used to identify trends and support the target setting process.
Curriculum leaders of all subjects have responsibility for maintaining portfolios to provide evidence of the range and quality of work within their subject area. This evidence may include photographs, lesson observations and examples of assessed, moderated and annotated work.
Accreditation of Assessment Procedures:
In Spring 2001 the school made a successful bid for Assessment Accreditation. This is the formal recognition of quality processes and practices within the school by a qualified external agency. It addresses Sir Ron Dearing’s statement that “The professionalism of teachers must be trusted. Trust carries with it however, the duty of accountability: the greater the trust, the clearer the accountability will be.”
- Confirms standards achieved by our children
- Affirms the quality of assessment procedures carried out within our school
- Is supportive and developmental
- Facilitates future verification of National Curriculum assessment results
- Promotes professional skills and public confidence both within and across schools.
This policy will be reviewed on an annual basis.
We believe our school provides a happy, caring environment, which enables the children to maximise their talents and also encourages a high self-esteem.
We believe that if children feel they are successful at school they will be happy to return and it is our aim to ensure that all children endeavour to attend school every day unless they are physically or medically unable to do so.
Research into the attitude and overall academic success of pupils, indicates that those children who spend time doing work at home in support of their work in school. This research coupled with a request from parents has prompted us to formalise our policy and practice. It should be noted that children at this school have always undertaken homework as requested by the teacher.
To develop a mature and independent attitude to their work.
To give children the opportunity to practice certain skills.
To improve the overall academic performance of all pupils.
All children will complete a range of activities to support all aspects of school life.
Pupils will become increasingly independent as learners
Pupils will develop organisational skills
In the Foundation a choice of worksheets to be done at home are available to all parents, and are changed on a weekly basis. Children due to go to school the following term are given a weekly homework activity to do, relating to work currently being covered in the Foundation 1. In Foundation 2 pupils are given homework each week.
Key Stages 1&2
All pupils in Key Stage 1 are currently expected to read at home with their parents/carers while pupils in Key Stage 2 are expected to do it independently. Parents are offered the opportunity to attend a workshop to show how to help their child read at home, soon after the child starts full time school.
In Key Stage 1 pupils will be given at least one piece of homework. This will take the form of finding out about something, bringing in something from home, visiting the library or of a more formal nature, such as asking pupils to complete a specific task. The homework will support the work undertaken in the classroom and will over time cover all curriculum subject areas.
In Key Stage 2 pupils will be given at least two pieces of homework each week, to support work in Maths and English.
In addition to these pieces in Key Stage 2, teachers may set homework in any other of the subjects taught, which will support the pupil’s learning.
These activities should not be used for assessment.
Pupils with Additional Needs
Working at home can be very beneficial to children with additional needs however, it is important that these children do not only take such work home. Activities should be differentiated to meet the needs of all pupils and to ensure an element of success for all pupils. If children with additional needs need to take specific pieces of work home the teachers must make sure that the parent is aware of the task, and their required support.
Completing practice tasks such as handwriting exercises can help pupils with additional needs master a particular skill. However it is important that this is not the only homework that is given to such pupils. All homework should be accessible to pupils and should be differentiated if necessary. Prior to sending individual support materials home for pupils with additional needs, it is important that discussions have taken place with parents and carers to ensure that the child is appropriately supported.
This policy is to be reviewed annually.
This policy should be read in conjunction with the LA’s guidance on the administration of medicines and DfEE/DH Circular 14/96 Supporting Students with Medical Needs in School.
Pupils with Medical Needs
Most pupils will at some time have a medical condition that may affect their participation in school activities. For many this will be short‑term, eg. finishing a course of medication. Other pupils have medical conditions that, if not properly managed, could limit their access to education. Such pupils are regarded as having medical needs. Most children with medical needs are able to attend school regularly and, with some support from the school, can take part in most normal school activities. School staff may, however, need to take extra care in supervising some activities to make sure that these pupils, and others, are not put at risk.
Support for Students with Medical Needs
Parents or guardians have prime responsibility for their child’s health and should provide the school with information about their child’s medical condition. Parents, and the pupil if he/she is mature enough, should give details in conjunction with their child’s GP or paediatrician, as appropriate. The school nurse may also be able to provide additional background information for school staff.
There is no legal requirement for school staff to administer medication; unless specifically stated in the job description, this is a voluntary role, however anyone caring for children has a common law duty of care to act like any reasonably prudent parent/ carer. This may include taking action in an emergency.
Medication in Schools: Who is Responsible?
It is important that responsibility for pupils’ safety is clearly defined and that each person involved with pupils with medical needs is aware of what is expected of them. Close co‑operation between the school, parents, health professionals and other agencies will help provide a suitably supportive environment for pupils with medical needs.
Parents and Guardians
Parents, as defined in the Education Act 1996, are a child’s main carers. This includes any person who is not a parent of a child but has parental responsibility for or care for a child. They are responsible for making sure that their child is well enough to attend school. Parents should keep children at home when they are acutely unwell.
Parents should provide the headteacher with sufficient information about their child’s medical condition and treatment or special care needed at school. They should, jointly with the headteacher, reach agreement on the school’s role in supporting their child’s medical needs and the head should seek parental agreement before passing on information about their child’s health to other school staff. Sharing information is important if staff and parents are to ensure the best care for a pupil.
Upon entry to school parents/ carers will be asked to complete admission forms requesting medical information. Throughout the year we request through our newsletter that parents keep us up to date with any changes in medical information. We also send out annually data sheets for parents/ carers to check and amend to ensure all our records are up to date.
Kingston upon Hull City Council
The City Council’s Public Liability Insurance provides cover for staff acting within the scope of their employment, including administering medicines in accordance with the guidance set out in this document. In the event of legal action over an allegation of negligence, the City Council rather than the employee is likely to be held responsible. It is the City Council’s responsibility to make sure that schools follow the correct procedures. Keeping accurate records in the school is helpful in such cases. Teachers and other staff are expected to use their best endeavours at all times, particularly in emergencies. In general, the consequences of taking no action are likely to be more serious than those of trying to assist in an emergency.
The City Council is also responsible for making sure that willing staff have
appropriate training to support students with medical needs. Health authorities have the discretion to make resources available for any necessary training.
The City Council needs to be satisfied that any training has given staff sufficient understanding, confidence and expertise. A health care professional should confirm proficiency in medical procedures.
The Governing Body
The Governing Body has a general responsibility for all of the school’s policies. They should follow the health and safety policies and procedures produced by the Local Authority as the employer.
The headteacher is responsible for implementing the employer’s policy in practice and for developing detailed procedures. When staff volunteer to give students help with their medical needs, the headteacher should agree to their doing this, and must ensure that they receive proper support and training where necessary. Day to day decisions about administering medication will normally fall to the headteacher. The headteacher should make sure that all parents are aware of the school’s policy and procedures for dealing with medical needs.
For a child with medical needs, the headteacher will agree with the parents exactly what support the school can provide. Where there is concern about whether the school can meet a student’s needs, or where the parents’ expectations appear unreasonable, the headteacher will seek advice from the school nurse or doctor, the child’s GP or other medical advisers and, if appropriate, the City Council.
Teachers and Other School Staff
Some school staff are naturally concerned about their ability to support a pupil with a medical condition, particularly if it is potentially life threatening. Teachers who have pupils with medical needs in their class should understand the nature of the condition, and when and where the pupil may need extra attention. The pupil’s parents and health professionals should provide this information and where necessary will be recorded on an Individual Health Care Plan [Appendix A]. Staff should be aware of the likelihood of an emergency arising and what action to take if one occurs. Back up cover should be arranged for when the member of staff responsible is absent or unavailable. At different times of the school day other staff may be responsible for students (e.g. lunchtime supervisors). It is important that they are also provided with training and advice [Appendix B].
Teachers’ conditions of employment do not include giving medication or supervising a pupil taking it, although staff may volunteer to do this. Any member of staff who agrees to accept responsibility for administering prescribed medication to a pupil should have proper training and guidance. He/she should also be aware of possible side effects of the medication and what to do if they occur. The type of training necessary will depend on the individual case.
The school has contact with the health service through the school nurse. The school nurse may help draw up individual health care plans for students with medical needs, and may be able to supplement information already provided by parents and the child’s GP. The nurse may also be able to advise on training for staff willing to administer medication, or take responsibility for other aspects of support.
GPs are part of primary health care teams. Most parents will register their child with a GP. A GP has a duty of confidentiality to patients. Any exchange of information between GPs and the school about a child’s medical condition will be with the consent of the child (if s/he has the capacity) or the parent. In some cases parents may agree for GPs to advise teachers directly about a child’s condition, in others GPs may do so by liaising with the School Health Service.
Policy and Procedure for Supporting Students with Medical Needs
Parents are encouraged to provide the school with full information about their child’s medical needs. Staff noticing a deterioration in a pupil’s health over time should inform the SENCO, who will inform the parents and the School Health Service. This deterioration might be apparent through attendance and/or performance.
Short Term Medical Needs
Many pupils will need to take medication (or be given it) at school at some time in their school life. Mostly this will be for a short period only, eg to finish a course of antibiotics or apply a lotion. To allow pupils to do this will minimise the time they need to be off of school. Medication should only be taken to school when absolutely essential. It is helpful if, where possible, medication can be prescribed in dose frequencies that enable it to be taken outside school hours. Parents should be encouraged to ask the prescribing doctor or dentist about this.
Staff should never give a non-prescribed medicine to a child unless there is specific prior written/ oral permission from the parents. Where the head agrees to administer a non-prescribed medicine it must be in accordance with the employer’s policy. It should be recorded on a form (Appendix C) and the parents informed. If a child suffers from frequent or acute pain the parents should be encouraged to refer the matter to a child’s GP.
A child under 16 should never be given aspirin or medicines containing ibruprofen unless prescribed by a doctor.
Long Term Medical Needs
It is important for the school to have sufficient information about the medical condition of any pupil with long term medical needs. If a pupil’s medical needs are inadequately supported this can have a significant impact on a pupil’s academic attainments and/or lead to emotional and behavioural problems. The school therefore needs to know about any medical needs before a child starts school, or when a pupil develops a condition. For pupils who attend hospital appointments on a regular basis special arrangements may also be necessary. It is often helpful for the school to draw up a written health care plan for such students, involving the parents and relevant health professionals [Appendix A].
No pupil under 16 will be given medication without his or her parent’s written/oral consent [Appendix D]. Any member of staff giving medicine to a student will check:
- the student’s name;
- written instructions provided by parents or doctor;
- prescribed dose;
- expiry date.
If in doubt about any of the procedures the member of staff should check with the parents or a health professional before taking further action. It is good practice for staff to complete and sign record cards each time they give medication to a pupil [Appendix E]. In some circumstances, it is good practice to have the dosage and administration witnessed by a second adult.
It is good practice to allow pupils who can be trusted to do so to manage their own medication from a relatively early age depending upon their degree of maturity and school encourages this. If pupils can take their medicine themselves, staff may only need to supervise this.
Pupils may carry and administer their own medication, subject to parental consent [Appendix F]. Where pupils have been prescribed controlled drugs staff need to be aware that these should be kept in safe custody.
If pupils refuse to take medication, school staff will not force them to do so. The school will inform the child’s parents as a matter of urgency. If necessary, the school will call the emergency services.
Parents are responsible for supplying information about medicines that their child needs to take at school, and for letting the school know of any changes to the prescription or the support needed. The parent or doctor should provide written details including:
- name of medication
- method of administration
- time and frequency of administration
- other treatment
- any side effects.
Although there is no legal requirement for schools to keep records of medicines given to pupils, and the staff involved, it is good practice to do so. Records offer protection to staff and proof that they have followed agreed procedures. The school keeps a record [Appendix E].
Pupils with medical needs will be encouraged to participate in schools trips, whenever safety permits. Sometimes the school may need to take additional safety measures for outside visits. Arrangements for taking any necessary medication will also need to be taken into consideration. Staff supervising excursions must be aware of any medical needs and relevant emergency procedures. A copy of any health care plans will be taken on visits in the event of the information being needed in an emergency. Sometimes an additional supervisor or parent might accompany a particular pupil. If staff are concerned about whether they can provide for a pupil’s safety, or the safety of other pupils on a trip, they will seek medical advice from the School Health Service or the child’s GP.
Most pupils with medical conditions can participate in extra‑curricular sport or in the PE curriculum which is sufficiently flexible for all pupils to follow in way appropriate to their own abilities. For many, physical activity can benefit their overall social, mental and physical health and well‑being. Any restrictions on a pupil’s ability to participate in PE should be included in their individual health care plan.
Some pupils may need to take precautionary measures before or during exercise, and/or need to be allowed immediate access to their medication if necessary. Teachers supervising sporting activities should be aware of relevant medical conditions and emergency procedures.
Dealing with Medicines Safely
Some medicines may be harmful to anyone for whom they are not prescribed. Where a school agrees to administer this type of medicine the City Council has a duty to ensure that the risks to the health of others are property controlled. This duty derives from the Control of Substances Hazardous to Health Regulations 1994 (COSHH).
The school will not store large volumes of medication. Staff will only store, supervise and administer medicine that has been prescribed for an individual. When the school stores medicines staff will ensure that the supplied container is labelled with the name of the pupil, the name and dose of the drug and the frequency of administration. Where a pupil needs two or more prescribed medicines, each should be in a separate container. Pupils should know where their own medication is stored. A few medicines, such as asthma inhalers, must be readily available to pupils and must not be locked away. The school allows pupils to carry their own inhalers; other medicines are generally kept in a secure place not accessible to students.
Some medicines need to be refrigerated. Medicines can be kept in a refrigerator containing food but should be in an airtight container and clearly labelled. The school restricts access to a refrigerator holding medicines.
Access to Medication
Students must have access to their medicine when required. It is also important, however, to ensure that medicines are only accessible to those for whom they are prescribed.
Disposal of Medicines
School staff should not dispose of medicines. Parents will be asked to collect medicines held at school at the end of each term. Parents are responsible for disposal of date‑expired medicines.
All staff should be familiar with normal precautions for avoiding infection and must follow basic hygiene procedures. Staff should have access to protective disposable gloves and take care when dealing with spillages of blood or other body fluids and disposing of dressings or equipment.
All staff should know how to call the emergency services. All staff should also know who is responsible for carrying out emergency procedures in the event of need. Guidance on calling an ambulance is provided [Appendix G]. A student taken to hospital by ambulance should be accompanied by a member of staff who should remain until the student’s parent arrives. Generally staff should not take students to hospital in their own car. In an emergency, however, it may be the best course of action. The member of staff should be accompanied by another adult and have vehicle insurance that covers business use.
Drawing up a Health Care Plan for a Student with Medical Needs
Purpose of a Health Care Plan
The main purpose of an individual health care plan for a pupil with medical needs is to identify the level of support that is needed at school. A written agreement with parents clarifies for staff, parents and the pupil the help that the school can provide and receive. The school will agree with parents how often they should jointly review the health care plan. It is sensible to do this at least once a year. The school will judge each pupil’s needs individually as children and young people vary in their ability to cope with poor health or a particular medical condition. The school’s medication policy must, however, be applied uniformly. The headteacher will not make value judgements about the type of medication prescribed by a registered medical or dental practitioner.
Each plan will contain different levels of detail according to the needs of the individual student. The school uses a standard form [Appendix A]. Those who may need to contribute to a health care plan are:
- the SENCO;
- the parent of guardian;
- the child (if sufficiently mature);
- class teacher
- support staff
- school staff who have agreed to administer medication or be trained in emergency procedures;
- the school health service, the child’s GP or other health care professionals (depending on the level of support the child needs).
The SENCO is responsible for co‑ordinating and disseminating information on an individual student with medical needs. A copy of a child’s individual health care plan will be given to parents/ carers, class teachers and a copy will be retained in the medical needs file in the office and the child’s individual file. The general medical information sheet given to all staff will indicate that the child has an IHCP.
Information for Staff and Others
Staff who may need to deal with an emergency need to know about a pupil’s medical needs. The SENCO will ensure that all teaching/ non-teaching staff know about any medical needs. A medical file containing class lists together with an outline of any medical condition and actions to be taken is available to all teaching/ non-teaching staff (including lunchtime supervisors and activity leaders) in the office. Individual Health Care Plans for children are kept in the classroom where they are accessible to all staff involved in caring for the child. A copy is also kept in the front of each register so that new staff, following their induction, will be immediately aware of the medical needs of the children in their care. An overview poster of children with IHCPs and a summary of their conditions can be found on staff and office notice boards in school.
A health care plan may reveal the need for some school staff to have further information about a medical condition or specific training in administering a particular type of medication or in dealing with emergencies. School staff should not give medication without appropriate training from health professionals. If school staff volunteer to assist a student with medical needs, the City Council will arrange appropriate training in conjunction with the Health Authority, who will be able to advise on further training needs.
All school staff should treat medical information confidentially. The SENCO should agree with the parent who else should have access to records and other information about a pupil. If information is withheld from staff they should not generally be held responsible if they act incorrectly in giving medical assistance but otherwise in good faith.
Intimate or Invasive Treatment
Some school staff are understandably reluctant to volunteer to administer intimate or invasive treatment because of the nature of the treatment, or fears about accusations of abuse. The governing body will respect such concerns and will not put a pressure on staff to assist in treatment unless they are entirely willing or such duties a specified in their job description. The Health Authority have a “named professional” to whom schools can refer for advice and can be contacted on telephone. In liaison with the “named professional” the SENCO should arrange appropriate training for school staff willing to give medical assistance. If the school can arrange for two adults, one the same gender as the student, to be present for the administration of intimate or invasive treatment, this minimises the potential for accusations of abuse. Two adults often ease practical administration of treatment too. Staff should protect the dignity of the student as far as possible, including in emergencies.
At Wheeler Primary School we recognise the importance of early identification, accurate assessment, early intervention and differentiation for children who experience learning difficulties. We appreciate that some children may experience emotional/behavioural problems, which often affect their learning; in this case we initially refer to the Discipline/Behaviour Policies. However, some children may occasionally require individual behavioural targets and Personal Education Plans or Pastoral Support Programmes.
- To identify early and support the needs of children with Special Educational Needs.
- To provide a broad, balanced curriculum within which the Special Educational Needs of individual children are met.
- To ensure that all children realise their full potential educationally, socially and emotionally.
- To ensure liaison with parents, outside agencies and governors through regular consultations.
- To ensure that parents understand the SEN procedures adopted in school and their role as partners in the process.
- To ensure that children with SEN have access to the full curriculum through the processes of assessment, planning and differentiated tasks.
- To identify the specific needs of individual children and provide them with the appropriate learning objectives to meet their needs.
- To liaise effectively with outside agencies and parents to ensure that the needs of children with SEN are met.
- To ensure that the parents of children with Special Educational Needs are encouraged to take an active part in any decisions made about their children.
- To encourage involvement by inviting parents to participate in lessons alongside the teacher.
- To encourage involvement of children in their own learning, target setting and evaluation.
Miss E Prince – SEN Governor
Miss Binks – SENCo
Mrs Suzanne Hoult – SENSS
Learning Support Assistants (L.S.A.) work alongside the teacher, giving one to one and small group support or are currently delivering intervention programmes.
All staff at Wheeler Primary School must be familiar with the terms of the 1981 and 1993 Education Acts and more recently the guidance of/legislation on Every Child Matters and The Equality Act 2010. Procedures must be followed to identify and assess children who may have special educational needs.
All staff are responsible for the educational progress and social well-being of all children in their care.
Anyone having concerns or requiring information about SEN provision within the school should contact the Headteacher, the SEN Governor or the SENCo.
THE ROLE OF THE SEN CO-ORDINATOR
- Ensure the smooth running of the SEN policy in accordance with the Codes of Practice.
- Assist colleagues in the assessing, planning, implementing and monitoring progress of individual or small group programmes.
- Monitor planning for pupils with SEN and observe classroom practice/organisation to support these pupils.
- Liaise with co-ordinators of other curriculum areas to ensure that children with SEN have access to the full curriculum.
- Liaise with parents and support services routinely.
- Audit resources, with regard to relevance and effectiveness and make information available to colleagues.
- Inspect and order new resources.
- Attend courses relevant to the development of the role and feed back information through INSET.
- Make staff aware of SEN training relevant to their own role.
- Consult staff on a termly basis regarding provision for pupils with SEN.
- Liaise with staff routinely (informally) as the need arises.
- Monitor and assist L.S.A.’s with programmes of work.
- Liaise with secondary colleagues on transfers to secondary school.
- Arrange and lead meetings to facilitate annual reviews for pupils with a statement of special educational needs.
- Be available to support parents of pupils with SEN re – matters relating to their children.
Children enter school in the year in which they are five. We follow the LEA Admission Policy. We are an inclusive school and no child is refused admission on the basis of a disability either learning or physical. The pupil admission form requests details of any disabilities that the parent or child may have and for which support may be required in school.
The school is on two levels but a lift is operational at one end of the building. Prior to admission children have the opportunity to visit their new class and meet their new teacher. Admin staff talk to parents and fill in a Pupil Profile Document, which will alert staff to any additional needs a child may have.
Many of the children will have spent some time in Wheeler Nursery and any potential areas of concern will have already been identified and staff will be alerted to any problems or difficulties.
All new admissions are mentored from arrival by an appointed LSA who also carries out baseline assessments. All documentation is transferred each academic year to the new class teacher.
Early Admission Provision
Prior to starting in the Foundation Stage, staff meet parents to discuss the needs of their child, this helps to highlight any concerns. The Foundation Admission Form provides general information. Foundation staff assess basic skills and teach to Early Learning Goals. The ongoing assessment booklet for each individual child, which is completed by the staff, informs of progress being made and highlights areas of concern. It is the responsibility of the Foundation Stage teacher to liase with the SENCo and SENSS staff to provide appropriate support for children where necessary. The following procedure will be carried out:-
- If a child enters the Foundation Stage with an individual programme from another school the SENCo would discuss the child’s needs and make appropriate provision.
- During the child’s first term at school, close observation and monitoring will determine whether any further individual plan is required.
- Planning will identify any differentiated support.
- The SENCo will co-ordinate any multi-agency provision as necessary.
Early identification is considered a priority by all staff.
IDENTIFICATION, ASSESSMENT AND RECORD KEEPING
A child is considered to have a learning disability if he/she has a significantly greater difficulty in learning than the majority of children of the same age, and is working significantly below the National Curriculum level expected for their Key Stage.
National Curriculum assessment, teacher assessment and standardised testing will all assist in the identification of children with Special Educational Needs.
Assessment for Learning
The school uses a range of formative and summative assessment tools.
F1 & F2 – Foundation Stage Profile Scales
Years 2 and 6 – SAT’s
Year 3,4 & 5 Optional SAT’s
Years 3,4 & 5 Cognitive Ability Tests
Writing – End of Unit Assessments (At least 3 each term, 9 per year in total)
Maths – End of unit Assessments in Maths Assessment books.
Children will be encouraged to assess their own learning against the learning objectives for each lesson and broader objectives over a topic.
Appropriate standardised tests to identify specific problems are available to administer if required.
SENSS – provides additional standardised assessments on request. Information gained from standardised tests linked with teacher assessment determines whether a pupil needs to be placed on the Special Needs register.
STAGES OF IDENTIFICATION
1.PROGRESS REVIEW – CAUSE FOR CONCERN
Each class teacher is responsible for ensuring that the individual needs of pupils are met. When the class teacher has a concern the following procedure should be followed:
- Discussion with the SENCo.
- Discussion with parents, informally if possible, telling them that their child needs more specific targeted tasks and to encourage help and support from home. If parents cannot be contacted informally, a standard letter is available asking them to come and see their child’s teacher. A ‘Cause for Concern’ form is completed at this stage.
- The class teacher, through routine short term planning will differentiate and assess all pupils with SEN.
- The class teacher will review progress on a termly basis (or sooner if necessary) this may need to include the SENCo. The result of these reviews will determine the next course of action.
- If concerns about a pupil persist after an initial expression of concern parental permission is obtained in order to place the child on the SEN Register. Parental involvement and continual support is requested.
- The SENCo liaises with the class teacher and together they discuss ways in which the needs of the pupil can be met within normal classroom organisation.
- Short term planning will show differentiation and assessment.
- Monitoring of progress will be ongoing by the class teacher and SENCo. Parents are encouraged to attend and contribute to reviews of progress. The outcome of the reviews will determine the next course of action e.g. stay at SCHOOL ACTION/REMOVE FROM REGISTER or move to SCHOOL ACTION PLUS.
3. SCHOOL ACTION PLUS
- If a pupil makes little or no progress the SENCo may request the advice and support of an outside agency. Parental consent will be obtained to enable the SENCo to make the appropriate referral.
- Children at this stage will receive support over and above normal classroom support from an outside agency e.g. involvement by SENSS/ EP/ ESPD/SALT.
- Any outside agencies or support services involved may provide assessment, advice, or support through a plan of work or provision of appropriate resources.
If after considerable advice and support it is felt that the needs of the child remain so substantial that they cannot be met by the school, then this concern will be brought to the attention of the LEA via the Educational Psychologist. In addition to this, relevant professionals will then carry out further assessments as appropriate to the child’s needs.
The SENCo will gather the relevant information, if appropriate to continue with formal assessment and it will be forwarded to the LEA together with the appropriate SA (Request) form. This will include:
- Recorded views of the parents and children on the earlier stages of the assessment and any intervention in school, or by outside agencies and details of support to date.
- Evidence of health checks, e.g. any information on medical advice to school.
- If appropriate any Social Service involvement.
All the above information will be collated and sent to the LEA together with the appropriate SA (Request) form.
While further assessment is being undertaken the child will continue to receive the support already provided.
Parents are informed that there is a named person who will give them independent advice and information.
Children with a Statement
- There are currently five children in school who have a Statement of Special Needs.
- Provision for these pupils is reviewed each term.
- A review is held annually to evaluate progress against the objectives/targets set within the statement.
- All professionals involved with supporting the pupil are invited to attend or provide a report.
- The views of parents and pupil are noted and discussed.
- New targets are set for the following 12 months and parents will be asked to support their child at home.
- The SENCo will fill in the appropriate annual review form and send documentation to the Local Education Authority.
Planning and Monitoring of Provision for SEN Pupils
Strategies employed to enable the child to progress should be recorded within class teachers’ planning and IEPs. The planning and IEPs will identify differentiated provision, strategies and support for individuals/groups of pupils
- IEPs are currently set for individual/groups of pupils by the class teacher in consultation with SENCo/SENSS according to level of need.
- Short term targets are set by the teacher and are shown in weekly plans.
- A personal target should be set by the child.
- IEPs are reviewed at an official meeting with parents termly, however progress towards achieving short term targets is monitored, evaluated and new targets set as an ongoing process.
- Targets are considered to be achieved when the skills practised are transferred to general context across the curriculum.
- An IBP or PSP (Individual Behaviour Plan/Pastoral Support Plan) may be written for any pupil who is experiencing emotional, social or behavioural difficulties. This would involve multi-agencies working together.
TRANSFER OF INFORMATION
If or when a pupil transfers to a different school all relevant information regarding the pupil will be collated and passed on to the receiving school. A photocopy will be retained. The SENCo will liaise with support staff at the new school. The SENCo will also inform any support services that are involved.
When a child is admitted into Wheeler Primary, the admin staff will inform the SENCo and the new child’s documents will be checked for any information regarding SEN. If any evidence is found, the SENCo may speak to the staff of the previous school.
When SEN children transfer to Secondary school, the class teacher and / or SENCo will liaise with the staff of the prospective secondary schools and hand over all the SEN documentation.
Children having special needs will each have a coloured folder holding relevant information, letters to parents, reports and dates of moves within the stages and a record of any parental involvement and comments.
School Action ~ Blue
School Action Plus ~ Red
Statemented ~ Box Files
Folders will be kept in class box files in the special needs room.
An SEN register is updated on a termly basis by the SENCo after liaison with class teachers/SENSS. Pupils who may require additional intervention are discussed with the Educational Psychologist at the termly planning meeting.
Complaints / Procedures
Complaints may be directed in the first instance to the class teacher, who will be aware of the policy of the school. Any further complaint should then be directed to the Headteacher or SENCo who will have the relevant paperwork or information. In the event of a continued complaint the parent may need to be directed to a member of the LEA.
Parents will be informed and encouraged to be involved at all stages as outlined in the previous section. If the class teacher, the SENCo or Head Teacher have concerns about any pupil parents will be contacted. Once a pupil is on the SEN Register parents will be invited to a meeting termly with the SENCo/SENSS/class teacher to discuss progress and targets. Parents are informed of the review date and time by post. Admin will attempt to telephone the parents to remind them the day prior to the meeting. This is in addition to normal parent/teacher consultations.
Parents have the opportunity to be involved and resources are available to support their child at home.
The child will be present at reviews and asked to give his/her opinions and decide on a personal target. Parent/child’s comments are recorded and acted upon where necessary.
Pupils with English as an additional language
For parents of those SEN pupils who have English as an additional language or have difficulties understanding spoken/written English, attempts will be made to communicate by other methods.
In exceptional circumstances an interpreter may be required.
The SENCo will attend relevant courses and will report back to staff and governors as necessary. The School Development Plan identifies on an ongoing basis when SEN provision is to be reviewed, this includes the ongoing training needs of staff. SEN staff development covers:
·Update of any new legislation.
- How to keep written documentation – the writing of any specific programmes.
- Support the class teacher in his/her role to ensure the needs of pupils with SEN are being met.
- Monitor planning and observe classroom practice to ensure that appropriate support/differentiation is taking place in class lessons.
- Evaluate the use and value of current resources and identify any new areas of need.
- Ensure that all support staff receive relevant training.
The aim is for staff to have a working knowledge of SEN procedures in order that they are able to identify children who are experiencing difficulties and be able to implement relevant support.
There is a room available for small group work. At the moment it is used by the SENCo, SENSS and ECAR teacher.
There are specific resources in the SEN room suitable for children with specific needs.
The SENCo works on a flexible basis over four mornings, a minimum of 0.2 of which is teaching commitment. There are LSAs who support SEN children in each classroom, all work with individual programmes under the direct supervision of the Teacher/SENCo. There are others who are specifically linked to children with Statements of SEN.
SENSS – one day per week to support pupils primarily at School Action+ and complete any necessary assessments.
Statement funding is allocated to provide maximum support for individual children.
Other spending will be met from the School Budget to support Special Needs in school.
Outline of Spending
LSAs to support in classrooms and support learning programmes
INSET training and support staff
Purchase of Resources
- Review Policy – Summer 2014
- Staff Development
- Keep staff updated with key changes/implications of the Green Paper/ Draft Code of Conduct.
- Feed back and discussion relating to observation of classroom practice and monitoring of medium/short term planning.
- Review SEN practice, IEPs and identify progress
- Review use of support staff, analysing progress of individual groups of pupils/ intervention programmes.
EVALUATING THE POLICY
THE Governors, Headteacher, SENCo and SENSS and all other members of staff have a legal responsibility in providing an appropriate education for children with Special Educational Needs. The governing body and in particular the SEN Governor must be aware of staffing and funding and be able to monitor the work of the school. Termly meetings between the SENCo and SEN Governor enable the sharing of information.
The Headteacher keeps the governing body informed of provision and funding matters.
The SENCo through informal and formal discussions with the Headteacher will monitor the success of the SEN Policy through:
- Identification of children with SEN, e.g. assessing test results, listening to the professional opinions of staff regarding teacher assessment.
- Monitoring progress of pupils with SEN through classroom observation and evidence of provision in short term planning, especially the match of activities to ability and ensuring that ongoing assessment informs future planning.
- Maintaining a good communication network through establishing links with parents, governors and support services. Ensuring relevant documentation is disseminated to all concerned.
- Reporting annually to parents in the Governors Report.
The SEN Policy of the school will be reviewed in line with the Access Policy/Plan, Single Equality Scheme and the School Development Plan, or as necessary in the light of changes within the school or legislation of the authorities.
SUPPORT SERVICES / OUTSIDE AGENCIES
The Headteacher or SENCo is responsible for contacting outside agencies for advice and support. The SENCo will liaise routinely with all staff and keep them up to date with relevant information.
The following services offer a range of expertise:-
|Service||Tel: No + Base||Provision|
|SEN Section||Children’s & Young Peoples’ ServicesBrunswick House|
Tel: 616362 (1)
616365 (2) SENSSPriory CentreTel: 616647Advice/SupportFurther Assessment
ResourcesSENSSPriory CentreTel: 616519Children in Public Care TeamWhite House UnitSaltshouse RoadHU8 9HJ
Tel: 701334Outreach for pupils with EBSDEducational Service for Visually Impaired/ Educational Service for Hearing ImpairedFrancis AskewNorth Road
ResourcesESPDFrederick HolmesInglemire Lane
Tel: 854855Advice/SupportFurther Assessment
For pupils with physical disabilitiesChildren’s NurseryChildren’s CentreWalker Sreet
Tel: 221261Under fives – various difficulties/disordersInclusion TeamFrancis Askew SchoolNorth Road
Tel: 318363Advice/support/monitoringMinority Ethnic Achievement TeamPriory CentreTel: 616631Pupils with EALCity Psychological Service64 Helmsley GroveHU5 5ED
Tel: 331466Advice/SupportFurther AssessmentSpeech & Language Therapy ServiceClarendon HousePark Street
Tel: 617758Assessment & Provision for children with Speech & Language difficultiesLanguage UnitHall Road Primary SiteTel: 318330Assessment and SupportOccupational TherapyVictoria HouseHU2 8TD
Tel: 223191In school assessment/recommendations for physical difficulties and use of physical aids and programmesWest End Unit2062-2068 Hessle RoadHU13 9NW
Tel: 642223Mental Health Assessment, Advice/Support and Children’s ClassroomSchool NurseVictoria HousePark Street
Tel: 617883Routine admission to school health checksVision/hearing checks
Support for parents
Advice regarding children’s health issues.West Area Family Resource CentrePickering CentrePickering Road
Tel: 504433Advice/support as required often involving CPORiverside Social Care TeamTel: 225771 CAF Team50 Pearson ParkHU5 2TG
Tel: 616179Common Assessment FrameworkCentral Duty Team50 Pearson ParkHU5 2TG
Tel: 448879New referrals re social careRights And Participation ProjectQueens Dock Chambers47-49 Queens Dock Avenue
Tel: 01482 225945Emotional/Behavioural supportSirius AcademySydney Smith High School
Endeavour High SchoolTel: 318091Tel: 652622 Ext 213
Regular liaison with the EWO ensures that children’s attendance is monitored so that frequent absence is not a contributory factor to learning difficulties.
NB; All relevant information will be disseminated to staff as necessary by the Headteacher, SENCo or Child Protection Co-ordinator.
At Wheeler Primary School we aim to provide a curriculum that is appropriate to the needs and abilities of all our children. We plan our teaching in such a way that we enable each child to reach for the highest level of personal achievement. This policy helps to ensure that we recognise and support the needs of those children in our school who have been identified as “gifted” or “talented” according to the national guidelines.
1. To ensure that we recognise and support the needs of all our children.
2. To enable children to develop their full potential.
3. To offer children opportunities to generate their own learning.
4. To ensure that we challenge and extend children through these opportunities.
5. To encourage children to think and work independently.
There are many definitions of “gifted and talented”. ‘Excellence in Cities’ (EiC) guidance suggests:
• “Gifted” learners are those who have abilities in one or more subjects in the statutory curriculum other than art and design, music and PE;
• “Talented” learners are those who have abilities in art and design, music, PE or performing arts such as dance and drama.
These are the definitions that we have chosen to base our judgements upon.
The term “gifted and talented” is not to be understood as referring to the most able children in the national population. The term should be seen as relative and refers to the top 5-10% of any school, regardless of the ability profile of pupils at the school.
Within the school, we recognise that gifted and talented pupils can be:
• Good all-rounders
• High achievers in one area
• Of high ability but have poor writing skills
We also recognise that such pupils who are gifted and talented do not always show their ability. Such pupils’ abilities may be hidden or remain as potential.
Gifted and talented pupils are identified by making a judgement based on analysis of information including:
• Test scores
• Analysis of teacher assessment data
• Teacher nomination (based on classroom observation, discussions with pupil, work scrutiny)
• Discussions with parents/carers
TEACHING AND LEARNING APPROACHES
Important strategies include:
• Opportunities for gifted and talented pupils to work with pupils of similar ability. This may mean that it is appropriate for pupils to work with older pupils/pupils from other classes occasionally;
• The provision of enrichment/extension tasks and activities;
• The development of independent learning by allowing pupils to organise their own work, carry out tasks unaided, progress through their work at their own pace, evaluate their work and become self-critical.
Differentiation is recognised to be a crucial part of all lessons, and as such is not identified here as an additional strategy.
OUT OF CLASS ACTIVITIES
The following are offered on a regular basis and, although they benefit all pupils, they are particularly apt for ensuring that pupils who have potential in these areas are given opportunities to practice and extend their skills:
• Extra-curricular activities e.g. sports and musical clubs, cooking clubs, joint clubs with children from other schools.
• Sporting events/competitions e.g. Rock Challenge, rugby, football, running.
• Enrichment days e.g. visits to theatres, museums, galleries etc.
• Residential experiences.
COORDINATION AND MONITORING
The gifted and talented coordinator has overall responsibility for:
• Ensuring that the policy is implemented
• Contributing to the monitoring of progress (alongside the Assessment Coordinator)
• Ensuring that the professional development programme includes relevant aspects of gifted and talented provision.
Individual subject coordinators have responsibility for monitoring provision through lesson observations, and book/work scrutiny. They also have responsibility for signposting teaching staff towards specific G&T resources.
Gifted and Talented web resources (revised summer 2011)
The National Association for Able Children in Education specialises in teaching and learning for able, gifted and talented pupils. It supports teachers in getting the best from able, gifted and talented pupils in the everyday classroom, whilst enabling all pupils to flourish. The NACE website provides practical solutions and an authoritative knowledge base for teachers, leading teachers, Head teachers, school governors, school improvement partners, local authorities and educationalists.
This has a link to a PDF document entitled ‘Providing for Gifted and Talented Children’.
Example lesson plans, case studies, and ideas.
Offers CPD, resources and consultancy to improve the quality of gifted and talented teaching and learning. Areas of expertise include creating classroom challenge, critical thinking, personalisation, quality first teaching, independent learning, assessment for learning, urban education, disadvantaged learners and collaborative e-learning. Useful resources to download.
The National Academy for Gifted Children is the UK’s foremost membership charity that deals with all aspects of giftedness in children. Supports and advises those who are directly involved with gifted children – parents, teachers, schools and medical professionals.