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Barming Primary School

Be Kind, Be Safe, Be Responsible And Make Good Choices

Barming Primary School

Be Kind, Be Safe, Be Responsible And Make Good Choices

We are lucky to have the Smoothie bike in this week for Key Stage 2!
Welcome to BarmingPrimary School
Barming Primary School is a 2 form entry primary school on the outskirts of Maidstone. It is a co-educational school for children aged 4 to 11 years old. There are currently 406 children on role.
A Message from the Head of School
Barming Primary School has so much to offer. Everyone is welcome and children are encouraged to flourish and achieve their goals. Come and find out what we are all about!
Orchard Academy Trust
Barming Primary School is an Academy and is part of the Orchard Trust family of schools. The Trust currently consists of Allington Primary School and Barming Primary School.

Last Week's Attendance:

  • Reception 94.2%
  • Year 1 94.%
  • Year 2 95.9%
  • Year 3 95.4%
  • Year 4 96.4%
  • Year 5 95.9%
  • Year 6 94.7%
  • Whole School - 95.2%

Inclusion

Inclusion

 

Our Inclusion Manager here at Barming Primary School is called Mrs Stere.

Mrs Stere works to support all children from Free School Meals, More Able, SEND children to our EAL children to ensure we support every child.

 

Mrs Stere - Hours of work are:

Monday – 08:15 – 3.30pm

Tuesday – 08:15 – 3.30pm

Wednesday – 08:15 – 3.30pm

Thursday – 08:15 – 3.30pm

 

Please contact Mrs Stere via the school contact number - 01622 726472 if you wish to speak to her about your child or make an appointment to see her.

 

Definition of SEND:

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. 

 

A child of compulsory school age or a young person has a learning difficulty if he or she:

  1. Has a significantly greater difficulty in learning than the majority of others of the same age; or
  2. Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools. SEN Code of Practice (2014)

 

Definition of disability: Many children and young people who have SEN may also have a disability under the Equality Act 2010 – that is’…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’.  This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’ SEN Code of Practice (2014)

 

Quality First Teaching

At Barming Primary School we ensure..

  • Clear learning objectives in every lesson that explain the skill the children are learning.

  • Success criteria that are shared with the children and referred to throughout the lesson
  • All children know why they are learning a specific skill and how this new skill will be used in future lessons
  • Independent tasks are differentiated in order to support less able pupils and to challenge more able pupils
  • Comments in the children’s books are used to move pupils forward in their learning. All pupils are expected to respond and act upon the teacher’s comments and questions.

 

How does this support children with SEND?

  • It takes the diverse needs of learners into account
  • It builds on pupils' prior learning
  • It involves a range of techniques, including whole class work, structured group work, guided learning and individual activity
  • It embeds assessment  techniques throughout the lesson

 

Everyone is welcome here at Barming Primary School.

Inclusion for all

 

Here at Barming Primary School we pride ourselves on being a caring and inclusive community . We welcome children with a whole variety of Special Needs, including physical, educational or behavioural difficulties.

 

There has been a lot in the news recently about cut backs to SEND funding, this is a national picture, but one that affects children in Kent too. Places in Special Schools are limited and highly sought after, which is why mainstream schools, like our own, are now providing education for a wide range of children.

 

All children have the right to an education and we have to work together to ensure this happens by providing an inclusive education for all.

 

Being the parent of a child with additional needs can be an isolating experience. It can be embarrassing when your child does not present or behave like other children, your child may not be invited to tea or parties, you may feel that other parents on the playground keep away from you.

 

I would like to ask that all of our community extend tolerance and kindness to each other. It is easy to be quick to judge and we all do it at times, but these children look no different to any other children and their disabilities may very well be hidden.

 

Embracing difference and extending tolerance are life lessons and our children are often much better at it than we adults. Let’s all work together to continue to keep Barming Primary School a caring and inclusive environment for all our children.

 

SEND Policy… in brief!

 

 

This is a brief summary of the main points of Barming’s SEND Policy, the full version of which can be seen on the school website.

 

What is SEND?

Send stands for ‘Special Educational Need and Disability’. A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.  A child of compulsory school age or a young person has a learning difficulty if he or she:

 

 (a) Has a significantly greater difficulty in learning than the majority of others of the same age; or

 (b) Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

 

Provision at Barming Primary School:

At Barming Primary School, we can make provision for every kind of frequently occurring special educational need, for instance dyslexia, dyspraxia, speech and language needs, autism, general learning difficulties, behaviour difficulties and physical disabilities.  

The school also currently meets the needs of pupils with an Education, Health and Care Plan with the following kinds of special educational need: Cognition and Learning, Social, Emotional and Mental Health, Language and Communication and Physical and Sensory. Decisions on the admission of pupils with an Education, Health and Care plan and physical disabilities are made by the Local Authority.

 

How do we identify and assess pupils?

All class teachers are used to teaching children with a variety of needs and learning styles. Lessons are presented to accommodate those needs. Teachers seek advice and support from the Inclusion Manager. In addition, children are regularly assessed and tracked for their progress, so that slow progress can be quickly identified. If these difficulties persist, it may then be necessary to put in place some TA led interventions, such as fine or gross motor control, reading, spelling, phonics programs, maths support etc. Interventions run for varying lengths of time and their impact is closely monitored by Mrs Stere (Inclusion Manager) and school leadership. It may then become necessary for Mrs Stere to refer to outside services such as the paediatrician, Specialist Teacher Service, Education Psychologist. At this time the child will be added to the school register of SEND at SEN Support. Parents will be kept informed of all these developments and offered the opportunity to meet regularly with the Inclusion Manager. It maybe that a child only needs to stay on the register for a relatively short time, or it may be an ongoing difficulty that could eventually require High Needs Funding or an Education Health and Care Plan.  These plans are for the highest needs children, without such plans they would not be able to access a mainstream curriculum. It may be that the provision of a 1:1 TA (Key Worker) is thought to be necessary.

 

Who to contact:

In the first instance the class teacher is the best person to talk to. Should you need further help, please contact the Inclusion Manager, Melanie Stere, who is a qualified teacher and has been accredited by the National Award for SEN Co-ordination.

Melanie Stere is available on 01622 726472 or mstere@barming.kent.sch.uk. Mrs Stere works in school on Monday to Thursday (not Fridays) and will be happy to help.

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