Ashurst Wood Primary School – Our Local Offer and Governors’ Report
Black Text represents Schedule 1 regulation 51 i.e. governing body’s policy and practice for pupils at the school with Special Educational Needs;
Red text: SE7 questions (questions voiced included in SE7 Pathfinder based on information that parents have said they would like to have)
1.The kinds of special educational needs for which provision is made at school.
Our inclusion statement:
Ashurst Wood is an inclusive school which focuses on the well-being and progress of every child. We have high expectations of all our children. To ensure they achieve their potential we employ a range of strategies to issue challenge at an appropriate level, and provide support to overcome barriers to learning. Children with special educational needs are catered for within their own class and, where useful, may be withdrawn for short periods to work with a specialist adult, individually or in a small group. Similarly, children who are identified as more able, demonstrating a particular aptitude in a curriculum area, will be given opportunities to extend their learning in class, and may work on challenges outside the classroom. All children have equal access to the curriculum.
2. Information in relation to mainstream schools and maintained nursery schools about the school’s policies for the identification and assessment of pupils with special needs.
How does our school know if children need extra help?
We know when pupils need help if:
What should a parent do if it thinks their child may have special educational needs?
3. Information about school policies for making provision for children with special educational needs whether or not pupils have EHC Plans, including:
a) how the school evaluates effectiveness of its provision for such pupils.
1. Assess: Data on the pupil held by the school will be collated by the class/subject teacher in order to make an accurate assessment of the pupil’s needs. Parents will always be invited to this early discussion to support the identification of action to improve outcomes.
2. Plan: If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the pupil will be obtained and appropriate evidence-based interventions identified, recorded on an Individual Learning Plan and implemented by the class teacher with advice from the SENCo.
3. Do: SEN support will be recorded on an Individual Learning Plan that will identify a clear set of expected outcomes, which will include stretching and relevant academic and developmental targets that take into account parents’ aspirations for their child. Parents and the pupil will also be consulted on the action they can take to support attainment of the desired outcomes. This will be recorded and a date set for reviewing attainment.
4. Review: Progress towards these outcomes will be tracked and reviewed termly with the parents and the pupil
Achievements of pupils with SEND indicators (July 2015):
b) the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs;
How will parents know how their child is doing?
c) the school’s approach to teaching pupils with special educational needs; How will the school support a child with SEND?
How will school staff support my child?
How will the curriculum be matched to my child’s needs?
All pupils will be provided with high quality teaching that is differentiated to meet the diverse needs of all learners.
How will parents be helped to support their child’s learning?
d) how the school adapts the curriculum and learning environments for pupils with special educational needs.
e) additional support for learning that is available to pupils with special educational needs;
How is the decision made about how much support each child will receive?
How are the school’s resources allocated and matched to children’s special educational needs?
If parents wish to discuss the options available for their child, they are welcome to make an appointment to see the class teacher, SENCo or a member of the Senior Leadership Team.
f) how the school enables pupils with special educational needs to engage in the activities of the school (including physical activities) together with children who do not have special educational needs.
How will my child be included in activities outside the classroom including school trips?
We ensure an inclusive approach to our curriculum. All pupils are involved and have access to the whole curriculum.
g) support is available for improving the emotional and social development of pupils with special educational needs;
What support will there be for children’s overall well-being?
The school offers a wide variety of pastoral support interventions for pupils.
4. In relation to mainstream schools and maintained nursery schools, the named contact details of the SEN coordinator.
Mrs Carolyn Andrews
Ashurst Wood primary school
Please note that January 2016 the SENCo has resigned and so Mrs Hobby will be acting SENCo until September when Mrs Findon will be the SENCo. All contact details remain the same.
5. Information about the expertise and training of staff in relation to children and young people with special educational needs and how specialist expertise will be secured.
What specialist services are available at the school?
o Educational Psychologist
o Speech and Language Therapist
o Inclusion Learning Support Team
o English as an Additional Language Team
o Family Link Worker
o Child and Adult Mental Health Services
o School Nurse
What training do the staff supporting children and young people with SEND undertake?
6.Information about how the equipment and facilities to support children and young people with special educational needs will be secured.
How accessible is the school environment?
In the school the following adaptations have been made to the school environment:
• Ramps and a lift have been placed in the school to ensure the site is accessible to all.
• One toilet has been adapted to ensure accessibility for visitors with a disability.
• A medical room has been provided in order to enable a safe place for insulin testing/injections.
Our Accessibility Plan (statutory requirement) describes the actions the school has taken to increase access to the environment. The relevant curriculum information is available via the school website.
7. The arrangements for consulting parents of children with special educational needs about and involving them in education.
How will I be involved in discussions about and planning for my child’s support?
This will be through:
In addition, our school has a forum for parents and carers of children and young people with SEND. All are invited to attend these termly meetings to raise issues of concern and to ensure the school provision is responsive to pupil and family needs.
Who can I contact for further information or if I have any concerns?
If you wish to discuss your child’s special educational needs or are unhappy about any issues regarding the school’s response to meeting these needs please contact the following:
• Your child’s class teacher,
• The SENCo,
• The Head Teacher,
• The School Governor with responsibility for SEN is Mrs Nikki Kingett. She can be contacted via the school office.
8. Any arrangements made by the governing body for the treatment of complaints from parents of pupils with special educational needs concerning the provision made at school.
10. How the governing body involves other bodies including health and social service bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and supporting families of such pupils.
The governing body uses relevant bodies to support the needs of individual children with special educational needs through the network of support available to the SENCo. (see section 5)
We currently have no specialist staff working at the school.
11.The contact details of support services for parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32.
13.Information on where the local authority’s local offer is published
The SEND Code of Practice (June 2014) This Code of Practice provides statutory guidance on duties, policies and procedures relating to Part 3 of the Children and Families Act 2014 and associated regulations http://preview.tinyurl.com/nenth62
Supporting pupils at school with medical conditions
SE7 Local Offer: Framework and Guidance.
The Special Educational Needs and Disability Regulations 2014 http://preview.tinyurl.com/m2bnos4
12. The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education.
How will the school prepare/support my child when joining or transferring to a new school?
A number of strategies are in place to enable effective pupil transition. These include:
Transition to the next school
• The transition programme in place for pupils provides a number of opportunities for pupils and parents to meet staff in the new school. These opportunities are further enhanced for pupils with SEND.
• The annual review in Y5 for pupils with a statement of educational need or an EHCP begins the process where parents are supported to make decisions regarding secondary school choice.
• Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information provided is comprehensive but accessible.
• Accompanied visits to other providers may be arranged as appropriate.
• For pupils transferring to local schools, the SENCos of both schools will meet to discuss the needs of pupils with SEN in order to ensure a smooth transition.
• The records of pupils who leave the school mid-phase will be transferred once the parents have notified their child has been enrolled at another school.
Pupils with medical needs
Pupils with medical needs will be provided with a detailed Health Care Plan, compiled in partnership with a qualified first aider and with parents and if appropriate, the pupil or a School Nurse.
All medicine administration procedures adhere to the LA policy and Department of Education (DfE) guidelines included within Supporting pupils at school with medical conditions (DfE) 2014 and identified in the school Medicine Administration Policy.