What do I do if I feel my child with SEND is not being supported?

We ask that pupils do not wear jewellery in school.

Advice from parents or carers is welcomed and essential on these occasions.

Moorland Federation Schools, complete an accessibility self-audit. Efforts are made to make each school as accessible as possible within the constraints in existing buildings.

Our teachers adopt differentiated teaching and learning styles to cater to individual student needs. We believe in creating an environment that enables each child to work at their own pace and level.

Every school has a SEND register, which is a list of children at the school who have a Special Educational Need or Disability and need something additional to or different from their classmates above and beyond the scaffolds and adaptations made during everyday class teaching.

Our teachers adopt differentiated teaching and learning styles to cater to individual student needs. We believe in creating an environment that enables each child to work at their own pace and level.

We think of it as identifying children that have barriers to their learning and we do what we can to remove those barriers.

Our vision is implemented by creating learning environments that fosters self-confidence, positive growth mindset, independence, and motivation. We create an atmosphere where children feel safe, secure, happy, inspired and valued.

We encourage children to showcase their talents, to be proud of their achievements, and share their unique qualities with others. We also encourage supporting each other and model positive behaviours, ensure we can all live up to the "Growing together, learning for life" ethos.

We encourage children to be aware of their actions and take responsibility for them. We provide opportunities for them to make choices and decisions, fostering a sense of independence.

In the Moorland Federation children are at the heart of everything we do. We always aim to include the child’s voice in any decision making.

Through the APDR cycle, children with SEND are monitored and assessed according to their targets to ensure that the provision in place is effective.

We provide an education of the highest quality within the context of Christian belief. We encourage pupils to respond to the Christian faith in such a way that it contributes to their spiritual, moral, cultural, and social development.

The class teacher focuses on including all children and breaking down any barriers to learning. In the Foundation Stage,there are regular observations and progress is tracked on the Early Years Foundation Stage Profile.

We offer lots of opportunities to discuss your child’s progress. We encourage regular contact to discuss day-to-day occurrences with the class teacher and/or teaching assistants.

Teaching is carefully planned so that every child has access to learning. All children are expected to engage with their learning. Activities and learning are adapted to support learners achieve the appropriate outcomes. This might include pre-learning (introducing new vocabulary and key concepts before they are taught in class) and multi-sensory opportunities (using visual prompts, handling of objects / artefacts, songs / music) built into planning.

Children transfer from our schools at the end of Year 4, transition arrangements will be made with any school they transfer to. Children will have lots of opportunities to visit the school, to meet the staff and meet other children in their year group to prepare for their transfer.

For children joining the school in the Foundation Stage, Stay and Play transition sessions are offered to give children and their families an opportunity to meet staff and familiarise themselves with our school. In addition, the Foundation Stage Class Teacher will visit the local pre-schools and nurseries to meet the children and observe them in a familiar environment. For children who already have a professionally identified SEND, a school entry planning meeting (SEP) will be held, involving parents/carers, the child, and professionals from the previous setting and the school setting. All paperwork will be passed onto the school to help with a smooth transition.

Generally speaking, appeal panels will not accept a school’s Ofsted rating as a reason why a child should or should not attend a particular school. You will need to demonstrate why your child’s needs outweigh the prejudice caused to the school by accepting another pupil. We advise parents to accept the place they have been offered and/or locate another school even if they do not get their preferred option to ensure your child has a school place.

If the school you have been allocated is the nearest qualifying school with places available that provides education appropriate to the age, ability and aptitude of your child and it is outside of the statutory walking distance then your child may qualify for free school transport.

In the first instance it is very important to talk to your child’s class teacher about the support and provision in place for your child and work together to alleviate any concerns.

Take child to the main office and sign them in on the computer and inform our administrator. The child can then go to class.

If your child needs to have medication at school you must complete a form at the school office. We ask that medication at school is kept to a minimum and if antibiotics are prescribed for less than four times a day we suggest this can be organised out of school time. All medication held on school premises is kept locked and secure.

What is ADHD? Attention deficit hyperactivity disorder (ADHD) is a group of behavioural symptoms that include inattentiveness, hyperactivity and impulsiveness.

What is Dyspraxia? Dyspraxia is a form of development coordination disorder (DCD) affecting fine and/or gross motor coordination in children and adults. It may also affect speech.

What is dyscalculia? Dyscalculia is a specific learning disorder that is characterised by impairments in learning basic arithmetic facts, processing numerial magnitude and performing accurate and fluent calculations.

What is dyslexia? Dyslexia is a learning difficulty that can affect reading, writing and spelling. People with dyslexia often have good skills in other areas, such as creativity and problem solving skills.

Generation Exmoor is our premier outdoor learning initiative, developed in partnership with Exford C of E First School, Cutcombe C of E First School and the Exmoor National Park Authority. The program brings our KS2 students into the heart of Exmoor National Park to learn and explore in a natural setting.

Our vision is to provide a secure, caring environment in which every child is given equal opportunity to reach their full potential. We believe in the holistic development of a child, emphasizing self-esteem, mutual respect, and co-operation.

We aim to provide an environment where children develop skills to work collaboratively with others, are sensitive to each other's needs, and have the confidence to form positive and respectful relationships.

We are a mainstream first school that will cater for the needs of all children wishing to attend, regardless of their specific needs. All the Moorland Federation schools are supported to be as inclusive as possible and will welcome your child and aim to meet their needs in our mainstream setting.

The wellbeing of our pupils is a priority for the Moorland Federation. All schools have a culture with wellbeing at the heart of decision making. We have a range of varied opportunities for children to understand the importance of their own wellbeing and support their needs as required, along side our policies and comprehensive specialised staff training.

The Local Offer sets out in one place information about provision that the local authority expects to be available across education, health and social care for children with SEND.

Your first point of contact for all SEND queries is your child’s class teacher. Your child’s class teacher will listen to any concerns you may have and give support and advice on how best you can support your child.

We believe in full equality for all children and, as such, all children are enabled to participate in all school activities where appropriate.