Skip to main content

Cippenham Infant School

Cippenham Infant School is part of the Gold Rose Multi Academy Trust. We are a 3 form of entry school with 270 pupils.

Please see the school website for more information. http://www.cstrust.org.uk/

Who to contact

Name
Clare Lodge
Position
Principal
Telephone
01628 604732
Email
post@cippenhaminfantschool.co.uk
Website
Cippenham Infant School

Where to go

Name
Cippenham Infant School
Address
Dennis Way
Slough
Berkshire
Postcode
SL1 5JP

Local Offer

Contact Name
Clare Lodge
Contact Telephone
01628 604732
Contact Email
post@cippenhaminfantschool.co.uk

Extended Local Offer Response


Special Educational Needs Policy

At The Gold Rose Multi Academy Trust we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from The Trust, irrespective of race, gender, disability, religion and belief, or socio-economic background.  We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life

Cippenham Infant School’s SEN Policy and related policies can be found on the school website http://www.cstrust.org.uk/

 

Teaching and Learning

The quality of teaching is fundamentally important to the achievement and life chances of each child. The Gold Rose Multi Academy Trust fully recognises their responsibility to provide good teaching for all pupils.  It is particularly important that pupils who have the most difficulty with their learning are taught by good quality teachers.

At Cippenham Infant School the emphasis is upon quality first teaching which is strengthened through additional support when necessary. All lessons are differentiated to meet children’s varying needs and regular pupil tracking meetings are used to monitor the progress of all children. 

Teachers plan for the whole class, groups and individual children as part of their everyday practice, sharing planning with support staff as well as any ‘one to one’ teaching assistants.   Phonics is taught in ability groups across the school.  

Some children may need more individualised support, for example if they have a Statement or Education Health Care Plan.  Again, teachers plan carefully, adapting work, providing different resources (for example visual aids to support learning) and planning the most appropriate way to use additional support staff.  Children with one to one support have specific targets set each term which provide the basis of their learning and these are regularly reviewed with staff, parents and where possible, the child.  Advice may be taken from external agencies such as Slough Speech and Language Therapy Department or the Educational Psychologist about how to assist progression.

Identifying and Assessing Special Educational Needs

The quality of teaching is fundamentally important to the achievement and life chances of each child. The Gold Rose Multi Academy Trust fully recognises their responsibility to provide good teaching for all pupils.  It is particularly important that pupils who have the most difficulty with their learning are taught by good quality teachers.

At Cippenham Infant School the emphasis is upon quality first teaching which is strengthened through additional support when necessary. All lessons are differentiated to meet children’s varying needs and regular pupil tracking meetings are used to monitor the progress of all children.

Teachers plan for the whole class, groups and individual children as part of their everyday practice, sharing planning with support staff.  

Some children may need more individualised support, for example if they have an Education Health Care Plan.  Again, teachers plan carefully, adapting work, providing different resources (for example visual aids to support learning) and planning the most appropriate way to use support staff.  Children have specific targets set each term which provide the basis of their learning and these are regularly reviewed with staff, parents and where possible, the child.  Advice may be taken from external agencies such as Slough Speech and Language Therapy Department or the Educational Psychologist about how to assist progression.

Involving Parents and Children and Young People in Planning and Reviewing Progress

The Gold Rose Multi Academy Trust aims to ensure a close partnership between school, parent and child and knows that a close working partnership is essential in producing the best possible outcomes for each child.

At Cippenham Infant School we actively encourage good relationships and communication between parents and staff. Often parents see staff on a daily basis when dropping off and collecting children.  This means that ongoing dialogues are possible, about progress or concerns, at an informal level.

Children with individual education plans (including those with Education, Health and Care Plans) are the subject of meetings between the class teacher and Inclusion Lead on a termly basis. During these meetings previous targets are reviewed and new targets set. Where possible the child is involved with this review, being asked for their opinions and views on how they feel they are doing. The parents are invited to attend these meetings too, wherever deemed appropriate.  Feedback is given to parents explaining the targets and reviewing their child’s progress.  Parents are invited to meet with their child’s teacher or the Inclusion Lead to discuss these further. 

Interventions, such as Five Minute Boxes or Sensory Circuits for example, are reviewed half termly by SEN support staff, class teachers and the Inclusion Lead.  Data showing progression is taken into account, as well as the staff’s knowledge of the child.

Additional Support

At Cippenham Infant School we provide a range of interventions which support children throughout the school. These include but are not limited to - Five Minute Box (1:1 phonics), Number Box (1:1 number work), Sensory Circuits, speech and language support, and ELSA social skills and nurture groups. 

Some children may need additional support beyond these types of intervention groups, including one to one support.  The school currently has a classroom TA in every class who is used to provide one to one support to a named child with SEN in their class every morning.  We also have a Lead LSA who is a qualified ELSA, runs nurture groups, is the lead contact for transition support, and coordinates our hub intervention under guidance from the Inclusion Lead. For children who have an Education, Health Care Plan, support is provided in line with their documentation.

One to one and small group support for children requires a degree of flexibility, depending upon the needs of the child. The majority of the additional support will be in class, however sometimes a child may need a quieter area to work or a differentiated activity that is best completed in another area of the school. Several small areas around school are resourced and used for this purpose.  This year sees the introduction of a hub, a small free flow and sensory based classroom (made up very much like a mainstream Foundation Stage classroom) for a small group of Key Stage One children.  This is planned for by the Lead LSA under guidance from the Inclusion Lead.

For children with more significant need, the school also works closely with a number of outside agencies including Educational Psychology, Speech and Language, Sensory Consortium Service, Occupational Therapy and CAMHS.

Extra Activities

All children are encouraged to take a full and active part in school life, for example going on school trips and taking part in school clubs at lunchtimes and after school. Reasonable adaptations may need to be made to accommodate children with very specific needs; however the school would always encourage participation in extra activities.

Meeting the Social and Emotional Needs of Children and Young People with SEN

The Gold Rose Multi Academy Trust recognises the impact that a child’s social and emotional needs have upon their learning.  Cippenham Infant School aims to ensure that every child feels safe, secure, happy and ready to learn and achieve their full potential. Children may need additional support for a range of reasons, for example because of family circumstances, with friendships, developing confidence or their behaviour.  A range of strategies and interventions are available across the Trust schools to ensure that children and their families are supported.

At Cippenham Infant School every class teacher and class teaching assistant works to build a positive relationship with all of the children and families in their class.  Often this is the first point of contact for parents who may be concerned about their child, and is also where staff can identify if a child is having difficulties. 

A whole school approach to positive behaviour is started in September each year, focussing upon the ‘Behaviour Flower’ which is used throughout the school. Activities such as ‘Positive Behaviour Week’ throughout the year reinforce this. Whole class PSHE activities are often used to address particular needs, for example using Circle Time to resolve friendship issues.

Some children’s Social and Emotional needs may be more specific and these would be discussed with the Inclusion Lead.  Support staff are used as necessary to support specific children, either individually or in small groups, for example setting up a social skills group around a child with ASD.  Groups and work with individuals are flexible according to the needs of the current group of children.

Keeping Up to Date with Knowledge and Skills

The Gold Rose Multi Acacademy Trust ensure that their  In-Service Education for Teachers (INSET) keeps all staff stay up to date with new initiatives and builds their skills through a programme of Continuing Professional Development (CPD).

At Cippenham Infant School staff have a good general knowledge of Special Educational Needs, particularly of children with Speech and Language difficulties and Autism, as well as knowing how to provide support for children who may need some intervention with basic Literacy and Maths skills. Training is held regularly to update staff on good practice.  Recent and upcoming training includes Pupil Mental Health and Well-being, the SEN Code of Practice, and Attachment.

When children with specific needs enter the school we work closely with their parents, any outside agencies and their previous setting to ensure that we have a full understanding of their need.  If necessary we will seek specific training or advice about a particular need.

Transitions

The Transition Policy and timetable of events documented in this is followed throughout the academic year. 

The majority of children entering Cippenham Infant School in Reception come from Cippenham Nursery School.  The majority of children leaving Cippenham Infant School at the end of Year Two will move to Cippenham Primary School. All three schools work closely together to ensure smooth transitions.

Nursery children take part in a series of visits to the school, so they become used to the environment and staff.  They are given books about school to be shared at nursery and some individual children are given their own copy to take home.  For parents there are tours and an open evening to meet staff.  Nursery staff also meet with school staff to discuss the children and pass on information, and teachers visit Cippenham Nursery to see them in their established setting.  The SENCo from Cippenham Nursery School meets with the Inclusion Lead to pass on records and information about specific children that have had any additional support at nursery.

In the summer term of Year Two, children who are identified as needing extra support with their transition take part in small group visits to Cippenham Primary School.  This is followed up by making transition books using photographs taken by the children.  Staff from the primary school visit and there is a transition morning that all children attend. The Inclusion Lead and staff meet to discuss specific children and pass on information and records.

Children with an Education, Health Care Plan may need additional visits and parents are encouraged to discuss any concerns with the SENCo/Inclusion Lead and are given their contact details. It is also helpful that The Gold Rose Multi Academy Trust share the same Educational Psychologist and Speech and Language Therapy Service.

Children from other settings are invited to attend open evenings and visits in the same way as children from Cippenham Nursery.  Information from other settings is passed on via phone calls or documentation. Similarly, Year Two children going to different schools have their information passed on and if necessary additional transition visits arranged.

Helpful Contacts

Cippenham Infant School   - 01628 604732 

post@cippenhaminfantschool.co.uk


Mrs C. Lodge - Principal

Last Updated
26/09/2019

This information has been collected from third party providers therefore the Slough Family Information Service website and Slough Borough Council cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations