Special Educational Needs - School Offer


 1. How does the school know if children people need extra help and what should I do if I think my child may have special educational needs?

 We assess pupils in Reading, Writing and Maths each term; teachers talk to the Headteacher about their class. If we are worried about a pupil’s progress or if any pupil needs extra support then the teacher would talk to the SENCO. The pupil may have support in class from a Teaching Assistant, or attend a small group with the Teacher or a Teaching Assistant. This could happen daily or two or three times a week and will vary from ten minutes to a full lesson, depending on the intervention. Teachers monitor pupils’ progress on these interventions.


 If your child is new to our school, we will contact their previous school or Early Years setting.


 If you think your child has special needs that the school have not identified, please make an appointment to see the class teacher. The class teacher will talk to the SENCO  about your child’s needs.


2. How will school staff support my child?

 Your child will have an Individual Education Plan which the teacher reviews every term. We will send you a copy so that you know what support your child is receiving, and what progress your child is making.


 The SENCOs keep in touch with all class teachers, Teaching Assistants to ensure that we are doing everything we can to meet each pupil’s needs and review targets in their Individual Education Plan. The frequency of the support your child receives will depend on their level of need.


3. How will the curriculum be matched to my child’s needs?

 We recognise that children are at different levels in their learning and learn in different ways. We reflect this in the way we organise the curriculum. We offer small group support and individual support when needed.


 We understand that children learn at their own pace so we monitor progress closely using Individual Education Plans. All parents are invited to contribute to their child’s Individual Education Plan and we will keep you informed of any progress that is made in meeting the targets in the plan.


4. What support will there be for my child’s overall well-being?

 We will keep in close contact with you about your child’s overall wellbeing. To support the development of positive behaviours and friendship groups to help ensure that children are not isolated or bullied. We have a nurture group and lunchtime clubs to support all children in building friendships. We use PSHE to ensure that all pupils are listened to and we have a School Council for children to share their views and ideas.


 We have a school nurse drop in sessions. Named staff administer any medicines your child may need.


5. What specialist services and expertise are available at or accessed by the school?

 The school can access specialist support from Special Schools for children with Social, Emotional and Behavioural Difficulties, children with Learning Difficulties and Children with a diagnosis of Autistic Spectrum Disorder.


 The school receives support from the Educational Psychology Service and SENISS (Special Educational Needs Integrated Support Service).


 We can make referrals, with your consent, to many specialist services including CAMHS (Child and Adolescent Mental Health Service) and SaLT (Speech and Language Therapy Service)


6. What training do the staff supporting children and young people with SEND receive?

 The SENCOs attend relevant Local Authority Briefings to keep up to date with any legislative changes in SEN.

 The SENCOs and support staff can access training through their primary Consortium.

 All staff in the school receive training to meet the needs of all the children attending the school at any point in time.


7. How will my child be included in activities outside the classroom including school trips?

 Where possible, provision will be made for all pupils to access all areas of the curriculum including extra-curricular activities. We will always contact you before a planned activity if we think your child may require additional support to meet required health and safety standards. This may involve a specific risk assessment to identify any additional support needs your child may have to ensure full participation.


8. How accessible is the school?

The school building conforms with relevant Disability Discrimination legislation. There are no steps into the building. We make sure that corridors etc. are as clear as possible. The school environment is calm and ordered. Where necessary, children are accompanied. We carry out risk assessments for any children who have particular access difficulties.


9. How will the school support my child to join the school and how will the school support my child in transferring to the next stage of education?

 We will invite you to look around the school and meet their teacher. We may also invite your child to visit and stay for short sessions before starting school.

 We will contact any early years settings, or other schools you child has attended to gather information about their needs.

 We will contact any specialist services that support your child and ask you to invite them to a Team Around the Child meeting at school to ensure that we are working in partnership to achieve the best outcomes for your child.

 We can support pupils moving to new schools and Key Stages by allowing them to attend the new setting for discreet activities, assemblies and playtimes.

 We develop a transition plan in partnership with you, your child, the new setting and specialist staff supporting your child to ensure that they enjoy a smooth transition.


10. How are the school’s resources allocated and matched to a child’s special needs?

 The school’s SEN budget is allocated to meet the needs of the children on the SEN Register. This can include employment of specialist teachers, training for all staff and allocation of Teaching Assistant time.

 We track each child’s progress and attainment, and allocate available resources accordingly.

 The SEN budget is used to ensure that school staff are qualified and trained to support your child and to purchase specialist help if needed. We also use the budget to ensure that children’s individual needs are met from specific interventions and programmes, where appropriate, available and viable.


11. How is the decision made about what type and how much support my child receives?

 In school we adopt a graduated response to meeting need. This means we record concerns about a pupil at pupil profile meetings and determine a timescale for a classroom based intervention and expected outcome.

 We will consult with you on progress and if expected outcomes are not met agree a timescale for withdrawal from class to a small group intervention.

 We will review with you the impact of interventions and if appropriate access further support from outreach services where available.

 We will always plan your child’s support with you, review progress and try to meet needs within our own resources.

 If your child requires additional specialist support we will discuss with you the pathways to more specialist support/provision.


12. How are parents involved in the school? How can I be involved?

 We publish newsletters, and we have a school website 

 We hold Parents’ evenings for you to talk to your child’s teachers about their progress.

 We may hold parent workshop and surgeries for you to talk to specialist services.

 We are happy to offer individual appointments to discuss specific issues with you about your child’s progress.

 Updated 2017