SEND/Inclusion

 Much of the SEND provision will always naturally occur within the classroom context.

• Lessons are pitched appropriately so that all children can learn and progress.
• Teachers take account of the needs of the individual child and plan different tasks and materials appropriately.
• Tracking and assessment enables each class teacher to analyse the progress of the child

How does the school know if my child needs extra help?

We have a number of methods to help us identify if a child needs extra help. These include:

• Speaking to current class teachers and TAs
• Feedback from parents
• Information from your child’s pre-school or previous school
• Home visits by class teachers in Reception
• Class teacher visits to feeder pre-school to observe your child and speak to their key workers
• Speaking to previous class teachers
• Information from other services who have worked with your child, for example a speech and language therapists
• Referrals from outside agencies such as your local doctors
• Whole school data analysis exercises that occur on a termly basis

This information will be used to ensure that we meet any additional needs your child may have.  We will monitor the progress and development of your child and seek your views and wishes.  If we have concerns we may ask other professionals to give advice and support also.

It may be considered appropriate, at given times, that your child participates in small group or 1:1 interventions to help them within a certain area of their learning. The school has a range of small group out of class interventions, including:

• Speech and Language therapy
• Additional phonics support
• ELSA - Emotional and Social Support
• Maths & English after school tuition - Year 6
• Literacy inc Spelling and Reading 1:1 interventions across Y1 to Y6
• Post school SATs support for children working below age expected expectations
• Forest school for helping social, emotional and physical development

We also receive support from outside agencies, SALT (speech & language therapy), Purbeck Locality Team and Educational Psychology.

If you require further information and support about SEND, Dorset Council and BCP Council have a Local Offer. The Local Offer provides information on services and activities for children and young people aged 0-25 with special educational needs and disabilities. Please use the links below to go directly to the relevant websites.

Dorset Local Offer

The Bournemouth, Christchurch and Poole SEND Local Offer - BCP Council

If you have any questions about Learning Support, please contact Mrs Laura Dominey, SENDCo & Inclusion Leader, or any member of the Inclusion Team.  We are always happy to help. Please telephone the school office on 01202 622378 or email SEND@lmpsdorset.co.uk. We will get back to you as soon as we can.

Class teachers have responsibility for the overall well-being of every child in their class. If you have any concerns regarding your child's social and or emotional development in the first instance please speak to your child's class teacher.  If further support is needed, the class teacher will speak to the Inclusion Leader.  At this stage it may be that we recommend some ELSA support for your child.

We are very fortunate that at Lytchett Matravers Primary School as we currently have two fully trained ELSAs. Our ELSAs are able to offer support in the following areas;

• Friendships
• Anxiety
• Bereavement
• Behaviour management
• Family matters

We have also recently purchased the Hamish and Milo Wellbeing Intervention programme. This programme offers high quality nurture and small group Social, Emotional, Mental Health (SEMH) intervention. It provides children with the language and content for courageous conversations about mental health and emotions.  

Within our school we are also very fortunate to be able to offer our children extra activities to help support their social and emotional development alongside ELSA.  Class teachers, alongside the Inclusion Leader, identify children to take part in these activities.

Forest School 

Forest school is a long term educational process, which supports children and young people through different aspects of learning and development on a social, emotional and physical level in an outdoor, ideally woodland, environment.

Forest school allows children and young people to come into close contact with nature using all of their senses in creative play, outdoor experiences and new challenges.

Kate McGrail
Pastoral Care Worker

Hi!

I'm Kate the Pastoral Care Worker here at Lytchett Matravers Primary School.  I have been working in this school since September 2008.

I have over 16 years experience of working with children, specialising in working with those who have Special Educational Needs.  I also work alongside parents, supporting them with their children, both at home and in school.

In school I work closely alongside all the staff to help ensure that we get the very best for all of our children.

A Bit About Me:

I have experience of working with children in a wide range of areas, such as . . .

• General behaviour needs
• Anxiety
• Aspergers
• Autism (ASD)
• ADHD
• Sensory Processing Disorder
• Visual Impairment
• Downs syndrome 

Some of my Qualifications:

• Social Care with Families and Children
• Counselling Children & Adolescents
• Special Needs Assistant
• Autism Awareness

If you have any questions, or would like some further supports/advice, please do not hesitate to get in touch.  I am in school every day and can usually always find a time to meet with you.  You can contact me via the main school office.

Lytchett Matravers Primary School recognises that it has a responsibility to build an environment in which all children, staff, parents and carers are treated equally and valued. No discrimination on account of age, disability, race, faith or belief, gender or sexual orientation shall be shown against any person.

The school adopts Dorset Joint Equality Scheme, click here for more information.  As stated in this document, we recognise that equality and diversity is not about treating everyone in the same way, but about recognising and valuing difference, as well as recognising and addressing inequalities and disadvantage.

The school is committed to the elimination of discrimination, and equal treatment of all pupils and the promotion of positive images of diversity. This applies at all Key Stages and within all activities.  No aspect of school life is excluded.