Monitoring Progress

Our most recent OFSTED report of March 2017 states

• Pupils who have special educational needs and/or disabilities receive clear and focused teaching to support their learning.

As part of our review process children are assessed formally on a termly basis. Staff constantly monitor Targets and will review and change if necessary before the termly review thus ensuring that targets remain relevant.  Support is given in the form of readers, small groups and the assessment materials given.  As a school we feel the need to ensure a nurturing environment through this process and children are well prepared.

We officially report to parents through our online Tapestry and Earwig programmes. In addition to this we have three parent's evenings – September, March and a drop in visit in July enabling parents to come in and review their children’s work. During these parent's evenings a child's targets will be discussed.

Parents are also able to make both informal and formal appointments to discuss their child’s progress with their Class Teacher, Inclusion Manager or Headteacher.

We believe all learners are entitled to the same access to the curriculum and broader activities including clubs, trips and residential visits.  Where a child has a Special Need we will always discuss those needs with parents prior to the child taking part in any activity.  This will ensure that needs are being met fully.  If parents are concerned about their child taking part in an activity, we ask them to come and discuss it with us rather than withdraw the child from the activity.

The school building is fully accessible with disabled and wheelchair access to all learning areas.  We have disabled toilets and shower facilities.  Our Accessibility Plan is regularly reviewed.  We have a sound field system operating in school for children with a hearing impairment.

We are fortunate to have a very skilled team of Staff.  This includes a dedicated Speech and Language Therapist employed by school. We currently have three fully trained ELSA specialists. Classes are supported by at least one Teaching Assistant. Although the following list is not exhaustive, Staff have received training in the following:

  • ASD
  • ELSA (Emotional Literacy Support)
  • Dyslexia Support
  • First Aid
  • Read Write Inc Phonics
  • Supporting children with reading and writing
  • Supporting children with number
  • Speech and Language Support
  • Precision teaching
  • Mental Health First Aid
  • ADHD
  • My Happy Mind
  • Team Tech
  • Supportting non-verbal learners

During the academic year 2021/2022, Staff will attend further training on ASD along with training in PECS, Down Syndrome and Safeguarding Children with SEND.

Joining Rivacre Valley

We work with parents/carers and the previous school or nursery to ensure that any Special Educational Needs already identified are met and continued.

Moving to the next class
During the summer term class teachers and teaching assistants meet and share information about the needs of each child in their class.

Transition to a New Setting that is not High School
When a child moves to a new school mid Key Stage, we will ensure that all relevant documents are forwarded.  We will also discuss with the new school systems that we have in place for the child that support their learning.  We would also encourage parents to make an appointment with the member of Staff responsible for SEN at the new school.  We are also able to hold transition meetings with parents and the new school to formulate an Action Plan for Inclusion.

Transition to High School
Discussions are held and information is shared during the Summer Term of Year 6 with the prospective High School for each child. Action for Inclusion meetings are sometimes held to ensure smooth transition.  Other relevant agencies such as Health, Educational Psychologist and Speech and Language are invited.

Where a child has an EHC plan a meeting will be held with parents, school and the Local Authority when the child is in Year 5 to discuss parental and child preference for High School.

Supporting the Whole Child
As well as gaining knowledge and skills in all areas of the national curriculum, the children are encouraged to grow in confidence and self-reliance, learning to make decisions and developing their ability to articulate ideas and feelings. If children are identified to need support in the area, they can access our ELSA (Emotional Literacy Support) programme. We also consider it very important that the children develop socially, encouraging them to have a healthy respect for others, in and out of school.

We run Life Skills sessions for children who need support in this area.  These can include tying shoe laces, writing and posting letters, telling the time and getting the bus to their prospective High School. We follow the Autism Team's Transition Programme.

Children with SEN are encouraged to take part and represent their class on the School Council.  This enables them to contribute both their own and class views.

All children and staff play a part in the excellent behaviour and safety of the school. There are clear boundaries set and we operate a reward and consequence Traffic Light system. When incidents do occur in school, they are dealt with swiftly. On occasion, some children will need more support to work within these boundaries. The high staffing level and the support of their peers can help them with this.

Children take part in weekly mental health sessions, promoted through the my Happy mind programme


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