SEND Information Report 2: Carlton staff



2. HOW DO WE DEVELOP THE SKILLS, KNOWLEDGE AND EXPERTISE OF CARLTON?

All staff – including Learning Support Assistants (LSAs) – have regular training and guidance to meet the needs of our children. Our Inclusion Team plans and arranges this training.
Much of our training allocation has a SEND focus where we make sure that Teachers and TAs

  • have an awareness of the different SEND experienced by children in our school.
  • are able to plan and teach/support lessons which meet the needs of all children.
  • understand the social, emotional and mental health needs of children with SEND

We review our audit of staff training needs – this includes knowledge and expertise about different SEND. This audit informs planning for staff training and development.

We work closely with other professionals such as Camden Language and Communication Service (CLCS)* and occupational therapists. These professionals offer advice to staff on the best way to support children on their caseload. They also support at a universal* level, helping to develop whole school practice. For more information see ‘Section 3  – Specialist services and teams’.

We sometimes take part in National Awareness Days, for example, on Autism, Speech Language and Communication Needs and Down syndrome. We build in a focus on inclusion, equality and disabilities into our community week to heighten awareness beyond our curriculum.

Our Staff Guidance Files and Pathway Documents* provides written guidance about the different SENDs in our school. The glossary provides a brief explanation of each area of need:

  • Communication and interaction*;
  • Cognition and learning*;
  • Social, emotional and mental health* difficulties;
  • Sensory and/or physical needs*

We know that children frequently have a range of needs.
We provide a whole staff briefing on the procedures set out in our SEN policy – all staff receive and sign a copy.
We provide training for all of our LSAs who are working with children with particular SEND, for example slow progress in reading, number or communication.
We provide specialist training for teachers and LSAs who support children with the most complex needs – for example Specific Learning Difficulty, Hearing Impairment, and Autism.

We also provide training for staff new to the school on holding “listening conversations” with parents and carers known as Structured Parent Conversations (SPC)*.

Members of our inclusion team attend training sessions run by national and local organisations. Carlton is recognised as an Achievement for All School.
We provide in house and coaching sessions for any member of staff to learn more about how to meet the different special educational needs. They all have access to and are encouraged to access online SEN modules, known as Inclusion Development Programmes (IDPs)*.

We use the eight National Teaching Standards* to develop the knowledge, skills and confidence of all of our teachers as part of their professional development. Teaching Standard No 5 focuses on the adaptation of teaching to respond to the strengths and needs of all pupils.


FREQUENTLY ASKED QUESTIONS – Skills, Knowledge and Expertise of school staff
How do you make sure that staff new to the school are able to meet my child’s needs?

All staff joining school have an induction programme which includes a meeting with the Deputy Head and/or the SENDCO. We provide teachers with detailed information about the range of pupils in her/his class, personal support and detailed guidance on how to provide high quality teaching and support. Inclusion and differentiation are built into all leaders’ scrutinies to ensure practice is constantly being monitored, evaluated and reviewed.
Will there be someone in the school who understands my child’s needs as soon as he/she starts?

As soon as we know that a child is coming to our school with needs requiring new expertise we make a plan to develop that expertise and provide relevant ongoing training.
The Head Teacher always offers a second more detailed meeting with you and a member of the Inclusion Team. From here a plan is formulated with you as to how Carlton will meet your child’s needs. Depending on the child’s level of need a TAF meeting (Team Around the Family) may need to be called in advance of their start date  to ensure the correct provision and information is transferred from their previous provision.
Will my child with an Education Health and Care Plan have a key worker – what does the Key Worker do?

Yes. We will allocate a Key Worker* at the start of the school year or when a SEN support programme is put in place. The Key Worker will coordinate provision and monitor the achievement and well-being of your child. The key worker is normally the SENDCO. We have three SENDCOs at Carlton.

 

School Awards

letsgetcooking2011  Camden award for inclusion 3As_Gold_14-16_RGB-achievement-for-all Food for Life - BronzePrimary Science Quality Award - Silver gold-award healthy schoolsEnabling-Enterprise-School-Kitemark-logoschoolgamesbronze

“The school is very nice and the adults are very caring”

Ismail, Year 6

“There are many fun and interesting lessons”

Anika, Year 6

“Carlton is very helpful: I learnt English in less than 3 months!”

Paul, Year 6

“Carlton Primary School is a great place to achieve an excellent career and future.”

Sufi, Year 6

“Carlton is a really enjoyable school with lots of fun lessons”

Maesha, Year 6
Phone: 0207 485 1947
Fax: 0207 485 1482
Carlton Primary School
Grafton Road, London, NW5 4AX