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 works collaboratively with colleagues from:

• Blackburn with Darwen SEND Support Service - a team of advisory teachers who support children with specific needs including, Autistic Spectrum Disorder, Visual Impairment, Hearing Impairment, Motor Skills, Cognition and Learning, Speech, Language and Communication, Early Years and Complex Needs and Social, Emotional and Mental Health.
• Community Paediatricians
• Speech and Language Therapy (SALT)
• Physiotherapy
• Occupational Therapy
• Social Care
• Community Mental Health Service
• ELCAS (East Lancashire Child and Adolescent Services)
• CAF Team (Common Assessment Framework)
• EWO ( Education Welfare Officer)

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

An experienced SEND team is in place to support children with a wide range of needs.

Staff training is constantly up-dated.

Members of the SEND Team are also trained to complete a range of assessments.

Two members of staff are ELSA (Emotional Literacy Support Assistant) and Nurture trained.

 

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

Teachers deliver adaptive lessons  for children in their classes and complete assessments to see if children are making the expected progress. Progress meetings are held termly between key staff for all pupils.

Teachers would flag-up any child they have concerns about to the Inclusion Manager. This may then lead to further observations or assessment and decisions about next steps. If the child has been flagged-up as a concern the parents would be informed verbally by the class teacher and/or the Inclusion Manger. At this point we would ask for the parents' view about their child’s needs and the child may be added to the schools SEND records.

Often the child’s needs can be met through additional strategies or support in school. If school feel other professional support is necessary this would be discussed with the parents in order to gain consent.

This could lead to a request for additional, individual support for the child following a review process.

It is very important that all views are heard, including the voice of 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?

If your child is already in nursery or school speak initially to the child’s class teacher. The class teacher may be able to allay some of your concerns.

You can also ask to speak to the Inclusion Manager at anytime by arranging an appointment.

It is very important to share your concerns so that school can work with you and offer support for your child as early as possible.

If your child is due to start at our school and you feel they may have some additional needs or you have any concerns please contact the Inclusion  Manager beforehand so that your child gets the best possible start.

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

All staff in our school are thoroughly committed to meeting the needs of the children in their care. We have a high level of adult support in each class.

Some children have individual support for the whole time in school and others have this for part of the time dependent on the level of need.

Your child’s needs will be carefully assessed and appropriate targeted support and intervention will be planned. Once these are in place your child’s needs would be reviewed in order to provide the next steps.

You will be fully informed of support in place and your child’s targets and progress. We value your important input in all aspects of your child’s education.

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

Your child’s needs would be assessed throughout their time in school and individual, group or class targets will be in place in order that they access the curriculum appropriate to their needs and ability.

Teachers are highly skilled at adapting the curriculum and support staff successfully assist children with additional needs to access the curriculum as fully as possible.

Specific interventions are in place 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?

There is excellent communication between school staff and other professionals involved in supporting children with additional needs.

Class teachers and support staff are experienced in working with a range of needs.

Good planning and information sharing enables staff to be sympathetic to the needs of the children in their care and make appropriate adjustments.

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

The school welcomes and encourages good communicational links with parents and staff are always willing to discuss your child’s progress with you.

Children’s progress is assessed on at least a termly basis.

Parents meetings are held in the autumn and spring terms.

A report is sent home each term giving information about progress and attainment.

Children with specific needs would also have specific targets which are evaluated each term and sent home.

Formal and informal meetings are also arranged for children with additional needs. These are organised and led by the Inclusion Manager.            

How accessible is the setting/school/college enviroment?

Information is sent home about the areas of study your child will be covering each term. This information is  available for each year group on the school’s website. You will also be informed of the homework your child is expected to have. Encouraging your child to complete activities sent home will support their learning.

Further specific advice on strategies and activities to meet specific needs will be given on request, by your child’s teacher, support assistant or the Inclusion Manager.

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?

The school’s mission statement, Growing Together in Christ states ‘We are a Catholic School. Our special purpose is to live, learn and work together in the presence of Christ’ and this forms the basis of support for the whole school community.

Children also are guided by our statements to live by on a weekly basis, through assemblies and through PSHE education (Personal, Social, Heath and Economic Education). The ‘Come and See’ scheme used throughout school also encourages respect and care for others.

High levels of staffing on the playground, including members of the Senior Management team ensures that problem behaviour is kept to a minimum and that children acting inappropriately towards others is swiftly and effectively dealt with.

Children with SEND are known to staff and their needs would be considered and views heard in all aspects of school life.

Some children have a ‘special helper’ on the yard at lunchtime as we want all children to be  included as much as possible in building successful peer relationships.

Social skills groups take place in school for children who have additional needs in this area.Staff in the SEND department work closely with individuals and groups of children supporting social, emotional and behavioural needs. 

The school has an anti- bullying policy in place and this can also be found on the schools’ website.

Our school is able to provide a Nurture intervention, within this group we aim to increase children’s confidence, self-esteem, attainment with a love for learning and school. We also have an ELSA intervention to help children with one or more of the following areas:

• Social skills
• Friendships and relationships
• Emotions
• Loss and change
• Self – organisation

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

All year groups have a physical activity aspect to their curriculum.  Yr 1-6 are timetabled for two hours PE each week. Yr 6 spend 3 days at Robin Wood activity centre  doing outdoor adventurous activities. Additional gross motor and fine motor skills groups take place to support specific needs.

Additional activities are also available outside of lesson time in the form of clubs. These include football, dodge ball,  athletics, netball, cricket, rounders and cross country. We also take part in the annual swimming gala. 

Music and art clubs are also held after school, we also have a school choir and school chaplains.

All children are given access to these activities and children with additional needs would be encouraged and supported to take part wherever possible.

 

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

Nursery and reception staff make visits to previous settings to meet the children who will be joining us in the next term and gather relevant information. If a child has already been identified as having additional needs the Inclusion Manager would also attend transition meetings in order to give your child the best possible start. Sometimes additional visits are arranged for specific children to St Peters in the summer term. All children are invited to visit school in June, in the evening where parents are given information and the children meet  teachers and see the classrooms. In July the children attend for a transition day.

As your child move through school meetings are held between previous and new class teachers in order to have smooth transitions. If your child has additional needs the Inclusion Manager meets with new class teachers to discuss the best possible way to support the children. 

At the end of Year 6 our teachers have transition meetings with the high schools and the Inclusion Manager would also meet with the high school SENDCO to hand-over all relevant information. Staff from St Bede's may start working with children with additional needs in the last term at St Peter's.

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

If a child has been identified has requiring additional individual support or equipment this may be provided from within the school’s own budget or from additional funding allocated by the authority.

The school has access to advisory teachers and educational psychologists and a range of health professionals to assist and advise in meeting your child’s needs.