Warrington St Barnabas C E 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?

At St Barnabas CE Primary School, we know that a pupil needs support if:
Concerns are raised by the teacher, parent / carer or the pupil themselves.
Limited progress is being made
There is a change in the child’s behaviour, attitude or progress
The class teacher should be the initial point of contact for any concerns
The SENCo can also be contacted – the school will respond to all parental concerns
All reception children have their Speech and Language development baselined on entry. A Speech Links programme is then delivered if needed, with referrals being made to the Speech and Language team if necessary

The class teacher is the initial point of contact
The SENCo, Mrs Fisher can also be contacted via the school office and a meeting will be arranged
The school will take your concerns seriously. Sometimes concerns can be allayed; however if agreed, the child may be monitored for a given period of time, with the class teacher completing an Initial Concerns Form

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

Each Educational Teaching Plan will be planned and written by the class teacher. It will be differentiated to meet the individual child’s needs. This may include general support from the class teacher or other adults in the classroom eg. TA and Learning Support.
Each child with SEND will have a Personal Passport to Success which will be written with the child, parent and teacher.
If a pupil has a more specific area of need eg spelling, handwriting, phonics, gross and fine motor skills they may be placed in an intervention group led by a teacher or teaching assistant. The length of this intervention will vary, depending on the focus, but will usually last for one term.
All TA’s and teachers delivering intervention are required to keep a record of intervention
The interventions will be regularly reviewed by all involved to ascertain impact, effectiveness, progress and next steps.

Pupil Progress Meetings are held every term, where the class teacher meets with the head teacher and senco to discuss the progress of pupils in the class. This discussion will allow for progress to be discussed and allow any potential problems to be highlighted and appropriate support be put in place.

Occasionally a pupil may need more expert support from an outside agency eg Speech and Language, occupational therapy, Educational Psychologist. If this is needed a referral, with parental support, will be made to the appropriate agency. Following assessments, recommendations are made to the school, who use these to write a programme of support. At all times parent and pupil opinion is asked for,
There is a specific SEN governor, who meets regularly with the SENCO

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

When a child has been identified as having Special Educational Needs, work will be differentiated by the class teacher to enable them to meet the curriculum more easily.
Teaching Assistants may be allocated to work with a child on a 1:1 or small focus group to target more specific needs
If a child is identified as having SEND, a Pupil Passport to Success will be written. The child and parent will be involved in this. This PPS will have agreed targets on, which will be discussed weekly and updated accordingly by the class teacher and support staff. The SENCo will also meet regularly with the class teacher. Parents will meet at least 3 times a year with the class teacher.
Staff are also observed at least 3 times a year by the SLT, with SEN progress included as an area of focus
If appropriate, specialist equipment may be given to a pupil to support their progress eg writing slope, talking tins, visual timetable etc

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?

You will be able to discuss your child’s progress at Parent Evening.
E mails or texts may be sent home
The class teacher is usually available for a quick chat at the end of the day.
Appointments with the class teacher and/or SENCo can be made through the school office.
Parent workshops are delivered if needed
The class teacher / SENCo may suggest ways in which you can support your child at home
Any recommendations received from an external agency are discussed with pupils and parents
If an Educational Psychologist writes a report they often include ideas to support the child at home – these will be discussed
If a child has medical needs, relevant staff always meet with their health worker and a Care Plan and Risk Assessment is written and mutually agreed

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

The school offers a wide range of support for pupils experiencing emotional difficulties
The class teacher / SENCo are available to talk to – or any other adult that the child feels comfortable speaking to.
The SENCo is a trained DSP for safeguarding and is familiar in supporting families through the Family Support Model.
The school has signed up to ‘Tootoot’ for KS2 pupils. This is a Government funded website which children can use to report their concerns. Trained members of staff act as mentors and respond to the issues in an appropriate manner.
Breakfast Club and After School Link Club are available

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

Some staff are trained in Makaton, POPAT, Speech and Language, ECAR, Better Reading Partners, Fischer Family Trust literacy support and Team Teach Positive Handling.
School is supported by EAL, Literacy and numeracy consultants.
School can also access support from:
School Nurse
Educational Psychologist
Occupational Therapy
Visual and hearing
Learning assessment
Parent Partnership
CAF Team

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

Staff have completed some training on supporting children with autism; dyslexia, speech and language, ADHD and emotional difficulties.

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

Activities, residential and school trips are available to all
Risk assessment are written, which takes account the needs and requirements of all pupils - procedures are put in place to meet the needs of all pupils
However if it is deemed that 1:1 support is required, a parent / carer may be asked to accompany their child on the activity

How accessible is the setting/school/college environment?

As a school we are happy to discuss individual access requirements

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?

Visits into school and parents meetings are available for all new pupils and parents. Information will be available in a variety of formats to allow for a smooth entry into school. Transition meetings are held for parents as their children move into a different Key Stage and all children spend time with their new teacher before the start of the new academic year. Hand on meetings are held between staff to ensure all information about the whole child is thoroughly passed on.

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

The SEN budget is allocated every financial year. The money is used to provide resources or additional support dependent upon need
Resources may include deployment of staff depending upon need.
Some children with an EHC plan will have their own budget to support them, parents, school and health work closely to meet needs

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

Decisions are made following discussions with the class teacher and management team
Decisions are made as a result of pupil tracking and termly progress meetings
Recommendations from outside agencies are considered.
If a child’s educational needs or emotional well-being changes – other interventions will be put in place

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

We have an open door policy and parents are encouraged to call in to speak to their child’s teacher whenever necessary. If the issue needs further discussion, an appointment will always be made. Records of all meetings with parents are held in a class file by the class teacher and monitored weekly by the head teacher. Parents Evenings are held three times a year and parents and pupil surveys are completed annually. There are a number of parents who volunteer in school and we actively welcome parental involvement