SEND LOCAL OFFER
Regulation 3 Special Educational Needs and Disibility (Information) Regulations (2014)
Headteacher: Mr Simon Perkins SENCO: Mrs Debbie Wood
The kinds of special educational needs for which provision is made at Long Whatton CE Primary School:
Long Whatton CE Primary School caters for children with various special educational needs.
The School strives to be an inclusive school, fostering a sense of community and belonging through:
· Personalised learning
· Broad, balanced and creative curriculum for all pupils
· Systems for early identification of barriers to learning
· High expectations of all pupils
Information about the school’s policies for the identification and assessment of pupils with special educational needs:
We identify pupils with special educational needs through teacher’s observations and assessments, parental views and previous school information.
Evidence would come from:
· Parental/carers interviews
· Medical notes
· Reports from other agencies
· Individual pupil tracking
Teachers who have concerns about a pupil will alert the SENCO and parents/carers will be involved in assessment and decision making.
The school also keeps a 'Vulnerable' register, of those children in danger of not making expected progress for whatever reason, but are not on the register for SEND. These children are closely tracked.
Parents/carers are regularly updated on their child’s progress and new targets set. Parents are given any support they need in this process (eg. understanding technical terms).
Long Whatton CE Primary School’s policies for making provision for pupils with special educational needs whether or not pupils have Education Health Care Plans (ECH):
a. How we evaluate the effectiveness of its provision for such pupils:
The provision for pupils with special educational needs is monitored in the following way:
· Regular assessments
· Data analysis to monitor pupils not making expected progress and act on it.
· Updating of the provision map to make sure pupils are receiving the correct support
· Include views of parents/carers
b. Our arrangements for assessing and reviewing the progress of pupils with special educational needs:
Effective systems are in place to track and review individual pupil progress and to target intervention.
The effectiveness of intervention programmes is then tracked as well. Staff meeting time is spent on
reviewing attainment and progress.
c. Our approach to teaching pupils with special educational needs:
A wide range of multi- sensory teaching styles are used so all children progress in lessons.
Staff have a good knowledge of pupils learning needs and differentiate tasks accordingly.
Resources are used appropriately.
d. How the school adapts the curriculum and learning environment for pupils with special educational needs:
The following are used:
· Resources recommended by outside agencies
· LSA time for extra support
· Intervention work with a teacher trained to teach children with dyslexia
· Visual timetables, and Makaton signs and symbols are used when appropriate
e. How the school provides additional support for learning that is available to pupils with special educational needs:
Personalised curriculums are devised using the small steps approach working in small groups.
Children work in small groups or on a one to one basis with a special needs support teacher.
All classes have full time HLTA/TA support to help meet the needs of pupils with SEND in the classroom.
Learning targets/next steps are shared with parents so that children can practice and refine skills at home.
f. Activities that are available for pupils with special educational needs in addition to those available in accordance with the curriculum:
The school runs clubs within the school day and after school run by the school staff or outside agencies.
There is a wide variety of clubs that offer both of a sporting/physical and creative/thinking challenges.
Residential visits, and day visits are used to support specific groups of children, and the school offers this to partner schools to bring children together with similar needs.
g. Support that is available for improving the emotional and social development of pupils with special educational needs:
We provide Social Communication groups and Forest school activities.
Good behaviour management means that staff recognise when pupils might be encountering difficulties and each classroom has a space to retreat to or the pupil may spend some time away from the classroom to gather their thoughts. Alternatively children may spend some time thinking in the Headteacher’s office.
We have the services of a family outreach worker and family counsellor who works closely with the pupils and their families.
Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secured:
KS1 and 2 staff have attended training on autism and dyslexia.
The school SENCO attends partnership meetings and will be completing the SENCO national award qualification during 2015-16.
Other outside agencies are involved when required. This may include Educational Psychologist, Speech and Language, CAMS, Behaviour and Attendance, Autism Outreach, GPs as appropriate.
Information about how equipment and facilities to support children and young people with special educational needs will be secured:
The following facilities are available at this school:
· Provision for special diets
· A wide range of outdoor areas for lessons to take place outside
· Wheelchair access
· There is a disabled toilet and showering area
· Disabled parking bay
The arrangements for consulting young people with special educational needs about, and involving them in, their education:
We are introducing release time for KS2 staff to have a day each half term to talk to their class on a one to one basis. This is particularly beneficial for children with special educational needs. They are encouraged to talk about any worries they might have and what they need to do to achieve their targets. We have a house point and credit reward system that motivates the children and the children are encouraged to evaluate their own work.
Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents and carers of pupils with special educational needs concerning the provision made at the setting:
Our school has an “Open door” policy and parents /carers are able to talk to staff in the morning and at the end of the school day.
All staff, including the Headteacher, are nearly always available in the morning and after school for parents.
Governors become involved if complaints are made (see Complaints policy).
The contact details of support services for the parents and carers of pupils with special educational needs, including those for arrangements made in accordance with clause 32:
As a school we encourage and engage parents/carers in their child’s learning by holding information evenings and meeting with parents regualarly.
We support parents/carers in liaising with any outside agencies that become involved with their child.
The school’s arrangements for supporting pupils with special educational needs in transferring to a new education phase:
Meetings are continually held to discuss pupils with special educational needs as they move through FS to year 5 at our school.
Where necessary, photographs of the new class and staff are taken to help children. Children move to Castle Donington College or their new school at year 6.
The SENCOs from both schools meet to pass information on.
Year 5 children have 2 days of induction at Castle Donington College and any children who need extra time at their new school are able to go for further visits, accompanied by a member of staff from Long Whatton.