Local Offer Description
Identification of Special Educational Needs and Disabilities (SEND)
1.1: How does the school identify children/young people with special educational needs and disabilities?
On-going observations by school staff in class and through-out the school day.
Completion of an ‘Identification of Needs’ form if there are concerns; which will be discussed with parents.
Use of an 'Identification Criteria' to gain a clearer picture of the child's difficulties
Tracking of data through formal / informal assessments e.g.
- Teacher assessment– data collated half termly
- Phonics screening test / school phonics assessments
- KS1 and KS2 assessments
- A range of standardised screening assessments may be used
Outside agency reports.
Discussion with parents about their knowledge of their child.
Information provided by the previous school / setting.1.2: What should I do if I think my child has SEND?
Contact the class teacher / key person initially, who will most probably speak to the Inclusion Leader (IL) with permission from parents.
Alternatively make an appointment via the school office to speak directly to the IL.
This will result in either a discussion between the class teacher and IL to discuss ways forward or a more detailed meeting with the class teacher / IL / Parents.
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?
The class teacher with support as appropriate from other professionals plans the provision and outcomes for your child and this will be recorded on a SEND Profile. This will be co-ordinated by the IL who discusses provision and outcomes at least termly with the class teacher.2.2: How will I be informed / consulted about the ways in which my child is being supported?
If your child requires a SEND Profile this will be shared with you on a termly basis by the class teacher.
Additional information will be provided through:
2.3: How will the school balance my child's need for support with developing their independence?
- Parents’ evenings
- Report cards
- Annual reports
- Person-centered Annual Reviews if your child has an Education, Health and Care Plan (EHCP)
- Additional meetings with the class teacher / IL as required
- Review meetings with outside agencies if they are involved
The SEND Profile will detail the additional support (provision) your child requires.
Your child will be encouraged to be independent where possible using resources such as:
2.4: How will the school match / differentiate the curriculum for my child's needs?
- Visual timetables
- Visual prompts / checklists
- Small step approach
- Small group / individual inputs to pre-teach / recap key learning points if necessary
The curriculum will be differentiated based on each individual’s needs, taking into account teacher assessment, information from school staff, advice from outside agencies, the need for small group or 1:1 teaching or specific targeted interventions and resources available to the school at the time.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?
Each child’s needs are looked at individually to determine the best strategies for them.
Strategies may include:
2.6: What additional staffing does the school provide from its own budget for children with SEND?
- Differentiated activities matched to ability / learning style – a multi-sensory approach
- Visual timetables / prompts using words / pictures
- In-task schedules e.g. first / then
- Individual work stations / careful seating in class
- Reward systems
- ICT support e.g. laptops, Ipads, radio aids
- Modification of work if required
- Working walls / personal files with relevant learning prompts in e.g. b and d / upper and lower case letters etc.
- Learning / sensory breaks
Team or class based Teaching Assistants who support with class learning and intervention work.
Nurture Assistants who provide individual and group support; as well as Lunchtime Club
A non-class based IL to co-ordinate provision for children with SEND.
Staffing is reviewed on an annual basis as part of budget and provision planning; this allows for staffing to be flexible in meeting the changing needs of our school population.
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?
2.8: What resources and equipment does the school provide for children with SEND?
|Type / Title||Intervention Type|
This will vary for each child but we aim to provide resources as each child’s SEND requires. Any resources and equipment that a child needs will usually be considered based on recommendations from specialist services. Currently we have the following:
2.9: What special arrangements can be made for my child when taking examinations?
- Sloping desks
- Move n’ sit cushions
- Ear defenders
- Concentration toys (fiddle toys)
- Weighted objects
- Chewy toys
- Variety of pencils / pencil grips
- Coloured paper / books
- Coloured overlays / reading rulers
- A raised step to provide access to the disabled toilet
- Toilet frame to go over the toilet where pull-down bars are not available
- OT resources e.g. balls, balancing / climbing equipment, scooter board / mini trampoline to provide programmes for fine and gross-motor development etc.
- Quiet room (FSU / Y1 building)
- A reader
- A scribe / transcribe
- Additional time
- A quiet space to work in
- Rest breaks / prompts
In some cases the use of special arrangements will require an additional application to the standards and testing agency. Where this is the case we will discuss this with parents.
My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
On-going teacher assessment on a half-termly basis.
Pupil progress meetings with Head teacher / Class teacher / Team leader.
Standardised tests that give standardised scores and comparative ages.
IL monitors SEND pupils individually and as a group
Information will be shared at parents’ evening and review meetings with school / outside agencies as appropriate.3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
SEND Profiles are reviewed and new outcomes are set at least termly by class teacher.
These will be discussed with parents termly.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?
Review meetings for children who have outside agency involvement.
Person-centered Annual Reviews for children who have an Education, Health and Care Plan (EHCP).
Class teachers and / or IL are happy to arrange meetings to discuss progress at a mutually convenient time.3.4: What arrangements does the school have for regular home to school contact?
Class teachers / IL / parents may exchange emails / phone conversations. In addition class teachers are often available at pick up time each day.
Some children may have a home / school communication book.
General information is shared on the school Learning Platform.
Our Parent Support Advisor is also available to give general advice either on a one to one or at our weekly parent coffee mornings (see 10.2 / 10.3 for further information).3.5: How can I help support my 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?
- Regular reading / phonics practise
- Complete weekly differentiated home learning tasks that are set
- Times table / number fact practise
- Support SEND Profile outcomes
- Positive engagement with school and outside professionals if involved
Regular workshops are offered at school on a range of topics including Phonics, E-Safety, anxiety, Values Based Education and other curriculum areas.
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
We recognise that pupil voice is important and aim to listen to the children’s views whenever possible.
Where appropriate the SEND Profile outcomes / provision will be discussed with the child. Pupil Passports form part of the profile in order to gain the pupil's views
Pupils with a Statement of educational need / EHCP complete an annual questionnaire in preparation for their review and where appropriate they will be invited to the review.3.8: What accredited and non accredited courses do you offer for young people with SEND?
All our children follow the Early Years / National Curriculum at the level appropriate for them.3.9: 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?
Monitor progress - Teacher Assessment data / standardised tests.
Outside agencies such as the Educational Psychology Service review objectives set and progress made towards these.
Impact of interventions.
Discussion with children as appropriate and parents.
Children are aware of their own learning targets and next steps.
SEN is monitored and discussed at regular governing body meetings e.g. curriculum.
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?
- Nurture Assistants offering weekly 1-1 / group support
- A nurture group run by the IL offering more intensive provision
- A lunchtime club that gives pupils who may struggle on the playground the opportuniy to socialise with their peers in a structured environment
- Specific interventions – Circle of Friends, social skills groups, 1-1 time with an adult during the school day where necessary, social stories, Sand Tray therapy
- Support for parents through our Parent Support Advisor
- The above support is available to all children and parents within the school
- Staff monitor the Involvement and Wellbeing of all pupils
- The school can make referrals to ARC consuelling and the AnDY Research Clinic
4.3: What medical support is available in the school for children with SEND?
- Pastoral Support Plans
- Individual Positive Behaviour Plans
- Access to a quiet room / safe space
- Clear boundaries / outcomes
- Daily opportunity to report to a named adult
- Possible reduced timetable following discussion with senior leaders
4.4: How does the school manage the administration of medicines?
- First aiders
- Where appropriate to do so staff will take on specific training as needed to support the medical needs of a child
- Opportunity to write Individual, Health, Plans alongside the school nursing service / medical professionals as required
Specific members of staff have attended the full first aid training.
A number of staff have attended basic first aid training.
All staff are offered Epipen / Asthma / Epilepsy training.
Medicine is checked termly to ensure it is in date.
A form must be completed for any children who need to have medication during the school day.
We ask parents to make us aware of any particular medical needs so that we can work together to ensure the child’s needs are met.
We also work with the school nursing service if medication is required for a more complex need.4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
Accessibility toilets / wet room available.
Modified equipment in the accessibility toilets / children’s toilets if appropriate e.g. raised steps / pull down bars / toilet frame.
Spare clothing / wipes.
1-1 support to assist with toileting if necessary.
Staff can refer to personal hygiene procedure if support is needed.
Additional support and arrangements can be made for children with eating needs.
A Care Plan may be written for children with personal care needs.
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?
We use 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?
- CAMHS practitioners
- Occupational Therapists
- Speech and Language Therapists
- SENDIASS (parent support)
Speak to the child’s class teacher or IL who will advise next steps and make referrals as appropriate.5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
School staff follow programmes provided by these services.
On occasions OT/Physio specialists come into school to assess / provide guidance on specific children’s needs.
The school has a designated speech and language therapist who visits at least termly.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?
Speak to the IL to request a referral to speech and language (F2-Y6).
Speak to your GP or the IL to make a referral to OT / Physio.
If your child is under 5, Speech and Language drop in sessions are available at the local Children’s Centres. Details are available from school / Children's Centres.5.5: What arrangements does the school have for liaison with Children's Social Care services?
The Head teacher is the designated officer for Safeguarding.
School works in close partnership with Children’s Social Care and can support families to access these 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?
- SEN staff INSET meetings as required
- Training is provided dependent on current need
- IL and / other staff attend training and then share information with staff
Teaching Assistants are given the opportunities to attend courses and training to further their development and understanding of areas of SEN.
TAs train and support each other with specific intervention work
Weekly TA meetings are held with team leaders
6.3: Do teachers have any specific qualifications in SEND?
Some teachers have studied inclusion modules as part of graduate or post graduate qualifications.6.4: Do teaching assistants have any specific qualifications in SEND?
A number of TAs have NVQ qualifications that include SEN modules.
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?
We aim to include all children in out of school activities and trips. We will discuss the trip with parents beforehand and complete risk assessments in line with local authority guidelines.
1-1 support may be provided depending on the level of need identified through risk assessment.
In exceptional circumstance the school retains the right to exclude individual children from school activities / trips. This will be the case where risk assessment of their individual needs or behaviour concludes that to include them would present a danger to themselves or others or undermine the educational purpose of the trip for other pupils.7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
Through discussion with parents / school staff.
Advice is also taken from the trip venue in terms of facilities and accessibility.
Pre-visits (where appropriate), social stories, photo booklets / video clips may be used to support preparation.
Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
The school is based in 2 buildings – Foundation Stage and Year 1 building / Year 2-6 building. All areas are accessible for wheelchair users.
However, there are 2 sets of steps leading to the KS2 corridor. Currently wheelchair users would need to access the corridor via the Y5/Y6 entrance.
However school would be committed to making further modifications if required e.g. ramps.
Additional information can be found in our Disability Equality Scheme.8.2: Have adaptations / improvements been made to the auditory and visual environment?
Adaptations have been made on recommendations from outside agencies to suit individual need.8.3: Are there accessible changing and toilet facilities?
Accessibility toilets and wet rooms are available in both school buildings.8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
The school has been built with accessibility in mind for both children and adults. Where modifications are required the school will aim to plan for these.8.5: How does the school communicate with parents / carers who have a disability?
See previous methods of communication to parents.
In addition – where disabilities are known the school will aim to communicate in the most effective method for individual parents / carers.8.6: How does the school communicate with parents / carers whose first language is not English?
See previous methods of communication to parents.
The school has some bi-lingual staff who are able to translate for parents / carers. The local authority also has a directory of interpreters that can be accessed via school if necessary.
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?
Home visit may be arranged with Foundation Stage staff.
Consultation meetings / phone conversation / visit to current pre-school / setting if needs are significant / concerns expressed.
Planned transition visit to school.
Meetings with parents / specialist services if involved.9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
Additional transition visits to new classroom / teacher.
New teacher to see the child in their current setting / class.
Opportunity for current / receiving teacher to discuss child’s progress / provision / needs etc.
Other possible provision - photo books / Pupil passports / social stories / letter from the teacher in the school holidays / opportunity to visit on the INSET day in September.9.3: How will my child be prepared to move on to his or her next school?
Y6 Transition projects.
Foundry College may be commissioned to support individual children with transition.
Vulnerable children visits arranged by the Secondary schools.
Secondary colleagues invited to school to meet child / be part of a review meeting if necessary to answer parent / child questions.
Joint projects with local secondary schools on curriculum topics or to support activities such as sport and music.9.4: How will you support a new school to prepare for my child?
Meet and discuss individual needs in Year 6 if the child has an EHCP.
Invite the new school to meet the child in school where possible.
Share good practice and strategies with new school.
Teaching Assistant may accompany child on the transition visits if felt appropriate.
Y6 teachers to meet with all Secondary schools to pass on information about all children.
Additional review meetings may be arranged for pupils with more complex needs.9.5: What information will be provided to my child's new school?
All SEN records e.g. old IPPs / SEND Profiles, EHCP/ Person-centered Annual Reviews if applicable, intervention records, diagnostic assessments, professional reports, review meeting notes etc. Plus safeguarding records, school reports, report cards etc.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?)
- Class teacher
- Inclusion Leader
- Senior Leadership team
The school employs a part-time Parent Support Adviser who is based on site during term-time in the Parent Hut. The Parent Support Adviser works at a universal level to help parents and carers achieve positive outcomes for their children. This includes providing parents and carers with or signposting them to information, organising group events, giving practical help or offering a listening ear.
The Parent Support Adviser offers a weekly coffee morning which is open to all parents and carers; a great way to meet others.
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
Signposting to voluntary agencies and community projects is available on the school’s website.
Our Parent Support Advisor also has literature and knowledge of many local agencies and can support parents in accessing their services.
Alongside other members of staff, the school’s Parent Support Adviser can signpost parents and carers appropriate to their specific needs. Parents and carers may be signposted to information, workshops, courses, events, local services. This includes local Borough services or local/national voluntary agencies. The school operates within a cluster of seven local schools and sometimes workshops and events are offered to parents and carers across the cluster.10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
An annual survey is offered to all parents to offer feedback in general terms.
The school invites open dialogue and parents are welcome to speak to us in person, e-mail or use the comments box held in the school office for this purpose.
Procedures for complaints are outlined within the school’s Complaints Policy which is available via the school office or on the school website.
School Admissions and Policy Documents
11.1: School admission arrangements for children with special educational needs and disabilities
11.2: School Accessibility Plan
11.3: Special Education Needs Policy