ATTENDANCE
Parents should contact the school on the first morning of any absence.
All absences must be covered by a parental note explaining the reasons for
the absence so that the school may decide whether or not the absence is
to be authorised.
The Governors have opted not to authorise any absences for family holidays.
The school liaises regularly with our education welfare officer. Further details
about absence procedure are available on our website.
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Prospectus
SPECIAL EDUCATIONAL NEEDS
A great deal of care is taken to ensure that each child develops to his/her full
potential and any learning or behavioural difficulties are dealt with. Extra help
is given both in and outside the classroom – short term and long term – as
the need arises. If more expertise is required then parents are informed and
with their permission using the Common Assessment Form (CAF) we will gain
information to involve outside agencies. Our procedure for identifying, assessing
and meeting Special Educational Needs is fully explained on our website.
PARENT PARTNERSHIP
We welcome parents and carers into school, believing we are partners in the
education of your children. There are many opportunities for parents to become
involved in the work of the school and to gain a greater understanding of its
work. Parents’ time and expertise can be used in many ways in school and are
greatly valued.
Police checks and DBS checks are carried out on all adults helping in school.
We have many evenings for parents during the school year:
Parents’ consultation evenings, residential and visits information evenings,
feedback from visits, sex and relationships education, monitoring progress and
SATs, curriculum, sports, performing arts and musical events.
As a family centred school, we have family events over weekends and after
school through Healthy Schools, sports and arts. We also have regular
assemblies and performances on our wonderful stage.
We have an active Parent Forum group.
BEHAVIOUR
There is mutual respect between all adults and chldren within our school. We
model and expect high standards of behaviour, manners and courtesy. We
focus on positive behaviour and children know that outstanding behaviour and
attitudes are non-negotiable at Peckover Primary School.
LOOKING SMART
We have a simple school uniform.
It consists of dark grey or black
trousers, dark grey or black skirt
or pinafore dress, red polo shirt
and navy sweatshirt. Polo shirts,
sweatshirts and PE T-shirts can be
purchased from the school.
Children are expected to wear
sensible, practical clothing and
shoes. All clothing must be clearly
named. Book bags and PE bags can
be purchased from the school.
Children should not wear jewellery
to school. The Governors have
made this decision in response to a
Health & Safety Directive.
MOVING ON
We fully engage with transition
projects of our feeder secondary
schools. We have a special
link with Thomas Clarkson
Academy [TCA], our main feeder
school, which is also a school
within the Brooke Weston
Trust. TCA gives many exciting
opportunities for our children
to experience the facilities and
opportunities a secondary school
can offer.
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1. RECORD OF CONCERN
The class teacher makes parents aware
of the concerns, and keeps appropriate
records. This only applies to concerns about
behaviour.
2. SEN SUPPORT
Parents are consulted, the Special Needs
Co-ordinator (SENCo) is informed and
the child’s progress is monitored closely,
through an ongoing cycle of assess, plan,
do, review. The SENCo and the class teacher
adapt the teaching environment, planning
and available support to more effectively
meet the child’s needs. Parents are closely
involved and the child’s progress is carefully
monitored. Often this intervention is
successful but, if it is felt that insufficient
progress has been made, then the child will
move to Stage 3.
3. SCHOOL ACTION PLUS
At this stage SEN Specialist Support Services
will be contacted to request more specialist
input, following which, the Educational
Psychologist or Specialist Teaching Team
may be directed to give advice. The child
then works towards achieving targets
specified on a Record of Involvement, with
regular reviews involving the specialist,
parents, SENCo and class teacher, so that
all relevant adults are fully involved in the
process. When progress is made, and
identified targets achieved, children may
return to Stage 2.
If there are still concerns about a child’s
academic progress, then, by mutual
agreement, the child is moved onto Stage 4.
4. THE LOCAL AUTHORITY (LA)
The Local Authority (LA) considers the
need for statutory assessment of the child’s
needs, to enable an Education, Health and
Care Plan (EHCP) to be drawn up.
All external agencies involved with the child,
teachers and parents are asked to contribute
information and a request for assessment is
then submitted to the Statutory Assessment
and Resources Team (START).
5. EHCP
The LA then considers the need for an
EHCP assessment and, if criteria for
this is met, START will commission an
assessment, following which an EHCP may
be written to address the child’s needs.
The recommendations are put into action
and the child’s progress is monitored and
reviewed regularly, with Annual Review
Meetings being held at least once a year.
SEND
A great deal of care is taken to
ensure that each pupil develops
to his or her full potential and
any learning or behavioural
difficulties are addressed.
Additional support is given,
both within and outside the
classroom – short term and
long term – as the need arises.
If more expertise is required,
then parents are informed
and, with their permission and
cooperation in completing
the Common Assessment
Framework (CAF), we are
able to enlist further support
from outside agencies. The
following stages are followed
in identifying, assessing and
meeting special educational
needs:
