Galmpton C of E Primary School
As a Church of England School we promote Christian values. We feel that we create a special atmosphere that is warm and friendly, yet purposeful and challenging. Our central purpose is to develop the full potential of your child and we recognise the importance of the partnership between school and home in realising this aim. Our intention is that your child enjoys his or her life at the school and achieves well.
School motto: "Only My Best Is Good Enough For Me".
Galmpton C of E Primary School is a part of the Academy for Character and Excellence (ACE) multi-academy trust (MAT)
Headteacher: Mrs Katy Burns
DfEE No: 3600
Type of School: Voluntary Aided
Who to contact
- Contact Name
- Contact Position
- Mrs Katy Burns
- 01803 842628
Jess Fisher - Special Educational Needs and Disability Coordinator – ‘SENDCo’
- Parent Organisation
- Academy for Character and Excellence (ACE) multi-academy trust (MAT)
Where to go
- Galmpton Church of England Primary School
- TQ5 0LT
- Age Ranges
- From 5 years to 11 years
- Has Provision
- Has Provision
- Experience with
Global Developmental Delay
Severe dietary needs
Social development impairment
ADHD Attention Deficit Hyperactivity Disorder
Serious allergy / Anaphilaxis
Autistic Spectrum Disorder ASD
Loss or Bereavement
- Has Provision
- Has Provision
- At the beginning of each academic year, we provide a three week learning enquiry around cultural diversity.
Please also see Galmpton's SEN Report 2023
- Contact Name
- Jess Fisher
- Contact Telephone
- 01803 842628
- Contact Email
- Local Offer Age Bands
- Primary (4-10 years)
- SEN Provision Type
SEN InformationA printable version of this form is available in the downloads section.
What special education provision is available at our setting?
At Galmpton Primary School we believe in the importance of ‘quality first teaching’, which is provided for your child as the means of helping them to develop and progress as far as they are able. All of our teachers are teachers of special educational needs.
When ‘quality first teaching’ is not enough to fulfil all of your child’s needs, extra support will be given to help your child to progress further. This extra provision may be in the form of the following:
- Small group support work with teachers, teaching assistants or HLTA’s
- Use of specific learning programmes created by teachers and the SENDCo
- Speech and language programmes
- Social and Emotional Aspects of Learning (SEAL) small group work
- A range of Literacy and Numeracy interventions
- Specific learning difficulties interventions e.g. Memory Magic, Toe by Toe etc
- Precision teaching and pre-teaching
- Advice and support from the school’s specific educational psychologist
- Outdoor learning
- Use of diagnostic assessments including the Boxall Profile, Reach2Teach and Language Link
- The support of a skilled pastoral team
What criteria must be satisfied before children and young people can access this provision/service?
Galmpton Primary School offers ‘quality first teaching’ to children aged between 4-11. We are an inclusive provider and will consider placements for any child whose parent or carer wishes them to access our provision. All children will be welcomed to our school family regardless of their special needs. At Galmpton we follow the guidance laid down in the Equalities Act 2010. We will discuss with parents/carers the needs of their child and how we will meet them using the resources that we have available to us. We will also work in close partnership with any other parties or outside agencies where appropriate. All children at our school will be offered a broad and balanced curriculum, which will be differentiated according to your child’s needs. Once your child’s needs are identified staff will undergo any additional training where appropriate. All efforts will be made for your child to access a broad and balanced curriculum.
How do we identify the particular special educational needs of a child or young person?
At Galmpton Primary School we will gather as much information as possible about your child’s needs before they start at our school. We will have discussions with parents/carers and relevant outside agencies in order to build up a comprehensive picture of your child’s needs in order to be best placed to meet their needs from the outset. Once your child arrives at our school we will assess them and record the progress made and any difficulties they are experiencing. Parents will be kept informed of any developments. Interventions will be put into place to address your child’s needs. If necessary, outside agencies will be approached for specific advice needed to help your child further.
How do we consult with parents and/or children and young people about their needs?
Families who wish their child to come to our school will be invited to view the school so that they can see for themselves the provision in action. We will discuss your child’s needs with you and gather appropriate information to help the transition process to go as smoothly as possible. If your child is already receiving support from other agencies, a multi-agency meeting will be convened so that information sharing takes place. Parents/ carers will receive regular feedback on the progress of their child and this might be delivered verbally or through written comments through the Provision Mapping Tool. Parents/ carers will have opportunities to discuss their child’s progress and the provision they are receiving with the class teacher and the SENDCo where appropriate. The parents/ carers will be given access to their child's Individual Learning Plan where an ILP is appropriate and asked to make a contribution to the delivery of the agreed targets. Targets will be discussed with your child and they will be encouraged to give their opinion on what help they think they need to achieve their full potential. Parents/ carers and pupils’ views are also sought through questionnaires and we run a termly SEND parent/ carer forum in school.
What is our approach to teaching children and young people with special educational needs?
Galmpton Primary School is an inclusive school. Every effort will be made by our staff to provide your child with the help they need to reach their full potential. We are a mainstream primary school and we provide enhanced provisions for children who require focused pieces of intervention for short periods of time in specific areas of their learning and development. This offers children opportunities to re-visit early learning skills.
The ‘quality first teaching’ provided by our school will be adapted according to your child’s needs. The teaching will be adapted to suit each of the identified needs and this can be done through differentiating the tasks or the resources or providing extra adult support for some pupils. Some pupils will require a more specialised approach such as individual targets for the lesson, visual timetables, reward charts and use of a laptop for written recording of the work. Staff will also follow guidelines given to them by outside agencies who have made specific recommendations for your child. Our approach is also outlined in our Equal Opportunities and SEND/Inclusion policies.
How can we adapt our curriculum for children and young people with special educational needs?
Galmpton Primary School offers every child access to a broad and balanced curriculum. We have high expectations for all pupils in literacy, numeracy, science, IT, religious education and all other areas of the National Curriculum. All children are encouraged to join a range of after school clubs and activities which cater for all abilities. In Key Stage 2 children go on residential visits to learn life skills such as team building and independence. All activities will be adapted where possible to include children of all abilities and needs. On our school website you will find a termly overview of what each class will be covering in each area of the curriculum.
How will we ensure we get the services, provision and equipment that children and young people need?
At Galmpton Primary School the head teacher, SENDCo, SEN governor, class teachers and teaching assistants all work together to monitor the provision made for pupils with special needs and the progress they are making. When a child is identified as not making the expected progress, despite targeted interventions and support, further diagnosis of the problem will take place to gain further information as to the deeper cause of the child’s difficulties. On occasions, it will be necessary to seek advice and support from outside agencies such as educational psychology, speech and language therapy, social services and any other health care professionals, in order to meet your child’s needs further. Both the parents/ carers and the child, when appropriate, will be kept informed about the provision being offered and how to access further resources if needed.
How is this provision funded?
Meeting the needs of children with special needs is funded by the school’s notional SEN budget. Some pupil’s also have access to Pupil Premium funding. Pupils who have more complex special educational needs and or a disability who also have an Education Health and Care Plan (EHC Plan), previously known as a Statement of Special Needs, have a personal budget that is monitored by the local authority. This is used to provide additional support for the child to help them to achieve specified objectives.
What additional learning support is available for children and young people with special educational needs and how do they access it?
We offer specific interventions for numeracy and literacy at Galmpton Primary School. Other forms of support are also offered such as the use of visual timetables, memory games and groups to boost social interaction and the use of social stories. Extra support will be given to pupils following advice from an educational psychologist or other professionals e.g. visual impairment advisory teacher, speech and language therapist, occupational therapist.
How do we support and improve the emotional and social development of children and young people with special educational needs?
At Galmpton Primary School we believe that inclusion is at the centre of what we are trying to achieve for each child. We believe that each child must feel that they belong to our school family and can contribute to it in their own unique way. All children are encouraged to strive to help us to improve our school in which ever way they can. This philosophy is promoted throughout our school and throughout each lesson. We do our best to teach every child that they are valued for who they are and what qualities they have. Children are encouraged to share their achievements in our weekly rewards assembly. We have a relational/ trauma-informed approach to behaviour. Children are rewarded and praised for having high standards of behaviour. We have 'Wellbeing Warriors' who support peers around school and provide alternative lunchtime experiences to those who may need it. The SENDCo/ Pastoral Lead has completed the Senior Mental Health diploma.
Children can receive 1:1 support where necessary. Some children receive/require individual reward systems which are tailored to suit their interests. If a child’s needs are not met in any of these ways we will seek further advice from other agencies such as an educational psychologist, school nurse or Child and Adolescent Mental Health Services (CAMHS).
How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?
At Galmpton Primary School we hold meetings/ home visits in July for parents new to the school whose child is due to start in the Autumn term in YR. Parents can ask questions and seek information from the head teacher and the class teacher of Reception. If the special needs of the child are known to the school before the child starts, the class teacher and SENDCo will liaise with the pre-school setting or provider about the child’s needs. We will also meet with parents who can offer additional information. If the child has complex needs, a multi-agency meeting will be called so that all information is gathered before the child begins school. The class teacher and SENDCo will also visit the child in their current setting.
If a child is moving to secondary school, there will be a meeting arranged to inform the new school of the child’s needs and we will explain how we have met the child’s needs so far. Any relevant information and documentation will be sent to the secondary school. The SENDCo will arrange extra visits for the child to their new school to aid transition. If necessary, a member of staff from our school will accompany the child to their new setting for visits. Staff from the secondary school will also be invited to visit the child in their current setting.
When moving from Key Stage 1 to Key Stage 2 a child may require extra support to help them settle down into their new key stage and adjust to the different levels of academic expectations. Transition between all classes and all phases of our school are closely monitored and support is given to any child that needs it.
Children that are new to our school and come in part way through a phase will be monitored to ensure they settle into our school family. They will be given a ‘buddy’ to help them to become familiar with our school and help them to become familiar with our routines.
What other support is available for children and young people with special educational needs and how can they access it?
We advertise on our noticeboard any services that are available to parents to find extra support for their child. We place leaflets and the Torbay Directory in our entrance foyer for parents to take if they wish. Parents/ carers are welcome to contact their child’s class teacher, school SENDCo or the Headteacher for advice on who to contact to get further help and advice.
What extra-curricular activities are available for children and young people with special educational needs?
At Galmpton all children are welcome to attend the after school clubs. Parents can contact our school office for a list of after school clubs. The school also offers peripatetic music lessons for learning a variety of instruments. All classes go out on school trips throughout the school year and Y6 go on a 5 night residential visit.
Galmpton also provides a SEND Parent/ Carer Forum. This meets monthly at school and is open to all parents or carers who child has any additional needs. It is an inclusive group that works to provide support and advice tailored to the needs of the individuals.
How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?
All children that require support that is ‘additional to and different from’ every other member of their year group is given an Individual Learning Plan (ILP) or implementation plan. This will outline your child’s targets and strategies needed to help your child to achieve them. Parents/ carers are given a log in to the Provision Mapping Tool to view and comment on the LIP. Parents/ carers are also welcome to discuss the ILP at termly parent’s meetings or whenever they feel a concern has not been fully addressed through the ILP. A set amount of time is agreed for achieving the targets and then they are reviewed once this time has elapsed. If progress has not been made further assessments are carried out and parents are informed of any changes. If targets are met it will be decided between the class teacher and the SENDCo to set more targets or take your child off an ILP. This will be discussed with parents/ carers when appropriate. The progress of pupils with SEND is monitored closely by the SENDCo and the head teacher as well as individual class teachers.
Any child that has an EHC Plan has their long term aims and specific objectives reviewed annually at an arranged meeting that involves parents, the child, school staff and any relevant outside agencies.
How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?
Each term we hold SEN review meetings with each class teacher to discuss the progress made by these pupils and outcomes are reported to parents where appropriate. The data produced on SEN pupils is analysed by the head teacher and the SENDCo as well as class teachers and the head teacher and subject leads. If pupils are not making expected progress against their targets, the targets will be reset and different strategies will be implemented. Parents attend annual reviews for children with EHC Plans and they are always asked to fully contribute to the meetings.
The SEN/Inclusion policy and the Local Offer are reviewed annually to make sure they reflect the current practice in our school. Our Accessibility policy is also reviewed when appropriate.
Parents/ carers can make an appointment to see the head teacher, SENDCo or their child’s class teacher to discuss their child’s provision and how we can improve it. A teaching assistant or class teacher working with the pupils with SEND discusses the targets with the children and asks them how they think they are doing when working towards achieving their targets. Parents and pupils are asked to fill out questionnaires annually on how they feel their child or the child themselves are doing at school. The SENDCo attends meetings and events held by the local authority to promote information sharing and the sharing of good practice around the Bay area.
How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?
At Galmpton Primary School our teachers, teaching assistants and meal time assistants have a range of qualifications, training and experience of working with children with a wide and varied range of special needs including:
- Hearing impairment
- Visual impairment
- Specific medical conditions e.g. asthma, eczema, ADHD,
- Specific learning difficulties e.g. dyslexia, dyscalculia, dyspraxia,
- Autistic spectrum disorders
- Speech, language and communication needs
- Emotional difficulties including attachment disorder
- Profound and multiple difficulties e.g. muscular dystrophy, anchondroplasia,
- Wheelchair use for disabled pupils
At Galmpton we believe that continuing professional development for all staff is very important. If staff attend training or meetings outside of school, they cascade the information to relevant staff at the next staff meeting. All staff receive CPD through staff meetings. The SENDCo attends SEN conferences and the SENDCo Forum to keep up to date with information and good practices. We seek advice from outside agencies if our own experience is not enough to move a child forward with their learning. This advice is followed and reviewed regularly.
All staff can request training at any time or through their appraisal/performance management cycle.
Part of the personal budget for a child with an EHC Plan is set aside for training and resources. If the member of staff working with that child requires extra training that money can be used accordingly.
Teaching assistants for use in specific year groups and those assigned to specific children, are carefully considered by the head teacher and the other members of the Senior Leadership Team. We believe that pupils needs and staff skills must be matched appropriately so that the maximum amount of progress is made by the pupils.
How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?
All pupils with an ILP have their plans reviewed termly by the class teacher and the SENDCo. The effectiveness of the provision is assessed and new targets set. Through the termly SEN review meetings staff can track the progress made by pupils and review the effectiveness of the plan. Parents access their child’s ILP on the Provision Mapping Tool, which they can discuss with the class teacher or the SENDCo at any time. If a member of staff is concerned about a child’s progress at any time they raise it as an issue with the class teacher and the SENDCo. The parents/ carers will be informed once evidence has been collected to substantiate the concerns.
How can parents, children and young people make a complaint about our provision?
In the first instance, parents/ carers should contact their child’s class teacher if they have a concern or a complaint about the provision being made for their child at our school as they are the member of staff implementing your child’s provision on a daily basis.
Parents are welcome to arrange an appointment with the SENDCo or the head teacher by telephoning the school on 01803 842628.
Information about how to make a formal complaint can be found on our school website or information can be given to you at our school office.
How can parents, children and young people get more information about the setting?
If your child has a disability or a Special Educational Need and you would like more information about what we offer at Galmpton, contact us on 01803 842628 to arrange a visit
You can also visit our school website www.galmptonprimary.org or e-mail us at firstname.lastname@example.org.
How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young peopleâs SEN and supporting their families?
The school’s designated safeguarding lead (DSL) Mrs Burns is the point of contact for social care, the Early Help team and other support services such as Young Carers. Sometimes the school is contacted following a concern raised by the parent or another person, sometimes the school contacts them for support and advice if a family is experiencing difficulties. The SENDCo liaises with medical professionals to support children with medical needs. Our school nurse meets with Mrs Burns and other health professionals to form support plans for children with medical needs.
What arrangements are in place for supporting children who are looked after by the local authority and have SEN?
We have a designated practitioner for Cared for Children (Mrs Fisher). She attends all review meetings, works with carers and social workers on personal education plans, liaises with Torbay Virtual School for additional support for CLA pupils and attends training provided for designated staff members.