East Riding Local Offer
|1. What are the following contact details for your school?
|2. What is the ETHOS of the school regarding Children and Young People with Special Educational
Needs and Disabilities (SEND)?
At Tickton C.E. Primary School, we provide equality of opportunity for all. For us, inclusive education means the greatest degree of match between the individual learner’s needs and provision in school.
We believe children and parents should be actively involved and fully engaged in supporting learning. We see our school as a family community, which respects diversity of appearance, opinions, beliefs, practices, ideas and abilities.
|3. Provide the link to the following policies on our school website email@example.com
Health and Safety Policy
Reviewed in line with current regulations
|4. What is the standard admissions number?
How many Children and Young People do you have on roll? 214
How many Children and Young People have SEND? 31
How many Children and Young People have a Statement ? 5
|· How does the school
· Identify and assess Children and Young People with SEND?
All staff work together to build learning profiles for all our children, identifying preferred learning styles, strengths and areas for development. This information is reviewed regularly with parents and Special Educational Needs Coordinator (SENCo) to identify any additional needs and plan appropriate provision, assessments or interventions.
Evaluate the effectiveness of provision for Children and Young People with SEND?
We regularly review all provision, using clear criteria discussions prior to starting support or interventions against time specific targets to identify if outcomes have been met. Reviews include discussion on how provision has impacted on attitude and engagement, which may not be evidenced through assessments, but has contributed to progress. We also seek pupil voice for SEND children.
We use a range of assessments to help track children who are having difficulty accessing learning in school. Half termly assessments track progress in reading, writing and mathematics. Additional assessments are used to profile individual needs, including:
· Criteria assessments Young’s Reading, Spar Spelling and Young’s Maths which identify specific areas of difficulty within each area supplementing the ½ termly tracking.
· Speech & Language Assessments to identify specific areas of expressive and receptive language difficulties.
· Phonological Assessments (PhAB) to identify specific areas relating to phonological skills.
· Vocabulary Assessments(BPVS III) which identifies levels of development in understanding language.
· Visual and Digit Memory assessments which identify use of short term memory.
· Auditory and Visual processing assessments identify levels of development in accessing information.
· Assess and review progress of Children and Young People with SEND?
All SEND provision is planned and then reviewed by all parties at least three times per year to ensure needs are being met and progress is being made towards agreed outcomes.
Pupils are involved in pupil participation interviews to gain their insight into their learning preferences and to personalise learning to maximise engagement.
Progress is also tracked with supporting outside agencies to monitor effectiveness of recommended support packages.
Governors are involved in all progress and assessment review processes, a dedicated Assessment link Governor and SEND Governor have regular contact in school. Information is communicated to committees and the whole Governing body through visit reports. Each full Governors meeting also receives a confidential SEND report from the SENCo outlining provision, developments, training and actions.
A School Improvement Group of Governors look specifically at progress and provision throughout school with responsibility to report to full Governors all information collected.
|5. Who are the best people to talk to in your school about a Child or Young Persons difficulties with learning/ Special Educational Needs or disability (SEND)?
Our SENCo, Mrs Havercroft and she can be contacted at school on 01964 542498 and email via the school office – firstname.lastname@example.org
We have an open door policy and strive to meet and respond to parents as soon as possible within our working commitments. Our Head teacher Miss Brown is also available for support and advice as required.
|6. What are the different types of support available for Children and Young People with SEND in school
Provision in school is designed to respond to individually identified needs and so the additional support reflects those needs. These can range from physical disabilities, hearing and vision impairments, speech & language, social and emotional, behavioural, mental health or cognitive difficulties.
Support is implemented through a graduated response cycle of assessing, planning, implementing and reviewing outcomes. The decision to access additional support is made with the child, family, school and any relevant outside agencies. Meetings are held to discuss the best provision to meet each child’s outcomes taking all viewpoints into consideration.
Additional needs which are identified are supported across the school day, to include lunch, breaks and before and after school. Resources are allocated to meet identified needs and include adult support, specific working areas(eg. Medical room), physical equipment and ICT/practical resources, specific interventions and access to specific support agencies.
|7. How will the school ensure ALL staff are aware and understand a Child or Young Person’s SEND?
SEND children have individual record files which are a central point of information linking all agencies and support in school.
Additional needs are communicated via a clear system of information sharing to ensure all those interacting with individuals know about their SEND. 1:1 meetings are held with teaching staff and TA’s and clear transition systems are in place to ensure all details are accurately shared as required.
|8. How will the school let a parent/ carer know if they have any concerns about their Child or Young Person’s learning?
Parents and carers are widely consulted about all aspects of their child’s education and development.
Parents of children with SEND are actively encouraged to make and maintain close home/school links to ensure clarity of communication throughout their child’s time in school. Class teachers, link TA’s SENCo and our Head teacher are all available to arrange consultations about all aspects of their child’s welfare.
We have routine parent’s evenings, new parents visits-tours by the Headteacher/SLT/SENCo. Parents are invited into school for learning sessions relating to curriculum developments, new starters coffee mornings, meet and greet sessions with our PSA Mrs Charlotte Coates.
The decision to contact parents/carers is made by both class teacher and SENCo after monitoring or raised concerns about any areas of need. This will be a request or a meeting in school to discuss the child’s needs in order to decide how best to move forward to support the child.
This may also follow on from parent consultations which have raised issues that have been further monitored or followed up by assessments and discussions.
|9. How is support allocated to Children and Young People?
Support is allocated on a needs basis matching support to individual development. In order to support children through a graduated response we identify SEND by liaising with parents and carers, regularly observing and assessing children as they enter school and continually monitoring progress as they develop through school.
All staff work together to build learning profiles for all our children, identifying preferred learning styles, strengths and areas for development. This information is reviewed regularly with parents and Special Educational Needs Coordinator (SENCo) to identify any additional needs and plan appropriate provision for any specific assessments or interventions.
We use a range of assessments to help identify children who are having difficulty accessing learning in school.
Half termly assessments track progress of all children in reading, writing and mathematics, highlighting where individuals have difficulties or areas requiring support.
|10. How does support move between the key stages?
We work very closely with parents and all agencies when transitioning a child with SEND. Our preparation is extensive with involvement in all aspects of their development. Establishing close links with personal meetings to identify all needs would be the priority in order to establish what support we have or need to develop to meet the individual’s needs. Planning would be coordinated with our SENCo as lead to ensure relevant agencies and services are involved prior to admission. Information would be used with parents to make decisions on staffing, training, transition visits and provision placement, timetabling and curriculum required to meet the child’s individual needs.
Support within school across all years is continuously reviewed and monitored to ensure needs are met at all stages throughout school and upon transfer to other settings. Detailed transition planning focuses on ensuring information and resources are appropriately shared to ensure as seamless a transition as is possible.
Familiarisation visits, photobooks, team around the family meetings and timetabled reviews give opportunities for all parties to be fully involved and individual adjustments are made at any stage whenever necessary.
|11. Which other people and organisations provide services to Children and Young People with SEND in your school?
We access specialist services from Integrated Support, Speech & Language, Physiotherapy, Occupational Therapy, Disability Team, CAMHS, SEN consultant, Educational Psychologist and Early Years team.
There are also involved with a wide range of health professionals who work to support us in our work with individual pupils.
|12. What training have staff received to support Children and Young People with SEND?
Our SEND team and other support staff have a wide range of skills and qualifications to enable us to meet the needs of all our children. We have recently had training to support Type 1 Diabetes, ASD, Hearing loss and Sensory Integration. Further training is planned on ASD and an update on Literacy specific difficulties including Dyslexia.
All staff are involved in training with full days and twilight session built into our SEN Development plan which forms part of the School Improvement Plan. Regular TA training is built into extended sessions during the day to enable all staff to access ongoing CPD.
We also access specialist services from IPASS, Integrated Support, Speech & Language, Physiotherapy, Occupational Therapy, Disability Team, CAMHS, SEN consultant, Educational Psychologist and Early Years team.
We work very closely with parents and all agencies when transitioning a child with SEND. Our preparation is extensive with involvement in all aspects of their development. Establishing close links with personal meetings to identify all needs would be the priority in order to establish what support we have or need to develop to meet the individual’s needs. Planning is coordinated with our SENCo as lead to ensure relevant agencies and services are involved prior to admission. Information would be used with parents to make decisions on staffing, training, transition visits and provision placement, timetabling and curriculum required to meet the child’s individual needs.
Our SEND support team receive additional training in relation to their areas of expertise accessing specialist support to maintain skills and meet the needs of our pupils. Training is provided by a range of services and includes specialist training for specific conditions as required.
Our team keep abreast of new developments and attend the annual SEND Conference to access specialist workshops and build further links with service providers.
|13. How will teaching be adapted for a Child or Young Person with SEND?
Throughout school staff adapt and differentiate the curriculum to ensure access for all.
Teaching and learning is matched to the needs of the children.
Children may receive additional small group or 1:1 support, ICT specific interventions or withdrawal groups for specific needs eg Speech & language as this requires a quiet space rather than a busy classroom environment.
These are designed to help children make progress by concentrating additional support to meet identified needs.
Early interventions in Foundation Stage 2 build on information about the individual child from their parents, on entry assessments and learning journals enabling us to build personal programmes to extend learning to progress through Development Matters to reach the Early Learning Goals.
Individual Support Plans are currently being reviewed,(name change to SEN Support plans) to identify provision for children requiring SEN Support. These changes will address the need to incorporate Education Health Care plans, termly support plans and a termly pupil profiles based on outcomes for each individual.
|14. What support is available for parents/ carers of a Child or Young Person with SEND?
We seek to signpost parents/carers/young people to organisations, services etc that can provide them with additional support.
Parents of children with SEND have their class teacher as their first point of contact, then
Mrs Havercroft SENCo as support contact if they need to discuss something about their child. Parents can pop into classes, or make an appointment at the school office in person or call 01964 542498 to contact Mrs Havercroft or class teachers. Messages can also be left via the school email
Parents of children with SEND considering joining the school should also contact Mrs Havercroft, SENCo or Miss Brown Head teacher to discuss individual needs and make an appointment to visit the school for a tour and further support.
Our website also has details and links for the Local authority Offer which can be accessed by all parents and carers of children at school.
|15. How is the setting school’s physical environment accessible to Children and Young People with SEND?
We have a range of facilities including a dedicated medical room with hoist, treatment bed and physiotherapy equipment. All areas are accessible to wheelchairs with additional mobile ramps for outdoor learning areas including our outdoor lodge. We make all reasonable adjustments possible to meet the range of special educational needs of our community members.
Our classrooms have carpets, blinds and display boards to improve our auditory environment and lighting, furniture and positioning in class are optimised to improve our visual environment. We have a dedicated SEND budget to secure equipment and resources to support specific needs as well as linking to external service providers for specialist advice and equipment.
We have disability changing and toilet areas in both key stages with a hoist fitted and staff trained in it’s use in our Medical room.
|16. What facilities are available for Children and Young People with SEND on the school’s site e.g. special quiet room, lunchtime club?
Areas are timetabled to meet the needs of our learners including our SEN resource room, PPA room and quiet area in our staffroom(during lesson times)
We have a quiet areas in our conservatory and Y1 classroom which can be accessed during break times as required for children as emotional spaces to reflect and be calm. During autumn and spring terms there is also the opportunity to take break times indoors in the hall or lodge with access to games and comics.
Our choir, Incredibles and IT club run during lunchtime which SEN pupils are able to join as well as a wide range of extra curricular clubs.
|17. How will Children and Young People be supported during transitions? (when moving to another setting/ schools or between classes/ groups in the setting/ school/ college)
Transition into school includes meetings with pupils, parents, carers, settings and specialist support services. Team around the family meetings are organised to get a clear picture of the whole child’s needs and agree a transition plan and timetable.
Information is transferred personally with visits to feeder settings and meetings with key workers alongside meetings with children prior to staff visits in school.
Visits are developed to introduce new settings within our environment and familiarise children with new personnel, routines and expectations.
Timescales are decided between all parties and support is available to help make transitions as smooth as possible. We strive to make our children and parents confident in the process by making school as accessible as possible at what can be an anxious time.