Ballard school is situated in extensive grounds with superb facilities. Provide high quality care and education in a supportive and caring environment for children from Nursery to 16 years.
Who to contact
Where to go
- Ballard School
- BH25 5SU
- Accessible changing, Secure environment, Accessible toilets
- Age Ranges
- 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16
In line with the Special Educational Needs and Disability Code of Practice (2014)
and the Children & Families Act (2014) all schools are required to produce a
SEN information report (sometimes known as the ‘school’s local offer’).
The link below is for our SEN Information Report, which includes information
about our provision for children with special educational needs or disabilities (SEND).
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
Before each child starts Ballard School we ask parents to supply information relating to any additional needs a child may have along with any medical needs and health history. Upon joining Ballard School if an additional need is known a care plan is put into place in order to support the child’s individual and/or additional needs. Ballard School tracks each child’s progress as they proceed through the school. We have regular parent meetings to exchange information and to maintain support for both the child and the family if additional help is needed. Regular school reports are provided at the end of each term. The Pre-Prep department also have a parent/carer handover at the beginning and end of each child’s day. Should a parent or member of staff have concerns that cannot be dealt with at handover times a meeting is arranged between the parents and staff. In the Early Years classes a special education needs co-ordinator (SENCO) along with the class teacher puts into place a personalised learning programme (PLP). As the child progresses through Ballard School the Head of Enhanced Learning takes over the SEN provision.
- How will early years setting/school/college staff support my child/young person?
The class teacher will plan an educational programme for each child in their care. The class teacher works closely with the classroom assistants to monitor the individual needs of each child. Each day at the end of the session the teacher will feed back information relating to your child’s day. Regular parent time meetings are held and information sharing between the staff and the individual child’s parent/carer is encouraged to ensure each child’s needs are met.The class teacher is your child’s Key Person and the classroom assistants provide support as Co Key persons. The Pre-Prep SENCO, Mrs Hunt, works with both the teaching staff and parents to provide a continuity of care. The SENCO will also support the process of obtaining extra care or support from outside professionals or agencies. If additional help or one to one care is needed, and the parents are not able to access full funding, parents may be required to help with additional costs. The Department of Enhanced Learning within the school support the child as they proceed through each year group. They work closely with the children before exams to ensure they have an equal opportunity to succeed.
- How will the curriculum be matched to my child's/young person's needs?
The initial parent meeting which is held before your child’s starts school will enable the teacher to get background information and discuss and plan with the parents the most suitable approach to plan for and support the individual child’s needs. We encourage each child to come in for a short taster session so that we are able to get to know them before they start. This allows time for planning and differentiating play to enable them an equal opportunity to pursue the various activities that are completed within the sessions. In Early Years each child with additional needs will have a PLP (Personalised Learning Plan) compiled with the help of the class teacher and the SENCO. We work with outside professionals, such as speech therapists and occupational therapists, and they will often provide a PLP for the teacher to use in school. The children’s progress is documented by regular observations that enable us to assess and plan for the individual child’s needs on a continuing basis. Children with English as a second language will be supported to gain confidence in English language skills.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
Through tracking their progress during the session and by regular observations we will constantly monitor the individual child’s progress. Reports and parent meetings are held on a regular basis. Holding regular meetings with the parents / carers enables Ballard School to support the family as well as the child. We value the support of the parents/carers to share information and knowledge of the individual child’s progress and needs.
- What support will there be for my child's/young person's overall well being?
At Ballard School we have a qualified school nurse on hand for any medical emergencies. There are also staff in Pre-Prep who have paediatric first aid training. Only prescribed medication is administered unless a medical emergency arises then the school nurse will administer paracetamol after having received parental consent at entry to Ballard School. Parents/carers are asked to fill out a medication form when handing over the prescribed medicine. This is signed and witnessed by staff as the medicine is given and then signed again by the parent/ carer on collection of the child. Parents are given a copy and the school retains a copy of this form. We seek training, where available, on administering medication and work closely with the outside professionals that are involved in the care of the child. Staff attend various training throughout the year to enhance their knowledge and understanding on the care and development of the Early Years child. Details of all our Early Years Policies, including the administration of medicines, can be found at www.ballardschool.co.uk on the Pre-Prep page.
- What specialist services and expertise are available at or accessed by the setting/school/college?
All class teachers all hold relevant qualifications. At Ballard School we have an Early Years Special Educational Needs Coordinator who works with children from Nursery until Kindergarten 2. Mrs Hunt holds a certificate in special educational needs and attends regular refresher courses and local authority meetings. As the child moves into the Reception class and progresses into the main body of the school, the Department of Enhanced Learning oversee and assist subject teachers, to provide quality first teaching to all as part of the staged approach, and support the child as they proceed on through each year group. The school will contact and liaise with external agencies as the need arises in the early years. Further one to one support is available please see SEN policy.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
The Early years special education needs coordinator holds a certificate in special needs awarded by the Pre-school Learning Alliance. She also attends regular SENCO meetings and refresher courses. When the child moves into the Reception class the Department of Enhanced Learning take over the learning needs of the child. It is staffed by fully qualified specialist teachers, details of which can be found on our school website http://www.ballardschool.co.uk
- How will my child/young person be included in activities outside this classroom including school trips?
>Children attending the early year’s section of the school from Nursery until Kindergarten 2 remain on site. The school has extensive grounds for the children to explore on regular nature walks and outside play. We discuss the individual child’s needs and address those needs where possible. Risk assessments will be undertaken as necessary.
- How accessible is the setting/school/college environment?
All classrooms in the early year’s section of the school are on ground level. We have made a small ramp to enable walking frame or wheelchair user’s access to the main corridor leading into the dining room and gym. We have a disabled toilet adjacent to the Early Years classrooms. Children with a walking frame or wheelchair can access the outside play area but not the woodchip area surrounding the climbing frame. Consideration will be made for children with English as a second language to include resources that reflect their home language or environment.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
Before each child starts Ballard School we ask parents to supply information relating to any additional needs a child may have along with any medical needs and health history. Upon joining Ballard School if an additional need is known a care plan is put into place in order to support the child’s individual and/or additional needs. We encourage any new schools to which the child may be transferring to visit and see the child in session; parents are also welcome at these meetings. We liaise with the new school offering any information, including the latest reports, which they may need at the time of transfer and are willing to receive contact from the new school at any time.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Special educational needs funding is allocated where appropriate from the local education authority. The school support parents in gaining access to this funding. A meeting is held with parents /carers to identify the areas most in need of help. A care plan is generated to meet the needs of the child and to discuss how the funding should be spent.
- How is the decision made about what type and how much support my child/young person will receive?
Ballard staff work closely with both the children and the parents. Regular assessments are carried out on each child. If a child appears to need extra support in a certain area we work together with the parents. Some children behave differently at school and a different approach may be needed for that child. If support is still needed and progress is slow the special educational needs coordinator will work with the class teacher and compile an personalised programme that is monitored and reviewed regularly. The next step would be to call on outside professional help. The teacher and parents work together throughout this process.
- How are parents involved in the setting/school/college? How can I be involved?
At Ballard we hold regular parent meetings and feedback information on a daily basis at handover time. Parents can also contact teaching staff through email and phone. When recording each child’s progress we take into consideration any developmental milestones that have occurred in the home environment.