Education is Freedom
Local Offer & SEN Information Report
In order to comply with the new Special Educational Needs and Disabilities Code of Practice (September 2014), Askam Village School has prepared the following information which outlines the provision and capacity we have to meet the needs of children with additional needs.
At Askam Village School we place children and families at the centre of everything we do. We aim to provide a rich, encouraging, supportive learning environment that is tailored to the needs of each individual child. Quality First teaching is integral for ensuring that children can achieve their potential; however, we acknowledge that for some children additional advice and support may be needed.
A Local Offer gives children and young people with special educational needs or disabilities and their families, information about what support services are available across education, health and social care. This can be viewed here.
How will school know if my child needs extra help?
For other children we use our professional judgement and closely monitor progress and areas of difficulty. Assessments and observations will be used to help build a picture.
We acknowledge that parents and carers have a detailed insight in their children’s strengths and areas of weakness and we are keen to involve them to help us build a holistic picture.
How will school let me know if my child needs extra help?
If your child’s rate of progress continues to be of concern, you will be invited into a meeting to discuss this in more detail. It may be that at this stage a referral to outside agencies or specialist advice may be sought.
What should I do if I think that my child may have special educational needs?
If you are not happy that your concerns have been managed and acknowledged, you should make an appointment to see Mrs F Roberts, SENDCo, or Mrs F Newton, Head teacher.
How will school support my child?
When children have gaps in their learning or understanding, they may work within a targeted intervention group to help them make the best possible progress. This additional support is planned by the class teacher and Mrs Roberts, SENDCo and is delivered by teaching or experienced non- teaching staff.
If it is more appropriate, support may be provided on a 1-1 basis, or discretely within the classroom environment.
How will I know how my child is progressing and how will school help me support my child’s learning and development?
For some children with SEND, we will make an individual plan or behaviour management plan to help everyone who works with them to meet their needs. Parents will be involved in this and will be invited to contribute and review the plan. Pupils with severe, complex and lifelong needs will have a statement or an Education, Health and Care Plan.
Parents/carers will be invited to come and join in with yearly reviews of their child’s plan. Other professionals and agencies outside of school may help parents/carers in supporting their child if this is appropriate.
Subject leaders for Literacy, Maths and Foundation Stage hold workshops and/or meetings for parents to help them understand how we develop early literacy skills and teach reading and maths throughout school.
We also operate an open door approach and welcome informal chats as we know that it is always best to deal with any worries or concerns at an early stage.
What specialist services and expertise are available at or accessed by school?
Staff, both teaching and non-teaching, within school are also very experienced in meeting the needs of lots of different needs children have. We have a wide range of skills and qualifications to help us do this.
Staff has been trained and/or hold qualifications in the following areas:
- Reading intervention
- Maths recovery
- Speech and language
- SERIS (social, and emotional resilience support)
Staff keep up to date with current thinking and practise by attending training courses, reading relevant literature, being part of forums and by attending local cluster meetings.
Mrs Roberts meets with the SEND governor, Mr Graham, on a regular basis.
How accessible is the school building and environment?
The building is wheelchair accessible. We have a moveable ramp, a wheelchair accessible toilet and changing facilities for those with limited mobility.
We provide coloured filters and pastel paper for those children who find them to be useful.
We are keen to ensure that we meet any extra needs and aim to work alongside parents/carers. If appropriate, more support in meeting the needs of parents/carers can be given by the local authority or other professionals.
How does the school allocate resources to match children’s special education needs?
Matching of skills and experience of staff is really important in deciding where staff work and is carefully considered.
There are some other staff that don’t work in just one class but have the job of working with and supporting children throughout the school. This is not just for those pupils with SEND, but for all pupils.
Who is involved in deciding what type and support my child will receive?
We know that sometimes children need to have access to short term support to help them make good progress and address an area of difficulty or misconception. The class teacher will also contribute to these discussions and be made aware of what additional support and resources are put in place.
Support is obviously within the constraints of budget and sometimes a list of priorities has to be drawn up.
The impact of targeted intervention is measured and evaluated on a regular basis – at least termly.
Mrs Roberts will notify parents/carers when additional support is made available.
Sometimes a child’s needs cannot be addressed through the budget provided to school. If a child has severe, long term needs , then outside agencies and professional bodies would be involved. In these cases school will request that the Local Authority carry out a statutory assessment of the child’s needs. This is a legal process which sets out the amount of support that will be provided. School, parents and other professional bodies will be asked to contribute to the process. After all reports are received by the Local Authority a decision will be made as to whether the child should be given an Education Health Care Plan, or if school will be asked to continue to support the child from within the school budget. A Plan will be put in place detailing the support to be provided and long and short term goals for the child.
How will school prepare children when they are leaving school or moving to another class?
Some of the ways we organise this are listed below.
- Home visits for all new children- on entering Nursery or Reception class, your child’s class teacher and support staff will come and meet with you in your home. These visits also let your child see how closely parents and school staff work together to support them.
- Meetings for new parents – to meet staff, see the setting and be given a “feel about what will happen” when children join us at Askam Village School.
- Induction programme for children – spend time in their new class. Children from Reception to Year 5 spend a day during the Summer term in their “new class”.
- Children moving up to secondary school have transition work which runs throughout years 5 and 6; secondary school staff make regular visits to the school to get to know children and also for handover meetings with key staff including the class teacher and SENDCo so needs can be discussed.
- Children with additional needs are given opportunities to spend extra time at the secondary school.
- Children with Education, Health and Care Plans or Statements will have phase transition meetings with parents/carers and staff from both settings to allow for a carefully planned move.