Schools Extended Local Offer Response

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?

We work closely with other agencies to focus on the identification and provision for those children who have a special educational need. Liasion takes place with the following agencies:

Education Psychological Service

Educational Welfare Officers

Community Speech Therapy (SALT)

Occupational Therapists

Mental Health Support Team

Physiotherpists

Send Support Service, including advisory teachers for ASD (autistic spectrum disorder), speech and language, SEMN (Social, emotional and mental health needs), PD (physical difficulties) and early years team.

School Nurse Service

Paediatricians

Parent Partnership SENDIASS

For those children who have a range of agencies working with them, a CAF (Common Assessment Framework) might be agreed. 

How will early years setting/school/college staff support my child/young person?

All our staff have received training which enables us to be able to adapt to a range of SEND:- specific learning difficulties (including dyslexia), (SPLD); autistic spectrum disorder (ASD); speech,language and communication needs (SLCN); and social, emotional and mental health difficulties and sensory and physical development difficulties.

The SENCO was awarded the National SENCO Awardin 2013

An additional member of staff is currently undertaking the National SENCO Award

ELSA training, bereavement training, Draw and Talk Therapy, Child/Adult Mental Health First Aiders are available in school to support children with SEMH neds. 

How will the curriculum be matched to my child's/young person's needs?

If a class teacher expresses concern about a pupil's progress, they will inform the SENCO.  The SENCO will then spend time with the pupil and agree upon the next steps with the class teacher.  This may be in the form of discussion or some reasoned diagnostic test.  Parents will be contacted and encouraged to participate in discussions and information gathering.

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?

Parents should contact school to discuss any concerns that they may have regarding their child's educational needs and progress.

For SEND support in the local community,  parents can access Blackburn with Darwen's website to identify other types of extra support in the local area. This website is an online resource that details services, support and guidance available to children and young people with special educational needs and disabilities (SEND) aged 0 – 25 and their families.

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What support will there be for my child's/young person's overall well being?

All children will receive high quality first teaching across all areas of the curriculum.  Some children may take part in small time limited intervention group work, or individual work, in or out of the classroom.  Some children will work on targets in a SEND support plan which may be group or individually based. 

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

All staff differentiate the curriculum according to the SEND of individual children.  For all children with special educational needs, the class teacher and SENCO will liaise closely and make special arrangements within the class.  This may involve grouping, a special programme of work, modified tasks and/or extra adult intervention. 

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Outstanding, quality first teaching is vital for all children.  This means that a range of teaching and learning styles are used and that appropriate, differentiated learning objectives are set for all children with a curriculum matched to their needs.

Teaching approaches are consistent throughout the school and any modifications needed for any individual children are planned for each lesson.

Staff leading intervention programmes also deliver in a teaching style consistent to that of the class teachers.

How will my child/young person be included in activities outside this classroom including school trips?

All children are formally assessed three times a year.  There are ongoing informal assessments throughout the year and individual curriculum targets are set from these assessments.  All children are tracked from reception through to year 6 on both formative and summative assessment.  We use P Level and PIVATS to assess progress in smaller steps and at a reduced pace.  Children involved in specific interventions will undertake an entry and exit assessment during the year, further assessments will be undertaken to ensure that children are continuing to make progress when the interventions have been completed.  Parent's evenings are held twice a year in the autumn and spring terms and school reports are written annually in the summer term.  For chidlren with SEND, a seperate written report is provided for parents incorporating specific assessment results. 

How accessible is the setting/school/college enviroment?

School operates an open door policy where parents are welcome to arrange meetings with their child's class teacher to discuss their concerns.  School can advise parents on activities that they may be able to complete with their child at home or suggest websites that may be useful to them.  School operates a website where parents can keep up to date on what is happening in school.  Parents can be sign posted to our family worker (Kay Mayfield).  Parents can also be sign posted to any courses or events which are relevant to them or their child. 

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?

The Redeemer School is a nurturing school with a strong Christian ethos.  All children are taught about bullying, friendships and staying safe, through a combination of age appropriate PSHE, (personal, social and health education) lessons and daily worship.  We also have an active school council.  The school has a number of DSL's in school who liaise regarding child protection and safe guarding.  All activities within and outside school are covered by risk assessments.  Additional risk assessments are carried out for specific children with advice from appropriate agencies depending on their needs.  All reasonable adjustments are made to ensure that children with SEND are able to access all activities safely.  Groups are run in school to develop children's social skills and self esteem.  School works closely with the Mental Health Support Team where it has been identified that children need specialist services to support them with their social, emotional or mental health needs.  All children are encouraged to tell someone if they feel there are any issues, not just impacting on them but on their peers, there is a worry box in each classroom.  The school's anti-bullying and behaviour policies are available on the website.  Within school there are a number of trained ELSA's (Emotional Literacy Support Assistant) who work alongside individuals/groups in the Rainbow Room.  

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Children with SEND are included in all extra-curricular activities and on school trips.  Each child's needs are considered and appropriate risk assessments are carried out for different activities in and out of school.  Changes and arrangements are made so that all children are included.  Before and after school care is available to all children at a cost to parents, including those with SEND.  There is a range of after school clubs, again available at a cost to parents throughout the year, varying on a termly basis, which are accessible for all.   All clubs are open to children regardless of SEND, with reasonable adjustments. e.g. increased staffing levels.  Every year we take our Year 6 pupils on a residential week to Water Park.  All of our trips are registered using the recognised Blackburn with Darwen EVOLVE system. 

How is the decision made about what type and how much support my child/young person will receive?

We have close links with a number of nursery providers.  An induction programme for new reception children coming to the Redeemer operates in order to establish a welcoming environment and a smooth transition to school.  For children moving between year groups and key stages, the school holds an annual "moving up" day in the summer term.   For children moving to high school, the Redeemer follows the BwD "Moths" programme (Moving on to high school),  which clearly sets out a series of activities aimed at alleviating anxieties.  Additional transition arrangements are made for SEND children in all year groups and in all key stages are provided according to the specific needs of each child.  Close liaison also takes place between SENCO at the Redeemer and SENCO's at nurseries and high schools.

How are parents involved in the setting/school/college? How can I be involved?

Any specific resources and equipment are selected according to the advice available and depending on the specific needs of the child.  School is proactive in securing additional services as required, we purchase additional specialist advice from the Educational Psychologist (EP) and SEND Support Service.  We have a sensory room available for children who have physical or sensory needs.  Our Rainbow Room is available for children who may need nurture support or support with their social, emotional or mental health needs.