Shortstown Primary School

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

•Your child’s progress will be continually monitored by his/her class teacher.

•His/her progress will be reviewed formally with the SENCo every term, every half term in some cases, in reading, writing and numeracy.

•Regular meetings between class practitioners / keyworkers and inclusion manager

•At the end of each key stage (i.e. at the end of year 2 and year 6), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.

•Where necessary, children will have an IEP) or targets set by outside agencies specific to their needs. Targets will be designed to accelerate learning and close the gap. Progress against these targets will be reviewed regularly, evidence for judgements assessed and a future plan made.

•The progress of children with a statement of SEND/EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.

•The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in.

•Regular book scrutinies and lesson observations will be carried out by the SENCo and other members of the Senior Management Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.

•Progress meetings at parent evenings and through 3 reports a year. IEP meetings at least once a term, half termly or more regularly, depending upon individual requirements. Parent and pupil voice will form part of the review process.

•Access to family support worker and inclusion manager as required to support any concerns or training needs.

•Meetings involving all professionals involved with the child’s care and development, as regularly as required.

•All agreed strategies are shared with staff involved in child’s school life and feedback received is included and discussed during the parent review meetings, or sooner if required.

How will early years setting/school/college staff support my child/young person?

As an all-inclusive school, all children’s needs are valued and addressed through planning and evaluation of progress.

•Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs.

The school attempts to provide more than one adult in the classroom to provide support to children’s changing needs.

•Differentiation is planned for in numerous ways for example – through the use of different resources, adult support, adapted expectations and different learning environments, including quiet spaces and outdoors.

•Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary.

Personal progress targets /IEPs will be reviewed with your involvement every term or, in some cases, every half term.

• The SENCo will visit schools and pre-schools with the class teacher when appropriate.
• Parents and any involved professionals will be invited to meet and discuss the child’s needs, to ensure the school can accommodate the requirements.
• Your child will be able to visit our school and stay for a taster session, if this is appropriate.
• The school employs a family support worker who works closely with the inclusion manager. Part of her role is to monitor and support families with attendance. She works closely with the education welfare team at Bedford Borough.

 

 

How will the curriculum be matched to my child's/young person's needs?

As an all-inclusive school, all children’s needs are valued and addressed through planning and evaluation of progress.

•Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs.

•There are a number of in school support systems including a Nurture unit, Social skill groups, emotional groups, outdoor groups, and intervention groups for Numeracy, Literacy and children with additional language.

•The school attempts to provide more than one adult in the classroom to provide support to children’s changing needs.

•Differentiation is planned for in numerous ways for example – through the use of different resources, adult support, adapted expectations and different learning environments, including quiet spaces and outdoors.

•Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary.

•Specific resources and strategies will be used to support your child individually and in groups.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

•Regular assessments in the classroom and during out of hours education provides information on children’s progress in all aspects of their development.

•Any concerns will be raised with the parent, where we will listen to any concerns you may have.

•Meeting may be arranged with the inclusion manager for further monitoring to be decided.

•Support will be agreed with the parent to help any issues at school level.

•If concerns continue, discussions with external agencies will be organised, once agreed with parents.

•Additional professional advice will be adhered to and implemented in the form on IEP’s

•As an inclusive school we are currently catering for a number of children with a variety of needs

What support will there be for my child's/young person's overall well being?

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative.

All classes follow a structured PSHE (Personal, Social, Health end Economic education) curriculum to support this development. However, for those children who find aspects of this difficult we offer

• The school employs a family support worker who works closely with the inclusion manager. Part of her role is to monitor and support families with attendance. She works closely with the education welfare team at Bedford Borough.
• The inclusion manager supports a number of emotional and social opportunities in school through group work and opportunities for external visits and workshops.
• The school has a nurture unit for emotional development run by 2 members of staff, both trained and experiences in behaviour and emotional development of children.
• We have a child information board in the centre of the school which holds contact numbers for support agencies such as Child Line, NSPCC, Young carers and what to do if upset or concerned about bullying, including cyber bullying.  The board also shows photos of staff in school who can help.
• There is a worry box for the children to place concerns in, this is emptied by the inclusion manager and all issues dealt with and support provided as required.
• If any issues arise the children will be supported to discuss their feelings and share their thoughts.
• There is a behaviour support group, Esafety group, student council and designated playleaders.  These are all children known to the pupils who can be approached for support.  The leaders and members of the group will then relay information to the relevant staff member to help solve any concerns.
• There is a learning mentor to offer small group or 1:1 support for emotional needs.
• There are a number of groups which operate during school with a focus on social skills, life skills and emotional support.
• All staff receive behaviour training and support.
• Behaviour plans are drawn up with the inclusion manager and all staff who deal with the child.
• Bedford Borough education support team are utilised and external support sought.
• The school works hard with all parties to try and prevent the exclusion of any child.
• The school has been recognised as a St Johns school for first aid as the children receive first aid training and due to the number of staff trained in all levels of first aid.
• There are staff dedicated to the administration of medicines and the policies and procedures are updated to reflect current expectations, including the new DFE guidance on medical needs.

 

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

• Teachers responsible for teaching SEN groups/individuals on a part-time basis.
• Teaching Assistants and HLTAs mainly working in the Group Rooms with either individual children or small groups.
• ICT support in the form of writing and maths programmes is delivered by teaching assistants during specified ICT lessons and small group or individual sessions, according to need.
• Teacher and teaching assistant offering support for children with emotional and social development through our Nurture Group
• 1:1 support linked to specific objectives highlighted in the Education Health Care plan, Educational Psychologist reports, or other professional recommendations.
• Ongoing training for staff supporting specific needs in school, linked directly to the child’s requirements. This is disseminated to all staff in contact with the child.
• Family support worker and inclusion manager attends network groups and the behaviour and attendance panel to share information.
• The team have close links with a number of external agencies to support the different needs of the children and have up to date EHA training. (Early Help Assessment) to support families in accessing a variety of external agencies.

 

Local Authority Provision delivered in school

• Educational Psychology Service
• Sensory Service for children with visual or hearing needs
• Parent Partnership Service
• SALT (Speech and Language Therapy)
• Behaviour support panel

 

Health Provision delivered in school

• School Nurse
• Occupational Therapy
• Physiotherapy
• CAMHS 

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

The SENCo’s job is to support the class teacher in planning for children with SEN.

The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEN. This includes whole school training on SEN issues, such as Autism Spectrum Disorder (ASD), Dyslexia, Story Links, ADHD and speech and language difficulties.Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.

All staff receive training in positive behaviour management techniques

How will my child/young person be included in activities outside this classroom including school trips?

The class teacher Responsible for Checking on progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support) and letting the Special Education Needs/Disabilities Co-ordinator (SENCo) know as necessary.

• Writing Pupil Progress targets/Individual Education Plans (IEPs) and sharing and reviewing these with parents at least once each term and planning for the next term.
• Personalised teaching and learning for your child as identified on the school’s provision map.
• Ensuring that the school’s SEN Policy is followed in their classroom and external trips for all the pupils they teach with any SEN.
• Risk assessments in place for trips ensuring adult ratio takes into account the support required for individual pupil. 

How accessible is the setting/school/college enviroment?

We recognise that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.

If your child is joining us from another school:

• The team around the child entering the setting will include the Head teacher, inclusion manager, class teacher and any other staff who will be supporting the child and on occasion the family support worker.  The team will liaise with the child’s current setting to aid transition.
• The SENCo will visit schools and pre-schools with the class teacher when appropriate.
• Parents and any involved professionals will be invited to meet and discuss the child’s needs, to ensure the school can accommodate the requirements.
• Your child will be able to visit our school and stay for a taster session, if this is appropriate.

 

If your child is moving to another school:

• We will contact the school SENCo and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCo from the new school.
• We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

• Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. IEP s will be shared with the new teacher.
• Transition opportunities are planned for all children to work with their new teachers and develop relationships before moving to a new class.
• Transition between all year groups takes place with staff sharing information, opportunities for the parents to meet new staff and understand the next expectations.

 

In Year 6:

• The SENCo will discuss the specific needs of your child with the SENCo of the child’s secondary school. In most cases, a transition review meeting to which you will be invited will take place with the SENCo from the new school.
• Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
• Where possible, your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school.

 

• Discussions between the settings will take place to ensure all records are transferred and information shared, any queries will be raised and discussed with necessary parties.

Throughout all processes the inclusion team will assist with changes and ensure the child’s needs are being met.

 

 

 

 

 

 

 

 

 

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

We recognise that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.

If your child is joining us from another school:

• The team around the child entering the setting will include the Head teacher, inclusion manager, class teacher and any other staff who will be supporting the child and on occasion the family support worker.  The team will liaise with the child’s current setting to aid transition.
• The SENCo will visit schools and pre-schools with the class teacher when appropriate.
• Parents and any involved professionals will be invited to meet and discuss the child’s needs, to ensure the school can accommodate the requirements.
• Your child will be able to visit our school and stay for a taster session, if this is appropriate.

 

If your child is moving to another school:

• We will contact the school SENCo and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCo from the new school.
• We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

• Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. IEP s will be shared with the new teacher.
• Transition opportunities are planned for all children to work with their new teachers and develop relationships before moving to a new class.
• Transition between all year groups takes place with staff sharing information, opportunities for the parents to meet new staff and understand the next expectations.

 

In Year 6:

The SENCo will discuss the specific needs of your child with the SENCo of the child’s secondary school. In most cases, a transition review meeting to which you will be invited will take place with the SENCo from the new school.
Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
Where possible, your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school

Discussions between the settings will take place to ensure all records are transferred and information shared, any queries will be raised and discussed with necessary parties.Throughout all processes the inclusion team will assist with changes and ensure the child’s needs are being met.

 

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The school budget, received from Bedford Borough, includes money for supporting children with SEND.
The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.
Governors will be informed where staff and budget decisions are needed, decisions are made with evidence from practitioners dealing with the child and the reports from the inclusion team.
The Head Teacher and the SENCo discuss all the information they have about SEND in the school, including:

• the children getting extra support already,
• the children needing extra support,
• the children who have been identified as not making as much progress as would be expected.

From this information, they decide what resources/training and support is needed.

All resources are allocated to any individual as their need dictates

The school identifies the needs of SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.
The school endeavours to put as much support in place to enable the child and family to succeed.
All children’s progress across all aspects of the curriculum are monitored and resources allocated accordingly.  Where specific resources are targeted, impact will be judged on the original outcome expectations.

All policies relating to SEND, behaviour and inclusion, can be found on the website

How is the decision made about what type and how much support my child/young person will receive?

a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).

For your child this would mean

• That the teacher has the highest possible expectations for your child and all pupils in their class.
• That all teaching is built on what your child already knows, can do and can understand.
• That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning.
• That specific strategies (which may be suggested by the SENCo) are in place to support your child to learn.
• Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

 Specific group work

Intervention which may be

• Run in the classroom or a group room.
• Run by a teacher or a teaching assistant (TA).

 

1:1 support

• Children with more severe needs may receive 1:1 support assistant through the day or during their learning.
• The session would be working on targets from the plans and in conjunction with parents, class teachers and the inclusion manager.

 

b) Specialist groups run by outside agencies, e.g. Speech and Language therapy

SEN Code of Practice 2014: School Support (SS)

This means a pupil has been identified by the SENCo/Inclusion Manager/class teacher as needing some extra specialist support in school from a professional outside the school. This may be from

• Local Authority central services, such as the Behaviour Support Team or Health services
• Outside agencies such as the Education Psychology Service (EPS).

 

What could happen:

• You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.
• The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.

 c)  Specified Individual support

• This type of support is available for children whose learning needs are severe, complex and lifelong.
• This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.
• This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups (“Including All Children” documentation from LA).
• Your child will also need specialist support in school from a professional outside the school. This may be from
• Local Authority central services such as the Behaviour Support or Sensory Service (for students with a hearing or visual need).
• Outside agencies such as the Speech and Language Therapy (SALT) Service.

 

For your child this would mean

• The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
• After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.
• After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
• The EHC Plan will outline any resources or number of hours of individual/small group support your child will receive and how the support should be used, and what strategies must be put in place. It will also have long- and short-term goals for your child.

The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

How are parents involved in the setting/school/college? How can I be involved?

• The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.
• There is a member of the senior team available on the main door every morning and evening. All class teachers are available at the end of the day.
• The Inclusion Manager and family support worker are available to meet with you to discuss your child’s progress or any concerns/worries you may have. Appointments can be through the school office.
• All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
• Personal progress targets /IEPs will be reviewed with your involvement every term or, in some cases, every half term.
• Homework will be adjusted as needed to your child’s individual requirements.
• A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.
• Official parent consultation meetings are held through the year.
• Communication with parents is an important part of the school.