Merton Court Preparatory School
SEND Information Report/School Based Local Offer
This report contains information about our provision for pupils with special and additional education needs and disabilities. It is updated annually. For more detailed information, please view our full SEND policy, available from our school office.
There are several toolboxes available on the parents’ section of the website, providing information on the topics of:
Further information about special educational needs may be found by visiting the Local Authority Local Offer website, at:
Our Commitment to You
We are an inclusive school, and admit children with a range of abilities. Where a special educational need or disability is identified prior to admission, all available assessments and information will be carefully examined to ensure that we are able to meet the identified needs, before a place can be offered.
Our aim is to help each pupil to fulfil his or her maximum academic and social potential, regardless of any special or additional educational needs, and we achieve this by providing small classes, enthusiastic teaching, and an extremely thorough assessment of children’s learning. This ensures that every child is supported and lessons differentiated so that all children are appropriately challenged and make excellent progress.
Children are identified with special or additional educational needs or disabilities when their progress has slowed or stopped, and differentiated teaching, or interventions and other resources put in place by the teacher, are not working.
If this happens, we have plans and procedures which help support children’s development and improve their rates of progress.
Children thrive when there is open and honest communication between parents and carers, school, and other agencies involved in their care and education. We will involve you and seek your views at every stage of our SEND process. Your child’s views will also be sought and respected.
Your Commitment to Us
When your child is admitted to Merton Court School, a contract exists between home and school, which requires us to work together to achieve the best possible outcomes for your child. You agree to share information with us where it will help us plan interventions and inform our support plans. You agree to follow our advice to support your child at home, and if so recommended, to arrange appointments with outside agencies and external specialists.
Who should I speak to if I have concerns about my child’s progress?
The best person to speak to in the first instance is always the form teacher. They will listen to your concerns, and together, you will be able to decide if any further action is needed.
How is a special or additional educational need identified?
Teachers constantly monitor and review progress to ensure that children are meeting their targets. Information gleaned from these processes, including a range of assessments regularly administered to all children, will identify when children are beginning to make slower progress.
If additional support is required, the teacher will raise concerns with the SENDCo, and together, they will review previous strategies and interventions used, and may collect further information in the form of observations and assessment results.
How will my child’s needs be assessed?
You will be invited to a meeting or consultation, which may be conducted by telephone. With your permission, specific SEND assessments may be completed, and the results used to inform an intervention plan.
A wide range of assessment instruments are available in school, to measure progress in phonological skills, reading efficiency, vocabulary development, and cognitive skills which are crucial for learning. We have the expertise to administer and interpret these assessments.
The initial plan may involve small changes to arrangements in class, and be implemented and monitored by the class teacher. Outcomes will be recorded on the initial concern form. If these small adjustments result in satisfactory progress, no further action will be taken.
What action will be taken if the initial plan does not work?
We provide graduated support according to children’s needs, and use the assess→plan→do→review cycle to determine the appropriate level of support. Where concerns continue after sensitive differentiation and small adjustments, which are part of our usual teaching strategies, the teacher and SENDCo will consult you, and with your agreement, administer specific SEND assessments. All available data will be thoroughly analysed to identify the areas of difficulty.
The teacher and SENDCo will use the new information to revise the plan of action, and, if the support is to be implemented by someone other than the class teacher or SENDCo, a School Support Plan (SSP) may be written. An SSP sets out the nature of any intervention and who will be responsible for implementing it, as well as the frequency of the support, and desired outcomes.
The support will be reviewed regularly, and details of progress shared with parents. Where difficulties persist, we may, with your permission, consult our visiting Educational Psychologist for advice.
What interventions are available in school?
Interventions are allocated according to children’s identified profile of needs. The graduated provision, as mentioned above, enables us to select the best provision available.
A Provision Map, setting out the support available for children at Merton Court School and a flowchart, illustrating the processes followed, are available on request from form teachers, or the office.
What should I do if I have a concern or complaint about learning support provision?
The form teacher should always be your first point of contact if you have any complaints or concerns about learning support. If you still have concerns after talking to the teacher, you may be referred to the SENDCo, Key Stage Coordinator, or Leadership Team, depending on the nature of your concern.
Pupils with medical needs will be provided with a Health Care Plan, compiled in partnership with the pupil, parents and health professionals involved in the pupil’s care.
Pupils with physical needs can access most areas of the building. There are passenger lifts available for pupils’ use, and disabled toilet facilities. Most areas can accommodate wheelchair users, and the school continues to make reasonable adjustments with this.
All children, including those with special educational needs and disabilities, are encouraged to participate in our extensive range of extra-curricular activities. Risk assessments are carried out for all activities at school.
If you have any questions, please do not hesitate to contact any member of the Leadership Team, or our SENDCo, Dr Karen Faulds.