Our School Offer

No cost regarding placement. There are charges for swimming, riding etc.

Partnership agencies:
We work with Speech and Language Therapists, our Occupational Therapist, The Learning Disability Service, Woodland Ranger (Forest Schools), Educational Psychology, Swindon Music Service, Achievement for All.

The curriculum, learning environment and resources are designed to meet the needs
of the pupils e.g. we use TEACCH and PECS throughout the school, have individual workstations,
some children have access to AAC resources such as i-paq/future pad etc. All lessons are
differentiated to meet the needs of all children in each class.

Pupil progress is assessed using B Squared and this progress is shared with parents.
There are 3 ILP (Individual Learning Plan) meetings with parents each year, in Term 1, 3 and 5, with end of term reports at the end of Term 2, 4 and 6. Parents are invited to 6 monthly and annual reviews of their statement. We are committed to working closely with parents and know that if we work in partnership, there are better outcomes for children.

Young pupils visit the school with their parents at least once before their start date.
With parents’ permission we can visit their EYFS placement to build a picture of their
likes/dislikes/needs etc. Any child moving on to another provision from us will have a detailed
transition plan and our Year 6 pupils visit their chosen secondary provision at least once per week for at least 2 months before the end of the summer term.

Key Skills:
We have a key skills curriculum and a Life Skills room. Emphasis is on supporting the
development of those skills which will enable our pupils to make the most of their teenage and adult
life, particularly with regard to staying safe and acquiring leisure skills so they take an active part in the community.

Staff Expertise:
All Teaching Assistants who are employed are recruited at Specialist Level.  Teachers are expected to have a good understanding and awareness of Autism Spectrum Condition
(ASC) and SEN (Special Educational Needs) before starting at the school. The school prides itself on the access it enables to quality and effective CPD (Continuing Professional Development) for all staff. The Headteacher is the Deputy Designated Safeguarding Lead.  The Parent Support Adviser is the Designated Safeguarding Lead.  All staff are trained to use Team Teach (Positive Physical Intervention), although our motto is always “it is about adults showing
restraint, not applying it”. Teachers and the majority of teaching assistants are trained in TEACCH (The Education of Autistic and similarly Communication handicapped Children), PECS (Picture Exchange Communication System) and Signalong. Many staff are also trained in the delivery of the Alert Programme. We all undertake first aid and food hygiene training. Subject leaders undertake CPD in their areas of expertise to regularly update their knowledge and develop new skills.

Monitoring of the effectiveness of the provision:
There are robust systems in place for senior leadership staff and governors to monitor the effectiveness of the school provision. Subject leaders also monitor the delivery of their subject and the progress made. Ofsted visit the school every 3 to 5 years to monitor and make their judgment. The last Ofsted inspection was in April 2017. Please visit
www.ofsted.gov.uk to view the latest report.

Equal Opportunities:
All pupils have equal access to all facilities, activities and resources,
regardless of SEN, race, culture, gender or disability.

PSHE is a core subject in our curriculum. We also have a school council, to which all pupils
contribute. Pupil voice is a priority. Our children know how to sign for, ask verbally or with PECS, for help and time is taken when pupils start at school to build strong meaningful relationships between staff and pupils, so that children know who they can trust and go to if they need help or reassurance.  Bullying of any kind is not tolerated. Our student council interview all applicants who are called for interview and their views are taken very seriously.

From the parent/ carer’s point of view:
1. How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

No child would be placed at this school without a diagnosis of SEN. If school staff or parents have concerns that the child may have additional needs the school can refer the child to other agencies for diagnosis and support, with the permission of parents/carers.

2. How will the school support my child?

The class teacher will, with parents, draw up the individual learning plan. There are at least 3
teaching assistants in each class who will support the children and the teacher, so that learning
outcomes are achieved and good progress is made. Governors monitor pupil data, lesson observation results and the curriculum, alongside accident/incident reports. Everyone in school has completed safeguarding training. Safeguarding is a high priority across the school. The school can refer your
child to the Learning Disability Service if you feel you would benefit from the support of a community nurse. Community nurses can support you and your child with sleep, toileting, feeding and behaviour issues, amongst others.

3. How will the curriculum be matched to my child’s needs?

The curriculum is carefully differentiated to meet the needs of every child. That is, it is individually
tailored to each pupil. The child is then able to learn at his own level and make the progress s/he
needs to make.

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

There are ILP (Individual Learning Plan) meetings every other term when parents are invited into
school to discuss their child’s progress and to set new targets. Every 2 terms parents receive an end of term report which outlines progress against the ILP targets and also progress across the wider curriculum. The school uses a specific assessment programme to plot progress and can quickly see if the right amount of progress by any individual child is not being made. Data is shared with parents at annual review meetings and any concerns can be raised and discussed and a plan put in place to improve the situation. All children have a home/school book, which staff write in every day and we encourage parents to do the same. Every detail we know about the child is helpful! The ILP will give tips as to what parents can be doing at home with their child to support the achievement of the targets. We offer training events for parents e.g. TEACCH, communicating with symbols, an introduction to ASC, managing challenging behaviour etc.

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

The school’s core work is ensuring the well-being of each child, through care, support and guidance in class and around school, through building strong relationships with children and parents, through the PSHE curriculum, enrichment activities and our school council. We have intimate care and health care policies and a robust system of recording the administration of medication, toileting programmes, weekly food diaries etc. We can access the school nursing service if needed and we undertake first aid, epilepsy and asthma training on a regular basis. If a child’s behaviour is challenging we will discuss the issues with parents and will together draw up a positive handling plan (PHP). All staff are trained in positive physical intervention (Team Teach) and we have 2 Time Out Alcoves in school. Any physical intervention is always reported to parents. PHPs are regularly reviewed. Representatives on School Council use a variety of ways to ensure their voice and the voices of their peers are heard, this might be through PECS, an AAC device, I-pad, Signalong or any other system which the child uses. No child’s voice goes unheard.

6. What specialist services and expertise are available at or accessed by the school?

We have access to speech and language therapists and an occupational therapist. We can also refer to the Learning disability service and the educational psychologist. All these staff have ASC
understanding and qualifications.

7. What training are the staff supporting children with SEND had or are having?

All staff will have completed ASC on-line training or similar. All teaching staff have undertaken or will undertake TEACCH and PECS training. Subject leaders have received training related to their subject leadership. All staff are trained in positive physical intervention. Further training is undertaken e.g. intensive interaction training, attachment/separation syndrome, communicating with symbols, first aid etc. If a child joins the school and we need training to meet his or her needs, then we will undertake it.

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

Unless there is a medical or religious reason not to, all children will access the same activities
including school trips. Parents are invited to join us on educational visits and their support is
welcomed. There are some activities which are only accessed at KS2 e.g. horse riding. All children go swimming each week. All children take part in forest schools and gardening activities.

9. How accessible is the school environment?

The school is wheel chair accessible and there is a disabled toilet. We use Signalong and PECS in
school. None of our children have a physical or visual impairment but we could make adjustments if needs be. If parents require us to communicate with them in their home language, we can access translation/interpreters through Drove school. Similarly, if parents are hearing impaired and would like a BSL (British Sign Language) Interpreter to accompany them to school meetings, we can facilitate this through Red Oaks Primary School.

10. How will the school prepare and support my child to join the school or transfer to a new

New children visit with their parents at least once before their admission date. Photographs can be provided alongside the school brochure and made into a booklet for them to look at during the
summer (for example).An induction visit is arranged in the summer term, if the child is to join in
September. Other arrangements can be made if a child is joining the school at another time of year.  With parents’ permission we will visit the EYFS provision to meet the child and find out more information before the child starts school. There may also be opportunities for the EYFS settings’ key worker to visit with the child, if parents are unable to support. We have a good relationship with both secondary special schools in the borough and transitions from
primary to secondary are well-planned and lengthy i.e. from May to the end of July, with weekly visits which start off as a couple of hours in the morning and move on to all day visits. All visits are supported by our staff and there is a good staff: pupil ratio to ensure safety and the best learning outcomes when off-site. We create pen pictures with each child so that they can share their likes/dislikes/hopes and fears with staff and children in their new school.

11. How are the school’s resources allocated and matched to children’s special educational needs?

We are special needs school. All the income we receive is to serve the needs of our SEN children,
whether through staffing or resources.

12. How is the decision made about what type and how much support my child will receive?

Generally there is a 2:1 ratio of pupils to staff across the school. If parents/school/other agencies
believe that extra support is required, this will be discussed at an interim review and all will have an
equal say in what provision should be put in place e.g.an additional TA. However, some children come to us from mainstream on a 1:1 with an adult. We do not replicate this in the first instance as often, in our setting with specialist staff and resources, tailored training etc. the child does not require this once they have settled in, and we would prefer our children to be as independent as possible.

13. Who can I contact for further information?

The first point of contact is the Acting Headteacher, Helena Knight. She can be contacted via email – head@chalet.swindon.sch.uk or telephone: 01793 534537. In her absence please contact
administration staff on the same telephone number or via
admin@chalet.swindon.sch.uk. The class teacher and his/her team will also be key to your child’s education and progress and they can be contacted via the home/school book. Speech therapists are here on Thursday morning and all day Fridays. Our Occupational Therapist is usually in school every other Tuesday.

If you have any concerns at all, please contact the head teacher who will be happy to meet with you or refer you to other agencies if they may be more helpful.