Newport Primary School

Overall rating from parents: 7/10

Number of reviewers: 1

Percentage would recommend: 100%

Date of last review: 01/08/2023

Local authority maintained schools
Newport
Essex
CB11 3PU
X
 
Reviewer Role When and how long? Which needs are supported? What therapies are provided? Approach to Behaviour Sen friendly Environment Rating Knowledge of Senco Rating Staff Knowledge of Sen Rating Review
Parent Present day Attention Deficit Hyperactivity Disorder (ADHD), Behavioural, emotional and social difficulties Art Therapy, Forest School Sanctions                              
Reviewers link to the school: Parent When and how long?Present day Which needs are supported? Attention Deficit Hyperactivity Disorder (ADHD), Behavioural, emotional and social difficulties What therapies are provided? Art Therapy, Forest School Approach to behavious: Sanctions Sen friendly Environment Rating:
          Knowledge of Senco Rating:
          Staff Knowledge of Sen Rating
          Review: Staff knowledge and understanding of SEND is mixed. I believe that more staff, within mainstream settings, should have ADHD, autism, mental health and wellbeing specific training to best support the children they're working with. I cannot fault the head (who has just left) and the assistant head at all. They have been wonderful and have supported in every way they can, going above and beyond often and communication has been good. They have built strong relationships and trust between parents and pupils within the school community and are quick to respond to issues when they arise.

The SENCO I, unfortunately, cannot say the same for. Communication is sporadic, she is slow to reply to emails, or to process any documents, eg; paperwork for one plans or EHCPs. She works only part time and from what I can tell does not directly with the child with SEN, meaning her knowledge usually comes from only the class teacher/support staff working with the child. I would have liked to have had more support from her in regards to what next steps we can take, supporting our choice to apply for specialist provision and general emotional support. I have also been the one to provide all fidgets, now/next boards with symbols, emotion wheels and other tools that could benefit my child. The visual timetable which school had made was not fit for purpose as it was literally a grid with words and no easily recognisable symbols for each lesson - and for a child that struggles and doesn't like reading much, it was very overwhelming and did not work as it should.

The school itself have accommodated to children with SEN, like having specific sensory break areas, accessing art therapy and working with parents to involve outside agencies. I do, however, feel that there could be better ways of managing and supporting the behaviour - which is a form of communicating something isnt right - instead of removing some playtime or other opportunities.
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Staff knowledge and understanding of SEND is mixed... click to read more