We are a two form entry primary school with a nursery and approximately 405 children on roll. We are an inner city school and serve our local community. More recently we have admitted many children from out of area. We have two separate buildings and a large playground.

Home visits are carried out prior to children attending our Nursery.
Open day sessions for parents and children before entry to our Reception classes.
Liaison with local secondary schools through induction programmes.
Basic Language programme for children who are Direct Entrants from abroad.

Your child’s class teacher is responsible for:
•Checking on the progress of your child
•Identifying, planning and delivering the differentiated curriculum for your child in class as required
•Personalised teaching and learning for your child
•Ensuring that the school’s SEND policy is followed in their classroom

The Inclusion Manager is responsible for:
•Developing and reviewing the school’s SEND policy
•Co-ordinating, monitoring and evaluating support for pupils with SEND
•Updating the school’s SEND register, and making sure records of children’s progress are kept up to date and remain confidential
•Providing support for teachers and support staff in school, so that they know how to ensure pupils with SEND make the best possible progress

They are also responsible for ensuring that you are:
•Involved in supporting your child’s learning
•Kept informed about the support your child is receiving
•Involved in reviewing how well your child is doing and liaising with other agencies that may be involved with your child

Identifying and assessing SEND (Special Education Needs or Disabilities).

At Firs Estate Primary School there are a number of ways in which a child may be identified as having possible SEND.
•Parents may raise concerns about a child’s development at home and discuss these with the class teacher.
•Initial maths, reading and writing assessments are carried out when children first start at the school. These may show whether a child is working at or significantly below the level of other children their age.
•If a child is making slower progress than other children in the class, and this persists despite some extra help in class or in targeted small group interventions, concerns are passed on to the Inclusion Manager and additional assessments may be carried out to identify the nature and severity of the difficulty.

However a special educational need is identified, either the class teacher or the Inclusion Manager will discuss concerns with the child’s parents or carers as soon as possible. Parents will be invited to regular ‘parent and teacher meetings’ to work out and agree a programme of support suited to their child’s needs. We also feel it is beneficial for the child to be involved in the process and they will, if appropriate, also be invited to contribute to planning their programme of support.

Can Administer Medication