Callands Community 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?

Concerns will be raised by a teacher, a teaching assistant, a parent or a pupil.

Examples of concerns could be:

• Issues or changes regarding progress, behavior or attitude
• Observation of a particular difficulty meeting age related expectations
• Issues raised through assessments such as Speech Links or baseline data

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

The class teacher is the first person you would make contact with if your child is already at school, if you think that your child may have Special Educational Needs.

If your child has not started Callands the SENCo would be the first point of contact and she will speak to you with your child’s future class teacher.

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

Staff at the school will support your child through our Provision and Intervention Plan.

If a child has a specific area of need, such as handwriting or phonics, they will be placed in an intervention group where they will work closely with a teacher or teaching assistant. The number of other children in the group may vary but the general number is between 2 – 4 children. The next step is targets for each child and the extra provision offered will be shared with parents/carers at least 3 times per year.

Some children will have an Individual Education Plan (IEP) which is planned and written by the class teacher who will use the advice of other professionals who may be supporting the child such as an Educational Psychologist. The Individual Education Plan is reviewed at least three times per year.

A record of the interventions is taken so that the impact and effectiveness of an intervention can be ascertained.

Our Provision and Intervention Plan is reviewed half termly by the Head Teacher/SENCo, senior Leaders and class teachers.

Our Special Educational Needs (SEN) Governor is Mrs Jenkinson, she is new to her role but will be meeting regularly with the SENCos.

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?

If a child is identified as having Special Educational Needs and/or Disability (SEND):

• They will be entered onto the Provision and Intervention Plan which will be reviewed half termly
• They will have specific targets and provision planned for them.
• They may have a separate Individual Education Plan (IEP)
• Discussion will take place at least 3 times per year between the class teacher and parent/carer
• Teaching Assistants may work with a child 1 to 1 on specific focused tasks or in a small intervention group
• Specialist equipment may be given to a child to help them such as a visual timetables, a wobble cushion or adapted equipment
• Work may be differentiated by outcome, pace of completion, support offered or by breaking it down into smaller chunks
• Pre and post learning opportunities may be offered if appropriate.

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

You will be kept informed as to how your child is doing and how we can help you to support your child through regular discussions with the class teacher and teaching assistant who are usually available at the end of the day.

This can also be achieved through discussions at parents evening.

Appointments with the class teacher or SENCo can be made through the school office.

Recommendations received from an external agency are discussed with parents/carers and children.

If an external agency is coming into school to assess your child, provision will be made for you to meet with them and discuss your child.

We also provide termly reports.

If a child has specific medical needs, staff will always meet with you and a health worker to write a care plan.

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

We have nurture support and pastoral key workers to support children.

If we feel, after discussion with parents/carers that a child requires further expert support we refer to external agencies for counselling and support.

Class teachers, Teaching Assistants and Senior Leaders are always available to talk.

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

We are supported by a range of professionals who we can access support from as appropriate.

These include:

• Educational Psychologist
• School Nurse
• Occupational Therapist
• Learning Assessment
• CAF
• Parent Partnership
• CAHMS
• Counselling
• Visual and Hearing
• Speech and Language

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

Speech Link, a variety of interventions in Reading, Writing and Maths, termly training on an aspect of Special Educational Needs and/or Disability (SEND) such as developing resilience, ADHD, Dyslexia etc. provided by a relevant professional.

Our staff run a support and training cluster group for teaching assistants who work closely with children on the Autistic Spectrum – they receive termly training on aspects such as ‘reducing anxiety’ ‘ creating social stories’ etc.

How accessible is the setting/school/college environment?

Trips and Activities are always available to all.

In some circumstances, if possible we may ask a parent/carer to accompany a child on an activity is possible.

Risk assessments are written which take into account how we will facilitate the needs of all children.

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 have complete wheelchair access and disabled toilet facilities.

We would always be open to discussing individual access requirements.

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

We work with local High Schools during Year 6 to ensure that children can have extra visits, meet with key staff and are aware of the layout of their new school.

The SENCo also works with High schools to ensure that children with Special Educational Needs and/or Disabilities (SEND) begin to use their supportive strategies during Year 6.

When children enter Reception, there are lots of visits between their nursery setting and school. Extra visits and meetings will be set up as required.

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

In accordance with the collective and individual needs of the child.

Children with an Education and Health Care Plan (EHC) plan will have their own budget to support them.

Money is used to provide resources or to deploy staff.

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

The type of and amount of support offered will be made based upon:

• Advice from outside agencies
• Child progress data and discussions
• Discussion between staff
• Discussion with the child
• Support will be reviewed.