13. Who can I contact for further information?

If you have concerns about the provision made for your child then you should first discuss this with your child’s teacher.

If the concerns continue, then the SENCO and the teacher will meet with you and discuss any issues.

The headteachers at both schools are also available for contact with parents and carers.

Currently the names of the people you can contact are as follows:

Stephanie Scutter Executive Headteacher
Vicki Wilson Head of Junior School
Sally Simpson Head of Infant School
Kathy Korpe Senco
Jane McCluskey Chair of Governors
Jennifer Neale SEN Governor

We look forward to working together to support your child.

This offer is accurate now, but services are regularly reviewed and could change. All information will be updated as soon as possible to reflect any new service offer.

An invitation for feedback

This offer is intended to give you clear, accurate and accessible information. If you would like to comment on the content of the offer, or make suggestions to improve the information, please e-mail senco@parkland-jun.e-sussex.sch.uk

12. How are parents involved at the schools?

Parent helpers are welcomed on school trips and as volunteers in classrooms. In the Reception classes in the Infant School, parents are invited to contribute to their child’s “Learning Journey” and have regular opportunities to look at pupil’s work.

There are parent consultations twice a year and, at the Junior School, “Parent Surgeries” are offered during the terms when parent consultations are not scheduled.

Parents of pupils with statements or Education, Health and Care Plans are invited to contribute to annual reviews.

In the Infant School, parents are invited to “Success Tree’ assemblies to celebrate their child’s achievements.

There is an active PTFA which welcomes support from all parents and which raises funds for extra activities, treats and resources for all pupils.

10. How are children supported through transition to a new school?

Before every child starts at Parkland Infant School, the Reception teachers meet parents and children at open evenings, taster sessions and home visits.

The Reception teachers also visit the main feeder pre-schools.

If you feel your child will need extra support or equipment this will be discussed and, if outside services are already involved with your child, there will be transition meetings with these agencies to discuss needs and further support.

If your child has a medical need which requires regular personal care or medication this will be discussed and arrangements put in place.

As children transfer from Parkland Infant School to the Junior School a carefully planned transition programme is put in place. This involves pupils spending time at the Junior School in their new classrooms and meeting their new teachers and support staff. They also have the chance to experience what lunchtime is like!

If your child needs additional transition support this may involve extra visits to the Junior School and additional resources such as a transition book.

When children transfer from Parkland Junior School to their secondary placement a similar transition programme is put in place.

9. How accessible are the schools?

Both schools have Accessibility Plans which are updated on a regular basis. If you would like a copy of these please ask at the relevant school office.

We communicate with parents directly or by phone, letter, text or e-mail. We are sensitive to the needs of parents whose first language is not English or who may have other communication needs.

Both schools are mostly wheelchair accessible and the Junior School has a lift for disabled access to the first floor.

8. How will my child be included in activities outside the classroom such as school trips?

Every child at Parkland Infant and Junior Schools will play as full a part in the life of the school as they possibly can. A risk assessment is always carried out for school visits and trips and this will include any extra measures for pupils with additional needs, such as providing additional staff support, adapted equipment or making other reasonable adjustments. Parents/carers are consulted before any trips take place.

All children are also more than welcome to take part in extra curriculum/after school activities.

If there is anything that will make it hard for your child to be included in an activity, we will discuss this with you and see how we can work together to make it possible.

7. What training can the staff access to support children and young people with additional needs?

Both teaching and support staff attend regular training to update their knowledge and skills. There is regular safeguarding and first-aid training and both schools will actively seek training to address any specific needs.

Recent planned staff training has included: peer-assisted learning, “Jump Ahead” training, dyslexia awareness, behaviour management and Language Link training.

6. What services are accessed by the schools if my child needs specialist support?

Both schools have access to a range of specialist services who provide advice to help support children’s additional needs.

These services include: the Educational Psychology Service, speech and language therapists, the Child and Adolescent Mental Health Service (CAMHS), South Downs Outreach Service, Family Health Support Service, parent support advisors, behaviour services, the Virtual School and the Traveller and English as an Additional Language Service, (TEALS).If your child is identified as needing support from one of the above services, a referral will be made in consultation with you.

5. What support will there be for my child’s overall well being?

Both the Infant and Junior Schools value all pupils’ well-being. A Personal, Social and Health Education (PSHE) curriculum is followed in both schools. This gives pupils the chance to think about and discuss issues such as friendship, feelings and how to behave in a range of circumstances.Pupils who are naturally anxious or emotionally vulnerable due to family circumstances may find it difficult to learn. Teachers and support staff will discuss any issues with you and we will work together to help your child.

This may involve time in a nurture group, lunchtime club or after-school activity. Some pupils may have individualised behaviour programmes which include “Good Books” or stickers.

The class teacher has responsibility for the well-being of every child in their class. If you have any concerns, speak to the class teacher first. If further support is needed, the class teacher will speak to the SENCO.

Prescribed medicine can be administered in school with signed parental permission and with the agreement of the headteacher.

There are nominated first aiders in school and several members of staff have first aid training. If your child has significant medical needs, you will need to speak to the SENCO to discuss how we can best support your child. This might include drawing up a Health Care Plan, and seeking advice or training from medical specialists.

4. How will I know how my child is doing and how will you help me to support my child’s learning?

Parkland Infant and Junior Schools believe that partnership between school and parents is key to all pupils’ progress.

Children’s progress is assessed in Reception against the Early Years Foundation Stage (EYFS), and from Year 1 to Year 6 against national curriculum levels. Some children working below national curriculum levels may be assessed using P levels. Your child’s end of year report explains how these levels work and where your child should be at their stage of learning. You can discuss your child’s progress at the regular parent consultation meetings or at any other mutually convenient time.

You may be given suggestions/ideas to support your child at home and if there are issues around health or behaviour, you may be given a home-school book.

If your child needs a higher level of support to make progress, we may invite you to school to develop a School-Based Plan together. These are reviewed annually.

At both schools there are opportunities for “family learning” – courses for parents and carers on, for example, understanding the Foundation Stage, how literacy/maths is taught, how to help your child with language skills etc. Look out for information on these courses or sessions on the schools’ website or information boards.