1. Farlingaye Pyramid School Offer Hollesley Primary School How does the school know if my child needs extra help? What are the arrangements for the resolution of disagreements? What should I do if I think my child has SEND? What will the school do if they think my child has SENDWhat will the school do if they think my child has SEND? What will the school do after deciding with me that my child needs something extra and special to help them learn? What does this school do to prepare SEND children for the future? Where else can I find support and information? How will my child be supported during school transitions? How will the school keep me informed once it has been agreed my child has SEND? What are the school’s expectations for children with SEND? What support is available for a child with SEND at this school?

2. How does the school know if my child needs extra help? Liaison with feeder schools Child performing below age expected levels We notice differences in behaviour, listening skills, self esteem and confidence compared to other children Concerns raised by parents Advice from existing outside agencies Advice from existing health care professionals

3. What should I do if I think my child has SEND? Arrange to have a conversation outlining your concerns with your child’s class teacher initially Arrange to have a conversation outlining your concerns with the SENCo (Special Education Needs Co-ordinator) and/or Headteacher as required Ensure the school is kept informed of any relevant background information/ changes/ concerns you have about your child

4. What will the school do if they think my child has SENDWhat will the school do if they think my child has SEND? The school will use simple assessments as appropriate to assess your child Class teacher will have a dialogue with parents/carers and child

5. What support is available for a child with SEND at this school? Staff Skills SENCo (R.Edwards)-Masters in Special and Inclusive Education (MA) All teachers provide ‘quality first’ teaching Resources A range of resources to help all learners access the curriculum e.g. word mats, mind map templates, ace dictionaries, ergo writers, number lines, times table squares, etc Interventions A range of interventions are used to help a range of needs. These will be tailored to your child’s needs. Interventions include: Nessy reading and spelling, Dancing Bears, Gym trail, Plus One and Power of 2. Speak to the school to find out more if you require further information Other agency support which may be available LA Local Offer Link

6. Where else can I find support and information? SENDIASS-https://www.access-unlimited.co.uk/send- reforms/sendiass Access Unlimited - www.access-unlimited.co.uk Access Unlimited Access and Assessment Team for Norfolk and Suffolk Autism Suffolk - www.autism.org.uk/autism.suffolk Autism Suffolk The British Dyslexia Association - www.bdadyslexia.org.uk The British Dyslexia Association Suffolk Local Offer - http://infolink.suffolk.gov.uk/kb5/suffolk/infolink/localoffer.page?lo calofferchannel=0

7. What will the school do after deciding with me that my child needs something extra and special to help them learn? The class teacher will take responsibility for the daily education of your child and will be supported and advised by the SENCo where necessary Learning is appropriately differentiated to allow access and challenge for all Deployment of a teaching assistant/ learning support assistant may be appropriate Children will have access to the right tools to support them in the classroom Specific programmes of work may be used if appropriate Class teacher (with consultation with SENCo as required) will set targets for your child’s learning

8. How will the school keep me informed once it has been agreed my child has SEND? Class teacher will meet with you termly to discuss your child’s progress Meetings with external agencies where necessary Annual Review meetings where necessary Other forms of communication may include: -Home/school diary -Telephone conversations -Letters home -contact with class teacher/school staff

9. What are the school’s expectations for children with SEND? Learners have confidence and are self-assured Children are encouraged to become independent learners Children have increased self-esteem about their place in the world Children are aware of their own needs and the strategies that help them learn Children will enjoy a balanced, well-rounded curriculum with lots of fun opportunities

10. How will my child be supported during school transitions? Liaison with pre-school prior to starting at the school Liaison with external agencies to aid transition Reception All appropriate adults to share knowledge about your child so we can plan together New intake days All year groups Liaison by class teachers as your child moves through the school Year 6 Additional meetings with High School/visits to High School

11. What are the arrangements for the resolution of disagreements? Contact: Headteacher Chair of Governors SENDIASS

12. What does this school do to prepare SEND children for the future? E-Safety awareness Sexual Health and Relationships Education Transition talks with High School Make links with the community Support the development of cultural and social experiences Make links with other feeder schools in the pyramid Provide opportunities to develop self confidence through performance

13. Jargon Buster ADD/ADH- attention deficit (and hyperactivity disorder CoP- Code of PracticeMLD- Moderate learning difficulties SLT- Speech and Language Therapist Annual Review- meeting held annually to review a child’s education and health plan Differentiation- adapting the curriculum to met needs OCD- obsessive compulsive disorder SSC- Special Support Centre ASD- Autistic spectrum disorderDyslexia (SpLD)- specific learning difficulty ODD- oppositional defiant discorder TA- Teaching Assistant Auditory discrimination- the ability to listen to sounds and detect the similarities and differences Dyspraxia- a condition affecting motor control OT- Occupational TherapistWave 1- inclusion of all pupils within the classroom, met through quality first teaching and differentiation BSP- behaviour support planEHCP- Education and Health care plan, replacing the Statement of Educational Needs SALT- Speech and Language Therapy Wave 2- Wave 1 plus any additional interventions CAF- common assessment framework EP- Education PsychologistSENCo- Special Educational Needs Co-ordinator Wave 3- as above, also including interventions that are personalised to that child CAMHS- child and Adolescent Mental Health Service EWO- Education Welfare OfficerSEND- Special Educational need and/ or disability CIR-County Inclusive ResourceLA- Local AuthoritySLD- severe learning difficulty