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?

• Educational Psychology

• Community Speech and Language Therapist (SALT)

• Inclusion Support Service (SENDSS)

• School Nurse

• Occupational Therapy

• Community Paediatrician

• Pupil Well Being Co-ordinator

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

• Staff with NASENCo award

• Teaching Assistants trained in various areas of SEND support - e.g. ELSA, motor skill development, speech and language support.

• Speech and Language training for specialist staff

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

• All children screened in Reception class

• Not making expected progress in EYFS Assessments or expected progress according to age related expectations 

• Speech and Language possible involvement 

• Not making expected attainment in Phonics Test (end of Yr.1)  

• Not making expected progress in any year group based on tracking files

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?

• Discuss concerns with Class Teacher 

• Discuss concerns with SENCo

• Ensure all referrals are in place eg Community Paediatrician, Speech and Language, Early Years Specialist Team etc 

• Ensure that your views and perspectives are taken into account

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

• You will be contacted by the Class Teacher if there are any concerns about your child. 

• Assessments will be carried out. 

• External agency support may be sought eg: SEND Team, Speech and Language, Educational Psychologist.

• A personalised Action Plan will be put in place if necessary. 

• A range of specific interventions are available to support phonics, reading, writing, maths, motor skills and social skills

• Further specialist help may be sought.

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

• Flexible teaching arrangements. 

• Structured school and classroom routines. 

• Adapted curriculum delivery eg: Simplified language, minimal use of language, visual prompts.

• Adapted outcomes

• Increased visual aids. 

• Visual timetables. 

• Illustrated dictionaries. 

• Use of writing frames. 

• Whole school / class behaviour policy with graduated approach. 

• Whole school / class reward systems. 

• Whole school/class rules/expectations. 

• Reward time. 

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

• Flexible teaching arrangements eg seating, pupil able to physically access lesson and move freely. 

• Teacher aware of implications of sensory and physical impairment.

• Individualised interventions. 

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

• For every child there will be a Parents Evening twice a year and a school report in the Summer Term. 

• Parents will receive notification of ‘additional’ interventions that are being put in place.

• Parents can also make appointments to see key staff at any time.

How accessible is the setting/school/college enviroment?

• Annual/Interim Reviews will be held for those children with an EHCP. 

• At Parents Evening teachers will share targets and suggest ways in which we can collaboratively work together to meet the needs of your child. 

• Appropriately challenging homework will be set and teachers may also discuss strategies with parents for supporting learning at home. 

• We also share behaviour and communication strategies with parents where appropriate. 

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 is fully inclusive and key staff provide high levels of pastoral support and care for all pupils. 

• In some cases personalised reward systems / incentives will be put in place.

• Support staff are trained in social skills interventions 

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

The school effectively uses our resources of TA’s to help support and enable children to access school trips, visits and residential visits – this includes pre-visits where appropriate. 

We believe these are a valuable and essential part of the curriculum and ALL children will be fully included with the exception of circumstances where certain trips or activities would put the pupil or others at risk. 

In exceptional circumstances, possibly in Medical cases a parent may be asked to attend a residential to ensure a child is able to access safely the residential or visit. 

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

• Nursery and home visits are held in the term before the child starts school

• If appropriate an Action for Inclusion meeting is held to ensure a smooth transition takes place. 

• The SENCo and Class Teachers liaise closely with the establishment the child is transferring to or from. 

• Notes/information is shared between institutions / services / outside agencies to ensure the highest standard of provision is in place. 

• School works very closely with external professionals eg Occupational Therapist’s to ensure environment is fully prepared for child’s transition. 

• The SENCo ensures information is passed on to ensure children are fully supported. 

• Professionals are tasked in Year 5 transition reviews, where appropriate, to complete audit of environment and begin  transition arrangements with plenty of time. 

*      Additional transition time / visits are accommodated.

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

• In class support to aid delivery of targets. 

• Speech and Lang. support / interventions – group / 1:1 

• Social skills groups. 

• Additional planning for transition. 

• Access arrangements for ALL assessments. 

• Use of ICT. 

• Visual timetable. 

• Catch up Programmes. 

• Intervention groups – to ensure expected progress is made. 

• Differentiated resources – word banks, spelling lists etc.. 

• 1:1 precision teaching . 

• Small group Literacy programmes and Interventions 

• Small group Numeracy Interventions  

• Additional planning for transition. 

• Coloured visual aids / interactive boards linked to laptops /background suited to cohort.

• Monitoring at break/lunch times – lunchtime games.