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?

• National Teaching School
• Educational Psychology
• School Nurse
• Inclusion Support Service
• Speech/Language Therapist
• Occupational Therapist
• Physiotherapist
• Child and Adolescent Mental Health Professionals
• Clinical Psychology
• Paediatrician
• Counselling Service
• MHIST team
• Restoration Justice Specialist
• Behaviour Support Service
• Blackburn Rovers mentoring 
• SENDIASS
• DLD support
• ADHD north west 
• Action for ASD

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

The staff body has a wealth of experience and training in all aspects of SEND. Whole School CPD sessions occur on a termly basis focusing on Early identification and intervention through classroom  teaching  We have trained staff in:-

• Specific Learning Difficulties
• Moderate Learning Difficulties
• Autism Spectrum Condition
• Social, Emotional and Mental Health 
• Catch-up literacy and numeracy
• Speech and Language training
• Visual Impairment
• Hearing Impairment
• First Aid
• Various subject specialist training
• Behaviour Management
• Safe people handling for physically disabled children
• Use of support in the classroom.  

We pride ourselves on a flexible continuous personal development to meet the needs of all children and staff in school.

An extensive link up with a national teaching school has also brought an extensive intervention from national providers and leaders on various types of education and subjects.

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

There should be a record of need for your child at the primary school.  

In addition Our Lady & St John will conduct baseline tests.  We have a vigorous data capture system that identifies learning difficulties, should they arise.  The school operates a 'plan, do and review' cycle.

If you have any particular concerns, please contact the Head of year or the SENDCo.  

Often early discussions avoid undue worrying. The SENDCo is always available via email and attends all Parental/Open Evening events

Early identification is crucial as recommended by the code of Practice.   

 

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?

In the first instance speak with the school - parents are sometimes unaware of all the interventions or additional support already taking place.  

Further assessment may be required, in addition to the ongoing measures school has already put in place.  

If we feel that even more support is required, we can access additional help or engage it directly, should tha be appropriate.  

The SENDCo is always available for enquires or advice.

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

Staff are all briefed on the type of support individual young people require and pastoral support is a real strength of the school.

An extensive profile is developed over the child's progress through school. Initially a pen portrait is created by the SEND team which provides information from professionals, subject teachers and parents. This will include support advice and strategies for staff to use in school to effectively support all barriers to learning. Regular discussions with subject teachers are completed via a Team around the Child process, this ensures all strategies and support advice are up to date.   

Departments run a range of interventions to address underachievement. There is an extensive network of small group literacy intervention and even 1:1 tuition.  Also, there is a network of in-class support and Learning Mentors for pupils.   

All children have access to all facilities/clubs in school.

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

The curriculum is fully inclusive with subjects differentiated according to ability - lower ability groups have a more favourable staffing ratio and a range of interventions are deployed within subject areas.

Technology is utilised where appropriate as is flexible learning options.  

Robust monitoring and data analysis are used to match needs within a broad banding system.

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

Quality first teaching involves a highly differentiated curriculum.  For pupils with specific needs e.g. visual impairment and dyslexia teachers follow strategies recommended by professionals and Learning Support.  

Teaching Assistants work closely with staff to adapt or plan learning where appropriate.  Highly specialised literacy tuition is included to support this area and all staff employ a range of learning activities in lessons.

Subject teachers use the support advice as recommended from the RAMP/Pen Portraits which are created by the SEND department.

The school follow a graduated response to support pupils. This offers a wrap around network of support to meet the individual needs of each child. 

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

Progress is monitored formally and informally by school.  There are formal assessment capture points in the year and parents are also informed on attendance, behaviour and attitude to learning.

Pupils with an Educational & Health Care Plan (EHCP) will have an annual review and all children on SEN support will be reviewed termly.  

Every year group has a parents' consultation evening.

Parents are welcome to contact school at any point to arrange an appointment to discuss their child's progress.

 

How accessible is the setting/school/college enviroment?

Our Lady & St John College prides itself on its good relationship with parents.  

One of the main ways we do this is through the pupil planner. We also use text messaging and various online communication systems. Parents are kept informed at all stages be it teaching band movement, rewards, sanctions or departmental initiatives.  Show my homework is available for pupils and parents to access at home. 

Several departments direct children to relevant learning systems.   

A range of extensive interventions are available for pupils on the SEND list. This includes

• SALT support from trained ELKLAN TAs.
• SEMH intervention via CBT based sessions.
• Pyramid club and Lego Therapy to improve social interactions.
• Literacy Intervention via Soundswrite/IDL cloud programmes

Parents are invited to coffee mornings to share good practice and provide SEND specific advice.

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 Pastoral team contributes to this area.  The school seeks to build safe, secure and supportive relationships.

There is an active Pupil Council and a dedicated Pupil Services Team to support pupils.  We have 2 full time attendance officers, a School Counsellor and we have access to health and educational support.

For pupils with SEMH difficulties we have a specialist Learning Support Centre.

Pupils that have been identified with SEMH difficulties receive regular CBT based sessions delivered by trained TAs and a School Counsellor.

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

School tries to be as inclusive as possible. We liaise closely with groups like the Prince's Trust and Positive Activities for Young People to try and access further activities at weekends or evenings.  Several activities are organised departmentally like visits to museums, the theatre and abroad.

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

Transition from Year 6  

The SENDCo visits all feeder primary schools to obtain information on children's needs as well as attending annual reviews.  Induction days and collaborative works begins in the summer term.  

Transition from Year 11  

Year 9 reviews are a starting point for EHC Plans to consider options.  College providers are invited to reviews in Year 11, taster sessions are arranged where possible.  Assistance with applications is offered to all SEND pupils and the Director of Learning Support liaises directly with Colleges' SEN Teams regarding "passports"

Connexions are involved with pupils form year 10 onwards.

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

School will endeavour to match resources and equipment based on need.  Applications for local authority funding where necessary will be made for high cost items. A provision map is used to ensure that appropriate provision is in place to support SEND need.

Dyslexia boxes are available to all pupils and are attached to departments.