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?

• The school liaises with many supporting professionals, including the SEND Support Service, Speech and Language Support Service, School Nurses and Social Services
• The school also employs a fulltime, Pupil Wellbeing Co-ordinator
• The building has access for children in wheelchairs, including lifts
• The school has a disabled bathroom

The school has a disabled parking space at the main entrance.

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

• Annual medical training for conditions such as asthma and epilepsy
• Three yearly First Aid training for a large team of staff
• Annual staff development training on meeting the needs of all individuals including; communication, literacy, interpersonal and physical skills

 

The school aims to continue to provide training and support for the needs of the children who attend

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

On application to the school, parents are asked to share any learning or medical needs their child may have.

Some children’s needs are identified by the teachers once the child has started school. Some special needs can develop over time; these are identified through observations and the tracking of progress data. In this case the class teacher or Senco will discuss a child’s progress with the parents/ carers and include the parent in the planning of the next learning steps for the child.

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?

Please speak to the class teacher if your child is already in school.

If not, please ring and ask to speak with Mrs Truman or Mrs Harrison to discuss your child’s needs and any concerns or questions you may have.

We can then advise you on the best course of action or involve an external professional who can give additional advice and support.

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

Every class is taught by a qualified teacher and has at least one member of support staff in the classroom. The teacher has overall responsibility for differentiating the teaching and learning within the class to meet the needs of all children.

Some children need additional support in certain subjects or additional resources to help then access the curriculum. We will discuss these decisions and plans with parents and record them on an Idividual Education Plan (IEP).

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

A variety of resources, technologies and skilled members of staff support individual learners.

The teacher will identify each child’s next steps of learning and plan accordingly. The staff will liaise closely with parents and carers, sharing assessments and next steps.

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

With additional advice from advisory teachers, the educational psychologist or the inclusion co-ordinator, teachers may adapt their teaching and approaches further by using very specialised equipment such as that used to support children who are visually impaired or hearing impaired.

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

Parent meetings are held on a termly basis so that parents/carers can discuss their child’s progress and share any concerns they may have. If a parent feels they need additional conversations with the class teacher they can speak together at the end of the school day or ring the school office and make an appointment.

For some children, SEND Reviews are held so that all professionals can come together to evaluate progress, identify further needs and plan next steps. Parents are always invited to these reviews.

 

How accessible is the setting/school/college enviroment?

As well as daily lessons in school time, the teachers will send differentiated homework home. This is a great opportunity for parents to support their child’s learning and to see the level of work their children are accessing.

If a child needs specialist equipment at home to support their learning, the Senco can help parents make appropriate contacts within the local authority.

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?

Children’s emotional, mental and social development are just as important as their academic success. The school curriculum includes time and teaching to support and develop children’s self awareness and self confidence. This may include learning how to understand and control their emotions and how to ask for help and solve personal problems. The school Well-being Coordinator is Mrs D Bailey.

The school also has a SEND Policy and a Bullying Policy in place and takes any reports of bullying very seriously. Please see our School website for further information and policies.

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

The teachers and Senco plan to make every educational visit inclusive, they will discuss any special adaptations with parents during the planning process.

Adaptations can be made for most physical activity so that lessons are inclusive for all, this may include adapting the lesson, area or resources used.

A range of clubs run throughout the year for the children to access, some are after school. 

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

Before a child starts at Cedars, the Senco (or early years leader) is usually invited to a transition meeting at a feeder nursery school or in the child’s home. When a child is leaving Cedars, the Senco will arrange a transition meeting and invite all professionals involved including the school where the child is transferring.  Both meetings aid communication and support a smooth transition for the child.

The child may also receive extra visits to their new school, supported by staff.

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

The Senco can ask for the involvement and support of a variety of professional if and when needed. This can include the Educational Psychologist, Advisory Teachers, School Nurse, Speech and Language Therapist. If the school felt additional professional involvement was required the parents would be asked for permission. A child’s needs may be discussed individually with the parents or at a Team Around the Child meeting where all professionals share information; the parents and child will also be asked for their views and wishes.  

These meetings may also include Physiotherapists and Occupational Therapists who can advise on specialist equipment and furniture for children.