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?
Children struggling to participate in the lessons and understand what is being taught are flagged up through on going teacher observations and assessments. At the end of each term we have meetings that discuss in child individually in relation to their progress. During these meetings, class teachers and senior leaders will discuss barrier to learning and the provision that is necessary to overcome them. Other information that may be included in the provision mapping:
- On-going observations by school staff in class and through-out the school day.
- Tracking of data through formal/informal assessments e.g.
- Teacher assessment-data collated half termly
- Phonics screening test/school phonics assessments
- Diagnostic assessment tests.
- Outside agency reports.
- Discussion with parents about their knowledge of their child.
- Information provided by the previous school/setting.
The provision will be personalised according to individual needs.1.2: What should I do if I think my child has SEND?
In the first instance, parents should contact the class teacher. If deemed necessary, a meeting with the Inclusion Leader will be arranged. Alternatively make an appointment via the school office to speak directly to the Inclusion Leader. This will result in either a discussion between the class teacher and Inclusion Leader to discuss ways forward or a more detailed meeting with the class teacher/ Inclusion Leader / 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 will plan and deliver the education programme based on assessment information and input from other professionals and outside agencies. This information will be recorded in a SEN Support Plan.
An example of an SEN Support Plan appears as appendix A and they are monitored by the Inclusion Leader and SEND Governor.2.2: How will I be informed / consulted about the ways in which my child is being supported?
If your child requires a Support Plan, this will be shared with you on a termly basis by the class teacher and a review meeting is organised with the Inclusion Leader.
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
- Annual reports
- Annual reviews if your child has an Educational Health Care Plan
- Additional meetings with the class teacher as required
- Review meetings with outside agencies if they are involved
The support Plan will detail the targets your child is currently working towards and the provision will be monitored by the school’s provision mapping. This will be done on a pupil by pupil basis.2.4: How will the school match / differentiate the curriculum for my child's needs?
The curriculum will be differentiated based on the targets agreed at the Support Plan meeting. The teacher will also take into account teacher assessment, information from school staff, advice from outside agencies, the need for small group or 1:1 teaching or specific targeting 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
- Visual timetables/prompts using words/pictures
- ICT support
- Modification of work if required
- Learning/sensory breaks
Staffing is planned around the needs of children and the context of the cohort the children are in. The additional support may include:
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?
- Teaching Assistants who support in class learning and specialist intervention work.
- Nurture Assistants who provide individual and group support.
- Inclusion Leader 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.
2.8: What resources and equipment does the school provide for children with SEND?
|Type / Title||Intervention Type|
This resources and equipment will vary for each child and resources and equipment that a child needs will usually be considered based on recommendations from specialist services.
The resources may include 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 (filled toys)
- Variety of pencils/pencil grips
- Coloured paper/books
- Coloured overlays/reading rulers
- Raised steps to provide access to the disabled toilet
- Toilet frame to go over the toilet where pull-down bars are not available
- Occupational Therapy resources
The school will follow guidance from the Standards & Testing Agency to ensure that all necessary arrangements are accessible if required. These may include:
- A reader
- A scribe/transcribe
- Additional time
- A quiet space to work in
- Rest breaks/prompts
My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
The school will monitor the progress of your child by a combination of:
- On-going teacher assessment on a termly basis
- Pupil progress meeting with Head teacher/ Class teacher/ Phase leader
- Standardised tests that give standardised scores and comparative ages
- Support Plan reviews
- Pupil premium meetings if appropriate
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
- Please also reference bullet point 2.2 for opportunities for you to be involved
Support Plans are reviewed and new targets are set at least termly. This meeting will take place with the class teacher and Inclusion Leader.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?
- Support Plan meetings/review meetings
- Annual review for children who have an Educational Health Care Plan (EHC)
Class teachers are happy to arrange meetings to discuss progress at a mutually convenient time. The Inclusion Leader will be involved if it is deemed necessary3.4: What arrangements does the school have for regular home to school contact?
The school will utilise a variety of ways of contacting and informing the parents. These may include:
3.5: How can I help support my child's learning?
- Informal discussions – class teachers are available at pick up time each day
- Telephone conversations
- Some children may have a home/ school link book
- Conversations with our Home School Link Worker (HSLW)
Parents are encouraged to take an active part in their child’s learning. The support you can offer could be:
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
- Work with your child on accelerator learning targets as identified on individual support plans
- Positive engagement with professionals if involved
Each phase group organises regular SPLAT events when parents find out about how and what the children are learning. The dates are signposted on the school website.
Our Home School Link Worker (HSLW) also offers family and parenting support and this can be arranged on an individual basis.3.7: How will my child's views be sought about the help they are getting and the progress they are making?
3.8: What accredited and non accredited courses do you offer for young people with SEND?
- We recognise that pupil voice is important and aim to listen to the children’s views whenever possible
- Key Stage 2 pupils will be expected to attend support plan review meetings
- Pupils with an Educational Health Care plan complete a questionnaire in preparation for their annual review and where appropriate they will be invited to the review.
All our children follow the 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?
The school has a rigorous system of monitoring the SEN provision and its effectiveness. The Inclusion Leader meets termly with the SEN Governor to ensure interventions are having an impact and that value for money is being ensured.
- Monitoring progress using Teacher Assessment data/standardised test scores.
- Review meetings with outside agencies such as the Educational Psychology Service
- Impact of intervention assessments
- Discussion with parents and children as appropriate.
- Discussion of SEN provision governing body meetings
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?
Support is provided on an individual needs basis. The school has robust procedures to alert the Inclusion Leader of social and emotional concerns. These concerns may then be shared with a Nurture Assistant and a programme of support put in place.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?
The school’s behaviour policy can be viewed on our website. All members of the Senior Leadership team have received team teach training. Other support that the school has access to, should it be required is:
- Pastoral Support Plans
- Individual reactive plans
- Structured lunchtimes
- Advice from outside agencies such as The Foundry
4.3: What medical support is available in the school for children with SEND?
The school will provide any support that is outlined in a child’s medical care plan.4.4: How does the school manage the administration of medicines?
The school follows the strict guidance given by Wokingham Borough Council. Any intimate care will be given in line with the school’s policy. Any staff training will be prioritised to cater for specific needs.4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
The school will provide any support that is outlined in a child’s medical care plan. The school has access to:
- Disabled toilet.
- Modified equipment in the disabled toilet
- Spare clothing /wipes
- 1:1 support to assist with toileting if necessary.
- Additional support and arrangements 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 doctors
- Occupational Therapists
- Speech and Language Therapists
Parents should speak to the child’s class teacher / Inclusion Leader / HSLW 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 will follow the programmes provided by these services. On occasions specialists come into school to assess/provide guidance on specific children’s needs5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?
If you are concerned with any aspect of your child’s speech in the first instance, speak to the class teacher who will pass concerns on to the school’s Inclusion Leader. School are able to make referrals directly to the Speech and Language service.
To access occupational therapy or physiotherapy services parents should seek a referral through their GP. School can provide a supporting letter if necessary.
Berkshire NHS provide valuable further advice for parents through the CYPIT toolkit which can be found at https://www.berkshirehealthcare.nhs.uk/5098
.5.5: What arrangements does the school have for liaison with Children's Social Care services?
The Head teacher is the designated lead officer for Child Protection.
- School works in close partnership with Children’s Services 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?
- Cluster INSET days
- In-house training from Educational Psychologists
- SEN staff INSET meetings as required.
- Training is provided dependent on current need.
- Inclusion Leader and /other staff attend training and then share information with staff
In addition to training described in 6.1 Teaching Assistants are given the opportunities to
attend courses and training to further their development and understanding of areas of
6.3: Do teachers have any specific qualifications in SEND?
- TAs’ train and support each other with specific intervention work.
- Regular TA meetings are held with the Inclusion Leader
The Inclusion Leader has the national qualification in SEN co-ordination.
Teaching staff have a broad knowledge of a variety of support strategies to assist learners with special educational needs acquired as part of their ongoing professional development.6.4: Do teaching assistants have any specific qualifications in SEND?
No specific qualifications but receiving on-going training in relation to SEND issues.
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 circumstances 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 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 3 buildings – All areas are accessible for wheelchair users.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?
There is a disabled toilet near the Foundation Stage Unit and the school’s Orchard block.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?
8.6: How does the school communicate with parents / carers whose first language is not English?
- 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.
- The school also has access to translators should this be necessary.
- See previous methods of communication to parents.
- The school has a number of bi-lingual staff who are able to translate for parents/carers.
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?
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
- Home visit may be arranged with Foundation Stage staff
- Consultation meetings/phone conversation with current pre-school/setting, if needs are significant
- Planned transition visit to school
- Meeting with parents/specialist services if involved
- 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.
9.3: How will my child be prepared to move on to his or her next school?
- Other possible provision – photo books/All About Me/ Passports/social stories/letter from the teacher in the school holidays/opportunities to visit on the INSET day in September.
9.4: How will you support a new school to prepare for my child?
- 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.
- Meet and discuss individual needs in Year 5 if the child has an Educational Health Care plan
- Invite the new school to meet the child in school
- Share good practice and strategies with new school
- Teaching Assistant may accompany child on the transition visits.
- Year 6 teachers to meet with all Secondary schools to pass on the information about all children.
9.5: What information will be provided to my child's new school?
- Additional review meeting may be arranged for pupils with more complex needs.
All SEN records e.g. support plans, statement of educational need/EHC plan/annual reviews if applicable, intervention records, diagnostic assessments, professional reports, review meeting notes.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
- Assistant Head for phase
The school employs a part-time Home School Link Worker who is based on site during term-time. The Home School Link Worker 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.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 Home School Link Worker 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 Home School Link Worker can signpost parents and carers appropriate to their specific needs. Parents and carers may be signposted to information, workshops, courses, events and local services. This includes local Borough services or local/national voluntary agencies. The school operates within a cluster of seven local schools and some 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. 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