Daisyfield Community Primary School
Daisyfield Primary School is a Community Primary school. We have a Nursery which currently has 26 part –time places. The school has an admission number of 40 children per year group.
In 2008 a substantial building and refurbishment programme was completed. Our outdoor provision was improved; adding a ‘trim trail’ to all three key stages.
All the pupils, parents, staff and governors are very proud of Daisyfield Primary School and its achievements. Daisyfield Primary is a multi-cultural school where we all try our best to work by the motto, ‘Aiming High, Achieving Goals’.
Our aim is to constantly strive to improve our standards at all times in order to give our children the best educational opportunity. It is important that children experience a wide range of opportunities in order to enable them to become well balanced and tolerant independent thinkers.
The school provides a wide range of trips and extracurricular activities throughout the year. In addition artists, authors, musicians and sports trainers are brought into school to widen the children's experience and improve their ability.
The school has recently been awarded the Early Years Quality Mark Accreditation and already has the Healthy School Accreditation, Active Mark for School Sports and Foundation and Intermediate Levels of the International Schools Award. We also have a Breakfast Club which starts at 8.00 a.m.
At Daisyfield we have successfully supported children with a wide range of Special Educational Needs including Speech, Language and Communication, Sensory needs, Visual needs, Hearing needs, SEBD, SpLd, Physical/Medical needs and ASD.
We provide opportunities to develop the children’s skills, meet their individual targets and include them in our mainstream setting through 1:1 support, differentiation of lessons, small group teaching and selective use of intervention programmes.
We have a full time learning mentor who delivers a range of targeted programmes to support specific needs. We work closely with parents/carers to support their children.
Who to contact
Where to go
- Daisyfield Primary School
- BB1 5LB
SPLD strategies throughout school.
Touch screen computers/Interactive White Boards.
Alternative approaches to recording information.
- Contact Name
- Joanne Ramsbottom
- Contact Telephone
- 01254 52108
- Contact Email
Daisyfield Primary School Website
- Local Offer Age Bands
Parents & carers
- Needs Level
- SEN Provision Type
Schools' Extended Local Offer Response
- What specialist services and expertise are available at, or accessed by, the school/setting?
Advice from Inclusion Support Service (Communication, Interaction and Literacy/SEBD/VI,HI,PD & ACN/Early Years)
Speech and Language Therapists.
School Nurse Health Team
- What training and experience have the staff supporting children and young people with special educational needs and/or disabilities had, or are having?
All staff have had recent training on precision teaching,Makaton, Behaviour management PIVATS. Motor Skills/Physical Development and SPLd. Selected staff have had training on Visual Impairment/Hearing Impairment, Behaviour Techniques and Cognitive Development depending on the children they work with. The SENCo and outside agencies provide advice, support and training with regard to removing barriers to achievement in classroom teaching and the layout/design of the classroom/environment as well as strategies to support children with Special Educational Needs.
- How do you know if my child/young person needs extra help?
We monitor all children closely and this enables us to identify the individual needs of our pupils. Staff will voice their concerns and the SENCo will discuss the child’s progress and observe them in class. Specific assessments will be carried out depending on the child’s area of need. Support Services may also be involved to identify specific needs and advice on strategies needed. We assess children regularly throughout the school. Staff also observe pupil behaviour closely and notice changes. Staff listen to children’s concerns if they need support. Staff discuss their learning with children and all children know their targets.
- What should I do if I think my child/young person may have special educational needs?
If a parent is aware of a child’s special needs before they enter school they should let us know when they first visit the school or when a place is allocated so that we can discuss the child’s needs and how we can best meet them. Once the child has been offered a place we can discuss, in more detail, how we can support their child and any additional support/apparatus that needs to be in place before the child starts school.
If parents are concerned about possible SEND once their child is at school they can approach the class teacher who will make time to meet the parents and discuss their concerns.
- How will staff support my child/young person?
The class teacher will plan and differentiate work for all children with SEND to ensure progress is made in all areas. Staff will monitor children closely and decide if additional help is necessary. We have a wide range of additional support available throughout school. Together with the SENCo the class teacher will decide on the most appropriate provision for the child.
A Learning Plan and an ‘Individual Profile’ will be written for the child and this will be shared with the child and the parents. This is reviewed termly All interventions are regularly assessed to monitor their effectiveness. Class teachers will meet with parents at Parents Evening twice a year. Extra meetings can be requested by parents, teachers or SENDCo at any time.
The Head Teacher, Deputy Head and SENCO oversee all support and progress of all children throughout school. Termly Pupil Tracker Meetings are held between class teachers and the SLT Team to discuss progress of all children.
- How will the curriculum be matched to my child's/young person's needs?
At Daisyfield the expectation is for all children to receive quality first teaching. When a child has been identified as having SEN their work will be differentiated by the class teacher to enable them to access the curriculum more easily. The child’s Learning Plan and ‘Individual Profile’ will show the parents the support their child receives.
If appropriate, specialist equipment may be given to the child to support their needs e.g. Sloping writing board, reading rulers, pencil grips or training scissors. Extra equipment may also be provided by services who work with school e.g. walking frames from the Occupational Therapist.
- How will teaching approaches be modified to support my child/young person?
Class teachers will differentiate all lessons as appropriate for the child. Specific strategies will be used for certain children as necessary e.g. reading rulers and coloured paper for children with dyslexic tendencies. Progress will be assessed each term and this will be discussed at Pupil Progress meetings. If progress is not being made new interventions/strategies will be discussed and put in place as required. Progress will be closely monitored to see if these are effective.
- How will both you and I know how my child/young person is doing?
Progress will be assessed each term and this will be discussed at Pupil Progress meetings. Class teachers will be available at the end of each school day for parents who wish to talk to them. Parents can meet with the class teacher twice a year at Parent’s Evening. During the Summer Term parents will receive a School Report charting the child’s progress throughout that school year. Meetings between parents and teachers can be arranged at any time by mutual agreement.
- How will you help me to support my child/young person's learning?
Parents are invited to Parent’s Evening, twice a year, when they will be given strategies to support their child’s learning at home. During the school year there will be a range of parents meetings and Workshops aimed at explaining school work that the children do and how parents can support this at home.
SENCo/Class teachers will arrange individual meetings with parents to feedback strategies from outside agencies.
- What support will there be for my child's/young person's overall wellbeing?
Daisyfield offers a wide variety of pastoral support for pupils with emotional difficulties. We have a Learning Mentor who provides mentoring sessions as required. Familywise may be asked to support the child and his/her family in the home.
Children with significant medical needs may have a Care Plan which is written in conjunction with the School Nurse Team and reviewed annually. All medical needs are discussed with all staff involved with the child. Annual ‘Epilepsy’ Training is given to staff as needed. All staff are First Aid qualified. Medicine can be given in school, when essential, after parents have signed a consent form. Some staff have had training on Brittle Bones.
Children with SEBD may have an additional Individual Behaviour Plan (IBP) which is reviewed termly.
- What activities will be available for my child/young person?
Daisyfield has a Breakfast Club every morning which all children can attend. Some extra-curricular activities take place at lunch time and children are invited as appropriate. There are different After School Clubs each day after school. These may vary each term. Letters are sent home to inform parents which clubs children may join. All children may attend these regardless of any SEN.
- How will you prepare and support my child/young person during transitions?
At Daisyfield strategies are in place to help children make smooth transitions between each Key Stage and when moving to a new school. Any children with SEND will participate in the usual transition progress and will have additional strategies e.g. extra visits and a Transition Booklet. For all children teachers hold Transition Meetings where information is passed on and all children have a Transition Morning when they move up to their next class and their new teacher.
We have close links with all our Secondary schools and staff meet to discuss progress, levels and any relevant information. SENDCO will meet the SENDCO at the Secondary school to discuss individual needs. These children may have extra visits to their new school. All children have a full day visit to their next school.
- How are resources and equipment allocated and matched to my child's/young person's needs?
The SEND budget is allocated each financial year. The money is used to provide additional support or resources dependent on individual’s needs. School Governors have a role in setting appropriate budgets and overseeing expenditure. The additional provision will be allocated by the child’s class teacher or the SENDCO depending on the child’s level of need. Children are assessed regularly and closely monitored by the Class teacher and SLT Team to ensure that appropriate provisions are in place to the support the needs of the child.
- How are decisions made about what type and how much support my child/young person will receive?
Once a child is in the school if concerns are identified, through assessments and observations, then appropriate interventions will be arranged to support them. Where the child’s needs are more complex the SENDCO will consult with the class teachers, parents/carers and where necessary outside agencies.
Parents/carers will be consulted at every stage to share information and to ensure that we all agree that the child’s needs are being met