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?

• Educational Psychology
• Community Speech and Language Therapist(SALT)
• Speech and Language Advisory Teacher who works in school for 1 day per week on alternate weeks.
• SEND Support Service 
• School Nurse
• Occupational Therapy
• Community Paediatrician

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

• School has wide experience of Autistic Spectrum Disorder (ASD).
• Physical disabilities and motor skills training for Teaching Assistants (TA) and Special Needs Support Assistants (SSA).
• Speech and Language training for all staff.
• SSA’s trained to meet specific needs of children with SEND.

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

• Close and careful monitoring of all children across the curriculum.
• All children are screened on entry to reception to identify language levels.
• Any class teacher who has cause for concern will immediately involve parents and SENCo.
• SENCO will look in more detail at performance and carry out further assessments if required.

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?

• Speak to your child’s class teacher and discuss your concerns.
• SENCO will if appropriate arrange for further assessments to take place or refer pupil to different agencies.

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

• All children will be supported by high quality teaching across the curriculum.
• Your child may take part in some small intervention group work in or out of the classroom.
• An Individual Education Plan (IEP) may be generated for individual children.
• Staff where appropriate will work with outside agencies.

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 pupils. For some pupils with an IPRA or an EHCP they may have an SSA who will plan and differentiate lessons to meet the needs of individual pupils.

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

Staff are fully aware and briefed on the needs of any child with SEND on transition to individual classes. Teaching approaches are consistent through the school and any modifications needed for individual children are planned for each lesson.

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

At Feniscowles class teachers have termly tracking meetings with the Senior Leadership to report progress made by children. Parent evenings are held twice a year in the autumn and spring terms and school reports are written annually. IEP’s are written, reviewed and evaluated termly by the pupil and Class teacher. Children with an IPRA have an  annual review each year, Children with an EHCP will have an annual review and 2 short review meetings per academic year. For all children additional meetings can be held if required. For children with SEND but without an EHCP or IPRA review meetings, meetings with the SENCO are arranged as needed. All parents with SEND or concerns are invited to make appointments to see SENCO at parent’s evenings.

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.
•  Parents are signposted to any courses or events which are relevant to them and their child.
• School can advise parents on activities they may be able to complete with their child at home or suggest websites which would be useful to them

School operates a website where parents can keep up to date on what’s happening in school.

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?

• School has a policy for supporting good behaviour in school and to prevent bullying for all children.
• Parents are encouraged to report any incidents of bullying to school so that they can be dealt with in the correct way.
• The views of children with SEND are important and are always included within the annual review.
• Children are involved in setting targetson their IEP's and reviewing progress made once a term with their Class teacher
• The SENCO has run groups to improve children’s social skills and self-esteem.
• Personal, Social, Health Education is of a high importance throughout school and is taught in all age ranges.
• All SEND children are encouraged to take part in extra-curricular activities. 
• There is a worry box in classrooms.
• There are assembly themes around the issues.
• All children are encouraged to tell someone if they feel there are any issues not just impacting on them but their fellow mates.
• Our website has our behaviour and bullying policy on it.

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 school trips. Each pupil’s needs are considered and appropriate risk assessments are carried out for different activities in and out of school. 

Children with SEND from Keystage 2 are invited to take part in Boccia sporting activities.

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

Before joining Feniscowles in our reception classes each child will be visited in their placement settings and will receive a home visit from a Nursery Nurse and Class Teacher. For children with SEND we will liaise with the pre-school setting and attend any transition reviews. We can also arrange visits to school in addition to the visits attended by all new reception pupils. Parents are always welcome to contact school if they have any queries which have not been met by the pre-school meetings we have in school for all children. We liaise with any external agencies involved with the child and the school nurse or a representative for her attends a meeting we hold in school before the children start in Reception.  Due to our split site, we offer comprehensive transition from Year 2 to Year 3. 

 

In the year before transition to high school we will hold a review meeting during the autumn term when staff from the chosen high school will be invited to the meeting which will also include both parents and pupils. From this we will put a transition plan into place during the second half of the summer term before leaving Feniscowles.

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

Any specific resources and equipment are carefully selected according to the advice available and depending on the needs of the child. School is proactive in securing the services such as Blackburn with Darwen SENDadvisory  team for individual children as required.