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?

Currently we have teachers and teaching assistants who have had training in the following areas:

ELSA- Emotional Literacy

Speech and language Interventions including Kickstart and Ted Talk

Dyslexia Awareness

Autistic Spectrum Disorder

Attention Deficit Hyperactivity Disorder

Sensory Difficulties

Gross and Fine motor skills

First Aid and Mental First Aid Training

The curriculum is adapted to suit most learning styles. Many activities are simplified to allow learners full access to the curriculum.

We access support from other professional services, including;

Educational Psychology Service

Language and Learning Support Service

Speech and Language Therapy

Teacher for the visually impaired

Teacher for the hearing impaired

Schools nursing Team

Autistic Spectrum Disorder services

Early years services

Education Support, Behaviour and Attendance Service

Occupational therapy

Community Paediatricians

Child and Adolescent Mental Health Service

Wellbeing and Counselling services

Service for Children with Sensory Needs

Children’s services

 

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

School support Continuous Professional Development for all members of staff. Skills audits are carried out and a rolling programme and training is delivered.

Shadowing/peer observation regularly takes place.

Medical training to support pupils with medical care plans such as epilepsy, asthma, and epi-pen training is always updated. School works closely with the School Nursing Team to ensure were are trained for Medical Conditions within school.

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

We have a number of methods to help us identify if a child needs extra help. These include:

Information from your child’s nursery or previous school.

A home visit by the Class Teacher/SENCO/Head

Observations both in and outside the classroom

The Class Teacher/SENCO/Head Teacher visiting the feeder nursery to observe your child and speak to their key worker

Information from other services who have worked with your child, for example a speech and language therapist.

Information from SEND experts visiting school and observing the child and providing strategies to overcome barriers to learning.

Home Visits when your child initially starts school to discuss any worries or concerns (information sharing).

This information will be used to ensure that we meet any additional needs your child may have. Once your child is in school, we will monitor their progress and development to ensure they are meeting their own personal goals.

If we have concerns about how your child is progressing, we will always discuss this with you, as a parent/guardian in the first instance and we may ask other professionals, with your permission, to give advice and support. Following the assessments from any outside agencies (Speech and Language etc.) strategies are implemented into the school day to ensure your child overcomes any barriers to their learning.

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?

If you have any worries about your child, talk to their class- teacher who will pass on your concerns to the school’s Special Education Needs Coordinator (SENDCo). Your concerns will always be taken seriously, as your views are extremely important to us. From there, we will hold an informal meeting to discuss your worries, where we will suggest a course of action and reassure you that your child’s well-being and education is paramount.

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

There are many ways in which our school supports the children within our care.

Each child will be supported by high quality teaching, which includes lesson planning that takes into account the needs of each and every child.

Resources are used within all lessons to ensure the learning is accessible to all children.

The teachers use a range of teaching styles to ensure all children are engaged and challenged.

Teaching Assistants are assigned to specific groups of children to aid their learning.

The progress of all children is reviewed on a regular basis, through observations, work in their books and assessments.

Interventions are created to narrow the gap within the children’s learning and in turn, boost the child’s confidence within lessons.

(If required)The class teacher will develop an individual education plan (IEP) for your child, setting appropriate, achievable targets. This will be reviewed three times a year to ensure that support remains appropriate.

Where necessary, the school may seek support from outside services. This will be discussed with you and a referral made with your permission.

The governing body is responsible for ensuring that funding is used appropriately, and for monitoring teaching and accessibility. There is a designated SEN Governor who works with the school SENCO.

With all these support systems within school, we also ensure that communication between school and home is strong and constant. Any changes/developments are shared and our school door is always open should you wish to discuss anything about your child’s school life.

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

Lessons are pitched appropriately so that all children can learn and progress well.

The curriculum is very creative so class teachers can tailor lessons to suit all individuals.

Teachers take into account the needs of the individual child and scaffold learning to the needs of a child.

 

 

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

Targets are set to support children’s individual needs and are regularly updated. Quality First Teaching is delivered for all pupils, and learning is supported by relevant Scaffolds.

Children work in a variety of groupings, such as small supported groups, 1:1, mixed ability and similar ability groups.

Lessons can be resourced and supported with:

• Visual Aids
• Learning Resources
• Laptops and Ipads
• Writing aids such as pencil grips and Writing slopes
• Writing Frames

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

Reports are also sent out each term detailing the progress your child has made over the term. 

We hold termly parents evenings to discuss the child's report with you.  During the parents evenings, you will be given a slot with the class teachers and also a slot with the SEND Coordinator.  

From there you can discuss any worries/concerns/share progress. 

Tracking and assessment enables each class teacher to analyse the progress of the children.

Pupil progress meetings are held three times a year with the Head Teacher, SENDCo and Class Teachers.

Reviews of learning targets for your child are reviewed regularly  with the SENCO and class teacher and new targets will be set to meet the needs of the child.

In addition to this, staff and teachers are available at the end of the day to have an informal chat with.  

If a more detailed chat is required, appointments can be made via the school office. 

How accessible is the setting/school/college enviroment?

There are many ways in which our school supports the children within our care. Every child is receives Quality First Teaching. Resources are used within all lessons to ensure the learning is accessible to all children. The teachers use a range of teaching styles to ensure all children are engaged and challenged. Teaching Assistants are used effectively to ensure progress is made in each lesson. The progress of all children is reviewed on a regular basis, through observations monitoring and assessment. A range of interventions take place across school to ensure children make necessary progress. Children identified as having a Special Educational Need will be placed on the SEN Register and a Pupil Support Plan (PSP) will be created with each child 3 individual targets each term. Where necessary, the school may seek support from outside services. This will be discussed with you and a referral made with your permission. The governing body is responsible for ensuring that funding is used appropriately, and for monitoring teaching and accessibility. There is a designated SEN Governor who works with the school SENDCo. With all these support systems within school, we also ensure that communication between school and home is strong and constant. Any changes/developments are shared and, we welcome you to call school should you wish to discuss anything about your child’s school life.

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?

Support we can provide in school may include:

- nurture groups

- social skills and friendship groups,

- listening to the ‘voice of the child’

- behaviour programmes including rewards and sanctions

- Mental Health support/ Counselling sessions

 

Medicines can be administered in school with signed parental permission. There are nominated First Aiders in school and several members of staff have Pediatric First Aid qualifications and Mental Health First Aid training. If your child has significant medical needs you will need to speak to the school SENDCO to discuss how we can best support you and your child. This might include drawing up a Health Care Plan. The class teacher has responsibility for the overall well-being of every child in their class. If you have any worries speak to the class teacher. If further support is needed the class- teacher will speak to the SENCO and/or the Headteacher.

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

We make sure that activities outside the classroom and school trips are available to all as they provide rich learning experiences and real life situations.

Risk assessments are carried out for each trip and a suitable number of adults are made available to accompany the pupils, with 1:1 support if necessary. Parents/carers are invited to accompany their child on a school trip if this ensures access.

After school clubs are available to all pupils. Vulnerable pupils are given priority and adjustments will be made to support their participation.

Welfare staff are employed to help children if they need any extra support during lunchtime.

Health and safety audits will be conducted as and when appropriate.

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

Induction events take place during the summer term for all children who are joining the Foundation Stage in September. There is a close liaison between the SENDCo, teachers in Early Years, Key Stage 3 and dual placement settings. This may involve multi-agency meetings to support the transition.

Good transfer of all SEN information is ensured with documents also being shared via CPoms. Previous schools are contacted for information sharing when children are new to our school.

We can offer flexible entry to Early Years Foundation Stage class in Reception when necessary. Transition sessions are facilitated during the summer term with new class teachers and classrooms.

Transition sessions for Year 6 pupils during the summer term or earlier if necessary. New schools are invited to attend any reviews prior to transition.

Transition sessions for Year 6 pupils during the summer term or earlier if necessary.

New schools are invited to attend any reviews prior to transition.

Pupil voice (children are asked their views on an issue either individually or in small groups)

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

The Special Educational Eeeds (SEN) budget is managed by the Head Teacher, Inclusion Manager, SEN Governor and Bursar. Resources are requested and ordered as necessary to support each pupil’s learning. Regular meetings are held to monitor the impact of extra support. The governing body is kept informed of funding decisions. There are a variety of after school clubs that run throughout the year, some are sports activities while others are team building or academic in design.

Regular review meetings are held with appropriate staff members to discuss a child's progress and additional needs.

If through discussions with parents, the SENDCO and staff in school, it is agreed that our school cannot meet your child's needs through existing resources, an application may be made to the local authority for an Education, Health, Care Plan.