• There may be suggested strategies or activities for you to do at home to support your child’s learning.
• We run regular parent/carer workshops in school to help you understand the strategies used in school. In addition, we may be able to offer you individual training in specific support strategies relevant to your child.
• The SENCo may also support you with strategies, resources and ideas for supporting your child’s learning at home.
• You may have an opportunity to meet with other professionals involved in supporting your child.

At Ashburnham Community School we are very happy to speak to you about any aspects of your child’s education. It is best to speak to one of the following in this order;

1. The class teacher
2. The Senco/Assistant Headteacher
3. The Associate Headteacher
4. The Executive Headteacher

• Initially speak with your child’s teacher and/or the SENCo. Hopefully they will be able to address your concerns.
• You can then contact the Head teacher, who may direct you to the school’s

• We liaise closely with the school or nursery your child is transferring from. We are able to discuss with the relevant teachers any individual needs and how best to support your child in school.
• While at Ashburnham Community School we take care to ensure that during transition points (between classes each year and at the end of Key Stages) all staff are aware of individual pupils needs, learning progress and best support strategies.
• Ashburnham Community School makes arrangements to ensure there is a smooth transition when your child transfers to his/her secondary school of choice. Please contact us for further details.
• If your child has an EHC Plan, we will participate and/or facilitate its review in sufficient time prior to him/her moving between key phases of education. You will be kept informed of these arrangements and asked to attend the reviews.

• Ashburnham Community School is an inclusive school and we believe in the equality of opportunities for all children.
• Inclusion at Ashburnham Community School means:
• equality of opportunities for all children
• rights of all children in line with the Children and Families Act 2014 and the Children’s Act 1989
• carefully considered planning and appropriate adjustments to teaching and learning
• ensuring a holistic approach to each child including the development of their social and emotional wellbeing
• an ethos underpinned by comprehensive policies
• working collaboratively with outside agencies
• School clubs, educational visits and residential trips are available to all children.
• When necessary the school will make reasonable adjustments to ensure that children with SEN and/or disabilities are included in all activities.
• You should also feel free to contact your child’s class teacher if you have any concerns.

• At Ashburnham Community School we believe that the happiness and well being of all our pupils is paramount. All members of staff take this aspect of school life very seriously.
• You can be confident that in particular your child’s class teacher, the teaching assistants, Learning Mentor and the SENCo are available to provide support to match your child’s needs.
• You should also feel free to contact your child’s class teacher if you have any concerns.

• Your child’s progress will be assessed both in terms of his/her learning within the class and with regard to specific intervention programmes.
• The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and if not, what adaptations are necessary. It may be decided that a further period of support would be beneficial for your child.
• You and your child will be kept informed and encouraged to be actively involved at all stages of this support.

• Ashburnham Primary School receives funding from the Education Funding Agency and/or the local authority. These funds include money to support the learning of children with SEN and/or disabilities.
• The Headteacher, in consultation with the School Governing Body, decides the budget for SEN provision on the basis of the needs of the children in the school. Click here to see our overview of provision.
• The Executive Head teacher, Associate Head Teacher and the SENCo discuss the effectiveness of the school’s current interventions and provisions and prioritise an action plan, which may include additional or alternative interventions, staff training and equipment needs.
• This process is reviewed regularly to ensure the best possible intervention is provided to those children who require additional support to learn.

The purpose of an EHC Plan is to make special education provision to meet the special educational needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/her gets older, prepare for adulthood. An EHC Plan will contain;

• the views and aspirations of you and your child,
• a full description of his/her special educational needs and any health and social care needs,
• establish outcomes for your child’s progress,
• specify the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes

You, your child (where appropriate and aged 16 and over)and/or the school, usually the SENCo or Head teacher, can request that the local authority conduct an assessment of your child’s needs. This may lead to an EHC Plan.

• The class teacher and other staff working with your child ensure that your child receives appropriate teaching and support in order to reach these goals. The learning plan, strategies and progress will be reviewed termly.
• External agencies and specialists may also review your child’s progress and adapt their planning accordingly.

This really depends upon the nature of your child’s needs and difficulties with learning. But our education provisions will match the needs of the four broad areas of need as defined in the SEN Code of Practice 2014; (HYPERLINKED WITH EXPLAINATIONS FROM THE COP)

• Communication and interaction
• Cognition and Learning
• Social, emotional and mental health
• Sensory and/or physical needs
• At Ashburnham Community School we have a 3 tiered approach to supporting a child’s learning.

Universal – this is the quality first teaching your child will receive from her/his class teacher and may include some adaptations to match learning needs.

Targeted – it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning.  This takes the form of a graduated four part approach

• a) assessing your child’s needs through looking closely at specific targets for your child and establish goal with any additional adults working with your child
• b) planning the most effective and appropriate intervention
• c) providing This intervention may be run outside the classroom, individually or in small groups sessions. You will be kept informed of your child’s progress towards learning outcomes.
• Specific targeted one to one or small group interventions may be run outside the classroom. We strive to provide an appropriate learning space for all children.
• d) reviewing the impact on your child’s progress towards individual learning outcomes.

Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology (EP), speech and language therapy (SALT), occupational therapy (OT), sensory advisory teachers and the child development service (SILT). The school may need to prioritise referrals to these services. However, for a very small number of pupils access to these specialists may be through a Statement of SEN or an EHC Plan.

• At Ashburnham Community School we believe that your child’s learning needs will first be met through the quality first teaching delivered by her/his class teacher.
• We carefully plan and differentiate our curriculum to match the age, ability and needs of all children.
• The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability.
• It may be appropriate to adopt different strategies or resources and adapt outcomes to meet your child’s learning needs.
• Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning.
• Ashburnham Community School regularly reviews its Accessibility Plan to ensure that all children have the fullest access to the curriculum and the school site as possible.

• At Ashburnham Community School we believe that your child’s learning needs will first be met through the quality first teaching delivered by her/his class teacher.
• We regularly review the school training schedule and professional development for all teaching and support staff to ensure there is the appropriate support for all children with special educational needs.
• The school is able to access training programmes from different organisations including the Tri-borough Training and Outreach team based at QE2 School.
• Individual training can also be arranged when necessary.

• At Ashburnham Community School we believe it is very important for parents/carers to be involved in all areas of their child’s learning and we actively encourage a collaborative approach. We believe, where appropriate, that it is essential to understand your child’s views on any difficulties they may experience with their learning.
• You will be able to share your views and discuss your child’s progress at regular meetings with the class teacher and other professionals working with your child.
• If your child has an identified special educational need you will be invited to a termly meeting with the class teacher and SENCo to discuss current progress, support strategies being used and expected outcomes.
• If your child has a Statement of special educational need or an Education, Health and Care plan (EHCP) you and your child will be able to share your views at the Annual Review but also regular meetings and coffee mornings throughout the year.

• Your child’s class teacher may initially speak to you at the beginning or the end of a normal school day and arrange a further time to discuss the concerns.
• The class teacher may also talk to you about any issues at a parent/teacher consultation meeting.
• The SENCo may contact you and arrange a meeting to discuss your child’s difficulties with learning and any possible support strategies the school might be considering.

• Talk to your child’s class teacher about your concerns.
• There is close communication between the class teacher and with Maya Wittleton the Assistant Head teacher and Special Needs Co-ordinator
• If you continue to have concerns arrange to discuss these with Bella Street the Associate Head teacher.
• If you continue to have concerns arrange to discuss these with Paul Cotter the Executive Head teacher.