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Local Offer

 

Peatmoor’s SEND Information Report

 

Introduction

Following changes in SEND law in September 2014, the Government has asked all Local Authorities in the UK to publish information about the services and provision that they are able to provide for children and young people aged 0 -25 years who have Special Educational Needs and/or a Disability (SEND) and outside of its area for the children and young people for whom it is responsible, regardless of whether or not they have an Education, Health and Care Plans. This is known as the ‘Local Offer’.

Swindon’s local offer can be found at: http://mycaremysupport.co.uk

Further information on the Government’s changes to SEND can be found going to:

http://schoolsonline.swindon.gov.uk/sc/sen/pages/home.aspx

 

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Peatmoor Primary School is an inclusive school which aims to offer all children a challenging, creative curriculum, seeking the highest standards. We aim to develop a stimulating and secure learning environment, achieved through effective communication and leadership. At Peatmoor, we believe in providing every possible opportunity for all children to achieve their full potential (both academic and social/ emotional) regardless of their starting point or ability. We do this primarily through high quality differentiated teaching; providing a broad and balanced curriculum; and ensuring all children are valued and their self-esteem promoted. We work in close partnership with parents/carers who play an active and valued role in their child’s education.

 

“Pupils who have special educational needs and/or disabilities make consistently strong progress because staff ensure work is set at the right level for them. The extra support pupils receive from teachers and teaching assistants provides the guidance they need to develop their skills in reading, writing and mathematics.” OfSTED May 2017

 

How does the school know if children need extra help?

• Class teachers, supported by subject leaders and the Senior Leadership Team, make regular assessment of progress for all pupils. If there are concerns about progress, or if any child needs extra support, this is identified early and acted upon. Most difficulties will be supported within the classroom as part of differentiated classroom teaching using a variety of styles and resources. We also liaise closely with previous or future settings when children transfer or transition.

• Teachers monitor the impact of these interventions on both academic progress and the child’s emotional wellbeing, interventions are assessed and reviewed regularly and further assessment or support will be put in place if necessary.

• We recognise that at different stages of their development, some children may benefit from additional academic or emotional/social support. If your child receives additional support, this does not necessarily mean that your child has Special Educational Needs.

 

Who has Special Educational Needs?

  • Under the 2014 Special Education Needs Code of Practice, Special Education Needs and Disabilities are placed together, and abbreviated to SEND.
  • Any child who has a learning need or a disability which is sustained (i.e. lasts, or is likely to last, more than a year) and substantial may be classified as having a Special Educational Need and placed on the SEND register.
  • A variety of assessments and tools are used to help us decide whether you child has a special education need.

 

What special needs does the school cater for and how?

Under the new SEND code of Practice a child may be identified as having a Special Educational Need or Disability in one or more of the following areas. At Peatmoor Primary School we do our utmost to be inclusive of all children within a mainstream educational setting. Currently, we do not have any specialist units or facilities at the school. Where a child has a particular need e.g. wheelchair access the governors will make reasonable adjustments to ensure the child’s needs are fully met.

  • Communication and Interaction; this includes children who have difficulty in communicating with others; children who may not understand or use social rules of communication, and children who have speech or language difficulties. Children with an Autism Spectrum Disorder, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction.
  • Cognition and learning; this includes children who may learn at a slower pace to their peers even with appropriate differentiation and excellent classroom teaching. Learning difficulties cover a wide range of needs including Moderate and Severe Learning difficulties where children are likely to need support in all areas of the curriculum. This area also includes Specific Learning difficulties which encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
  • Social, Emotional and Mental Health Difficulties; these difficulties manifest themselves in many ways including withdrawal or disruptive behaviour. Other children identified within this category may have disorders such as Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD), or Attachment Disorder.
  • Sensory and/or Physical Difficulties; this includes disabilities which prevents or hinders a child from making use of the educational facilities generally provided. This includes children with vision impairment, hearing impairment or a multisensory impairment who may need specialist support or equipment to access their learning.
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What does ‘being on the SEND register’ mean for my child?

• At Peatmoor Primary School, we aim to provide support for all who need it regardless of whether or not they fit the defined criteria of the SEND register.

• If your child meets the criteria within one or more of the areas mentioned above they will be placed on the school’s SEND register. These children, in consultation with parents, child, teaching staff and SENCo will have a non-statutory ‘Provision Plan’  which will set out your child’s needs, their strengths and achievable targets to aim for in relation to their identified need. This follows the SEND code of practice(2014) format of Assess – Plan – Do – Review. Each plan is reviewed at the end of term 2/4/6, where the cycle formally begins again. However, the documents are working documents, which means that changes may be on-going throughout this time. Their progress will be monitored more closely and they may receive external support or assessment. Being placed on the SEND register also means that the need for extra support is clearly identified when your child moves on to secondary school and provision will be made to support them prior to their start date.

What is an Education Health and Care Plan?

  • If your child’s needs are identified as being of a higher need, the Local Authority (through thorough assessment and specific criteria) can issue an Education, Health and Care Plan. This is a legal document and sets out the provision that must be in place to support the child. This replaces what was previously known as a ‘Statement of Special Educational Need’, however, it is broader and will include all aspects of a child’s health and well-being which may include special educational needs. The Local Authority provides specific criteria and thresholds with regards to applying for an Education, Health and Care Plan. Details of this if required can be discussed with our SENDCo.

How will school staff support my child?

  • Support will always be primarily given by the class teacher, alongside teaching assistants and the Special Educational Needs and Disabilities Co-ordinator (SENDCo), who is also a qualified teacher. The support may be as part of whole school teaching, small group or individual.
  • The impact of interventions on both academic progress and child’s emotional wellbeing is assessed and reviewed regularly.

 

 

“As a result of the targeted support they receive, most disadvantaged pupils and pupils who have special educational needs and/or disabilities make swift progress…

…Progress for disadvantaged pupils and pupils who have special educational needs and/or disabilities is rising rapidly.” OfSTED May 2017

 

What training do the staff supporting children with SEND receive?

• All teachers are trained in providing differentiated high quality teaching which meets the needs of all our pupils. Teachers receive regular training both in school and out of school to ensure that they plan a highly differentiated curriculum to meet the needs of all learners within their class. All staff within the school receives training to meet the known and anticipated needs of the children present in the school. We have trained Teaching Assistants (TAs), including 1 Higher Level Teaching Assistant (HLTA). They are well trained in recognising Dyslexia and many also have a good understanding of the needs of autistic children. TA’s are offered opportunities to go on regular training to meet the needs of the children they are currently working with. The SENDCo holds a post graduate diploma in Inclusive Education. She also attends regular training, including meetings with other local SENCOs.

 

If my child has additional medical, physical or social needs, how will the school support them?

• In consultation with yourselves (the parents/carers) and/or health professionals, a care plan will be drawn up to ensure that your child’s needs are met and staff are appropriately trained.

 

How will my child be included in activities, both inside and outside the classroom, including school trips?

• It is our aim that all children are fully included in every aspect of school life, we therefore do our utmost to make provision for all pupils to access all areas of the curriculum, including trips and extra-curricular activities.

• We will always contact you before a planned activity if we think you child may require additional support. This may involve a specific risk assessment in certain circumstances.

 

 

How will I be included in supporting my child’s education? How will my child’s views be taken into account?

• As a parent, you are key in supporting your child’s development and well-being and we recognise the expert knowledge you have of your own child. We endeavour to provide support and information to parents so that we can work together as a team to help achieve the best possible outcome (in all aspects of development) for your child. We are therefore very keen to build strong relationships with the parents of the children in our school and to liaise with you to share useful strategies or techniques which are used at home as well as those which are being used in school.

• Peatmoor Primary School has an open door policy. Parents are encouraged to make appointments to see teaching staff and discuss any worries or concerns they may have about their child. If your child is on the SEND register you will also have regular access to our SENDCo, who is happy to see parents whenever a parent feels there is a need or a concern.

If you feel your child has additional needs and is not currently on our SEND register, you should discuss this with the class teacher and follow this up with our SENDCo if needed.

• Parent consultation evenings are held twice a year and we strongly encourage all parents to make appointments to see their child’s class teacher.

• If your child is identified as having a Special Educational Need or Disability they will have their own ‘Provision Plan’ with individual targets. This will be reviewed at least 3 times per year and you will be invited to a review meeting to discuss your child’s progress and next steps with the Class Teacher and, if requested, the SENDCo. Your child will also have an informal input into this process where they can express their views and opinions about how well they are doing.

• If your child has an Educational Healthcare Plan this will follow a formal annual review process which will involve all professionals involved with the child as well as the local authority. The format for these meetings is specified in the SEND Code of Practice (2014)

How will the school support my child to join the school and support my child in transferring to the next stage of education?

• If your child joins Peatmoor Primary School from a pre-school or nursery, transition arrangements can be put in place where the class teacher and/or the SENDCo will visit your child in the previous setting. The class teacher will visit your child in your home to discuss any concerns that you may have.

• Where children join the school from another school setting, parents are invited in to discuss their child’s needs with the Headteacher and SENDCo. The SENDCo will then liaise with the previous setting to ensure all relevant documentation is sent across so as the correct provision can be put in place. Children are also invited into school for a transition visit before they start.

• During the Summer term, as part of transition for all children, teachers and TAs will meet to discuss the children who will be moving classes or school. Pupils who require additional support will be identified and specific information about each individual child will be shared accordingly.

• A transition plan is made for, and with, each individual who might benefit from it, designed to meet their unique needs. This will include photographs of key people and places and are talked through with the child and parents. Often items will be sent home over the holidays for parents to prepare their children for the next academic year. We have class swap days where the children are given time to meet and do activities with new staff.

Plans are made to ensure all those who may benefit from transition support are given time with a teaching assistant or the SENDCo to prepare them for the change in class and answer any questions or worries.

• Transition plans may also be used to prepare individuals for unusual events such as trips or sports week/sports day.

• When your child leaves Peatmoor Primary School, whether to move to a different primary school or on to secondary school, there will be liaison and discussion between our SENDCo and the SENDCo of the child’s new school to put in place measures which will help make the transition as easy as possible.

 

What measures are put in place to prevent Bullying?

At Peatmoor Primary School we aim for each individual child to feel valued and respected. Every opportunity is taken to promote individuals’ self-esteem and confidence.

• The emotional well-being of all children is central to the provision of education for all.

Bullying is not tolerated at Peatmoor Primary School and any concerns should be brought to the attention of the class teacher immediately, who will also inform the head teacher.

• For further information please refer to our anti-bullying policy which can be found on the schools website.

 

What specialist services and expertise are available at, or accessed by, the school?

• Support Services are accessed according to the need of the child at appropriate developmental stages. A typical process would include internal assessment by the school, a referral to the appropriate service who will carry out some assessments and then provide activities for support. These activities will be included on the child’s provision plan as needed. The outside agencies will usually want to meet with parents to discuss concerns and findings.

Services the school refer to include:

  • Speech and language therapists (SALT)
  • Educational psychologists
  • Dyslexia Advisory teachers
  • Autism Advisory teachers
  • School nurse
  • Nyland Campus Outreach Team (NCOT)
  • Disability Advisory Teacher
  • Advisory teacher for the Hearing Impaired

 

“The special educational needs coordinator works closely with external agencies and has positive working relationships with parents. These collaborations are highly successful in making sure that pupils receive the right support. As a result, these pupils’ needs are met.” OfSTED May 2017

How are the Governors involved and what are their responsibilities?

The governing body must:

• Do its best to ensure that the necessary provision is made for any child who has special educational needs

• Ensure that where the ‘responsible person’, the head teacher (Mrs Donna Eaton) or the appropriate governor (Mrs Janet Scott) has been informed by the Local Authority that a child has special educational needs or a disability, those needs are made known to all who are likely to teach them

• Ensure that teachers in the school are aware of the importance of identifying and providing for those children who have special educational needs

• Ensure that parents/carers are notified of a decision by the school that SEND provision is being made for their child

• Ensure that a child with special educational needs or disability joins in the activities of the school together with children who do not have special educational needs, as long as this is reasonably practical.

• Have regard to the Special Educational Needs Code of Practice (2014) when carrying out its duties toward all children with special educational needs

• Consult the LA and the governing body of other schools, when it seems to be necessary or desirable in the interests of co-ordinated special educational provision in the area as a whole

• Have a written SEND Information Report containing the information as set out in the SEN Code of Practice 2014

• Report to parents/carers on the implementation of the school’s policy for children with special educational needs in the school profile and the school’s prospectus

• Include the name of the person responsible for coordinating SEND provision in the school prospectus.

The governors play an important role in ensuring that:

• They are fully involved in developing and monitoring the school’s SEND policy and Information report

• They are up-to-date and knowledgeable about the school’s SEND provision, including how funding, equipment and personnel resources are deployed.

  • SEND provision is an integral part of the School Development Plan and the school’ self evaluation process.
  • The quality of SEND provision is continually monitored.
  • The SEND policy is annually reported on.

 

In addition, as part of the Special Educational Needs and Disability Act (2001), new duties came into effect in September 2002. These state that the responsible body must take all steps not to discriminate against disabled children in their admissions arrangements, in the education, exclusion and associated services provided by the school for its pupils. The Act says that a responsible body for the school discriminates against a disabled child if:

• For a reason relating to the child’s disability, it treats him or her less favourably than it treats, or would treat, others to whom that reason does not apply, or would not apply

• It cannot show that the particular treatment is justified.

 

Who is the SENDCo and What is their role in school?

The SENDCo is Mrs Deborah Stiles who is responsible for co-ordinating the provision of Special Educational Needs:

  • Working alongside staff to assist them in identifying, assessing and planning for children’s needs and ensuring that children make progress

• Overseeing and maintaining specific resources and provision for special educational needs and disabilities.

• Liaising with early years providers, other schools, educational phycologists, health and social care professionals, and independent or voluntary bodies

• Being a key point of contact with external agencies, especially the local authority and its support services

• Contributing to and, where necessary, leading the Continuing Professional Development (CPD) of staff

• Monitoring, evaluating and reporting on the provision for children with SEND to the governing throughout the school. This involves:

• Day to day operation of the SEND policy and Information Report

• Providing professional guidance to colleagues

• Working with the headteacher and governing body to ensure that the school meets its responsibilities under the equality act (2010) with regard to reasonable adjustments and access arrangements

• In conjunction with the class teacher liaising with parents/carers of children with special educational needs

 

“Leadership of the provision for pupils who have special educational needs and/or disabilities is strong. Leaders place high importance on including all pupils. Additional funding is used well to develop well-targeted provision. Focused training improves the knowledge and skills of teachers and teaching assistants.” OfSTED May 2017

 

 

How is the effectiveness of provision made for children with SEN evaluated?

• Analysis of all teachers’ planning by Subject Leaders/ Key stage leaders/ head teacher/ SENDCo, ensuring that a differentiated approach is taken and that the learning objectives in Provision Plans are identified and reflected in planning

• Parents/carers are involved with individual targets set with children by discussing, receiving and having their views recorded (particularly relevant if used with Provision Plans for their child)

• Children are involved in discussing, constructing, reviewing and having their views recorded on their own Provision Plans

• Provision Plan targets being closely monitored to ensure that children progress through specific, measurable, achievable, realistic, time-bound (SMART) targets

  • Ensuring that outside agencies, where appropriate, have their comments and recommendations recorded on the Provision Plan and are involved in their development

• The School Development Plan and SEF priorities which include the provision for SEN

• Undertaking a value for money review of our Special Educational Needs funding

• Any external evaluation or inspection.

Success criteria will be:

• Literacy and numeracy planning reflects Provision Plan targets and any previously identified need.

• A high percentage of those children identified and needing Provision Plans reach their expected target as judged through objective testing and/or teacher’s professional judgement and/or no longer need additional support

• All Provision Plans include written/recorded comments from parents/carers and children and, where necessary, outside agency involvement.

 

“Pupils who have special educational needs and/or disabilities make consistently strong progress because staff ensure work is set at the right level for them. The extra support pupils receive from teachers and teaching assistants provides the guidance they need to develop their skills in reading, writing and mathematics.” OfSTED May 2017

 

 

What should I do if I think my child may have Special Educational Needs?

• We will always listen to any concerns you may have and encourage you in the first instance, to make an appointment with the class teacher as they will have the most detailed understanding of your child in school. It may be possible for the SENDCo to attend this meeting if you wish. The class teacher will then pass on your concerns to the SENDCo and together they will look at all the information you have provided as well as information we have in school to decide if any further action is needed at this time. You will be kept fully informed of any decisions that are made in relation to your concerns.

What if my child has Special Educational Needs and I am in the Armed Forces?

If your child has been assessed by and/or benefits from provision made by an outside agency service (e.g. educational psychology, child and adolescent mental health service (CAMHS), learning/behaviour support, sensory impairment, etc) in order for his/her special educational need to be met more effectively, then he/she should be registered with the Children’s Education Advisory Service (CEAS). This is part of the Ministry of Defence’s Directorate for Children and Young People. The SENCo will discuss this with you at the point of any outside agency involvement being accessed.

 

What should I do if I want to make a complaint?

If you have a complaint concerning provision for your child you should discuss this with the class teacher in the first instance. If this proves unsuccessful the matter should be referred to the head teacher. Should the matter still be unresolved you should contact the ‘responsible person’ on the governing body, Mrs Janet Scott. If the complaint remains unresolved, the Chair of Governors should be contacted. Should the complaint remain unresolved, the schools complaint procedures should be referred to. This can be found on the school’s website.

Where can I find further information or get further support?

• Your child’s G.P. / Paediatrician

• The Parent Partnership Service

  • Websites at top of page

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