Dale Hall C.P. School’s Special Needs Register is a record of all the pupils who receive additional support in the following areas:
Communication and interaction
Cognition and learning
Social, emotional and mental health
Sensory and/or physical needs
How does Dale Hall C.P. School know if my child needs extra help?
We recognize that many pupils may have additional needs at some point during their school life. Communication is vital to ensure that a child’s needs are identified as soon as possible and in a timely manner. Staff work closely with colleagues and parents to ensure that concerns are addressed in a timely manner.
Pupil progress meetings are held each half term. Each teacher reviews the progress of pupils with the Senior Management Team and pupils are referred to the SENCo when there are concerns about progress.
Parents and carers can raise concerns with teachers at any time, appointments can be arranged through the school office.
School liaises closely with Early Years Providers to identify pupils with additional needs. For pupils transferring between schools, contact is established and information shared between schools. At the end of each school year, staff share information with colleagues.
Staff monitor changes in behaviour closely, and share concerns with parents and carers. The School has an Inclusion Team who can support pupils experiencing difficulties.
There is liaison and collaborative working with external agencies e.g. CISS, Dyslexia Outreach Service, SALT, Play Therapist. Reports from professionals give clarity on an individual’s needs and enable staff to plan appropriately. The School has strong, established links with all services and regularly reviews pupils with their parents and the professionals concerned.
What should I do if I think my child has Special Educational Needs?
Parents and carers can raise concerns with teachers at any time, appointments can be arranged through the school office and that is where we encourage you to start your discussions or concerns. Staff monitor changes in behaviour closely, they work with your child for the greatest part of the time and can modify, change and support where needed. Some children may have additional support with an online communication log. This should be used in the following way:
Our SENCo and family Liaison Officer will liaise and collaborate with external agencies e.g. CISS, Dyslexia Outreach Service, SALT, Play Therapist. The reports from professionals give clarity on individual needs and enable our teaching staff to plan appropriately.
The School also has an Inclusion Team who can support pupils experiencing difficulties day to day. This may be supported in the following way:
We have positive open means of communication and telephone contact is welcomed and if needed appointments can be made. Our team work very hard to ensure your child has the right provision but we also acknowledge there may be times when things do not go to plan, your child may come home distressed or communication has broken down and you become frustrated.
We do understand the frustration involved when you feel your children are not getting the right support, that school only had to do that one simple thing and it would have made things better. However, it is also important to take into account that you may not understand the full picture, that there were other things/events/ information that prevented this ‘one thing’ from happening. However, the important thing is that your child knows understands that the school will try to make sure it doesn’t happen again. Or, better still, find a way for your child to problem solve and take control of the situation themselves, if it were to happen again.
Assistant Head for Inclusion
Thrive lead (Maternity Leave)
Inclusion Support/Forest School
Below are some important points to consider when things are not as you would ideally like them to be: