Glemsford Road, Stowmarket, Suffolk, IP14 2PN

01449 613112

admin@combsford.suffolk.sch.uk



Combs Ford Primary School

Welcome to Combs Ford Primary School

How will you support children when they are joining the school?

We recognise that transitions can be difficult for a child with SEN and we take steps to ensure that any transition is a smooth as possible.

If your child is joining us in the Foundation Stage:

  • The SENCo will visit pre-school settings with the Foundation Stage Leader when appropriate.
  • If your child would be helped by a photo book or social story (a story with pictures to explain about school) to support them  moving on, then one will be made for them.
  • Your child will be invited to visit our school for play sessions and story sessions. If extra visits are thought to be necessary then these can be arranged.
  • The SENCo or Foundation Stage Leader will try and come to any relevant meetings prior to your child starting, so please let us know any dates. 
  • Any paperwork will be passed on from the pre-school setting. 

If your child is joining us from another school:

  • The SENCo will talk to your child's current school to discuss any relevant information and strategies currently used.
  • All paperwork and files will be passed on to us.
  • If your child would be helped by a photo book or social story (a story with pictures to explain about their new class) to support them  moving on, then one will be made for them.
  • If possible you and your child will visit our school prior to starting. 

 


How will you support children when they are leaving the school?

If your child is moving  to another school:

  • We will contact the school SENCo and ensure s/he knows about any special arrangements or support that need to be made for your child. 
  • We will make sure that all records about your child are passed on as soon as possible.
  • If your child would be helped by a photo book or social story (a story with pictures to explain about their new school) to support them  moving on, then one will be made for them.

In Year 6:

  • We understand this is a huge change for children and parents alike and we do all that we can to try and ensure that the transition is as smooth as it can be. 
  • SENCos, Primary and High School, meet regularly and extra transition meetings are arranged from as early as the Autumn Term.
  • Transition will involve extra visits to the High School setting.
  • Children will have a booklet about the High School they will be attending.
  • All children on the SEND Register will create a Transition Passport. This is where they share information about themselves with their new teacher. Children write about what they like, dislike, what is important to them, what they struggle with and what helps them in their learning. 
  • High School SENCos usually have a meeting for parents of children on the SEND Register or vulnerable groups. These will hopefully be in the Primary School setting. 
  • High School SENCos will try to spend time in Primary Schools getting to know the children. 
  • The SENCo will discuss the specific needs of your child with the SENCo of the child’s secondary school.

How will you support children when they are moving to a new class?

  • Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. Support Plans will be shared with the new teacher.
  • All children on the SEND Register will create a Transition Passport. This is where they share information about themselves with their new teacher. Children write about what they like, dislike, what is important to them, what they struggle with and what helps them in their learning. 
  • We try and let children who their new teacher will be by the end of June to give them time to discuss any concerns/anxieties.
  • Children spend the morning with their new teacher at the end of the Summer Term. If children need extra visits then this can be arranged (if the member of staff is currently in the school). Additional support is organised based on the children's individual needs. 
  • If classes are being split, then extra opportunities are given for them to start to adjust. 

 

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