Audley Infant School

Audley Infant School Local Offer

Audley Community Infant School is larger-than-average for an infant school.  We are a linked site with Audley Junior School. Each school has a Headteacher. We are located in the centre of the Audley Area of Blackburn. We are surrounded by mostly terraced housing.  

We have nursery provision for 30 children which is currently only open in the mornings. It is located in its own building on the Infant school site. Nearly all of the pupils are from minority ethnic groups, mostly either of Pakistani or Indian heritage. Most pupils speak a first language that is not English. Around one third of pupils, a much higher than average proportion, approximately 22% have been identified by the school as having special educational needs and/or disabilities. The proportion of pupils known to be eligible for free school meals is approximatley15.5%.

Who to contact

Contact Name
Mrs C Taylor
Contact Position
SENCO
Telephone
01254 52065 01254 52065
E-mail
audley.infant@blackburn.gov.uk
Website
www.audleycominfschool.co.uk/
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Where to go

Address
Queen's Park Road
Blackburn
Postcode

BB1 1SE

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Local Offer

Description
  • ramp access to main entrance/playgrounds
  • holding rails in 2 toilets
  • Clicker 7 software
  • Board maker software for communication
  • Communication in print software
  • See and learn programme for communication
  • Internal signage
  • Information accessible to parents in different languages
Contact Name
C Taylor (Mrs)
Contact Telephone
01254 52065
Contact Email
audley.infant@blackburn.gov.uk
Local Offer Age Bands
0-5 years
5-11 years

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 seek support from Inclusion support service, specialist Special Educational Needs and Disabilities advisory teachers
  • Speech and language therapists. We are a pilot of the Balance Programme, we have an NHS Speech and Language Therapist in school half a day every week.
  • Educational Psychology service
  • School Nurse Team- we can access Paediatrician services and physiotherapy through this team.
  • Occupational Therapy
  • We can refer to the Learning Disabilities Team with Social Care/Disability Links
  • We have a Family Liaison and Attendance Officer in post- she supports attendance/CAF process/Social Care
  • We can seek support from Transforming Lives to gain family support

 

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

SENCO – NASC qualification

TLA 3’s- Autistic Spectrum Disorder training Inclusion Support Service teacher’s, various training provided by the inclusion support team to support inclusion for children with needs.

Fischer Family Trust training

Lets’ Talk

Assessing language skills with British Picture Vocabulary System

Derbyshire Language training to support early language acquisition

Basic Makaton

Picture Exchange and Communication system

Basic gross and fine motor skills assessment and implementation of a targeted programme

How will the curriculum be matched to my child's/young person's needs?
  • When pupils have identified Special Education Needs or Disabilities, before they start here at Audley Community Infant School, we work with the people and professionals who already know them and use the information already available to identify what support or actions will need to be taken to ensure the best start possible for your child in our school.
  • If you tell us that you are concerned about your child’s development we will work with you to establish if your child has a need.
  • We observe and track each child’s progress at regular intervals throughout the academic year.
  • We will implement targeted strategies to support your child with routines and with learning.
  • We use a range of assessment materials to establish the needs of your child.
  • We will seek support from outside agencies if we need advice or support.
  • We will work with parents to establish needs.

We seek support from the medical services to support with medical needs.

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?
  • Talk to your child’s class teacher
  • Talk to the Senco
  • Talk to your doctor if appropriate
  • Talk to your health visitor about any concerns
What support will there be for my child's/young person's overall well being?
  • Children will have quality first teaching from trained class teachers
  • TLA 3 small group support will be provided for children who need intervention or booster work
  • Speech and language programmes are delivered 1-1
  • Physical development programmes are delivered by trained TLA 3 staff
  • SENCO will ensure robust assessment/IEP’s in place/Health care plans if appropriate/appropriate professionals are in place to support staff and children
  • Strategies from advisory teachers are in place and monitored regularly
  • Regular assessments of progress are done and next steps identified and shared with all concerned
  • Regular meetings are co-ordinated and held with appropriate professionals
  • Specialist training is undertaken by staff, e.g. hearing aids

 

What specialist services and expertise are avaliable at or accessed by the setting/school/college?
  • EHCP’s and IEP’s will lead the way for targeted teaching and learning for individual pupils
  • Support from advisory teachers and specialists will be incorporated into learning programmes
  • Interventions and individual programmes will be delivered by appropriately trained staff
  • Class teacher will work closely with SENCO and TLA support where applicable in ensuring that planning and activities are differentiated appropriately to meet the needs of all children.
  • Planning will be evaluated regularly
  • Regular assessments will track and ensure progress
  • Regular meetings with Headteacher will ensure targeted teaching and learning takes places
  • Specialist equipment/resources/programmes will be identified and implemented as advised by professionals
What training have the staff supporting children and young people with SEND had? Are any being trained currently?
  • Communication strategies will be used as needed, e.g. visual timetables/PECS/Makaton
  • Visual aids will be used to enhance teaching and learning
  • Kinaesthetic approaches to teaching and learning are used particularly in Foundation Stage
  • Continuous provision in Foundation Stage
  • Outside learning environment particularly in the Foundation Stage is planned and integrated into Foundation Stage provision
  • A range of teaching and learning styles and strategies are incorporated into the planning and teaching in FS/KS1 to address the needs of the range of learners that we teach
  • ICT resources to support recording and learning
  • There is  great emphasis on language development throughout school- targeted interventions for language and mathematics are delivered regularly

Increased emphasis on physical development – afterschool clubs (FUNDA- trained coach)

How will my child/young person be included in activities outside this classroom including school trips?
  • Regular meeting with SENCO as necessary
  • Termly parents meetings
  • Half termly assessment by Class Teachers
  • Home school communication books if necessary
  • Day to day communication between you and us
  • Formal reports from school and external agencies will be shared and discussed at meetings
How accessible is the setting/school/college enviroment?
  • As above
  • Parent support for behaviour management
  • Meetings for parents with ASD
  • Meetings and support for IEP targets/speech and language programmes
  • Signposting to other training and support agencies

Day to day communication with Class teacher/SENCO.

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?
  • We have a robust anti bullying and behaviour management policy in place
  • Headteacher leads incidents of bullying and behaviour
  • Robust safeguarding procedures are in place and are adhered to
  • CAF procedure is supported

We work closely with social services when necessary

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
  • School trips and visits happen throughout school at least once a year
  • Risk Assessments ensure that all children are included
  • Specific training for specific needs will be in place
  • We have a range of after school clubs in KS1-rounders, hockey, multisport clubs. 1-1 support can be provided if needed 
  • Special activities take place in school, e.g. book day – dressing up as a character.

Beach days/picnic lunches/Punch and Judy show/sports day (activities change year on year all children are included as appropriate)

How is the decision made about what type and how much support my child/young person will receive?
  • Transitions meetings are planned and co-ordinated well in advance to meet the needs of groups and individual children
  • Transition into school is tailored to the needs of each individual child
  • Visits to school are arranged
  • Transition books are developed to be shared over the summer holidays
  • Transition wellbeing groups between KS1 and KS2- vulnerable children are identified and supported over a series of weeks
  • Meetings and visits to other schools as necessary
  • Transition meetings between feeder nurseries and school are arranged and supported

We visit pupils in their nursery environment and in the home

How are parents involved in the setting/school/college? How can I be involved?
  • Support from the local authority ensures that appropriate resources are allocated to individual’s  e.g. specialist equipment- chairs/laptops etc
  • Equipment is purchased by school to support specific needs of individual children e.g. scissors/programmes/headphones

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