Here at Loxwood, we aim for all of our children to become successful life long learners through an inclusive, purposeful and exciting curriculum that enables children to learn in a safe, meaningful and fun environment. Understanding and really knowing every single child in our school, their likes and dislikes, their personalities and how they learn is at the heart of our school ethos and enables children to feel safe, valued and happy. We work in partnership with parents and carers to ensure children get the right support when it is needed.
SEND
There are times in all of our lives when we may require help or support from others and this is the same for children. This support may be a short term barrier to learning, or a more complex long term barrier. Within the school, we have a range of expertise across our teaching and support staff. This includes reading, writing, phonics and maths interventions, dyslexic aware strategies and emotional well-being provision. We continually attend training to develop our skills in understanding, identifying and providing the correct support for all children.
We have multi-agency team approach within West Sussex and have contacts and access to a wide range of services if we require additional support from specialists; for example the Speech and Language Team and Educational Psychologist.
Our aim is that all children recognised by school staff, parents or other agencies as requiring additional provision will access further support through WSCC Special Education Needs and Disability procedures and, if necessary, through Statutory Assessment in line with the DfE (Department for Education).
Please see our SEND Information Report and SEND Policy for more information. Please also use the links below for more information relating to SEND provision.
What to do if I am worried about my child’s learning?
In the first instance, speak directly to your child’s class teacher. They are happy to discuss any concerns you might have. Quite often, concerns can be supported quickly either through direct teaching or a small targeted intervention. The class teacher may need to speak to our Special Needs Co-ordinator (Miss Price) for further advice and support. We will always work with you to ensure your child is supported in their learning.
Pupil Premium
In 2012, the Government launched Pupil Premium funding to provide additional financial support to schools based on the number of pupils eligible for Free School Meals (FSM). This funding is designed to ensure that all pupils can reach their full potential, both academically and socially.
Our school policy acknowledges that while some pupils receiving Free School Meals may face disadvantages, not all are necessarily disadvantaged. Additionally, it is important to recognise that there are pupils who may be disadvantaged yet do not qualify for FSM.
In compliance with regulations, our school is required to transparently report how Pupil Premium funds are utilised and to evaluate the impact of this funding on our pupils’ progress. We publish yearly reports detailing our Pupil Premium expenditure and its effectiveness, which can be conveniently downloaded using the links provided below.
Pupil Premium Funding
All pupils in Year R, Year 1, and Year 2 are eligible for free school meals.
In addition to this benefit, it is crucial that we ascertain whether your child may qualify for Pupil Premium funding based on your family’s income level. We kindly request that you contact the school office in confidence to register your child, as this funding can significantly enhance their educational experience.
Even if you choose not to take advantage of the free school meals, registering your child will still enable the school to claim Pupil Premium funding. This funding is vital as it may be utilised to support various initiatives and resources that directly benefit your child’s learning and development.
For students in Key Stage 2, free school meal applications will continue to be processed in the same manner. Should you require further information, please do not hesitate to speak to Mrs Mellors privately.
Children with English as an Additional Language (EAL):
Our demographic at Loxwood is changing and we have more children joining our school who have English as an Additional Language. We believe in making all teaching inclusive, so we use a very visual and pictorial approach that supports children with additional needs such as EAL. All classes use a visual timetable to show what is happening during the day. We use a pictorial system called Communication in Print that uses a picture alongside the word to promote understanding – this is used to label everyday items or as cards a child can use to communicate their needs such as toilet. Each class has an additional adult who can support children with EAL during the day.
We work closely with WSCC EMTAS team who support children with EAL as well as Gypsy, Romany Traveller children (GRT).
- Utilising talk tins to support record thoughts prior to writing.
- Use of note-taking techniques, which have been carefully modelled.
- Clear teacher modelling so the child can visualise the desired outcomes of tasks.
- Use of talk partners, enabling them to articulating ideas first.
- The use of coloured overlays to assist with reading, or alternatively using a blank sheet of paper to obscure extraneous writing to prevent distraction.
- Chunking larger tasks into manageable segments to prevent feelings of overwhelm.
- Ensuring all instructions are communicated clearly and concisely, addressing the child by name to capture their attention effectively. If repetition is necessary, we will utilise consistent phrasing to aid their understanding.
- Employing visual reminders, such as using fingers to represent the number of items they need to recall
- Using visual timers and providing advance warnings to assist them in managing their time effectively, given that the concept of time can often feel abstract for children.
- Considering position within the classroom to ensure they can see the board with ease.
- Allowing the use of an iPad as a means of support, which will reduce the need for copying from the board.
- Incorporating scaffolding techniques, word mats, and the use of a scribe when necessary to alleviate the written component of work where possible.
- Establishing clear routines to foster independence in organisation, such as designating specific places for school materials each day.
- Encouraging reading and writing for pleasure to enhance skills and promote enjoyment.
- Consider alternative formats for recording ideas like drawing mind maps or flow diagrams.
- Pre-empting change and talking through what to expect.
ELSA
For those of you who don't know, we are very fortunate to have Mrs Green, who is an integral part of our mental health team. She works from Tuesday to Friday every week in the Nest, providing invaluable support to our students.
ELSA, or (Emotional Literacy Support Assistant), is a role defined by its commitment to fostering emotional well-being among children and young people. Trained specifically for this purpose, ELSAs undergo a comprehensive training course, typically spanning six full days, which equips them with skills in emotional literacy and active listening. Their expertise is further enhanced through regular supervision by Educational Psychologists.
ELSA practitioners are compassionate individuals dedicated to helping students navigate their emotional landscapes and unlock their academic potential. By fostering strong relationships, they create a safe and reflective space, enabling children and young people to identify solutions to their challenges rather than simply fixing their problems.
What areas does an ELSA help with?
- Loss and bereavement
- Emotional Literacy
- Self-esteem
- Social Skills
- Friendship issues
- Relationships
- Managing strong feelings
- Anxiety and worries
- Bullying
- Conflict
- Emotional Regulation
- Growth Mindset
- Social and therapeutic stories
- Problem solving
How are children or young people referred for ELSA?
- Class teacher referral
- SENDCO referral
- Parent referral (through school)
- Child referral (through school)
- Outside agency referral
ELSA (Emotional Literacy Support Assistant) interventions are designed as short-term, focused programmes lasting typically between half a term to a full term. The primary aim is to address specific emotional and social needs of children and young people through proactive sessions that feature clear, measurable targets known as SMART criteria—specific, measurable, achievable, realistic, and time-limited.
A typical ELSA lesson commences with a welcoming emotional check-in, followed by an engaging warm-up activity to establish rapport. The core of the session is dedicated to teaching strategies aligned with the pupil’s targets, incorporating a review of previous learning. To facilitate relaxation, a calming exercise concludes each session, ensuring the child feels prepared for their next class.
ELSA support may also extend reactively to address significant life events, offering immediate emotional aid through active listening and support. Collaboration with parents is essential for maximising the intervention’s impact, encouraging continuity of learning beyond the school environment.
We are pleased to announce that The Parish Council has generously committed £10,000 towards the establishment of our new Special Educational Needs and Disabilities (SEND) Hub. This dedicated facility will serve as a sanctuary for visiting professionals, provide a tranquil environment for children requiring calm spaces for focused work, and accommodate our wrap-around care services.
To realise our vision and cover the remaining costs, we have launched a GoFundMe page. We warmly invite our community to contribute and help bridge the funding gap. Your support is vital as we strive to create an inclusive space that nurtures the needs of all our students.
Please consider sharing this appeal with your networks. Together, we can make a significant difference in the lives of children who require additional support.
You can contribute by following this link: GoFundMe. Thank you for your generosity and commitment to fostering an inclusive educational environment.
