Feering Church of England Primary School

to foster a love of learning and the self-assurance needed for each kid to explore, develop, and succeed as an individual.
We at Feering C of E Primary School take our duty to educate students for life in contemporary Britain extremely seriously.
Through the school's ethos and work, we make sure that the core British Values are introduced, discussed, and lived out.
All curricular areas offer a means of deepening comprehension of these ideas, but our classes in RE, PSHE, and citizenship in particular offer good chances to do so.
Feering C of E Primary School is preparing students for life in contemporary Britain.
The CEOP Command of the NCA is here to assist children and teenagers.
We are dedicated to using a theme, topic-based approach to learning at Feering.
Teachers create intriguing units of study with cross-curricular connections using the new National Curriculum 2014, encouraging students to use their knowledge in a variety of engaging scenarios.
In Reception, Year 1 and Year 2, Feering Primary School uses Read, Write Inc. to assist students in learning to read.
Children are taught to read utilising phonics and methods to improve their reading comprehension using the tried-and-true Read, Write, Inc. method.
Feering is dedicated to making sure that this support has the greatest possible impact for eligible students.
This approach includes developing curricula and enhancing first-grade instruction, which engages vulnerable students in worthwhile educational opportunities.
From July 18 to August 19, the school got 20,210 Pupil Premium Grant.
Due to the fact that our switch occurred halfway through the academic year, we have reported information up until August 19.
From 4 to 11 years old, children are welcome at Feering Primary School.
For kids who have an Education Health Care Plan (EHCP) for their social, emotional, physical, and cognitive learning needs or who are in the Early Years Foundation Stage (EYFS) and being evaluated for an EHCP, we provide specialised support.
The Special Educational Needs Co-ordinator is Mrs. S Rowe (SENCO).
Students with a variety of disabilities and special educational needs are served by Feering Primary School.
What procedures are in place to identify students with SEN and evaluate their needs?
Through parent consultations and a yearly report, parents will be informed of their child's rate of progress and achievement relative to national averages.
A One Planning meeting with the student's class teacher and any other professionals dealing with the student will be held, and the SENCo will invite the parents and child to attend.
What procedures are in place to consult and include children with SEN in their education?
Students will be encouraged to develop their own goals in partnership with their parents and will be encouraged to participate in One Planning meetings whenever possible.
When students are unable to attend One Planning meetings, their opinions will be sought out in advance of the meeting.
How will parents and kids be involved in assessing and reviewing how well children are doing in terms of their goals?
Using a tracking folder system, student progress will be monitored in relation to outcomes.
The achievement of the outcomes will then be assessed at the subsequent One Planning meeting, when this information will be utilised as evidence.
Students will have access to a variety of transition visits and resources, including social stories and transition books, as needed.
In order to construct a transition plan, the SENCo will, if needed, convene a team around the child meeting with the child, parents, and experts involved.
All students are taught using top-notch instructional techniques and an innovative, skill-based curriculum.
One plans are written for children who need further support and the SENCo and class teacher, in conjunction with other professionals, research and advice, will devise appropriate strategies to enable pupils to reach their outcomes with the support of LSAs.
A range of equipment is available for teachers to aid the learning of pupils based on category of need, communication, physical, sensory or social, emotional and mental health needs.
The SENCo and class teachers draw on advice from a range of professionals, including speech and language therapists, educational psychologists and specialist teachers, to make appropriate adaptations to meet the needs of individual children.
What expertise do the staff have in supporting pupils with SEN and what training opportunities will be available?
The SENCo is in the process of obtaining the National Award for SENCos and has experience working in an outstanding special needs provision.
The SENCo will complete an audit with all staff members to identify training needs and will arrange INSET training during staff meetings or courses accordingly.
All 1:1 LSAs have the opportunity to discuss strategies with specialist teachers for individual pupils.
The effectiveness of SEN provision will be evaluated by the impact on individual pupils including achievements and outcomes through the One Planning process and the rate of pupil progress.
All pupils will have an equal opportunity to access every part of the curriculum and extra curricula activities.
Where provision is different from or additional to the norm, appropriate plans will be made based on each individual situation, working alongside the child's parents in order for pupils to access the learning.
What support is there for emotional & social development, including pastoral support for listening to their views and measures taken to prevent bullying?.
The school employs an LSA trained in Emotional First Aid who is able to speak with any pupil with emotional and social needs either as a one off or on a regular basis.
The school community has a zero tolerance policy with regard to any form of bullying, all cases of bullying perceived or substantiated are recorded and the perpetrators parents informed. ( All organisations are invited to relevant One Planning meetings, if they are unable to attend their opinions will be gathered by the SENCo or class teacher, by either conversational notes, questionnaires or a written report.
This will be included within the One Planning meeting.
What are the arrangements for handling complaints about the provision made at the school?.
If parents are concerned that their child's needs are not being met or have other concerns or complaints the school's complaints policy should be followed.
In the first instance parents should speak to the class teacher and/or the SENCO.
Should they feel issues have not been fully addressed then an appointment to speak to the Executive Head should be made.
Contact details are available in the school, as is the complaints policy.