Children may be identified as having SEN through a variety of ways including the following:

Talk to us – your first point of contact is always your child’s class teacher. If you require more information contact our SENCO or Headteacher. We believe good communication links with parents are vital and aim to be open and honest with parents at all times.

Our SENCO will closely monitor all provision and progress of any child requiring additional support across the school. The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. There may be a Teaching Assistant (TA) working with your child either individually or as part of a group, if this is seen as necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts.

All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated. The benefit of this type of differentiation is that all children can access a lesson and learn at their own level.

In school we will often use IEP’s (Individual Education Plan) or IBP’s (Individual Behaviour Plan) to set targets and review progress. We can use these targets to monitor pupils progress academically against national/age expected levels and update or adjust the IEP. This may involve updating into smaller steps or using a different approach to ensure progress is made.

Children may move off the SEN register when they have ‘caught up’ or made sufficient progress.

We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has an open forum for any issues or viewpoints to be raised.

Children who have IEPs (Individual Education Plans) discuss and set their targets with their class teacher. There is an annual pupil questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry. If your child has an EHC plan or an Annual Review of their EHC plan their views will be obtained before any meetings

As a staff we have regular training and updates about SEN issues.

Most of our TAs have had training in delivering the range of interventions we use as a school, and we hold regular training meetings / opportunities throughout the year.

We have a team of trained learning mentors with some members of the team with specialist training in loss and bereavement, attachment disorders and nurture provision.

As a school we are continuing to develop our governing body. The SEN Governor meets regularly with the SENCO in order to update on changes, needs in the school, current concerns and budgets.

All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.

A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which cover the same curriculum areas will be provided in school.

The Victory Primary School is situated on one floor and can be accessed by wheelchair. We also have a disabled toilet and shower. Any other resources needed for access may be assessed by OT (Occupational Therapy) and Physiotherapy in order for us to ensure ease of access and safety for all.

The school is able to liaise with EMAS (Ethnic Minority Achievement Service) who can at times assist us in supporting our families with English as an additional language

We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available. We will often allocate teaching assistants who are funded by the SEN budget to deliver programmes designed to meet groups of children’s needs. The budget is allocated on a needs basis.

The class teacher alongside the SENCO will discuss the child’s needs and what support would be appropriate. Different children will require different levels of support in order to bridge the gap to achieve age expected levels. This will be through on-going discussions with parents.

As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. Behaviour incidents are dealt with according to the behaviour policy. If a child has behavioural difficulties an IBP (Individual Behaviour Plan) or a pastoral support plan are written alongside the child and parents to identify the specific issues, put relevant support in place and set targets.

Attendance of every child is monitored on a daily basis by the attendance officer. Lateness and absence are recorded. Good attendance is actively encouraged throughout the school and rewarded on a termly basis as is improving attendance. Parents are contacted regarding attendance and or lateness if necessary. Families who struggle with attendance and lateness will be asked to meet with the attendance officer to discuss and plan a way to improve attendance and lateness.

Your main point of contact would always be the class teacher and then following this you may need to speak to the SENCO or Headteacher. Send email to vgidney@thevictory.portsmouth.sch.uk

In this instance you can contact the school admin office to arrange a meeting with either the Headteacher or our SENCO to discuss how the school could meet your child’s needs. Following this you would contact the Admissions Team at Portsmouth City Council.

This local offer will be reviewed annually to reflect the changing needs of the children who join and are developing in our school. Part of this review process will involve contributions from parents.