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
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:
We know that children frequently have a range of needs.
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 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.