Vickerstown Primary School
It is very important to us that we work in close partnership with the parents and carers of the children in our care. You are the people who know your children best and working together will help us to achieve the best outcomes for them.
We aim to provide ‘an outstanding education in the heart of the community’ and as such we make every effort that the children at Vickerstown have the best academic start and grounding possible to enable them to be successful members of society. We are committed to the highest possible academic standards for each individual child and also to nurturing them to be confident about themselves personally and about their achievements.
If you have a brief concern or information about your child please share it with your child’s teacher at the beginning or end of the day. If you feel a more lengthy discussion is needed then please feel free to make an appointment with the staff for this.
We make every effort to be available for parents and carers at the beginning and end of the day and you are of course welcome to make an appointment with a member of staff if you would like to discuss any issues relating to your child.
Who to contact
Where to go
- Vickerstown Primary School
- LA14 3XY
At Vickerstown Primary School, we consider inclusion as fundamentally an issue of equality of opportunity. All members of the school community are encouraged to achieve their maximum potential.
The school community strives to minimise the barriers, which might exclude children from equal access to, participation in and outcomes of schooling. This may be based on language, culture, gender, physical, intellectual or emotional state and socio-economic status.
- Contact Name
- Helen Robinson
- Contact Telephone
- 01229 471350
- Contact Email
- Local Offer Age Bands
- Primary (5-10 years)
Schools Extended Local Offer Response
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
At Vickerstown School we strive to work together as a whole community. The special needs coordinator works closely with staff in ensuring children make progress academically, emotionally and physically. More formal progress meetings take place each term where assessment information is shared between senior leaders and staff within the key stages. Updates on emotional well being and general attitudes to learning are also shared.
If you have any concerns about your child we would welcome you to raise these with your child's class teacher in the first instance. They will consider your concerns and discuss these with the SENCO. Future action will be considered and you will be informed of the next steps.
- How will early years setting/school/college staff support my child/young person?
We pride ourselves in having experienced and committed members of staff. We currently employ in excess of 20 members of support staff working across the school. Many of the staff are employed to work directly with children with additional needs but they also provide support to other pupils within the class. We provide a range of programmes to develop cognitive skills, motor skills and emotional well-being. We currently employ a full time counsellor to work with children and their families.
- How will the curriculum be matched to my child's/young person's needs?
At Vickerstown School we follow a topic based curriculum and children will follow a specific topic for a term. All children within a year group will follow this topic however it may be differentiated to a child's specific needs in order for them to access learning opportunities. In addition to class based topics children with additional needs will have access to gross motor activities, sensory play, additional music sessions and specific taught sessions to support their progress within an IEP.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
We have an open door policy and work hard with parents to ensure you are kept aware of your child's progress and activities which they complete within school. On a daily basis we will ensure your child's support assistant informs you of their day through a home to school book or through face to face updates. Once per term you will be invited into school to share your child's progress within their IEP targets, this will usually be with your child's support assistants. Should your child have a statement you will have a once yearly annual review of their long term targets. We value to benefits of working together with parents and should you require support at any other time during the term you are always welcome to make an appointment with the SENCO.
- What support will there be for my child's/young person's overall well being?
We value the importance of ensuring children feel safe and happy within school through positive achievements. We ensure there is a balance of teaching and play activities within a child's timetable. We offer support in relation to making friends, social skills, anger management and dealing with anxiety through our qualified counsellor.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
We welcome advice and support from external specialists and work closely to develop appropriate programs of support for within school. The services we currently work with are:
- Speech and language therapy
- Occupational therapy
- Specialist advisory teacher for ASC
- Specialist advisory teacher for physical and medical needs
- Specialist advisory teacher for hearing impairments
- Specialist advisory teacher for early years
- Adoption support services
- Children looked after support services
- Autism family support workers
- Children's community nurse
- Education welfare services
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Many of our support staff have completed accreditation for working with children on the autism spectrum. We have members of staff who are trained in assessing and supporting children with difficulties in literacy and maths. A member of staff is trained in screening children for the early signs of dyslexia. Many staff are trained in Team Teach, appropriate physical restraint. All staff are trained in emergency use of first aid.
- How will my child/young person be included in activities outside this classroom including school trips?
All children have equal access to all aspects of the curriculum both inside and outside the classroom including trips and residential visits.
- How accessible is the setting/school/college enviroment?
We moved into our new purpose built school in October 2011. The whole school is completely accessible throughout and all children can access learning within all rooms.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
We ensure children are appropriately prepared to move onto their next stage of education whether that is from Early Years to Key Stage 1, Key stage 1 to 2 or Year 6 to Year 7. Within school the staff work closely to ensure children are familiar with their new members of staff and classrooms. We can provide photographs to support the children with the changes in environment and staff. For children who find this transition difficult we will do increased visits into their new environments and specific teaching of the changes to ease the move. When a child is moving to secondary school provision we always work closely with the child's new school to make the move as easy as possible. We will arrange additional visits to the new setting and ask a member of staff to visit your child in our school so they become familiar with their routines, likes and dislikes. We can produce a transition passport with essential information in so the receiving school can be aware of your child's needs at a glance.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Within our school building we have 5 rooms which can be used for 1:1 or small group teaching. We also benefit from a 'learning street' which is an area outside the classrooms which can be used for individuals or groups. The sensory room within school provides an area for either calming or stimulating and can be used by all children. We have interactive whiteboards available to use in almost all learning spaces in order to provide visual support. We have use of the Wigit program and Clicker 6 to provide children with visual support to lessons. We have a number of laptops, desktop computers and tablet computers for the children to use.
- How is the decision made about what type and how much support my child/young person will receive?
Children who have statements of special educational needs will be provided with support for their designated hours plus the additional hours school are required to put in from a designated budget. In line with the new SEN framework children who will have Education Health Care Plans will be provided with support using the designated budget as highlighted in their plan. Due to the high number of children with special educational needs we do occasionally combine support so a child will receive more support but on a 2:1 basis. For children requiring support at a school level we would base this on their progress and needs as highlighted by their teacher or during a progress review. In this instance we will look at area of need and how we can provide support for this using resources available within school.
- How are parents involved in the setting/school/college? How can I be involved?
We welcome parents to come into school for class assemblies, harvest festival, Christmas carols, school plays and specific open days. We always welcome parents to support us at sporting events such as football matches. Within class we would welcome parents as helpers, subject to a DBS check.