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Our Lady of Peace Catholic Primary & Nursery School

There are 60 places in our nursery 30 places in the morning session and 30 places in the afternoon session. Children will be admitted into Nursery at the start of the academic year in which they will be 4 years old. Applications must be received by the Spring half-term (February) of the previous academic year, after which they will be deemed late.

Applications must be made via the schools own application form. Late / in year applications will only be considered after those received by the due time, subject to availability and the standard Admissions Criteria.

Nursery morning sessions from 8.45am to 11.45am and afternoon sessions from 12.15pm to 3.15pm.

Contact Mrs Carol Croft - Admissions Officer for information on nursery places.

Who to contact

Name
Jean O'Keeffe
Telephone
01628 661886
Email
post@olopprimary.co.uk
Website
Our Lady of Peace

Where to go

Address
Derwent Drive
Slough
Berkshire
Postcode
SL1 6HW

Local Offer

Description

Local Offer

New Government legislation asks schools to publish a ‘local offer’. A school’s local offer is to inform parents and carers about:

  • how we welcome into our school children with special educational needs and/or disabilities (shortened to SEND);
  • how we support them in all aspects of school life and remove barriers to achievement;
  • how we work in close partnership with parents/carers and children;
  • how we make effective provision for all of our children with special educational needs and disabilities.
Contact Telephone
01628 661886
Contact Email
post@olopprimary.co.uk
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)

Extended Local Offer Response


Special Educational Needs Policy

Special Educational Need and Disability (SEND) is defined as those children who:

  • Have significant defined difficulties over and above those generally experienced by the majority of his or her peer group.
  • Have a disability which prevents or hinders them from making use of the educational facilities generally provided.

Our Lady of Peace Catholic Primary and Nursery School is committed to creating a fully inclusive environment that meets the special educational needs of all children, enabling them to fulfil their potential across the whole curriculum.

In order to achieve this, our school endeavours: 

  • To ensure the early identification, assessment and registration of children with SEND.
  • To develop strong links with the Local Authority, parents, outside agencies, other professionals and schools.
  • To provide SEND training opportunities for all staff.
  • To monitor the progress of SEN children regularly through review meetings and tracking procedures.
  • To plan teaching and learning in all areas of the curriculum with all pupils in mind.
  • To seek and take into account the view of the child whenever possible. 

Responsible Persons 

  • The Governing Body
  • Headteacher
  • Inclusion Manage
  • Special Educational Needs Coordinator (SENCO)
  • Class Teacher 

The named SEN Co ordinator for the school is Mrs F. Ahmad for Foundation Stage and KS1 and Mrs Wood for KS2 . A member of the Governing Body Mrs Lisa Nash is our Special Needs Governor, although the Governing Body as a whole is responsible from making provision for pupils who have SEND. 

The Special Educational Needs (SEND Code of Practice 2001, which was revised in 2014 provides guidance on the duties of schools, local authorities and others working with children who have SEND. 

The revised Code of Practice focuses on meeting the needs in the classroom.  All staff have the responsibility of meeting the needs of each individual in their class to the best of their ability with or without a formal assessment.  

Teaching and Learning

Learning and Teaching

The children are at the heart of Our Lady of Peace Catholic Primary and Nursery School and learning and teaching strategies are matched to their individual needs. This includes where necessary working in small groups to consolidate skills and knowledge. Children are made aware of their targets and work hard to achieve them supported by a differentiated curriculum that has been matched to the needs of all our learners. We are in regular contact with a wide range of outside agencies including Speech and Language Therapist, Occupational Therapist, Physiotherapist, Educational Psychologist, Autism Outreach Service and SEBDOS who are able to offer us support and advice when necessary.

Identifying and Assessing Special Educational Needs

Identifying and Assessing SEND 

Despite high quality teaching there may be some children who do not make progress as expected. Some of these children may have a special educational need which requires further support which is additional to or different from that which is normally provided within a child’s peer group. The SEN Code of Practice 2014 refers to this as SEN Support. Staff monitor the children in their care constantly, getting to know their individual needs very quickly.  Assessments for learning occur at the end of each topic or term. The school provides four types of action referred to as a graduated approach.  When a concern is raised by either the class teacher or the parent the school will; 

  • Assess

The class teacher and SENCO decide if the child has a significant learning difficulty. The views and experience of the parent will also be taken into account, along with the views of the child where appropriate. If relevant, advice may be taken from external services. Assessment is reviewed frequently.

  • Plan

If it is decided that the child requires SEN Support, parents are informed and an Individual Provision Map (IPM) is is drawn up. The IPM will detail interventions and support which will take place and expected impact on progress.  The plan is reviewed at least termly with parents.

  • Do

The class teacher remains responsible for working with the child on a daily basis.  The teacher works with teaching assistants and the SENCO to assess the impact of the interventions. Further specialist services may also be involved in supporting the child.

  • Review

Regular reviews take place to monitor the progress of the child. From the review further targets and interventions may be decided. 

Our Lady of Peace also has particular regard for Looked After Children. 

Teachers employ standardised assessments in the form of Hertfordshire Reading Test, Sandwell Numeracy Assessment, Benchmarking, Boxall Profiles and Teacher Assessment. Discussions occur within the year group of teachers and they consult regularly with the SENCO. Outside agencies are invited into school to verify concerns and offer strategies and support.

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

Involving Parents

Parents are informed of any concerns staff have regarding their children to help us with our assessment and understanding of their needs. Staff meet with parents at least once a term, more regularly if necessary to identify their concerns; obtain information and discover ways in which they can support their children.  IPM targets are set with the agreement and support of the parents of our children. These targets are identified to remove barriers to children’s learning.  IPMs are reviewed at least termly and the targets are discussed with the parents and children.

Parental consent is always sought before any involvement is requested from an outside agency and parents have the opportunity to meet privately in school with the representative from the agency to discuss their concerns.

We work closely with families and social care, complex families and family intervention support staff where there are safeguarding or child protection concerns. Families will be signposted to appropriate services and support including assessments for short breaks.

If a child has an Educational Health and Care Plan (EHCP) this must be reviewed annually and all parties involved with the child are invited, including parents or carers. Both parents/carers and the child’s views are sought, recorded and considered.

Additional Support

Additional Support 

Additional support within school is available to the children in the form of small group and personalised teaching and learning. The children are supported in their learning of Phonics, Maths, Fine and Gross Motor Skills, Handwriting, Social Skills, Speech and Language and through Nurture Groups. 

If the child makes little or no progress over a sustained period and continues to work at levels significantly below their peers, despite the interventions that our school have put in place, we will then request the involvement of outside agencies. 

Educational Psychologist 

Autism Outreach Service

SEBDOS (Social, Emotional and Behavioural Difficulties Outreach Service) 

Speech and Language Therapy Service 

Occupational Therapy Service 

Sensory Consortium 

CAMHS (Child and Adolescent Mental Health Service) 

School Nursing Service 

Our Lady of Peace Catholic Primary and Nursery School is an inclusive school and may offer, if our budget allows, the following range of provision to support children with SEND. 

Interventions 

Access to a supportive environment 

  • Specialist equipment, including IT to access the curriculum where appropriate
  • Use of coloured overlays for reading
  • Pre teaching curriculum vocabulary
  • Prompt and reminder cards for organisational purposes
  • Visual picture strips or instructions to support behaviour or understanding of a task
  • Use of visual timetables. 

Provision to facilitate or support access to the curriculum 

  • Quality First Teaching within the classroom to enable all children to be included.Small group work supported by the Learning Support Assistant (LSA) or the Class Teacher (CT)
  • Breaking down of activities into small chunks
  • Repetition of instructions and key information
  • Use of specialist equipment such as seating, writing slopes, pencil grips, writing guides or IT equipment
  • First and Then Folders/strips 

Strategies to support and develop Literacy 

  • Small group support in class
  • Small group following Motor Control Skills programme
  • Where necessary personalised literacy targets
  • Frequent reading practice with an LSA or CT
  • Small group or 1:1 support using a planned programme for phonics or comprehension 

Strategies to support and develop Numeracy 

  • Small group support
  • Where necessary personalised numeracy targets
  • Practical equipment to support learning 

Social Skills programmes/support strategies to enhance self-esteem/ reduce anxiety 

  • Circle Time is used to help the children to increase their “Emotional Vocabulary”.  Issues are raised and explored by the children and they are helped to find resolutions.
  • Social Stories are used when necessary.
  • Drawing and Talking Therapy
  • Buddy Bench
  • We have a Chaplaincy Team and Prayer Garden

Strategies/ programmes to support Speech and Language 

  • Intervention programmes from a Speech and Language Therapist delivered by an LSA.
  • Visual support for language
  • Many staff are able to supplement their interactions using Makaton
  • Physiotherapy Needs/Motor Needs. 
  • Intervention programmes from an occupational therapist or physiotherapist delivered.
  • Provision of equipment advised by the Occupational Therapist
  • Strategies and advice from CYPIT  Toolkit (Children and Young Peoples Integrated Therapies)
  • Jump Ahead Toolkit 

Strategies to support Behaviour

  • Use of school’s Positive Behaviour Policy, available on the Website
  • Use of Home/School Books with parents/carers, praise, rewards and when necessary sanctions.
  • Use of Circle Time activities offering strategies
  • Use of Helping Hands Group
  • Implementation of programmes of support as advised by SEBDOS/CAMHS
  • Individual support from SEBDOS 

Strategies to support Visual or Hearing Impairment 

  • The School works closely with Sensory Consortium to follow their recommendations 

Strategies to support any Medical Needs 

  • Medical Health Care plans are written in conjunction with health professionals and parents
  • Specialist training is sought from the schools nursing team if deemed necessary
  • We have a full time school nurse on site and we provide up to date regular training for staff. 
Extra Activities

Extra Activities

Children have the opportunity of attending a Breakfast Club and an After School Club. Both clubs are fully staffed by Learning Support Assistants who are skilled and able to meet the full range of individual needs of all the children who attend.  There is a weekly Sewing Club for the children to attend at lunchtimes. We have a Multi Skills Club that our children can attend once a week after school. Children enjoy Off-site visits in each of the year groups which are well planned and supported by staff. In KS2 we offer a range of after-school sports clubs including Gymnastics, Football, Netball and Rounders. We also have an Art Club that our children can attend after school once a week. There is also a chess club held at lunchtimes.

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

Meeting Social and Emotional Needs with children with SEN 

Our children are looked after carefully both in the classroom and the outside areas. Circle Time is used in to explore feelings, voice concerns and find solutions to Social and Emotional issues that may arise in the class. The Go Givers curriculum is used for PSHE.  The school support the child through an individual nurturing approach. We ensure that our children have the opportunity to discuss issues with their class teacher or an LSA. Children who may need further support will be assessed. Members of staff are trained in ELSA, Lego Therapy, Drawing and Talking Therapy and Social Skills.  The school also provides information to children and parents regarding e-safety.

 

Keeping Up to Date with Knowledge and Skills

 Keeping Up to Date with Knowledge and Skills 

Our Lady of Peace is committed to Continuing Professional Development (CPD) for all its staff. The school audits its needs for training against its current and future needs and from this develops a programme of training. Training may be secured from expertise within the school or outside services may be asked to provide training. Staff attend training delivered outside school as required. The SENCO attends regular meetings provided by the Local Authority to keep up to date with provision for SEND in Slough. When supporting children with medical needs the school uses the school nursing service to provide training and care programmes.

Transitions

We are very aware at Our Lady of Peace Catholic Primary and Nursery School how times of change can affect both our children and their families. For this reason our children are well supported during transition stages. Whether the transition is between year groups; moving to our feeder school or new children joining our school we ensure that it is done gently. A programme of events are put in place and parents are kept informed of the process. Special books may be issued to children containing photographs and information to be used before the transition takes place.

Helpful Contacts

Helpful Contacts  

Mrs. J. O’Keeffe Headteacher 

email   post@olopprimary.co.uk         

Tel  01628 661886 

 

Mrs F. Ahmad – Foundation Stage and KS1 SENCO

Mrs C. Wood - KS2 SENCO

Email: post@olopprimary.co.uk     

Tel:  01628 661886 

 

Mrs Wood – KS2 SENCO

Email: post@olopprimary.co.uk     

Tel:  01628 661886 

 

Mrs A Bishop Chair person of Governors  

email   abishop@olopprimary.co.uk     

Tel:  01628 661886

 

Local Authority Support Services

Family Information Service /Local Offer  

Last Updated
29/11/2019

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