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Henley in Arden Montessori
Primary School and
Merrydays Montessori Nursery
LOCAL OFFER
& SEN INFORMATION REPORT
September 2014
Information regarding Henley Montessori Primary School and
Merrydays Montessori Nursery’s current provision for pupils with
Special Educational Needs and Disability
1
Henley Montessori Primary and
Merrydays Montessori Nursery Offer
What is the “School and Nursery Offer?”
The school and nursery offer has been created to ensure that all parents and carers are
able to find out about all the services, opportunities and access available for children
and young people with special educational needs (SEN) and disabilities in their school
and nursery. This means, if your child needs to receive extra help with any aspect of
their learning, you can find out what the school and nursery is able to offer through the
website or by contacting the school for further information. (A copy of the provision is
also available from the school).
What are Special Educational Needs & Disabilities (SEND) classed as?
The Children and Families Act 2014 defines when a child or young person has a special
educational need or disability (SEND). This is when children either have a learning
difficulty or a disability and access to special educational provision (SEP) will be
provided.
Who do I speak to if I think my child needs extra support or believe
they have a special educational need?
If you believe your child needs extra support or has a special educational need, you can
contact our school and nursery’s Special Educational Needs Co-ordinator (SENCo) Mrs
Pidgeon. The SENCo is responsible for co-ordinating the SEN provision and the support
for identified pupils with special educational needs and disabilities. All teachers are
expected to provide quality first teaching for all pupils including those with individual
needs and the SENCo will assist teachers and teaching assistants to ensure that there is
appropriate and focussed support for all children in their class, whatever their ability.
2
What type of Special Educational Need might
my child have?
There are four main areas that cover Special Educational Needs. These are outlined in the new
‘Code of Practice’ (July 2014). These areas and their meanings are as follows:
Table A
Area of Special Educational Possible difficulties displayed
Need
1. Communication and
Interaction
Children may have a delay or difficulty in one or more of the
following areas.
Attention/Interaction Skills:
 Difficulties ignoring distractions and need reminders/
prompts from adults to stay focused on task
 May have difficulties attending larger group activities.
 Difficulty starting or maintaining a conversation
 Interactions with peers and adults might not always be
appropriate
Understanding language (Receptive Language)
 Might require visual support to understand or process
spoken language
 May need augmented communication systems such as
Makaton and Picture Exchange Communication System
(PECS)
 Frequent misunderstandings which may require simplified
and repetition of language
Spoken language (Expressive Language)
 Delayed speech
 Some immaturities in speech sounds
2. Cognition and Learning
Children may have difficulties with the skills needed for effective
learning such as:
 Language, memory and reasoning skills
 Sequencing and organisation skills
 Understanding number
 Problem solving and concept development skills
 Fine and gross motor skills
 Independent learning skills
 Exercising choice
 Decision making
 Information processing
3
3. Social, Mental and
Emotional Health
Children may have difficulties with social and emotional
development which may have stemmed from or lead to:
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4. Sensory and/or Physical
Social isolation
Behaviour difficulties
Attention difficulties (ADHD)
Anxiety and depression
Attachment disorders
Low self esteem
Issue with self image
Children may have a medical or genetic condition that could lead
to difficulties with:
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Specific medical conditions
Gross/fine motor skills
Visual/hearing impairment
Accessing the curriculum without adaptations
Physically accessing the building or equipment
Over sensitivity to noise/smells/light/touch/taste
Toileting and self care
4
How is intervention carried out
at Henley Montessori Primary
and Merrydays Montessori Nursery?
The school provides a graduated response to each child dependent of the level of need.
These are often referred to as ‘waves of intervention/provision’.
Waves of intervention model
3+
Wave 3
SEN, additional needs
For individuals with
specialised intervention
Wave 2
Targeted support to enable children to work
at age-related expectations or above
Wave 1
Whole School Approach, Inclusive Quality First Teaching
(Universal)
Henley Montessori Primary and Merrydays Montessori Nursery provides
support to children at all wave levels of intervention across the four areas
of special educational need: Communication and Interaction, Cognition and Learning,
Social, Mental and Emotional health and Sensory and/or Physical needs.
Table A provides an overview of the school and nursery provision.
5
Wave 1
Universal, Quality First Teaching for all children at
Henley Montessori Primary School & Merrydays Montessori Nursery
The accreditation ensures that our school using the Montessori name has to offer the high
quality education it stands for. Having this 'kite mark' demonstrates to parents, Ofsted, local
authorities and staff that the school is committed to on-going self-appraisal and quality
improvement.
Montessori Accreditation helps us to continuously develop and enhance the Montessori practice
in our school. It ensures that our school continues to embody the highest Montessori standards
and that the Montessori environment is achieving the very best it can for each and every one of
our children. As a Montessori school and nursery the teachers are qualified and any nonqualified staff undertake Montessori professional development. Daily staff meetings are held
with the opportunity to communicate about whole school, groups and individuals.
Classes have a mix of ages with an uninterrupted 3 hour period of work during the morning
session. During this time the children mostly work individually, but come together when they
wish, in both small and larger groups. These periods are not set, but arise out of the needs of the
children. Children have free access to a variety of healthy snacks and water throughout the work
cycle. Children have continual and free access to a full range of the Montessori materials
appropriate for their ages and stages of learning. Classes are run in such a way that they promote
the trust and respect of the child's freedom to make spontaneous choices, indoors and when
possible outdoors; to be independent; to complete cycles of work; to develop a sense of
responsibility within the group; to use the materials properly and to work on their own or with
others.
Children actively engage with Montessori materials and activities that are designed from a
developmental point of view and which lead them to successive levels of discovery about their
world – it also acknowledges each child's individuality within the context of their own family.
The school undertakes written observations, incorporating a graduated approach – assess, plan,
do, review, for each individual child.The Management structure allows for the implementation of
Montessori principles and supports all staff members in their professional training to be kept up
to date. The Montessori Centre International now looks to place teaching practice students in
Montessori Evaluation Accreditation Board accredited schools.
Our Montessori prepared environment is an essential element for the successful development of
the children. The environment (including the people within it) serves the needs of the children in
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their pursuit to learn. The aim of the prepared environment is, as far as it is possible, to enable
the child to learn independently of the adult. A place where they can do things for themselves.
Within the environment, the children learn to share and work cooperatively, feel safe and secure
and learn to respect one another and build a sense of community.
The classroom and curriculum is designed around the children’s specific needs and abilities which
allows them to explore and learn at their own pace and on their own terms. In addition, older
children in the class work with the younger ones, so mentoring comes as much from peers as it
does from the adult teachers in the classroom. This environment naturally teaches children selfdiscipline, and it refines important skills like concentration, self-control and motivation.
Teachers in the Montessori classroom are “guides” and are there to facilitate the learning
experience. Teachers take the lead from the children in the classroom, ensure the ground rules
are followed, and encourage students to perform tasks at their own pace. Within the
environment, the children experience freedom of movement, freedom of exploration, freedom
to interact socially, and freedom from interference by others. Where there is freedom to
interact, children learn to encourage and develop a sense of compassion and empathy for others.
As children develop, they become more socially aware, preparing to work and play in groups.
This social interaction is supported throughout the learning environment and is encouraged by
the nature of multi-age classroom settings. The very nature of Montessori ensures inclusion
through valuing diversity to enable each child to be successful, regardless of age, gender,
disability, ethnic or social group, with access to support from our experienced SENCo.
Policies:
All areas have supporting policies which are available in print or downloadable from the website.
7
1. Communication and Interaction
Wave 1 – Universal, Whole
School Approach (Quality
First Teaching)
Wave 2 – Targeted support Wave 3 - Specialised
Interventions for those with
additional needs
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Time to Talk Profiles for early
detection of speech and
language difficulties
Teachers share targets/next
steps, and learning journals
with parents
Through verbal and written
communication, school aged
children have ownership of
learning targets
Achievement recognised and
valued
Positive relationships
between staff, children and
parents
Staff are courteous,
responsive and accessible
representing good role
models
Universal use of Makaton
signing and visual symbol
signage (Communication In
Print)
Communication with parents
through: open door policy,
parent’s evenings, school
website, newsletter, email
and letters. Parent & toddler
sessions and parent
workshops. Information
documents: ‘What am I doing
now?’ and ‘All about me’
Parent as partners, engaging
parent’s talents, skills and
interests leading to talks and
demonstrations. Parent
Teacher Association (PTA)
Supported transition from
nursery to school through
transfer documents
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Targeted small group
activities
Individual support in
large/small group activities
Increased modelling to aid
social communication and
behaviour
Increased Makaton signing
Use of visual aids such as cue
cards and expression boards
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Application for Education,
Health Care Plan (EHCP) if
needed
1:1 support if recommended
Individual Education Plans
regularly reviewed with
parents and any involved
external agencies
Work closely with
Warwickshire Integrated
Disability Services (I.D.S.),
which may lead to access
from the following external
agencies: Warwickshire
County Council, Speech And
Language Therapy (S.A.L.T.),
Occupational Therapy (O.T.),
Educational Psychology
Department, Physio Therapy,
Visual Impairment,
Warwickshire Parent
Partnership
Referral to Speech and
Language Therapist (SALT)
and 1:1 follow up work from
recommendations given
Picture Exchange
Communication System
(PECS) if advised by (SALT)
Personal visual time tables if
required
Home/school diary for
additional communication
Additional planning/
individual risk assessments
for school trips and outings to
ensure inclusion
Completion of CAF (Common
Assessment Framework) to
identify any needs or agency
involvement to meet welfare
needs of a child or family, if
applicable
8
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Working with the local
Children’s Centre to ensure
that parents are aware of
what support is available in
the community
French taught from nursery
through to primary
School trips relating to year
group topics to put subject
matter into real life contexts.
Communication skills
developed through news and
presentations
9
2. Cognition and Learning
Wave 1 – Universal, Whole
School Approach (Quality
First Teaching)
Wave 2 – Targeted support Wave 3 - Specialised
Interventions for those with
additional needs
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The Montessori materials are
specifically chosen to develop
gross and fine motor skills
and aid independent
learning, problem solving and
creativity
Forest school promotes
calculated risk taking and
problem solving with
confidence enhancing self
esteem
Guided/focus groups led by
teachers and teaching
assistants as well as
opportunities for
independent work
Clear marking to pupils in the
primary so they are aware of
the next steps in their
learning, including WWW
What Went Well, EBI Even
Better If
Daily brain gym for primary
children to support gross
muscle co-ordination and
balance.
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Targeted small group
activities
Individual support in
large/small group activities
1:1 support on learning
targets if required
Hand gym exercises to loosen
and warm up finger muscles
for writing.
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Application for Education,
Health Care Plan (EHCP) if
needed
1:1 support if recommended
Individual Education Plans
regularly reviewed with
parents and any involved
external agencies
Work closely with
Warwickshire Integrated
Disability Services (I.D.S.),
which may lead to access
from the following external
agencies: Warwickshire
County Council, Speech And
Language Therapy (S.A.L.T.),
Occupational Therapy (O.T.),
Educational Psychology
Department, Physiotherapy,
Visual Impairment,
Warwickshire Parent
Partnership
Personal visual time tables if
required
Home/school diary for
additional communication
Additional planning/
individual risk assessments
for school trips and outings to
ensure inclusion
Completion of CAF (Common
Assessment Framework) to
identify any needs or agency
involvement to meet welfare
needs of a child or family, if
applicable
10
3. Social, Mental and Emotional Health
Wave 1 – Universal, Whole
School Approach (Quality
First Teaching)
 A positive inclusive environment
enables all pupils to be happy,
achieve and make progress
 Consistent approach to the
behaviour policy across the
whole school
 Care of the world and
environment through children
becoming ‘Green Ambassadors’
e.g. involvement with World
Wildlife Fund
 Staff trained in Attachment
Theory. Attachment is the
strong, affectionate tie we have
with special people in our lives
which lead us to experience
pleasure when we interact with
them and to be comforted by
nearness in times of stress. This
is known as Attachment Theory.
We feel this is important to
understand as it helps settle the
young children into nursery.
Young children need to form
secure attachments with a few
adults who are special to them.
Using this to inform our practice,
our nursery can build positive
and rewarding attachments with
the children in our care.
 Forest School - this natural
environment offers children
opportunities to establish the
deep thought processes that are
needed in order to assimilate
into their lives. These processes
need time, space, peace and
freedom, which are less
available in the indoor
environment. Creating a forest
school environment and ethos
helps our children to develop the
strength and resilience needed
to cope with emotional
difficulties.
Wave 2 – Targeted support
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Targeted small group
activities
Individual support in
large/small group activities
1:1 support on learning
targets if required
Behaviour Management
targets
Individual risk assessments
Increased modelling
Wave 3 - Specialised
Interventions for those
with additional needs
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Application for Education,
Health Care Plan (EHCP) if
needed
1:1 support if
recommended
Individual Education Plans
regularly reviewed with
parents and any involved
external agencies
Work closely with
Warwickshire Integrated
Disability Services (I.D.S.),
which may lead to access
from the following external
agencies: Warwickshire
County Council, Speech And
Language Therapy (S.A.L.T.),
Occupational Therapy
(O.T.),
Educational Psychology
Department, Physio
Therapy, Visual Impairment,
Warwickshire Parent
Partnership
Personal visual time tables
if required
Home/school diary for
additional communication
Additional planning/
individual risk assessments
for school trips and outings
to ensure inclusion
Completion of CAF
(Common Assessment
Framework) to identify any
needs or agency
involvement to meet
welfare needs of a child or
family, if applicable
11
Children taking part in forest
school sessions quickly show
evidence of a greater emotional
maturity. Great empathy for the
living environment, showing
concern for each other and take
responsibility for ensuring each
other’s safety. Stronger bonds
often emerge between children,
resulting in greater support for
each other, both at forest school
and during regular sessions.
 Positive relationships between
staff, children and parents
 Staff are courteous, responsive
and accessible representing
good role models
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4. Sensory and/or Physical
Wave 1 – Universal, Whole Wave 2 – Targeted support
School Approach (Quality
First Teaching)
Wave 3 - Specialised
Interventions for those
with additional needs
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Effective classroom
management to ensure all
pupils are in the right place
physically and mentally, to
learn
Montessori Sensorial
materials are used in the
classroom to help the
children develop and refine
their five senses. These help
promote independence and
problem solving on the part
of the child. By isolating
specific qualities in the
materials, the children are
given the ability to
increasingly refine each of
their senses.
Forest School gives children
the space and freedom that
may not otherwise be
available in their lives. The
natural environment
promotes the development
of children’s learning
through their senses and can
help to protect those senses.
Many behavioural difficulties
have their roots in children’s
struggles with physical and
emotional issues. While the
ethos and expectations of
sessions may help children
to control the consequences,
the natural environment
offered can also go some
way to enabling children to
cope with the causes of their
behavioural difficulties.
Appropriate first aid training
for all members of staff and
additional first aid training for
forest school leaders and
assistants.
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



Targeted small group
activities
Individual support in
large/small group activities
1:1 support on learning
targets if required e.g.
handwriting
Behaviour Management
targets
Individual risk assessments
Increased modelling
Hand gym exercises to loosen
and warm up finger muscles
for writing.









Application for Education,
Health Care Plan (EHCP) if
needed
1:1 support if
recommended
Individual Education Plans
regularly reviewed with
parents and any involved
external agencies
Work closely with
Warwickshire Integrated
Disability Services (I.D.S.),
which may lead to access
from the following external
agencies: Warwickshire
County Council, Speech And
Language Therapy (S.A.L.T.),
Occupational Therapy
(O.T.),
Educational Psychology
Department, Physio
Therapy, Visual Impairment,
Warwickshire Parent
Partnership
Personal visual time tables
if required
Home/school diary for
additional communication
Additional planning/
individual risk assessments
for school trips and outings
to ensure inclusion
Individual teaching assistant
support of pupils working in
quieter areas to reduce
anxieties around everyday
classroom noise levels,
where appropriate
Assistive technology applied
for where necessary
Teaching assistant acting as
scribe for identified pupils
when completing some
tasks and assessments
13
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Help with toileting in nursery
Daily brain gym for primary
children to support gross
muscle co-ordination and
balance.
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Specifically designed
resources and materials to
support an individual child’s
needs
Writing slopes, pencil grips
when required
Completion of CAF
(Common Assessment
Framework) to identify any
needs or agency
involvement to meet
welfare needs of a child or
family, if applicable
14
Current Outside Agency Involvement
Further information can be obtained from the different outside agencies by selecting
and clicking on the website images below.
Integrated Disability Service (IDS)
The Integrated Disability Service (IDS) is a partnership, bringing together professionals
from education, social care and health to provide a range of services to support
disabled children and young people and their families at home, school and in other
settings.
www.warwickshire.gov.uk/ids
Speech and Language Therapy (S.A.L.T.)
South Warwickshire Foundation Trust Speech and Language Therapy Department
provides services across the whole county of Warwickshire for both children and
adults who have:
 Speech, Language and Communication problems
 Eating, drinking and swallowing difficulties
www.swft.nhs.uk
Children’s Centres
Children’s Centres offer a range of health, education and support to families with
children aged 0-5.
Services and support from centres aim to help families ensure that; children are ready
for school at age five, children and families experience good health and financial wellbeing and parents and carers can give their children the best start in life.
warwickshire.gov.uk/childrenscentres
15
Educational Psychology Service (EP)
Educational Psychology Service work with families and education settings in a variety
of ways to ensure children and young people’s needs are met. The EP service work
with school/nursery staff and parents by assessing and observing individual pupils in
order to recommend the best way forward to support the child.
http://warwickshire.gov.uk/send-education
Warwickshire Parent Partnership
The Parent Partnership Service provides information and support for parents/carers of
children with special educational needs, including:
 One to one support around education
 Impartial advice and information about Special Educational Needs
 Support for education meetings
 Links with schools, the local authority and support services
 Support during assessment for a Statement of SEN/Education Health Care Plan
(EHCP)
www.warwickshire.gov.uk/service
16
Commonly Asked Questions
How does Henley Montessori Primary & Merrydays Nursery
know if a child needs additional support?
Children may be identified as having SEN through a variety of ways including the
following: By a child performing below age expected levels or against starting points and
national age related expectations
 Concerns raised by a parent
 Through half-termly Pupil Progress Meetings held between the teaching staff
 Concerns raised by a teacher for example behaviour or self-esteem is affecting
performance
 Liaison with external agencies
 Health diagnosis through paediatrician/doctor
As a school and nursery we measure children’s progress in learning against their
individual starting points and age related expectations. The teacher continually
assesses each child and notes areas where they are improving or requiring additional
support and using a variety of different methods.
What should I do if I think my child may have special educational
needs?
Talk to us – firstly contact your child’s teacher. If you require more information,
contact our SENCo, Mrs Pidgeon. We pride ourselves on building positive relationships
with parents with an open and honest approach and hope that you are able to do the
same with us.
How will Henley Montessori Primary & Merrydays Nursery staff
support my child?
Mrs Pidgeon will closely monitor all provision and progress of any child requiring
additional support across the school and nursery. The teachers will oversee, plan and
work with each child with SEND in their group to ensure that progress in every area is
made. There may be a Teaching Assistant (T.A.) working with your child either
individually or as part of a group, if this is seen as necessary. The regularity of these
sessions will be explained to parents when the support starts.
How will the curriculum be matched to my child’s needs?
All work is differentiated or pitched at an appropriate level so that all children are able
to access according to their specific needs. The benefit of this type of differentiation is
that all children can access the curriculum and learn at their level.
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How do we know if the support of strategies used have had
an impact?
Regular progress meetings will monitor and track whether a child is making progress
against national/age expected levels and will also review whether we are ‘narrowing
the gap’ (catching up to their peers or expected levels).
We also use I.E.P.s (Individual Education Plans) to set targets and review progress.
We can use these targets to monitor pupil progress academically against national/age
expected levels and update or adjust the I.E.P. This may involve modifying and using
different approaches to assist progress is made. Children can move off the SEN
register when they have made sufficient progress or ‘caught up’ with their peers and
are ready for the next stage of learning.
How will I know how my child is doing and how will you help me to
support my child’s learning?
The teacher will meet with parents at least twice a year to discuss you child’s needs,
support and progress. An I.E.P. is reviewed regularly throughout the year. For further
information Mrs Pidgeon is available to discuss the targeted support in more detail.
You are welcome any time to make an appointment to meet either the teacher or Mrs
Pidgeon and discuss how your child is getting on. We can offer advice and practical
ways that you can help your child at home. We believe that your child’s education
should be a partnership between parents and teachers, therefore we aim to keep
communication channels open and communicate regularly, especially if your child has
complex needs.
If your child has complex SEND, they may have a Statement or EHC Plan (Education
Health Care Plan) which means that a formal meeting (Annual Review) will take place
to discuss your child’s progress and a report will be written. This can also be done at a
six monthly interim review if changes to circumstances occur or concerns arise.
How will my child be able to contribute their views?
We value and celebrate each child being able to express their views on all aspects of
school and nursery life. Children are encouraged to have input and contribute in their
I.E.P. review meetings and discuss their progress and challenges. The primary children
work with the teacher to agree their individual learning targets.
What support will there be for my child’s overall well-being?
We are an inclusive school, we welcome and celebrate diversity. All staff believe that
having high self-esteem is vitally important to a child’s well-being. The teacher has
overall responsibility for the pastoral, medical and social care of every child in their
group, therefore this would be parents’ first point of contact. If further support is
required the teacher can liaise with the SENCo for further advice and support. This
may involve working alongside outside agencies.
The school and nursery has a policy regarding the administration and managing of
medicines on the school site. Parents need to notify the school and nursery if
medication or action is required to ensure a child’s good health which may include
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medicine for long term conditions (asthma or diabetes) or a ‘Care Plan’ for life
threatening conditions.
What specialist services and expertise are available at or accessed
by Henley Montessori Primary & Merrydays Nursery?
As a school/nursery we work closely with any external agencies that we feel are
relevant to individual children’s needs. These include:
Warwickshire Integrated Disability Services (I.D.S.), Warwickshire County Council,
Speech And Language Therapy (S.A.L.T.), Occupational Therapy (O.T.), Educational
Psychology Department, Physio Therapy, Visual Impairment,
Warwickshire Parent Partnership.
We also work very closely with Social Care and Educational Psychologist. Should your
child require any form of involvement with an outside agency, the school and nursery
would immediately inform you and obtain permission from parents to pursue any kind
of professional intervention.
What training have staff had or going to have?
As a staff we have regular training and updates of SEND conditions, medication use and
interventions available for our pupils in order to ensure all staff are able to manage
pupils accordingly. All staff are trained in the SEND Code of Practice and input into the
whole school/nursery provision document.
How is the decision made about what type and how much support
my child will receive?
The teacher alongside the SENCo will discuss the child’s needs and what support would
be appropriate. Different children will require different levels of support in order to
bridge the gap to achieve age expected levels. This will be through on-going discussions
with parents.
Will my child be included in activities outside the classroom
including school trips?
All children are included in all parts of the school and nursery curriculum and we aim
for all children to be included on school trips. We will provide the necessary support to
ensure that this is successful. A risk assessment is carried out prior to any off site
activity to ensure everyone’s health and safety will not be compromised. In the unlikely
event that it is considered unsafe for a child to take part in an activity, then alternative
activities covering the same curriculum areas will be provided in school and nursery.
How accessible is the school/nursery environment?
Early Years, Key Stage One and Key Stage Two are all situated on one floor, with
wheelchair accessibility with disabled toilets.
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How will Henley Montessori Primary & Merrydays Nursery prepare
and support my child to join the school and then their transfer to
their next school?
We encourage all new children to visit the school/nursery prior to starting when they
will be shown around the school and any concerns can be addressed. For children with
SEND we would encourage further visits to assist with the acclimatisation of the new
surroundings. We may need to write a ‘Social Story’ to ease the transition for pupils
with high anxiety and communication difficulties.
Many of our local primary schools run a programme specifically tailored to aid
transition for all pupils. We liaise closely with staff when receiving and transferring
children to different schools ensuring all relevant paperwork is passed on and all needs
are discussed and understood. If your child has complex needs then an Education
Health Care Plan review may be used as a transition meeting and staff from both
schools will be invited to attend.
How are resources allocated and matched to children’s special
educational needs?
We ensure that all children who have special educational needs are met to the best of
the school and nursery’s ability with the funds available.
What support is there for improving behaviour, attendance and
avoiding exclusion?
As a school/nursery we have a very positive approach to all types of behaviour with a
clear behaviour policy that is followed by all staff and pupils.
Attendance of every child is monitored on a daily basis. Lateness and absence are
recorded and reported to the Head teacher, Mrs Everley. Good attendance is actively
encouraged throughout the school and nursery, and rewarded on a termly basis.
Who can I contact for further information?
Your main point of contact would always be the Head Teacher, Mrs Everley and Deputy,
Mrs Manning. Following this you may need to speak with the SENCo, Mrs Pidgeon.
What should you do if you feel that the Local Offer is not being
delivered or is not meeting your child’s needs?
First point of contact would be your child’s teacher to share your concerns. You could
also arrange to meet Mrs Pidgeon, SENCo and Mrs Everley, Head Teacher.
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Who should I contact if I am considering whether my child should
join Henley Montessori Primary and Merrydays Nursery?
In this instance you can contact the school/nursery to arrange a meeting with the Head
Teacher, Mrs Everley and/or SENCo, Mrs Pidgeon to discuss how the school could meet
your child’s needs.
How is the local offer reviewed?
This local offer will be reviewed annually to reflect the changing needs of the children
who join and are developing in our school and nursery. We welcome and appreciate
the views of parents and encourage new ideas if there is anything parents feel should
be included.
Reviewed annually
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