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 have a very experienced and highly skilled staff who work collaboratively to support our children using a huge range of teaching methods and techniques.

We also offer:

• Educational Psychology 
• SEND Support Service - supporting all areas of SEN
• School Nurse, we can access Paediatrician services and physiotherapy through this team.
• Pupil Wellbeing Co-ordinator, Mrs Georgina
• Family Support Worker
• We work with the Early Help Team 
• We have our own speech therapist one day a week- Bridge Speech Therapy
• All members of staff are trained in Wellcomm and Little Wandle 

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

Teaching staff at St Thomas' have ongoing training to support children with SEN. All staff have had speech and language training. Additional training for the needs of specific pupils occurs as and when required, which is disseminated to the rest of the staff. We have trained some of our teaching assistants to provide specialist support for children with speech and language difficulties, specific literacy and numeracy difficulties and also for emotional support.

In addition, staff have regular support from the school nurse team to support the medical needs of our pupils including asthma, eczema, diabetes and epilepsy. A large number of staff are trained first aiders both adult and paediatric.  Some of our staff are trained in Mental Health First Aid.

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

On application to school, parents are encouraged to share information in relation to any learning or medical needs their child may have. All pupils are screened on entry to identify language levels. All teachers are trained and supported to identify any additional needs once a child has started at our school. Any class teacher who has a cause for concern will immediately involve parents and SENCo. Any new children arriving at school are quickly assessed to ensure their needs can be met appropriately.

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 think your child may have a special educational need, first speak to the class teacher. Alternatively you could contact Mrs Karen Martin, our SENCo or Mrs Georgina, our Wellbeing Co-ordinator. Miss Arshad, the Headteacher, is also available to discuss any worries or concerns.

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

We are fully committed to giving every child the opportunity to achieve. We offer a broad, balanced and wide ranging of curriculum, differentiated by the class teacher to support any specific needs. Staff support all children using personalised planning and differentiation. 

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

We use individual education plans which detail how children are supported and use small targets to promote success. The plan will also highlight any support, aids or adaptations as necessary.

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

Teachers take into account the different learning styles of the children in their class and use a wide range of teaching styles to ensure all children make progress and achieve. Differentiated work is provided to ensure that the curriculum is matched to the needs of those pupils.

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

Talk to your child’s class teacher, the SENCo and your own doctor about how your child is doing. If necessary we and your doctor can arrange referrals to a variety of agencies as appropriate.

Monitoring is integral to our teaching and leadership. Whole school collection of data and the tracking of pupils is in place to ensure that we know how well all our pupils are achieving. Everyone involved reviews the impact of teaching and intervention work in our review process. Our school improvement cycle follows an 'assess, plan, do, review' cycle. Progress data is collected, analysed and discussed by staff and leadership teams including the Governing body.

How accessible is the setting/school/college enviroment?

Parents' are encouraged to contact school if they have any concerns regarding their child and are invited into school termly. A half-termly curriculum overview is available on our school website so parents know what learning is taking place in the classrooms. Class teachers 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. Support and advice is also available from our SENCo, Mrs Martin

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 employ a full-time well-being coordinator, Mrs Georgina and a family support worker who arranges home visits for all our children new to school.  Children's well-bring is central to the ethos at our school. We are encourage an open door policy which means we are aware of concerns or issues as and when they arise. This enables us to provide a happy, secure environment for learning.

Parents are also invited by our E safety co-ordinator to an E safety meeting so that our pupils wellbeing is protected online.

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

Activities, school trips and visits are available to all children in St Thomas' and full details are available on the school website. LSAs are available if children require additional support in extra-curricular activities within school.

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

Before joining our Nursery and Reception classes each child will be visited in their placement settings by the Class Teacher. For children with SEND we will liaise with the pre-school setting and attend any transition reviews. In the Summer term prior to entry parents of both Nursery and Reception are invited to an induction evening.
Transition from Reception to Year 1 is closely monitored as it is annually. All data and information is shared between teachers at dedicated meetings and all SSA’s will meet any child they are working 1:1 with before the start of the year.

In the year before transition to High School we will hold a review meeting for those pupils with EHCPs during the Autumn Term. 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 St Thomas'.

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 SEND support service for individual children as required.