The Local Offer
AIMS and OBJECTIVES
Our aims for children with SEND are the same as for all the other children in our care, but we recognise that we may have to adapt the methods of teaching and the pace of learning for these children to take account of their needs.
To do this we must:-
- identify the child’s needs.
- inform all interested parties.
- have a means by which to implement an effective response.
- record and monitor the effectiveness of any action taken.
- ensure that all curriculum policies include strategies for meeting the needs of all children including those with special educational needs.
- develop an approach to curriculum delivery which ensures that each member of staff recognises and accepts professional responsibility for meeting children’s special educational needs.
- develop an atmosphere of encouragement, acceptance and respect for achievement and a sensitivity to individual needs in which children’s self-esteem and self-confidence grow and in which pupils feel that it is acceptable to make mistakes as they learn.
– operate within the statutory and Local Education Authority procedures for identifying and assessing those children who may have special educational needs
– formulate consistent and objective strategies for identifying all children who have special in the identified areas of:
- Cognition and Learning
- Communication and Interaction
- Social, mental and emotional health
- Sensory and/or physical
-provide curricular programmes and evaluate their effectiveness in meeting children’s special educational needs.
-review learning outcomes to monitor individual progress on a regular basis.
-ensure that the school prospectus makes reference to policy statements and arrangements for meeting children’s special educational needs and policies are on our website.
-identify staff training needs in the allocation of the in-service training budget.
-offer training to meet the broad range of special educational needs.
-target training for individuals and staff groups and participate in area in-service activities designed to meet children’s special educational needs.
-allocate an appropriate proportion of resources in order to meet identified special needs.
-develop strategies for implementing the principle of ‘parents as partners’.
-develop our sensitivity towards the beliefs, hopes and fears of parents and the fostering of a relationship where school and home work in partnership ensuring equality of opportunity.
-work collaboratively with other agencies and professionals.
-develop systems to ensure progression and continuity both within and between establishments.
On entry to Reception, children are assessed using The Foundation Stage Profile as a Baseline Scheme. Records from previous schools will be used when children transfer from another primary school and maths and literacy will be assessed within a half-term. On entry to the school each child’s attainment will be assessed. This will help to inform the teacher of child’s aptitudes, abilities, and attainments, and will be used to improve continuity in learning. The records provided help the school to design differentiated learning programmes. For pupils with identified SEND the SENCO / class teacher need records to:
- Provide starting points for an appropriate curriculum
- Identify the need for support within the class
- Assess learning difficulties
- Ensure on-going observations/assessments provide regular feedback
- achievements for planning next steps in learning
- Involve parents in a joint learning approach for home/school
THE RANGE OF PROVISION PROVIDED FOR PUPILS WITH SEND
The main methods of provision made by the school are
- through a differentiated curriculum
- Full-time education in classes, with additional help and support by class teacher
- Periods of withdrawal to work with a support teacher
- Small group/individual work with Learning Support Assistant/Teaching Assistant in the Library/Computer Suite planned by class teacher
- In-class support with adult assistance
- Support from specialists within a class or as part of a withdrawal programme
- Support by LSA for physical disability
MONITORING PUPIL PROGRESS
Teaching SEN pupils is a whole-school responsibility. The core of the teachers’ work involves a cycle of planning, teaching and assessing, taking into account the differences in pupil’s abilities and interests. Some pupils may need increased levels of provision and support. Progress is the crucial factor in determining the need for additional support.
Adequate provision is needed which:
- Narrows the attainment gap between the pupil and their peers
- Prevents the attainment gap widening
- Is equivalent to that of peers starting from the baseline
- Equals or improves the pupil’s previous rate of progress
- Ensures full curricular access
Where teachers decide that a pupil’s learning is not progressing as expected, the SENCO is the first to be informed. SENCO and teacher will review the approaches adopted. Where support additional to that provision is required, it will be provided through an SEN Support Plan. If, after further assessment, the school will consider requesting Statutory Assessment. Parents will be fully consulted at each stage. Each of these intervention programmes is described in appropriate sections of this policy. The school also recognises that parents have a right to request a Statutory Assessment.
Please access this information from the SEND Provision menu.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.