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SEND Local Offer/SEND Information Report

Contact– Mr Chris Colvin (SENDCO/Inclusion Manager)

chris.colvin@st-peters-ashton.tameside.sch.uk

Tameside SEND local offer: http://www.tameside.gov.uk/localoffer

SEND Information Report: 

(The following report complies with section 69(2) of the Children and Familes Act 2014, and regulation 51 and schedule 1 of the Special Educational Needs and Disability Regulations 2014) 

At St Peter’s CE Primary School we aim to provide a curriculum that is appropriate to the needs and abilities of all our children. We plan our teaching and learning in such a way that we enable each child to reach for the highest level of personal achievement. We believe that all teachers are teachers of special educational needs.

This offer will ensure that the school meets the needs of learners identified in the revised SEN code of Practice 2014. It will ensure that no learners, especially those with SEN or disability, are discriminated against. This offer will be used to ensure that funding earmarked by the governing body for special education provision, including staffing, is clearly identified and used effectively for its intended purposes.

Aims and objectives.

Through this offer we aim to:

  1. Ensure that all learners’ individual and special needs are met effectively so that they receive their educational entitlement and given equal access to a broad, balanced and relevant curriculum.
  2. Ensure that provision for learners with individual and special needs is central to curriculum planning. Teaching and learning will be differentiated appropriately so that learners may achieve high standards and make good progress for their abilities.
  3. Recognise and record students’ strengths and successes to encourage a positive self image.
  4. Ensure that staff with management responsibility, and individual members of staff, accept responsibility for the planning, organisation, and provision of appropriate educational materials and resources for pupils with individual and special needs.

What additional teaching and learning support is given to children with SEND?

In addition to the procedures and structures that are in place for all children in St Peter’s School, children with additional educational needs can access:

  • A broad and balanced curriculum with their peers.
  • Termly Person Centred SEN review meetings. 
  • High expectations of independence and outcome.
  • Differentiated support within the classroom. (By task, outcome, support: adult or resourced)
  • A differentiated curriculum where appropriate, particularly in English and Maths (Basic skills: Reading, writing, number, money and life skills)
  • 1:1 and small group work with a highly experience Special Support Assistant who has experience of working in a Special Needs School setting.
  • 1:1 and small group work with experienced TA’s, who are supported and/or directed by class teachers, SSA or SENCo.
  • Specialist programs of support. We currently run programs of work to support children with Dyslexic behaviours and difficulties, Dyspraxia, gross and fine motor difficulties, Speech and language therapy, reading comprehension difficulties and vocabulary acquisition.
  • The school currently employs a Speech and Language therapist for 1 day per week to support all children with speech and language difficulties.
  • Specialist support from Educational Psychologists, Pupils support services (including CLASS, BLIS, Advisory teachers, Sensory team), Multi-Agency Autism team (MAAT) Speech and Language therapy services, and Health (Occupational Therapy, Physiotherapy, CAMHS (Children and Adolescent Mental Health Services)) if required.

Who is in charge of SEND at St Peter’s?

The leadership of SEN is the responsibility of a full time class teacher. Mr Chris Colvin who ahs recently completing the NASENC award. Mr Colvin is also our Safeguarding lead and Inclusion Manager. 

Working closely with Mr Chris Colvin is Mrs Andrea Reynolds who has over 20 years years experience working with children with a variety of SEN difficulties and physical disabilities. Her role as Special Support Assistant (SSA) supports Mr Colvin.

What are the admission arrangements for pupils with SEND?

Please see the school Admissions Policy and our SEND Admissions page on the school website for further information. 

How accessible is the school environment? 

The Premises and Safety Committee complete a school accessibility check on a 3 year basis. This was last completed in February 2016. This is available to view in the Policies section of the website.

  • All areas of the school are accessible by wheelchair. Ramps are provided near stepped areas including the main entrance. Two disabled parkimg bays are available in the staff car park.
  • Accessible toilet facilities are located by the main reception and next to the staff room.
  • The school has a separate classroom base which has a ramp and this is also accessible by wheelchair.
  • If you have specific queries or concerns please speak with us.

How are the staff supported to help children with SEN?

All class teachers at St Peter’s work closely with the SENCo and SSA to ensure that the children in their class, who have additional SEN needs, are supported and their needs addressed.

To support the staff at St Peter’s, all staff have access to INSET training as appropriate. They are also included in all layers of support for children in their class therefore if required they meet with other agencies and professionals to discuss the needs and recommendations that are made for the children. If required or specific to a child, staff can also access external training provided by the LA or by private companies.

What adjustments can be made for children with SEN?

All SEN children are expected to work alongside their peers with work being differentiated to meet their needs. There may be occasions where some children are grouped specifically according to need. This may include

  • Working in a mixed Key Stage group
  • Working in a year group that matches the level of attainment

During end of key stage examinations, tests and tasks, reasonable adjustments are made for children with SEN.

This may include:

  • Not sitting the exam
  • Rest breaks
  • 1:1 readers/ scribes
  • Quiet, familiar place to work
  • Use of ICT equipment
  • Adaptations of the test/ text/ task e.g Braille, enlarged text, coloured overlay/paper

Any adjustments that are made are supported by being well planned and part of the regular practise and procedure for the child.

How does the school liaise and work with parents?

St Peter’s school has a comprehensive website, where this offer is available to view. In addition to this offer, the website also indicates all staff and their roles within the school.

St Peter’s does offer an open door policy. Parents and carers can request meetings with teaching staff before and after school and the school also has a strong pastoral team lead by Mr Chris Colvin.

At St Peter’s children and parents are able to give their views about the school. All children take part in an annual online survey, where they answer questions and give their views about the school. This is also offered to parents. In addition, the school also operates a comments book which is situated in the main entrance hall and parents are encouraged to make comments. Regular parental surveys are also carried out by the school's SLT. 

All children are able to read their annual report and give a written comment about their learning over the year. As well as a yearly written report, parents are invited to two parents evenings each year. In addition, as part of the schools Assertive Mentoring system, all children are set targets half termly that they review with their teacher using a colour coded system. This information is shared with parents.

What time is available to discuss my child’s SEN targets?

In addition to the above, children who receive  Children receiving Wave 2 support will have their interventions/support reviewed termly.  This will then be discussed at termly Pupil progress meetings and class provision maps will be updated accordingly. Children who are classed as SA+ , have specific SEN assertive mentoring targets and are receiving Wave 3 support will be invited to a termly  4+1 Review along with their parents/carers. Parents/carer (alongside the child) will review current provision using the  4+1 question form. During this time, SEN targets will also be reviewed as will one page profiles and good day/bad day forms. SA+ children will also host Key Stage transition meetings for parents, carers and outside agencies when they progress into a different key stage.  

These reviews allow the children to give their views about the additional support that they have receive to support their needs. . If parents are unable to attend, staff will endeavour to reschedule meetings for a suitable time. If this is not possible, then staff ensure that written feedback of the review is sent home so that parents can then respond afterwards.

Annual reviews

For children who have Statements of educational needs or Education, Health and Care (EHC) Plans, they will have an annual review in line with when their statement was finalised. At this review all professionals involved are invited to a person-centered planning review which is planned and attended by the child. At this review, the child creates a presentation to ensure that his/her viewpoints are included in any decision making regarding further support. If the child is in Year 5, the LA request that the Assistant Education Officer also attends this meeting to ensure that provision for high school transition is clearly identified and planned for before entering Year 6.

 

How will the school support my child’s transition to high school?

Choosing an appropriate high school for your child can seem like a daunting task. The pastoral team are available to support ALL parents who may require support accessing the online application process or arranging visits to see their local high school.

The school SEN team are always on hand to support parents who have children with SEND during the application process. This may be support in completing the application, creating a list of questions to ask about SEN provision or supporting parents with visits.

All children attend transition days at their high school. Meetings are held with all high schools to ensure that the school knows important information about your child. The SENCO at St Peter’s liaises with the SENCOs at the high school also. All documentation from review meetings are shared to ensure that the receiving school are well prepared to meet your child’s needs. Where appropriate, the schools SSA may attend a preparatory visit with a child so that they are prepared for their transition day.

What help will my child receive if they have medical needs?

The schools pastoral team, led by Mr Chris Colvin, are responsible for the emotional health and wellbeing of the children at St Peter’s. This of course means that the Pastoral and SEN teams work closely together.

Medicines

If a child is ill, the school will administer medication as part of a care plan, if written consent is given by the parents. However, if the dose can be administered out of school hours by the parents then this will be discussed. If a child has persistant absence linked to a health need, the pastoral team may request a meeting with parents and invite other relevant health care staff to support the family and child.

Care plans

Care plans will be created to help support a child attend school during a period of illness. The purpose of the care plan is to ensure that all relevant staff are aware of the medical needs of a child and what procedures are in place to keep the child and other children safe.

 

What extra-curricular activities are available at St Peter’s?

St Peter’s Primary School currently run a large selection of clubs which include:

  • Chess club
  • Football club
  • Breakfast club
  • Music club

At St Peters CE Primary School, all learners, including those with special educational needs will have their needs met fully so that they thrive, make good progress and achieve high standards. This policy will ensure that pupils with SEN are included, treated as favourably as others, and given appropriate access to the curriculum teaching and learning.

Completed by Chris Colvin SENCo/Inclusion Manger January 2017

Offer to be reviewed in January 2018

 

 

 

 

 

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