Maidstone and Causton Federation aims to treat all stakeholders, including pupils, prospective pupils, staff, governors and other members of the school community favourably and, wherever possible, take reasonable steps to avoid placing anyone at a substantial disadvantage. The school aims to work closely with disabled pupils, their families and any relevant outside agencies in order to remove or minimise any potential barriers to learning, which puts them at a disadvantage, but allows them to learn, achieve and participate fully in school life. The school is active in promoting positive attitudes to disabled people in the school and in planning to increase access to education for all disabled pupils. As part of the school’s continued communication with parents, carers and other stakeholders we continually look at ways to improve accessibility.
If you have used a service or have gained information from a source you think would be helpful to other parent/carers, please let us know so we can share it on here!
The one stop shop for families with children and young people with additional needs
Now known as SENDIASS. For parents, carers and children and young people (aged up to 25 years) in relation to special educational needs and disabilities. They offer:
- a telephone helpline service
- information and support for parents, carers, children and young people
- written information about SEN available on web page/leaflets
- information sessions for parents and carers
- advice and support in relation to school admissions and appeals
- training for professional staff and school governors
- access to an Independent Supporter where appropriate
Helpline 01473 265210
A range of practical person-centred thinking tools, that are based on the foundation of person centred planning.
Contact a Family is the only national charity that exists to support the families of disabled children whatever their condition or disability.
Provides a range of services to Family Carers as well as raising awareness of Family Carer issues with partners in health and social care.
Information and advice for young people in Suffolk
The Anxious Child – A booklet for parents and carers wanting to know more about anxiety in children and young people.
www.scope.org.uk/support – Support and help for families and professionals who have a child/children with a physical impairment, learning disability or any other condition.
We cater for a wide range and variety of special needs such as: Speech, Language and Communication Difficulties, Literacy and numeracy difficulties, Global Developmental Delay (GDD), Autistic Spectrum Disorders (ASD), Attention Deficit Hyperactivity Disorder (ADHD), medical needs, physical needs, Down Syndrome to name a few. We also have Specialist Support Classes at both schools which accommodate children with complex and severe learning needs.
We are always happy to consult with parents if they are concerned their child might have special educational needs.
We operate an ‘Assess, Plan, Do, Review’ model in line with the new Code of Practice 2014.
|These are some of the ways we assess the children before making a decision to move them to SEN Support:|
|Teachers’ assessment and experience of the pupil.||Pupil progress, attainment and behaviour. (This is likely to be done though the termly Pupil Progress meetings with class teachers and Senior Leaders)|
|The individual’s development in comparison with their peers.||The views and experience of parents.|
|The pupil’s own views||Advice from external support services.|
|Formal investigations may need to be carried out such as: Standardised tests, Criterion-referenced assessments and checklists.||Profiling tools, for example for behaviour and speech, language and communication|
|Explore further the precise gaps in the pupil’s learning and development and to clarify what the barriers to learning may be|
|Once the need for SEN Support has been identified, the Code is quite clear that the first step in responding to a pupil’s identified need|
|The child will have their own provision map to detail interventions and the progress they are making.||If there are complex needs then the child will also have Pupil Profile Targets, which will be reviewed and new targets set termly|
|Training is provided for all staff involved in delivering and monitoring targeted provision.||The time and place for targeted provision to take place are established and adhered to regularly.|
|Skills learnt during targeted provision are practised back in class.||Time and a system for feedback
from staff delivering targeted provision to class/subject teachers are planned for.
|Time is available to prepare resources linked to targeted support.||Teachers ensure that they seek and are provided with regular feedback on pupils’ learning/progress with targeted provision|
|Parents understand and agree on the intervention and support and the expected impact.||Staff make sure that pupils are clear as to the key aspects of learning they will be working on during this provision.|
|The SEND Code of Practice places the teacher at the centre of the day-to-day
responsibility for working with all pupils, including those with identified SEN,
whether receiving SEN Support or with an EHC plan (or current statement), even
where interventions and targeted provision involve group or one-to-one teaching
away from the class. The imperative is that teachers work closely with any teaching
assistants or specialist staff involved to plan and assess the impact of targeted
|Teachers should continually reflect during their lessons, and when marking and planning afterwards, on where students are in their learning, where they are going and how best to enable them to get there.||Ensure that the child or young person is participating as fully as possible in decisions and being provided with the information and support necessary to enable participation in those decisions.|
|We support pupils to gain a better awareness of the way they best learn and enable them over time to participate fully in decisions about their own life, particularly in review of their progress, assessments of their support needs and in decisions about their transition to adult life.|
|This will be regular, but will also be tracked and reviewed termly and this will be reported to parents.||There will be discussions around progress but also evidence of progress and attainment can be taken from a variety of sources, including: observation, work scrutiny, assessed work, use of the Criterion Scale and tests (where appropriate).|
|Pupil progress meetings will focus on these children and see what progress they have made and whether the interventions have been successful, if not a plan of action will be discussed, which will involve the SENCo.||If progress has not been made, then the SENCo may further advise and work with the class teacher. It may be necessary to seek the support of external agencies such|
The class teacher will feedback to you termly at parents evenings and, if there are any concerns arising, at other times.
The Senior Leadership Team monitor closely, the progress of all children and will discuss concerns with the class teacher and SENCo.
If you are concerned with your child’s progress, please discuss with the class teacher. If appropriate the class teacher will pass the concerns on to the SENCo. You are also welcome to book an appointment with the SENCo, or phone them.
Each child has a Pupil Profile which gives information about themselves and Pupil Profile Targets. The Pupil Profile Targets may have suggestions for you to work on with your child. The Pupil Profile Targets are reviewed and new targets set each term.
All children have a Reading Record Book which parents can also write concerns in. The SSC children and some individuals have a home/school diary. If the children come to school via taxi we have regular conversations over the phone.
At both schools we strive to be inclusive for all children, no matter what their needs are (please see SEN policy for Inclusion statement). We ensure that all pupils receive ‘Quality first teaching’.
Both schools embrace the curriculum with excitement and it is cross-curricular. In all lessons children are planned for and appropriately differentiated to ensure that they are sufficiently challenged, taking note of Pupil Profile Targets and individual targets. The Senior Leadership Team (SLT), including the SENCo, help to support this process. SLT observe lessons and feedback to the staff so that this is monitored and actions put into place.
All classes have a Teaching Assistant at least for every morning. Some children with complex needs require extra support; this is tailored to the individual child.
At Causton we have two Learning Mentors who deliver programmes of support for children with additional needs. They run: Lego therapy, Nurture Group, Gymtrail, Social/friendships groups and bespoke 1:1 sessions.
Individual or group interventions are utilised to support the needs of the children. Types of interventions we use are:: Sound Discovery (for literacy), 1:1 reading sessions, speech therapy, nurturing breakfast club, nurturing lunch club, playtime support, physio, Easi maths, handgym, booster groups, literacy and numeracy focussed interventions.
We try to adapt extracurricular activities that are offered for our SEN children, we can provide extra adults and many of our SEN pupils participate successfully in these. If you are concerned about your child attending any club, please speak to the school office who will put you in touch with the relevant people to discuss your child’s needs.
All trips are planned according to the needs of each individual child. All children are catered for. Only in exceptional circumstances, after a thorough risk assessment has been completed and a discussion between SLT and parents would a child be unable to attend an extra-curricular activity.
We have a Pastoral Support Manager (Helen Brunning) that works across both schools. She works with the children and the families, as well as other agencies such as Family Support Practitioners and social workers.
Both Maidstone and Causton follow the ‘Thrive Approach’ - https://www.thriveapproach.com this is where we work together to support children in being ‘valued, involved and appreciated’ We have six Thrive Practitioners across the Federation - Lizzie Girling, Andrea Clifton, Lindsay Lock, Sarah Wheddon, Stacey Challis, Emma Cleveland
Embrace Thrive: a parents guide will send it to you
Both schools are nurturing by nature and there is a strong ethos of caring for each individual child and putting support in as necessary.
We have a medical protocol following the DfE guidance which was published in April 2014.
Please see separate protocol for parents and policy.
We strive to support all children in our schools. We cater for children with significant behaviour and work hard to ensure they do not become excluded. We work closely with the Behaviour Support Service, carry out SPSFs with families if necessary (Suffolk Pupil Support
Framework), complete detailed risk assessments, child protocols, Thrive approach, staff are trained via the Dynamis training programme for behaviour support and Positive Handling.
To ensure attendance is increased both schools celebrate attendance through certificates (both class and individual), attendance figures are displayed in both schools to encourage the children to attend. We use breakfast club as a successful measure to impact on punctuality and attendance. Attendance is closely monitored and the school works with the Education Welfare Officer.
At both schools the children are able to represent their class in school council meetings. This includes SEN pupils.
We use the following specialist services in the schools:
- Educational Psychologist
- County Inclusive Resource (to support children with ASD)
- Gemstones (therapeutic intervention)
- Behaviour Support Service
- Noise Solutions (music therapy)
- SENDAT Outreach support
- Pupil Referral Units (a two term intensive provision for children with significant behavioural difficulties)
- Speech and Language Therapy Service
- CAMHS (Child and Adolescent Mental Health Service)
- Social Care
- Occupational Therapy
- School Nursing Team
- And any other service provider we need to work with for the benefit of the child/children
The above are based on individual pupil need and most have to be applied for.
The staff also receive training as needs are identified this may include: phonic training, Sound Discovery training, dyslexia training, behaviour training for MDSA’s, Attachment,
Anger Management, Speech and Language training, Forest Schools training, SEND reforms, Thrive training, Attachment, Autism Spectrum Disorder ( ASD), Attention Deficit Hyperactivity Disorder(ADHD), Dyslexia, English as Additional Language (EAL). Some of our training is whole school and other training is directed at those who need it. Some training is delivered by staff within the school, and some is sought by outside providers – either Local Authority or privately.
If children are arriving from other schools or settings with SEN, then our staff make contact with the previous setting. We develop a bespoke transition package according to the child’s needs. This is always includes the child, Parents/Guardians, staff from both settings and often other professionals.
Both schools have had children with physical difficulties and the buildings are often adapted to ensure inclusion of pupils and visitors to the school. Please see our Accessibility Plans for both schools. This incorporates plans for the future.
We try hard to engage parents in the life of the school and their child’s education and are keen to seek parent’s comments on what we do well and what we could do better.
There is a Parent/Teacher Associations which runs across both schools. They organise events to raise money for the school and put on events such as discos for them.
Parents are invited into their child’s class once per term to come and work with their child and then have refreshments with the children.
Parents can also volunteer in school. If you would like to do so you should give your name to the office. Mrs Girling (The Executive Head Teacher) runs courses for volunteers to attend. You will also need to be DBS checked to work in school.
We have recently implemented ‘Seesaw’ which provides immediate access to parents and guardians via an app to see what their children have been working on during the day. They can also post their comments too.
You can contact the following people in school:
- Class Teacher
- SEN Administrator
- Senior Leadership Team
Please speak to the office who will arrange for the appropriate person to contact you.
You can also contact SENDIAS (formerly Parent Partnership for extra support on 01473 265210 or http://www.suffolk.gov.uk/children-families-and-learning/send-and-the-local-offer/sendiass/sendiass-for-parents-and-carers/
At both schools transition is planned for at each stage: joining the school from nursery, moving to a new year group, Year 2’s moving to Causton, moving to other schools, moving to Key Stage 3, moving to a specialist provision. We offer trial sessions, visits to new settings and can tailor our programmes to individual needs. Some children with ASD have extra support from County Inclusive Resource. The SENCo is responsible for any child with SEN moving on. We always communicate with the new setting and the parent and involve the child.
For details on Suffolk’s Local Offer: