Local Offer Description
Local Offer last reviewed 18/12/2020
Identification of Special Educational Needs and Disabilities (SEND)
1.1: How does the school identify children/young people with special educational needs and disabilities?
1.2: What should I do if I think my child has SEND?
- Talk to parents and use their knowledge of their child
- On-going teacher observations, assessments, tracking progression, teacher’s experience, through meetings and sharing information within teams
- Screeners e.g. dyslexia, reading, spelling, dyscalculia, Sandwell maths
- Outside agency reports e.g speech and language, both existing programmes provided by parents and those obtained once at school
- Experiences shared from previous schools and settings
- Contact teacher initially regarding concerns if in school
- Meet with Special Education Needs Co-Ordinator (SENCO) and Head
- If your child is at pre-school, contact school to arrange a meeting with SENCO and Head
Support for children with special educational needs
2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
Class teacher in consultation with SENCO2.2: How will I be informed / consulted about the ways in which my child is being supported?
2.3: How will the school balance my child's need for support with developing their independence?
- Meetings as needed, either requested by parents or school, with class teacher, SENCO or outside agencies
- If necessary, they will have an Individual Education Plan (IEP), behaviour support plan, group support plan or a provision map and regular meetings to discuss and review progress towards targets
- Parents evenings
- Annual reports
- Annual reviews if your child has an Education, Health and Care Plan
At The Colleton we aim for all our children to develop the skills to allow them to act independently in their social, physical and academic development throughout their school day.
- Differentiated and varied activities that allow for challenge and progression whilst targeting achievable specific goals and objectives that are regularly reviewed
- Individual Education Plan (IEP)
- Visual timetables
- Planners (our way to personalise each child’s learning)
- Group support plans
- Small group inputs or support to recap key learning points with a teacher or teaching assistant.
2.4: How will the school match / differentiate the curriculum for my child's needs?
The Colleton has an inclusive ethos which means our curriculum will be differentiated and adapted based on each individual child’s need, taking in to account teacher assessments, advice from outside agencies, the need for small group or 1:1 if needed or specific interventions.2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?
2.6: What additional staffing does the school provide from its own budget for children with SEND?
- Differentiated activities
- Visual support including pictures, writing frames or word banks
- Visual timetables
- Then and now cards
- Reward systems
- IT support e.g as a way to communicate ideas, support programmes
- Help walls e.g. visual prompts, key vocabulary etc
- Small steps with specific achievable objectives
- Multi-sensory approach to activities
- Social stories or comic strip cartoons
- Radio aids
- Additional print out of notes, power points etc
- Sensory circuits in preparation for learning
2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
- Family and pastoral support worker
- Teaching Assistants in each year group
- Additional teachers or teaching assistants to support specific interventions
- Lunch time support if required
- 1:1 support if required
2.8: What resources and equipment does the school provide for children with SEND?
|Type / Title||Intervention Type|
|Programmes are specifically chosen to suit each child's needs.
One to one
2.9: What special arrangements can be made for my child when taking examinations?
- Sloping desks
- Specialist chairs
- Pencils and pencil grips
- Coloured paper and books
- Coloured overlays
- Toilet seats
- Posture pads/ sit n move cushions
- Privacy partition/work station
- Ear defenders
- Range of additional reading schemes e.g. Barrington Stokes, Project X, Dandelion readers
- Play equipment and areas for easy access
- Chrome books/iPads
- Additional time
- Quiet areas
- Social stories
My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
- Teacher observations
- On-going Teacher Assessments
- Standardised tests that give standardised scores and comparative ages
- IEP Meetings and parents evenings – a chance to give input from home experiences
- Annual reports
IEPs and targets are constantly being reviewed and updated based on everyday observations from all staff including teachers, teaching assistants, welfare assistants, teacher assessments, as well as from advice from outside agencies and parents. Parents will be invited in to school to discuss and review IEPs and also to discuss new targets set by outside agencies.3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?
IEPs and targets are constantly being reviewed and updated based on everyday observations from all staff including teachers, teaching assistants, welfare assistants, teacher assessments, as well as from advice from outside agencies and parents. Parents will be invited in to school to discuss and review IEPs and also to discuss new targets set by outside agencies. Parents will be invited to discuss any changes that could affect their child. 3.4: What arrangements does the school have for regular home to school contact?
3.5: How can I help support my child's learning?
- Teachers are always happy to arrange a meeting to discuss issues regarding any child.
- If it is felt to be useful, home school link books can be used
All children have targets that they are working on that may be aimed at academic, social or physical development. Speak to the teacher for details of specific targets linked to the IEP or any support groups your child is working in.
We have found that families and all school staff working together has the greastest impact on a child's learning.3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
- The school runs regular curriculum evenings throughout the year for specific subjects where ways to support your child are shown
- Parenting courses are also offered during each academic year
- Coffee mornings addressing particular areas of need linked to social and emotional development
- Open mornings
- Newsletters with details of courses, local events or support groups for families with children with SEND
- 1:1 meetings if required to offer specific advice
All children are encouraged to reflect on their learning, progress and how they achieve and succeed. Some children use smiley face charts or emotion charts to indicate how they are feeling about how things are going for them. Children with an education, health and care plan complete their own questionnaire or poster that is submitted to the review meeting to help us consider what is important to them and things they are proud of or would like to develop. If appropriate, children are invited to attend meetings to discuss support and intervention programmes. IEP targets are also discussed with children throughout the year.
3.8: What accredited and non accredited courses do you offer for young people with SEND?
N/A3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?
- Monitoring progress via Teacher Assessments, standardised scores
- Outside agencies review objectives set and progress made towards these
- Impact of interventions
- Discussion with children as appropriate and parents.
- Children are aware of own learning targets and next steps
Support for my child's overall well being
4.1: What support is available to promote the emotional and social development of children with SEND?
4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?
- Family and Pastoral Support Worker
- Specific interventions e.g. Circle of Friends, therapeutic play, 1:1 time, Social stories, Lego therapy, Theraplay
- Nurture Assistants
- Playground friends and buddies
- Team ethos with children from foundation stage to year 6 mixing together at times
- Lunch time support and strategies as required
Please also see our behaviour policy
4.3: What medical support is available in the school for children with SEND?
- Behaviour Support Plans
- Positive handling plans
- Quiet areas inside and out can be set up
- Time out room or area that can be used through the child’s choice or as directed by staff
- Safe spaces inside and out
- Clear guidelines of choice with rewards and sanctions
- Home school agreement
- Access to Foundry College for support/advice
- Access to out reach support if appropriate such as JAC (Just Around the Corner), Heroes Animal Farm or art therapy, Foundry outreach programme
Please also see our medicine policy
4.4: How does the school manage the administration of medicines?
- Parents should inform school of any medical needs their child has and staff will take on any training as needed to support those needs
- Specifically trained adults to administer medicines according to individual needs
- There is a designated area for privacy when administering medicines if necessary
- First Aid
- Medical support plans
Please see above4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
- Disabled toilet / wet room
- 1:1 support with personal care or during snack and meal times if required
Specialist services and expertise available at or accessed by the school
5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?
Where appropriate, and with parental consent, we have access all of the above support services for specific children, plus:
5.2: What should I do if I think my child needs support from one of these services?
- Family support workers
- Parenting and Family support Service
- Child & Adolescent Mental Health Service (CAMHS)
- Occupational Therapists
- Speech and Language Therapists
- School Nurse
- Sensory Consortium
- Foundry College (Behaviour Support)
- Learning Support Service
- ASSIST (ASD)
- Traveller Education Service
- Educational Welfare Officer
- National Deaf Society
- Visual Impairment Team
5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
- Initial consultation with your child’s teacher who will then speak to SENCO.
- SENCO will advise next steps and make referrals as necessary
- In school, staff follow programmes provided by these services, as appropriate
- Specialists come in to support and advise from time to time depending on each child’s needs
- Usually children will attend appointments at the clinic during the school day. Please inform school if your child needs to attend an appointment.
5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?
5.5: What arrangements does the school have for liaison with Children's Social Care services?
- A single point entry referral can be made via the SENCO using the Children & Young People’s Integrated Therapies Referral Form (CYPIT) if your child already has an Educational Health Care Plan
- An initial referral can also be done through the GP if your child does not have an Educational Health Care Plan.
- Starlings Children’s’ Centre offer a monthly drop in session with the speech therapist for under 5s
School has access to children’s social care services if required.
Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
6.2: What SEND training is provided for teaching assistants and other staff in your school?
- All staff have opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEN
- Regular SEN staff meetings allow staff to keep up to date with current practices and new interventions
- A time to discuss all children, including those with SEND, is allocated at every team planning meeting and also at the Senior Leadership Team Meeting
- Training is provided dependent on current needs to specific adults through school who will be working with particular children
- SENCO / Head attend a lot of training and share with staff
- Any member of staff who attends training is asked to filter the information back to their teams
- Parents are encouraged explain particular needs, demonstrate use of specialist equipment and train staff in the needs of their child
- Recent courses attended and training carried out include Nurture Assistants, Early Bird plus, Dyslexic support, Speech and Language Support, Occupational Therapy support, Team Teach, Numicon, social stories, precision teaching, Learning Support Services intervention programmes, ASD strategies
Please see above6.3: Do teachers have any specific qualifications in SEND?
Staff at The Colleton have a vast experience of supporting children with a wide range of SEND e.g. ASD across the spectrum, ADHD, Cerebral Palsy, Downs Syndrome, Prader Willi Syndrome, sensory issues, auditory processing, hearing impairment, visual impairment, specific learning difficulties, physical disabilities6.4: Do teaching assistants have any specific qualifications in SEND?
Please see above
Activities outside the classroom including school trips
7.1: How do you ensure children with SEND can be included in out of school activities and trips?
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
- All children are included in our out of school activities and trips in discussions with parents
- Risk assessments may be undertaken in line with the Local Authority guidelines
- Staff will go on a pre-visit to check access on site and suitability of the site
- Staff will meet with parents to discuss the proposed visit
- Social stories can be used to prepare your child if necessary
- Parents can accompany their child if necessary
- 1:1 support can be provided depending on the level of need
Please see above
Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
Our school has level access throughout.8.2: Have adaptations / improvements been made to the auditory and visual environment?
8.3: Are there accessible changing and toilet facilities?
- We take advice from outside agencies regarding adaptations in teaching areas for each child as needed e.g. use of a sound field
- Own work stations as appropriate
- Ear defenders
Yes – toilet with wet room in school.8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
Our swimming pool changing and toilet facilities are also accessible for all children.
Our school has level access throughout, so as far as possible the school is accessible to all children.8.5: How does the school communicate with parents / carers who have a disability?
This would be dependent on the disability. We would discuss the parents/carers needs and how we could support communications prior to your child starting school. This would ensure that systems are in place when your child starts school.8.6: How does the school communicate with parents / carers whose first language is not English?
The EAL department will be contacted if required. The use of a translator or interpreter can also be arranged.
Preparing my child to join the school or to transfer to a new school or the next stage of education and life
9.1: What preparation will there be for both the school and my child before he or she joins the school?
We encourage early communication with our staff to allow us time to gain a full picture of each child’s needs and also to allow us time for training should that be needed.
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
- Home visits with school staff including SENCO
- Liaison with current pre-school or setting and visits to meet your child in that familiar setting
- Planned transition includes visits into school for the family
- Additional visits on INSET days prior to all children starting
- Transition meetings for parents for children starting in new teams
- Photos of key staff and learning areas
- Booklets with team information
- Meetings with the family and specialist services involved with them
- SENCO to attend transition meetings, annual reviews etc if appropriate
- Introduce your child to their new teacher and allow them a chance to share information that they would like him/her to know
- Additional transition visits (for both parents and child. e.g. going for story time)
- Photos of key adults and places in the new team
- Next teacher to see child in current setting or team area
- Parents introduced to teachers / T.As as appropriate
In addition to this, to aid a smooth transition
9.3: How will my child be prepared to move on to his or her next school?
- Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details
- Learning Support Assistants to hand over key information
- Training if required for adults who will work with your child
- External agencies to advise or train staff as needed
In addition to the preparation listed above, we encourage parents to think about transition to secondary school from year 5. Some children may have additional visits to their new school during the summer term of year 6 and may sometimes be accompanied by a TA that they are familiar with. Children can then share their experience with the rest of their team. Maps and key information about the school is often provided to them.
At The Colleton, we have a “Monday Club” which is open to year 6 children and the year 7 children who have recently left to continue these friendships.9.4: How will you support a new school to prepare for my child?
9.5: What information will be provided to my child's new school?
- Meet and discuss individual needs in year 5 if your child has a an Education, Health and Care Plan
- Suggest new school staff come to visit your child here in their current, familiar setting
- Share good practise and strategies with new school staff
- Teaching Assistant may accompany visits to new school
- Vulnerable child transition programme is offered by some schools
- Teachers and SENCO meet to pass on information including academic and social needs, specific strategies that work, medical details
In discussion with parents, school will share records of interventions, impact, assessments (including teacher assessments, statutory assessments and other standardised tests carried out), diagnosis and strategies that have been developed and been successful.9.6: How will the school prepare my child for the transition to further education or employment?
Who can I contact to discuss my child ?
10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
- If your child is already in school please contact the teacher initially who will then speak to the SENCO or Head.
- New families are encouraged to make an appointment to speak to the Head and/or SENCO to discuss any SEND as early as possible
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
- Family and Pastoral Support Worker gives specific support to parents if required
- Coffee mornings for families held in school through the year
- School can contact the Family and Parenting Support team or Foundry College should home schooling be needed at any time
10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
- School tries to keep up to date contacts for agencies such as Reach ( a support network for families with SEND who meet regularly and also have a website for parents) and is always happy to help parents/carers find support groups as needed
- Newsletters, e-mails, leaflets regarding courses, local events etc
- Contact with the CAN network and Me2Club
- Report slips have a feedback section
- IEP documents have a section for parents to comment
- Parents who have a child with an education, health and care plan fill out a report as part of the review process
- Feedback via annual parent questionnaire
- We always encourage an “open door” to allow chance to discuss issues but in the event of a complaint please contact the SENCO or Head
School Admissions and Policy Documents
11.1: School admission arrangements for children with special educational needs and disabilities
School admission arrangements
Admissions are handled through Wokingham Borough Council but we strongly recommend that you visit our school before namimg us as your prefered choice. School Admission Link
Colleton Primary School
11.2: School Accessibility Plan
11.3: Special Education Needs Policy