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?

• Education Psychology.
• SEND Support Service.
• Community Speech and Language Therapist (SALT).
• School Nurse.
• Occupational Therapy.
• Community Paediatrician.
• School Family Support Worker.
• Social Services Multi Agency Working.
• Education Welfare Officer.
• Speech and language consultant (Speechbubble)

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

• SENCO with extensive experience of SEND and assessment including Wellcomm language screening assessment, early reading, ABC physical assessment, BPVS British vocabulary picture screener, Derbyshire test.Raven's Progressive Matrices.

• Teaching and support staff trained in Little Wandle phonics scheme and 'Keep up'.

• Speech and language training including Pre-Teaching Vocabulary completed with all staff.

• Specific support staff trained as Better Reading Partners•  Specific support staff trained in English as Additional Language support. 

• School liaises with outside agencies and local authority to provide up to date training to ensure provision is successfully delivered.

Support staff trained in Numicon maths intervention.

 

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

The school has and is continually developing a rigorous tracking system assessing the children's learning and progress. All staff continually monitor children's progress, attendance, emotional well being  and behaviour to ensure that children who need extra support are identified. All children are screened on entry to Reception class or on entry at any stage to identify language levels and basic skills.

 Any concerns identified  will be discussed with parents and SENCO. Further assessments may be carried out to clarify needs and inform staff and parents to assist in developing individual targets for children.
Should parents have concerns about their child's progress they are welcome to talk to the class teacher and/or SENCO.

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 concerns about your child you can come and discuss them with the following people :

Your child’s class teacher

The Inclusion Co-ordinator (SENCo), Mrs A Whigham

The Family Support Worker (FSW) Mrs J Trencher

The Head teacher  Mrs Debbie Greenwood

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

The class teacher is responsible for ensuring that all children have access to quality first teaching and that the curriculum is adapted to meet individual needs. Additional support will depend on the nature of the need. Work may be differentiated accordingly and children could work for periods of time in a variety of different ways such as within a group of similar abilities, mixed ability groups or 1:1 with class teacher or support assistant. A range of  specific interventions is available to support phonics, reading, writing, maths, motor skills and social skills. A child may need an individual  Outcome plan IOP with targets that are realistic and measurable in order to support them in making appropriate progress

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

Accurate assessment ensures that teachers know the level that children are working and what their next steps should be. The class teachers will provide teaching activities that are differentiated (matched) to each child's abilities and that will  enable them to access the curriculum most successfully. Ongoing training for all staff is provided to enable them to best support children with additional needs. Classrooms are resourced to support learning and where appropriate tailored to children's specific needs.

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

Teaching approaches are consistent throughout school and any modifications required for individual children are planned for each lesson. The class teacher will provide teaching activities to match the levels of learning of all the children in class. Sometimes additional resources will be provided to support learning, for example writing slopes, pencil grips, laptops, coloured reading rulers and visual or individual timetables. Each class has an additional adult in the classroom during the morning session and some children receive small group or 1:1 interventions. 

Where teachers have received strategies from outside professionals to support children these will be incorporated into the daily teaching routine.

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

Each year school arranges two parents' evenings and provides written reports annually.

Individual Outcome plans for children with identified SEND are reviewed and evaluated termly.

Children who have an Education, Health Care Plan will have an annual review meeting each academic year and two shorter review meetings for other terms. For Children with SEND but without EHC Plans review meetings are arranged with the SENCO as required.

All parents of children with identified SEND are invited to make appointments to see the SENCO at parent's evenings.

How accessible is the setting/school/college enviroment?

Parents of children with identified SEND will be invited to take part in meetings to plan targets for them. The meetings will include discussions about how parents can support their children. Parents are always welcome to arrange meetings with their child's class teacher to discuss supporting them.

Appropriate homework will be set for children and they will be provided with reading books to read with their parents at home to consolidate what they have learnt in school.

The school website can help parents keep up to date with what is happening in school. A weekly newsletter includes information about learning activities  and the showcasing of children's work and learning experiences.

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 Christian values encouraged by school ensure that the wellbeing of our children is a priority. Our Behaviour Policy sets out clear guidlines for expectations of how pupils should behave. This contributes to a safe, caring and calm environment where children can thrive.

Children are encouraged to talk to any member of staff should they have any worries.

The school employs a full time dedicated Family Support Worker recognising that supporting children successfuly may include supporting the whole family. The family Support Worker also offers individual support for children and will run friendship and nurture group sessions.

Trained first-aiders and  a clear medicine policy are in place and staff are trained relating to specific medical conditions.

Health Care Plans will be put in to place if required.

The school will always work closely with healthcare and social care services to enable multi agency support if required. 

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

In addition to the popular Breakfast club the school offers a range of physical and extra-curricular activities including dance, music, netball, football, baking, and art. The majority of clubs are run voluntarily by members of staff but some are offered by external providers and may require a small fee.

A variety of class trips are arranged to extend the curriculum for our children and visitors are invited in to school to enhance learning within the themes that the children are studying.

Year 5 and 6 children are offered a PGL trip every other year.

Risk assessments are carried out and procedures put in to place to enable children to fully participate in all appropriate trips. If changes in arrangements are required they are made to ensure that all children are included. 

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

A meeting for parents is held prior to children starting in Reception class.The Reception class teacher and the Family Support Worker will carry out home visits. Children will also be invited to visit the Reception class during the term before they enter. Transition meetings with pre-school settings will be attended to discuss and plan for any children with identified needs.
For children joining our school during the school year we will meet with parents before the start date and introduce you and your child to key members of staff.  We will also communicate with the previous school to gain an understanding of your child's  progress and needs.
Transitional meetings are held between staff to pass on information about individual children during the summer term. If a child has been identified as having SEND a meeting including parents and professionals involved may take place prior to transition.
The school has a good relationship with the secondary schools in the area and information about children and their needs will be shared with them to enable them to plan for the child's needs. Meetings to review the progress of children with EHCP will include staff from the chosen secondary school, the pupil, parents and any professionals involved. This will ensure that a transition plan can be put into place during the second half of the summer term before starting at secondary school.

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

The school receives funding to support children with SEND as part of the general school budget . This enables the school to allocate appropriate resources according to individual needs. Such resources might include specialist equipment, training for staff to use specialist equipment and/or support from additional personnel.

In a case where a child has very significant or complex needs the school can make a case to the local authority requesting additional funding through the high needs funding block. This funding would then be used exclusively to provide support for the individual child under their Education, Health Care Plan.