We appreciate that many children require additional support at some time in their school career. A short boost of support in a specific area may be all that is needed to put one child back onto the path to success whilst another may require a longer term solution.
Please click on the questions below to find out more about SEN support at Rowdown.
How many SEN pupils are there at Rowdown?
|Number of pupils on roll||366|
|Number of pupils with a statement/EHCP||7|
|Number of pupils registered as SEN||83|
How is SEN identified at Rowdown?
The learning of all children at Rowdown Primary School is regularly and rigorously assessed. School leaders check books, observe lessons and monitor the achievement of the children. When a child is not making the expected progress the class teacher; in partnership with the SENCO and parents will look for any barriers to learning. This could include:
- Moderate learning difficulties and global delay
- Autism and social communication differences
- Specific learning differences e.g. dyslexia and dyscalculia
- Speech and language difficulties
- Social, emotional and mental health difficulties
After discussion with their parents, a child experiencing barriers to their learning, will be placed on the SEN register. Their progress will be closely monitored by the SENCO who may decide they need an Individual Education Plan (IEP).
What support do pupils get in their classrooms?
All pupils are given "Quality First" teaching. This means that class teachers are well trained; lessons are well planned, exciting and differentiated to ensure that all pupils can access the learning at their own level.
For SEN pupils this could mean that they are given a slightly different task to achieve; are using visual clues or equipment to help them complete their task. Some may require additional support from the class teacher or a teaching assistant as part of a small group, pair or individual.
Who should I contact if I think my child needs more support?
|Rowdown Inclusion Team|
|Mrs Keminsky||Rowdown SENCO|
|Mrs Sebire||Inclusion Manager & Child Protection|
|Mrs Johnson||Attendance, Mentor|
|Mrs Mouncher||SPIL Counsellor|
|Mrs Stone||SALT co-ordinator|
|Mrs Doe||Senior Leadership|
|If you are concerned about your child and feel that he/she needs more support please do not hesitate to speak to your child’s class teacher or to any member of the Inclusion Team.||You can contact any of these members of staff through the school office on 01689 843367|
What types of support are available?
The Orchard Room:
Children requiring extra help and support to access the curriculum may be referred to the Orchard room for specific interventions. The Orchard Room is a specialised teaching environment with a high ratio of staff to pupils. The needs of each child are carefully assessed and an Individual Educational Plan developed. The plans are delivered through one to one, small group and targeted independent work.
Additional Reading Support:
We have well trained TAs who are able to offer individual reading support when required.
1. We run a Funky Fingers fine motor skills group each afternoon for pupils who have a care plan from an Occupational Therapist or who have been selected by their teacher to receive additional support. Time is spent on cutting, threading, writing, sticking etc. Anything to get those fingers working!
2. Some children may require additional apparatus to help them achieve; we take advice from our occupational therapist to ensure that our children have the correct pencil grips, writing slopes, chairs etc.
Speech and Language:
1. We have regular visits from the speech and language therapist who implements care plans with the SENCO, Oracy lead and designated Teaching Assistants. Individuals are seen regularly and supported in small group and 1-1 sessions.
2. We run the Oracy Project at Rowdown targeting children from reception to year 2 who need extra support in communicating orally. This ensures that our children are confident when speaking in front of others, it is an opportunity to pre teach topic vocabulary, it aids thinking and helps children use language as a building block for literacy.
Additional Writing Support:
Some children need an extra push to get their writing up to the expected standard, we currently run additional writing groups for targeted pupils from year 3 to year 5.
1:1 Teaching Assistant Support
Some children might need 1:1 support to help them achieve academically or to help them manage their physical needs. We have a team of well-trained TAs who are deployed to offer this support.
Social and Emotional Support.
We know that a child cannot learn unless he or she is ready to do so emotionally. We are fortunate to have three mentors as well as our Share Problems, I'll Listen (SPIL) counselling service to look after our children's emotional needs. We also have lunchtime provision for children who need extra support during unstructured times.
Which outside agencies could I access through Rowdown?
The use of outside agencies very much depends upon individual needs. However, some are frequent visitors to school.
1. The Educational Psychologist
Our school Educational Psychologist is Dr. Zena Lawrence. Zena is in regular contact with Rowdown and is very familiar with the children who have special educational needs. Children can be referred to Zena if they are not making the expected progress given the amount of support that they are receiving. Zena observes and assesses the pupil and then, in consultation with the parent, helps the school decide the best way forward for the pupil.
2. Speech and Language Therapy
We are supported by a qualified NHS speech and language therapist. Parents and staff can refer children to this service through "drop in clinics" we hold at school. The children are assessed and where appropriate a care plan is written. This care plan has actions and targets for the individual. These actions are carried out by designated Teaching Assistants. On occasions the speech therapist themselves may work directly with the pupil.
3. Occupational Therapy
Parents and staff can refer a child to this service. The pupil is assessed and a care plan is written. The care plan has actions and targets for the individuals which are carried out both in lessons and in additional OT sessions such as Funky Fingers.
Parents and staff can refer a child to this service, the pupil is seen by a physiotherapist and a care plan is written. The care plan has actions and targets for the individuals carried out both in lessons and in additional physiotherapy sessions if necessary.
5. The SPIL Counselling Service.
SPIL counsellors work at Rowdown 3 days each week. Parents, staff or pupils themselves can make referrals for support. Children can also refer themselves to the counsellor for a lunchtime check, which allows the children a space to talk.
6. Specialist Educational Settings
At Rowdown we regularly work with Specialist Educational Settings who will visit the school and work with individual children or offer training and support to staff. During the last year we have had visits from Chaffinch Brook, Bramley Bank, Red Gates and St. Nicholas. We have also sent members of staff to visit Fairchildes ELP, Castle Hill ELP and Applegarth ELP to develop their knowledge and skills.
How do I know if the additional support is successful?
- Rowdown has an open door policy. Parents and carers are welcome to make an appointment to discuss their child at any time. Class teachers are available after school to speak to parents.
- Parents can make an appointment at any time to see the SENCO or a member of the Inclusion Team.
- Mrs Baron (FACT SENCO) offers parents an informal catch up/drop in opportunity from 8am - 10am each Wednesday as well as specific appointment times.
- Formal parents’ evenings for children with SEN are held 3 times each year. At these meetings the parents of children with SEN will be given a copy of their child's Individual Education Plan (IEP). This is an opportunity to discuss your child's progress and to help make new targets for the coming term.
- Each child receives a written report at the end of the school year detailing his/her progress.
The progress of pupils at Rowdown is monitored very closely. Our aim is that all of our pupils will make excellent progress.
- Teachers meet with the Phase Leader each term. Children's work is scrutinized and levels of progress recorded.
- The Phase Leader and class teacher meet with the SENCO to discuss the type of intervention that a child might need.
- The SENCO monitors the progress in each intervention provision and meets regularly with the leaders of provisions to discuss individuals and any necessary changes that need to be made to provisions.
- The SENCO meets with the Inclusion Governor to discuss specific provisions and provides data to show that they are successful.
Is Rowdown an accessible school?
Rowdown is an accessible school.
- Toilets that are easily accessible within the school.
- Ramps to enter the main school building.
- Sound systems in both of our school halls.
Some pupils may require specific arrangements within their classroom; they may need a particular type of chair, wider isles to allow for mobility, a writing slope, footstool or a pencil grip. We work closely with parents and the Occupational Therapy service to ensure that we meet the needs of every individual.
What support can Rowdown offer parents?
Our aim is to support our families. We know that our pupils do their best work if they have come to school from a happy home where they feel safe and are encouraged.
We know that parents themselves also need support!
We want our parents to gain qualifications.
Many of our parents are keen to improve their own education and to gain more qualifications.
We are currently offering through our partnership with Fairchildes Academy Community Trust:
- NVQ level 2 in child care
- NVQ level 3 in child care
The courses are free and offer a free creche.
We want our parents to feel supported.
We know that being a parent is not the easiest of jobs and sometimes it can seem too much.
- Support for families from our mentors
- Parent counselling services
We want our parents to feel part of the school community:
- Coffee mornings to chill, chat and share
- SEN group meeting with outside speakers
What happens when my SEN child transfers to high school?
Moving on to high school can be an anxious time for any child. We try to make sure that our pupils have lots of opportunity to visit high schools during their time at Rowdown and so are familiar with our main feeder schools.
We also work closely with our high school colleagues to make sure that transition is smooth, passing on information well before the child is due to attend so that their needs can be catered for.
If your child has an EHCP we arrange a transition meeting at the end of year 5 and invite high school colleagues. Parents find this meeting invaluable in ensuring that the correct provision is available to their child at transition.
If a child is very anxious about moving to high school extra visits are arranged and a high school staff member is selected to meet your child. A familiar face on the first day can make all the difference!
What should I do if I am not happy with the provision my child receives?
- If you do not feel that your child is progressing as you expected come in and see us!
- Make an appointment with the class teacher or come and see the SENCO.
- If after a discussion with the SENCO you are not happy, you could contact one of our Inclusion Governors: Mrs Julie Gooding
You can contact Mrs Gooding by post at:
Rowdown Primary School
Or by email at: email@example.com
TO FIND OUT MORE ABOUT WHAT CROYDON LA CAN OFFER YOUR CHILD FOLLOW THIS LINK: