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A member of Gatehouse Green Learning Trust

Compass Point Primary School

Special Educational Needs

Compass Point is an inclusive school and we work in partnership to support children with additional needs.

Special Educational Needs and Disabilities

A child has special educational needs (SEND) if he or she has learning difficulties or disabilities that make it harder for him or her to learn than most other children of about the same age.

At Compass Point we help children with SEND to overcome their barriers to learning through targeted provision aimed to meet their needs; some children require extra help for some or all of their time in school.

The main categories of special educational needs are as follows:

Communication and Interaction

Where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others.

Children and young people with an Autistic Spectrum Disorder, including Asperger’s Syndrome, are likely to have particular difficulties with social interaction.

Cognition and Learning

Where children and young people learn at a slower pace than others their age, they may:

  • have difficulty in understanding parts of the curriculum
  • have difficulties with organisation and memory skills
  • have a specific difficulty affecting one particular part of their learning such as in literacy or numeracy

Social, Emotional and Mental Health difficulties

Children and young people may experience a wide range of social and emotional difficulties which present themselves in many ways. They may:

  •  have difficulty in managing their relationships with other people
  •  be withdrawn
  •  behave in ways that may hinder their and other children’s learning or that have an impact on their health and wellbeing

Sensory and/or Physical Needs

Where children and young people have visual and/or hearing impairments, or a physical need that means they must have additional on-going support and equipment.

Children make progress at different rates and have different ways in which they learn best. Teachers take account of this in the way they organise their lessons and teach. Children making slower progress or having particular difficulties in one area may be given extra help or different lessons to help them succeed. All children are often provided different support, help or activities in class.

We work collaboratively with health visitors, the school nurse, paediatricians and speech and language therapists and can make referrals to specialist support teams.

If you have any concerns regarding your child then please speak to your class teacher.

Compass Point have members of staff who are responsible for co-ordinating special education needs. This role is called the ‘SEND coordinator’, or ‘SENDCO’.

SEND (ID 1198)

 

 

Bristol Local SEN Offer

What is the Bristol Local Offer?


The Bristol Local Offer provides information on what services children, young people and their families can expect from a range of local agencies, including education, health and social care. Knowing what is out there gives you more choice and therefore more control over what support is right for your child.

 

Bristol Local Offer

SEND Information Report FAQ

How does the school know if children need extra help, and what should I do if I think my child may have special educational needs?

We know if a child needs extra help if:

  • Concerns are raised by parent/carer, teacher or child.

     

  • Limited progress is made.

     

  • There is a change in the pupil's behaviour or progress.

     

  • The class teacher is the initial point of contect for responding to parental concerns. Miss Rowley is SENCO if you have further concerns.

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

     

  • Your child's class teacher will be available at the end of each day should you wish to raise a concern, or you can make an appointments for a longer meeting with your class teacher or the SENCO.

     

  • The class teacher will suggest ways you can support your child.

     

  • You will be able to discuss your child's progress at parents evening or IEP meetings.

     

  • Miss Rowley may meet with you to discuss how to support your child with strategies to use if there are difficulties with a child's behaviour/emotional needs.

     

  • If outside agencies have been involved suggestions programmes of study are normally provided that can be used at home.

    How will the school staff support my child?

     

  • Each pupil's education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil's individual needs. This may include additional general support by the teacher or learning support assistant.

     

  • If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy and literacy skills etc. then the pupil will be placed in a small focus group. This will be run by a teacher or learning support assistant. The length of time of the intervention will vary according to need. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on the class provision map (this is a record of interventions). If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCO.

     

  • Pupil progress is assessed 3 times a year (Oct, Feb, May/June) and analysed by the senior leadership team and class teacher. These may highlight any potential problems in order for further support to be planned.

     

  • Occasionally a pupil may need more expert support from an outside agency such as the educational psychologist, a speech and language therapist, the children's mental health team etc. A referral will be made, with your consent, and forwarded to the most appropriate agency and we will act on their recommendations.

     

  • The Governors of Compass Point Primary are responsible for entrusting a named person, Miss Fiona Rowley, to monitor safeguarding and child protection procedures. They are also responsible for the monitoring and correct administration of the Disclosure and Barring service procedures for the school's single central record. In a support and challenge role the governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way.

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

     

  • When a pupil has been identified with special educational needs their work will be differentiated by the class teacher to ensure they can access the curriculum.

     

  • Learning support assistants may be allocated to work with the pupil in a 1:1 basis or small focus group to target more specific needs.

     

  • If a child has been identified as having a special need, they may be given an individual education plan (IEP). Targets will be set according to their area of need. These will be monitored by the class teacher and SENCO. IEPs will be discussed with parents at least three times a year.

     

  • If appropriate, specialist equipment may be given to the pupil, such as a writing slope, a concentration cushion, pen/pencil grips or easy to use scissors.

    How is the decision made about the type and how much support my child will receive?

     

  • These decisions are made in consultation with the class teacher and senior

  • leadership team. Decisions are based on assessments of pupil progress or as a result of outside agency assessments.

     

  • During their school life, if further concerns are identified due to lack of progess or wellbeing then other interventions will be arranged.

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

     

  • Activities and school trips are available to all.

     

  • Risk assessments are carried out and procedures put in place to enable all children to participate.

     

  • If it is deemed that 1:1 support in necessary then a learning support assistant will be allocated.

     

  • Transport may be provided on walking trips.

    What support will there be for my child's overall well being?

     

  • The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include:

     

  • The class teacher, Learning mentor, LSA, and SENCO are readily available for pupils who wish to discuss issues and concerns. Where appropriate mediation sessions are carried out.

     

  • The school have a provison of a nuture group, play therapist and 1:1 or small group sessions with the Learning Mentor or an LSA or teacher.

     

  • Priority places can be given at after school clubs.

     

  • A safe place can be nominated should it be required for time out.

     

  • The school nurse can support some concerns, such as an eating disorder.

     

  • A referral can be made for expert support, for example, bereavement counselling.

     

  • If a child has a medical need then a detailed care plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.

     

  • Staff receive medical training where needed such as epi-pen training. This is delivered by the school nurse.

     

  • Where necessary and in agreement with parents/carers medicines are administered in school, but only where a signed medicine consent form is in place to ensure the safety of both the child and the staff member.

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

    The agencies used by the school include:

     

  • The Autism Outreach Team

     

  • Speech and language Therapists

     

  • Educational Psychologist

     

  • Behaviour improvement team

     

  • Learning improvement team

     

  • Sensory Support team

     

  • Dyslexia support teacher

     

  • Occupational therapy

     

  • Physiotherapy

     

  • CAMHS (Child and adolescence mental health team).

     

  • Education Welfare

     

  • Social Services

     

  • School Nurse

     

  • Inclusion Team

    What training have the staff supporting SEND had or what training are they having?

     

  • Different members of staff have had different training related to SEND. These have included:

     

  • How to support pupils on the autistic spectrum.

     

  • How to support pupils with emotional needs.

     

  • How to support pupils with speech and language difficulties.

     

  • How to support pupils with physical and co-ordination needs.

     

  • How to support pupils with learning needs

     

  • Read Write Inc (phonics programme).

     

  • Numicon.

     

  • Precision teaching

    How accessible is the school both indoors and outdoors?

     

  • As a school we are happy to discuss individual access requirements. Facilities we have at present include:

     

  • Level access to all classrooms and the hall.

     

  • Toilet suitable for disabled access.

     

  • Changing table and shower.

     

  • A lift to access the upper level.

     

  • Wide doors.

    How are parents involved in the school? How can I get involved?

     

  • This may be through:

     

  • Discussions with the class teacher.

     

  • Parents evenings/IEP review meetings.

     

  • Discussions with the SENCO or other professionals.

     

  • Parents are encouraged to comment on their child's IEP with possible suggestions that could be incorporated.

     

  • Joining the PTFA.

     

  • Weekly newsletter/website

     

  • Governors surgery.

    Who can I contact for further information?

    If you wish to discuss your child's educations needs or are unhappy about something regarding your child's special needs please contact the office to arrange a meeting with the SENDCO, Miss Fiona Rowley or Assistant SENDCO Mrs Charlotte Williams.

    How will you prepare and support my child to join the school, transfer to a new school setting or to the next stage of education and life?

     

  • Many strategies are in place to enable the pupil's transition to be as smooth as possible. These include:

     

  • Discussions between previous or receiving schools prior to pupil

  • joining/leaving.

     

  • All pupils attend a transition session where they spend some time with their new teacher.

     

  • Additional visits are also arranged for pupils who need extra time in their new school.

     

  • Teachers are always happy to meet parents prior to their child starting.

     

  • Secondary school staff visit pupils prior to them leaving here.

     

  • SENCO liaison between schools.

     

  • Secondary schools attend annual reviews in year 6.

     

  • EY staff attend annual reviews in the nursery settings.

     

  • Home reference book with photos of relevant staff and classroom.