Special Educational Needs & Disability (SEND)

Stratford St Mary Primary School Local Offer

Under the Children and Families Bill, which became law in 2014, Local Authorities are required to publish, and keep under review, information about services that they expect to be available for children and young people with disabilities and Special Educational Needs aged 0-25. This is called the Local Offer. The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for professionals in understanding the range of services and provision in the local area. Our school provision is part of the Local Offer for Suffolk.

Stratford St Mary Primary School is an inclusive school. We ensure that all pupils are included in all aspects of learning and school life throughout our school.

From time to time some children require additional support for a set period of time to help meet their needs or improve their learning. The decision to do this is made by the school and is based on a variety of factors including academic progress, and/or assessments carried out by teaching staff or other professionals. It may also be based on ensuring children have a smooth transition into school or if they require support when going through significant change either at home or school. Parents/carers will be informed when this happens.

Some children will require support for a longer period of time to ensure they can access the curriculum effectively and be included fully in classroom learning and school events. Support will be planned by school staff and where appropriate by external professionals. Parents/carers will be kept informed about this support.

Our Local Offer describes the range of provision and support available to support identified children as and when appropriate. This Offer is subject to change depending on budgetary constraints and policy review. For children with complex SEND, the frequency of such provision may result in the school applying for additional funding to support a child, known as High Tariff Needs Funding.

How does Stratford St Mary Primary School know if children need extra help?

We regularly observe, assess and report on the progress of children to be able to identify those who are not progressing as we expect. We also know if:

concerns are raised by parents/carers, teachers, teaching assistants, learning support mentor team or the pupil’s previous school/setting
there is lack of progress in key areas
test scores are poor
there is a change in the pupil’s behaviour
a pupil asks for help
the child has existing identified special educational needs

What should I do if I think my child may have special educational needs?

If you have any concerns then contact your child’s teacher or Mrs Bilner. Mrs Bilner is available most mornings and after school in the playground. She can also be contacted by phone or please feel free to arrange an appointment at a time which is suitable for you, our office staff will help arrange this. The SENCO (Special Educational Needs Coordinator) is Mrs North.

If you are prospective parent with a child with additional needs then you are very welcome to visit the school and talk to Mrs Bilner and/or our Governor responsible for children with special needs, Mrs Baker.

How will I know how Stratford St Mary Primary School is supporting my child?

Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.

If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy & literacy skills etc. then the pupil may be placed in a small focus intervention group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.

These interventions will be recorded on the pupil’s support plan (this is a record of the interventions, timings, cost and impact of the intervention) If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCO.

In addition to interventions, Stratford St Mary Primary School offers focused teaching during Literacy and Numeracy outside of their usual classroom for children who are significantly below or above the other pupils in their class.

Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the Headteacher to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems. Further support can then be planned which will be discussed and implemented by the SENCO.

Occasionally a pupil may need more expert support from an outside agency such as;

The Early Intervention Service (specialist learning and behaviour advisory teachers)
The SEN Specialist Support Team (advisers for visual and hearing impairment and physical needs)
The Educational Psychology Service, CAMHS (Child and Adolescent Mental Health Service)
Social Services
School Nurse, Speech and Language Therapists

We obtain parental permission before referring a pupil to an outside agency for support. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.

The Governors for Stratford St Mary Primary School are responsible for entrusting a named person, Mr Carney, to monitor Safeguarding and Child Protection procedures. She is also responsible for the monitoring and correct administration of the Disclosure and Barring service procedures and the school’s Single Central Record. In a “support and challenge” role the Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.

How will the curriculum be matched to my child’s needs?

High quality classroom teaching is the key to learning at school. A broad, balanced and creative curriculum offers learning matched to pupils’ ability. Learning opportunities are designed so that all pupils in the class can take part using a variety of teaching methods including those designed to meet the needs of learners who respond better when taught in a visual or kinesthetic way.

In some lessons, pupils are grouped with others that are working on similar targets. Additional adult support may be used in a variety of ways: small groups, one-to-one support in or out of class, or to support the class teacher to plan for or work with a pupil or pupils with special needs. If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors.

How will I know how my child is doing?

You will be able to discuss your child’s progress at three termly Parents meetings with your child’s class teacher and Mrs Bilner where appropriate. Appointments can be made to speak in more detail to the class teacher or SENCO by visiting the school office.

Some children with SEN will have Support Plans which can be used to target children’s needs more carefully. Targets are usually set by the class teacher. Parents/carers are encouraged to contribute their input to be included on the Support Plan. Children with EHC plans (or Statements) have an annual review meeting a year from the point their EHCP (Or Statement) was awarded.

How will you help me to support my child’s learning?

The class teacher may suggest ways of supporting your child’s learning through targeted home support. Mrs North – the SENCO – or the class teacher may meet with you at parents evenings or if you are requested to attend a meeting. To discuss how your child is supported in class and share strategies to use if there are problems with a child’s behaviour or emotional needs. If outside agencies or the Educational Psychologist have been involved, suggestions that are offered can be developed and used at home.

What support will there be for my child’s overall well-being?

The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties detailed in the list of interventions below.

Safeguarding and child protection procedures are in place. The named person is Mrs Bilner.
Our behaviour policy is followed by all staff.
Attendance is monitored regularly to ensure all children have good attendance and arrive punctually. Please speak to Mrs Martin in the school office if you would like more information about attendance.

Pupils with medical needs

If a pupil has a medical need then a detailed Care Plan is devised by Mrs Bilner in consultation with parents/carers. These are discussed with all staff who are involved with the pupil. Staff receive basic First Aid training in addition to those that are already fully trained. Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed medication agreement in line with the medication policy is in place to ensure the safety of both child and staff member.

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

Sometimes we need to consult an outside agency for their more specialist expertise. The agencies we work with are listed below.

What training have the staff supporting children and young people with SEND had or are having?

Training opportunities are regularly offered to staff resulting in the expertise listed above. If a child with a specific condition is to be educated at our school, appropriate training will be given.

How will my child be included in activities outside the classroom including school trips?

Activities and school trips are available to all. Risk assessments are carried out and procedures are put in place to enable all children to participate. However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.

How accessible is the school environment?

As a school we are happy to discuss individual access requirements. Our school is wheelchair accessible, there is a wheelchair accessible toilet and all doors are wide enough for wheelchair users and require no ramps. Pupils’ specific learning needs are supported through the use of technology (computers, writing slopes, chair supports) where appropriate. There are disabled parking spaces.

How will the school prepare and support my child when joining Stratford St Mary Primary School or transferring to a new school?

Stratford St Mary Primary School understands what a stressful time moving schools can be therefore many strategies are in place to enable the pupil’s transition to be as smooth as possible.

These include:

Meetings between the previous or receiving schools prior to the pupil joining/leaving
Mrs Bilner, where appropriate, attends the SENCO Transfer meeting for Y6 pupils
All pupils have a transition session where they spend the morning with their new class teacher
Mrs Bilner is always willing to meet parents/carers prior to their child joining the school
East Bergholt High School runs extra transition sessions with vulnerable year 6 pupils before transition
Where a pupil may have more specialised needs, a separate meeting is arranged with Mrs Bilner, the secondary school SENCO, the parents/carers and where appropriate the pupil

How are the school’s resources allocated and matched to children’s special educational needs?

The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependent on an individual’s needs. The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year. If any concerns are raised on completion of the assessments Mrs Bilner will investigate further support or advice from outside agencies if required with permission from parents.

How is the decision made about how much support my child will receive?

Support is allocated based on need, decided at pupil progress meetings and in support plan review meetings. Usually, in consultation with class teachers, the SENCO will allocate teaching assistants to support individuals or small groups in class or in other focus groups tailored to the pupils’ needs. During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.

How will I be involved in discussions about and planning for my child’s education?

All parents are encouraged to contribute to their child’s education. This may be through:

Discussions with the class teacher.
During parents evenings.
During discussions with Mrs Bilner or other professionals.
Parents are encouraged to comment on their child’s education plan with possible suggestions that could be incorporated.

Who can I contact for further information?

If you want more information or have concerns please see your class teacher, the SENCO or Mrs Bilner via the school office. The Suffolk SENDIASS, is a free, independent and confidential service that supports parents of children with special needs. You can contact them on 01473 265210. If you have a complaint or concern please refer to the school’s complaints procedure which is available from the school office upon request.

I hope these have answered any queries you may have but do not hesitate to contact the school if you have further questions.

Interventions available, if required, at Stratford St Mary Primary School

Social Skills programmes/support including strategies to enhance self-esteem run by teaching assistants

Lego Therapy
CAMHS advice (Child and Adolescent Mental Health Service)
Educational Psychologist support
An open door for parents to come to school and share their knowledge of their child

Access to a supportive environment – IT facilities/equipment/resources (including preparation)

Laptops are available for children who would benefit from access to this technology

Strategies/programmes to support speech, language and communication

Programmes put in place by Speech and Language Service actioned in school by support staff
Visual timetables
Visual prompts to support learning
In house speech and language support delivered by support staff

Mentoring activities

Individual/small group mentor sessions

Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs

Gym trail
Hand Gym
Resources such as seat wedge, writing slope, pencil grips

Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)

Regular meetings with individual programmes of support (support plan)
Access via referral to the Behaviour Support Service
Drawing and Talking programmes delivered by trained support staff

Strategies to support/develop literacy inc. reading

Dancing Bears
Computer programs to support literacy
Visual support

Strategies to support or modify behaviour

Support Plans
Individual support from a teaching assistant
Referral to other agencies with Suffolk
Common Assessment Framework (CAF)
Parent Partnership officer support for families
Visual prompts
Emotions resources

Strategies to support/develop numeracy

Numicon (both in small groups and as a classroom resource)

Provision to facilitate/support access to the curriculum

Differentiated work in class
Modifications to the curriculum – aids to access curriculum as recommended by other professionals
Assessment by SENCO/Advisory teacher/Educational Psychologist

Strategies/support to develop independent learning

Individual programmes with targets and rewards
Tasks broken down into small achievable steps

Support/supervision at unstructured times of the day including personal care

Teaching assistant support with training received/support from School Nursing Team

Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports

Working together with parents to formulate a plan of action
Shared outcomes of assessment to plan a way forward
Multi agency meetings both formal and informal

Preparation of application for request for EHC Plan if appropriate

Access to Medical Interventions

Work with School Nursing Service to support children with medical protocols
Majority of staff are First Aid trained
Some staff are trained to use an epipen
Children’s medical condition requirements are displayed discreetly in the staffroom so appropriate action can be taken.

Experience

We have staff who have had experience of the children with a variety of Special Educational Needs