Please click on any piece of our Local Offer Overview puzzle below to find out more about these headings.
The purpose of our SEND information report is to inform parents and carers about:
- How we welcome children with special educational needs and/or disabilities (SEN/D) into our school;
- How we support and make effective inclusion provision for children with SEN/D;
- How we support them in all aspects of school life and remove barriers to achievement;
- How we work in close partnership with parents/carers and children;
- How we make effective provision for all of our children with SEN/D.
KEEPING OUR SEND INFORMATION REPORT UNDER REVIEW
- We will keep our SEND information report under review – by asking parents and children what is working well and what they want to improve.
- The next review date for our SEND information report is July 2016.
WHAT KIND OF SCHOOL IS CARLTON?
We are a Camden community primary school for the 3-11 age range.
There are two classes in each Year Group.
We have a nursery for children aged 3-4 with 52 full-time places (Mon-Thurs 8.45-3.15, Friday 8.45-12pm).
Children start school in our Reception Class in the school year that they turn 5. They do not need to have attended our Nursery.
AN INCLUSIVE SCHOOL FOR ALL
At Carlton Primary School we welcome pupils with special educational needs and/or disabilities, and make every effort to support them. All our classes are fully inclusive and we have high expectations for all our children. We aim to meet the needs of pupils with:
- Specific learning difficulties*,
- Moderate learning difficulties*,
- Social, emotional and mental health needs*,
- Physical disabilities*, (NB: however, the school does not currently have a lift to allow access to the whole building).
- Visual and hearing impairments*,
- Complex health needs,
- Communication and interaction difficulties*, including autism*.
WHAT PEOPLE SAY
Our most recent OFSTED report was in 2015 judging us good with many exceptional areas.
“Leaders and governors are highly ambitious for the school and its pupils.”
“Disabled pupils and those with special educational needs do exceptionally well because leadership of this area is outstanding.”
“The work the school does to keep pupils safe is outstanding.”
“Pupils show each other exceptionally high levels of respect and behave well around the school, for example playtimes and lunchtimes are calm and harmonious.”
“Pupils behave exceptionally well around the school.”
“Disabled pupils and those with special educational needs make rapid and sustained progress from their starting points.”
“Staff work exceptionally well with parents. The parents inspectors spoke to were extremely positive about the school.”
“The school’s unwavering commitment to equal opportunities is borne out by the fact that different groups within school do equally well… Positive relationships are the norm in school.”
Francesca Cappelli (Camden Futures Co-ordinator)
“You are an amazing school and you should be really proud of the amazing work you do with so many families!” (July 2015)
Parent of a pupil in Year 6 (who had been identified as having SEN up into KS2, no longer categorised owing to accelerated progress and age related achievement) said: “This school is like the John Lennon song – Imagine – all the people living life in peace… the world will be as one. What a beautiful school. Everyone belongs here. Thank you.” (July 2015)
Andrew Read – Consultant and Ofsted Inspector said:
“This is clearly a special school: leadership is strong, the pupils recreate a global village representative of the enormous range of nationalities from which they originate, and the teachers are highly committed. PS: Would I want a child of my own to attend this school? Yes, yes, yes!” (Jan 2014)
Achievement for All Quality Mark Accreditation Review stated:
“An inclusion team monitors the progress of SEND pupils and evaluates the impact of teaching and targeted interventions. As a consequence of this drive for progress many SEND pupils are on track for 3 sublevels of progress per year.” (Dec 2011)
Camden Award for Inclusion – Neil Smith – SEND and Inclusion and Una McCall – EYFS Consultant said:
“We believe that other schools can learn from what you are doing and take back to their leadership teams, governing body, classrooms and playgrounds.” (Nov 2012)
Chris Wormald, Education Permanent Secretary, and Brian Lamb OBE Chair of Achievement for All 3A’s came to Carlton Primary School and said:
“I was delighted to visit Carlton School to see the great work being carried out by the school and Achievement for All – an invaluable project which is helping some of our most vulnerable and disadvantaged children realise their potential. The great strides of progress being made here at Carlton Primary School just goes to show what is possible when pupils are given the support they need to strive.”
Our vision is that all children leave Carlton ready for the next stage in their learning and are able to make the most of the opportunities that lie ahead at secondary school and beyond.
As well as a firm foundation in reading, writing and mathematics, they will have a broad and deep knowledge and understanding of the wider curriculum.
Throughout the school, children will be confident and self-regulating, and feel able to ask questions. As learners, they will be able to evaluate and self- reflect on their own style of learning. They will be able to identify and utilise the most effective strategies that will enable them to rise to any challenge .They will not be afraid to take risks in their learning.
They will have a sense of responsibility as global citizens, and will be curious about the world around them.
Children will be physically, mentally and emotionally healthy and able to make informed choices and build positive relationships.
They will be ambitious, with an awareness of their own goals, and a strong sense of possibility, embodying the school motto: if you believe you CAN achieve.
- We welcome difference and diversity – learning from and about diversity strengthens our community.
- We value, respect and celebrate the achievements of ALL children.
- We have high expectations of all of our children’s social, emotional and academic development.
- We value and respect the parents/carers because they are the first educators of their child and we will always involve them in the planning and reviewing of their child’s progress.
- We know that the earlier we provide support for children with SEN/D, the more successful they will be.
- We aim to develop high levels of self-esteem and confidence in all of our children so they view themselves as successful, independent learners.
- We welcome and respect all members of the school community and value everyone equally.
- We aim to promote justice, fairness and equality in all areas of school life.
- We will provide specialist support and resources for children with SEND to be the best possible learner that they can be.
- Our starting point is to guarantee a whole school approach to making provision for children with SEND: we make sure that all staff has the knowledge and skills to support all children with SEND in our school.
We are a learning community and believe that it is important to work with other schools to make sure that our knowledge, expertise and skills on SEND issues are up to date. We also share and discuss our best practice with other schools: for example, Achievement for All published Case Studies from our school.
We undertake visits to local schools to share our practice and look at aspects of their practice. Recently we shared ideas about support for writing, lesson planning for children with Autism and making best use of Teaching Assistants.
Our Deputy Head is on secondment one day a week supporting other schools with developing SEND practice and worked with a team of SENDCOs to develop the Camden SEN Information Report exemplification.
Our SENDCOs attend the Local Authority SENDCO forum which keeps all schools up to date with national developments and local projects on inclusion.
Our teachers and teaching assistants are given opportunities to observe other colleagues and discuss good practice on how to enhance children’s learning as individuals or in groups. (This occurs in school and visiting other schools.)
Building Learning Power LEARNERS VISION
We believe in, practice and deliver a curriculum that meets the foundations for learning for every child supported by a creative curriculum underpinned by the pedagogical beliefs that our children learn how they learn to ensure they become better learners. We believe this in turn creates active thinking, independent learners ready for the next stage in their life.
- We have placed this information here on our website. We have tried to make sure everything is clear and helpful. The information is also available in a PDF document which you can download here: Carlton-PRIMARY-SEN INFO REPORT
- You will also find our new SEND Policy on the website.
- You can pick up a summary of our SEND policy* from our office: this policy provides more details about how we are implementing the new SEND Code of Practice*.
- We will be providing leaflets and summaries on issues such as:
1. identification of children with SEND and
2. personal plans.
You will be able to collect these from our office.
- If you would like to talk to a member of staff, we will arrange for a member of staff to meet you and answer your questions: let us know if you need an interpreter or British Sign Language* signer – we will do our best to provide this support.
- On our website we also have a video of how we meet special educational needs in our classroom every day: http://www.carlton.camden.sch.uk/media-gallery/
- Carlton Primary School SEN Information Reportlinks to the information which Camden Local Authority* provides for parents and carers of children with SEND. You can see this on its website www.localoffer.camden.gov.uk.
- We have a summary of Camden Local Authority information in our school office; office staff will be pleased to give you a copy (available mid-Autumn)
|All members of staff can be contacted by e mail: email@example.com.
School Admin. Officers: