Local offer statement:
All Somerset maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.
A. How does the school know if a child needs extra help and what should I do if I think that my child may have Special Educational Needs (SEN)?
Who are the best people to talk to in this school about my child’s difficulties with learning/Special Educational Needs (SEN)?
In the first instance you should raise your concerns with your child’s class teacher. You can also contact Mrs Liddell, the school SENDCo (Special Educational Needs Coordinator), via the school office or on the playground in the morning.
What kinds of Special Educational Needs and Disabilities are catered for at Castle Primary School?
We are a fully inclusive school who will cater for the needs of all children wishing to attend regardless of needs or impairments.
Full details of our support for children with SEN can be found in our Castle SEND Policy
How do you identify children with
SEN?
There are many ways that children may be identified:
· Pupils – children may raise issues with their class teacher or parent/carer regarding barriers they are finding to be successful with their learning. This information can then be used to ensure appropriate provision is in place for this need.
· Parents/carers – parents/carers may raise concerns regarding their child with the class teacher. These concerns will be listened to, explored further and any outcomes will be reported back to you.
· Teachers – teachers may identify children by making observations of the child, analysing termly assessment data or by noticing a lack of progress in an area of the curriculum. Teachers will then refer to Somerset’s Graduated Response Tool to help pinpoint any barriers to learning and explore the range of strategies suggested under the Universal level of provision. If these are unsuccessful, further discussions will be held with the SENCO and parent/ carers to explore next steps.
· SENCO – the SENCO will work alongside both the parent and the teacher to identify a child’s needs and to support the teacher in gathering information and carrying any further assessments if needed. If appropriate, specific assessment tools may be used by the SENCO to support the judgements that they make.
· External Agencies – where further advice is needed, and when universal support has been exhausted, external agencies may be referred to for further support and guidance, with the consent of the parent/carer.
How will I be able to raise any
concerns I may have?
We have an open door policy at Castle Primary School and so you can always speak to the class teacher at the end of the school day about concerns that you may have. You can also ring the office to arrange an after school meeting with your child’s teacher or Mrs Liddell, the SENDCo.
Will the school let me know any
concerns about my child’s learning?
Your child’s teacher will ask to speak to you about any concerns that they may have, to
gain a history and your own insight into your child’s learning needs. Progress will also be discussed at parents’ evenings.
Who should I contact if I would like a visit?
Contact the school office on 01935 822342 to arrange a visit to the school.
What support do you have for me as a parent of a child with a SEN?
The class teacher and SENDCo will give you support and advice on how best you can support your child and the school also has access to a range of specialists to whom you can be referred to get extra specialist support.
B. How will school staff support my child?
Somerset’s Graduated Response Tool
High quality first teaching underpins all educational provision. It focuses on inclusive practice and breaks down barriers to learning. For the majority of children this can be achieved by identifying specific barriers, followed by personalisation and scaffolding using strategies as identified in the Somerset Graduated Response Tool. The Somerset Graduated Response Tool breaks down SEND into four broad areas of need:
· Communication and Interaction
· Physical and Sensory
· Cognition and Learning
· Social, Emotional and Mental Health.
The tool targets specific support for teachers to plan and for any interventions to take place. You can learn more about the Somerset Graduated Response at: Somerset’s SEND Local Offer
What opportunities will there be for me to discuss his/her progress with
Staff?
What opportunities will
there be for regular contact about things that have happened at school?
• We have an open door policy where we encourage parents to come and discuss their child with the class teacher whenever they feel the need.
• Children with high levels of need will have an Annual Review meeting held each year which is attended by parents, teachers, SENDCo and any other involved specialists.
• Meetings can be requested with the class teacher or SENDCo at any time.
• Children’s books are available for parents to look at during parents’ evenings and during other special events when parents are invited in.
How does the school know how well my child is doing?
• There is an on-going dialogue between teachers, teaching assistants and the SENDCo about the progress of all children.
• Pupil Progress Meetings are held termly where teachers discuss the progress of children within their class with the class teacher with the Head and/ or Assistant Head of School.
• The senior leadership team within the school monitor teaching and learning throughout the year.
• We hold on-going assessments of English, mathematics and phonics; progress is tracked at the end of each term (half termly for phonics).
• In the Foundation Stage classes there are daily observations and progress is continually tracked on Early Years Foundation Stage Profile.
How will I know what progress my child is making?
We hold parents’ evenings in the autumn and spring terms, and send out progress and attainment reports in the summer term.
Parents’ evenings also give the opportunity for book-sharing, allowing parents to see progress.
How and when will I be involved in planning my child’s education?
· Individual Education Plans (IEPs) will be reviewed at least very term by the class teacher in partnership with the SENCO (when appropriate) and new targets are set with the child and parents. If your child has a high level of Special Educational Need and an Educational Health Care Plan (EHCP) then you will be invited to an Annual Review meeting each year where you can be involved in reviewing the provision in place for your child and the progress they are making.
Do you offer any parent training or learning events?
· We offer Tuning into Kids workshops via our PFSA link to help parents with developing an emotion coaching approach with their children
· We also hold regular class open events where parents can come and look around the classroom and hear about the children’s work.
· Parents are made aware of any training, either within school or run by local agencies.
C. How will I know how my child is doing and how will you help me to support my child’s learning?
What opportunities will there be for me to discuss his/her progress with Staff?
What opportunities will there be for regular contact about things that have happened at school?
• We have an open door policy where we encourage parents to come and discuss their child with the class teacher whenever they feel the need.
• Children with high levels of need will have an Annual Review meeting held each year which is attended by parents, teachers, SENDCo and any other involved specialists.
• Meetings can be requested with the class teacher or SENDCo at any time.
• Children’s books are available for parents to look at during parents’ evenings and during other special events when parents are invited in.
How does the school know how well my child is doing?
• There is an on-going dialogue between teachers, teaching assistants and the SENDCo about the progress of all children.
• Pupil Progress Meetings are held termly where teachers discuss the progress of children within their class with the class teacher and the Head and/ or Assistant Head of School.
• The senior leadership team within the school monitor teaching and learning throughout the year.
• We hold on-going assessments of English, mathematics and phonics; progress is tracked at the end of each term (half termly for phonics).
• In the Foundation Stage classes there are daily observations and progress is continually tracked on Early Years Foundation Stage Profile.
How will I know what progress my child is making?
We hold parents’ evenings in the autumn and spring terms, and send out progress and attainment reports in the summer term.
Parents’ evenings also gives the opportunity for book-sharing, allowing parents to see progress.
How and when will I be involved in planning my child’s education?
· Individual Education Plans (IEP) will be reviewed at least every term by the class teacher in partnership with the SENCO (when appropriate) and should include yourself and your child. Progress against the targets set will be reviewed and new targets on an IEP will be set if appropriate.
· If your child has a high level of special educational need and an Educational Health Care Plan (EHCP) then you will be invited to an Annual Review meeting each year where you can be involved in planning targets for your child.
Do you offer any parent training or learning events?
· We offer Tuning into Kids workshops via our PFSA link to help parents with developing an emotion coaching approach with their children
· We also hold regular class open events where parents can come and look around the classroom and hear about the children’s work.
· Parents are made aware of any training, either within school or run by local agencies.
D. What support will there be for my child’s overall wellbeing?
What is the pastoral, medical and social support available in the school for children with SEN and disabilities?
· We have a large number of First Aid trained teaching assistants and lunchtime supervisors.
· We use forest school provision to support children to develop resilience and confidence outside of the classroom.
· Our school ELSA (Emotional Learning Support Assistant) works with groups and individuals across the school, supporting in all aspects of Social, Emotional and Mental Health
· In addition to our ELSA support, Teachers are supported by the SENDCo to carry out assessments to help identify strengths and difficulties with the emotional and social development (BOXALL, SDQ and Talkabout). Appropriate provision and outcomes can then be planned to support the needs of individuals and are delivered by members of staff trained in mental Health First Aid
· The PSHE (Person, Social, Health and Economic Education) curriculum is continually adapting to meet the needs of individuals. Objectives are carefully planned for and taught with current class needs in mind. We use SCARF for a consistent whole school approach.
How does the school manage the administration of medicines?
• Please see our policy CLF Supporting Pupils with Medical Conditions.
• Individual plans for personal care are developed in collaboration with parents, school staff and outside agencies.
What support is there for behaviour, avoiding exclusions and increasing attendance?
· We have close recording and monitoring of behaviour with clear consequences, and rewards for good behaviour. Where necessary meetings with parents are arranged to create a partnership between home and school. Please see our Behaviour and Relationships Policy.
How will my child be able to contribute his or her views?
· The pupils are at the centre of all the work we do in school and are always encouraged to participate in the development of their own support programmes where possible. Children with high levels of need are invited to Annual Reviews to discuss provision and progress (where appropriate) and their pupil voice is always gained to feed in to such meetings.
· Targets and provision are discussed with each child to ensure they are aware of their next steps in learning
· We have an active School Parliament with Class Ministers who attend meetings and share views and opinions.
E. What specialist services and expertise are available at or accessed by the school?
What specialist services and expertise are available to or accessed by the school?
As a school we have access to a number of support services to whom we can refer children if necessary:
Virtual School and Learning Support Service Specialist Advisory Teachers (VSLSS).
All schools have key identified professionals who are employed by the LA and are linked to specific schools. They provide support and advice for pupils with learning difficulties, and also support for SENDCOs and schools in terms of developing SEN systems and practice.
Integrated Therapy Service (ITS).
Physical Impairment and Medical Support Team (PIMS) which is part of SPOT (Sensory, Physical and Occupational Therapy) service.
Are a specialist team who work with children with a range of physical or medical conditions e.g. cerebral palsy, muscular dystrophy, cancer, epilepsy and diabetes or more temporary conditions e.g. those recovering from operations and accidents. They offer assessments, training and advice to schools and pre-schools to ensure that children are fully included in all aspects of school life.
Educational Psychologist (EP).
The Educational Psychology Service works with schools to support children and young people’s learning, social, emotional and general development. They work closely with teachers, parents and other professionals to ensure a joined up approach is established, and work together to identify ways to support these children and young people in school. They can be accessed through the school SENDCo.
MHST – Mental Health support Team
Support parents and children with their mental health and wellbeing. They can support with Cognitive Behaviour Therapy (CBT) and other anxieties and worries.
Parent and Family Support Advisor (PFSA).
Give advice and support for parents, carers and young people around issues and situations affecting school attendance, emotional well-being, behaviour and family advice. Referrals can be made through the SENDCo or Head Teacher.
The Ethnic Minority Achievement Service (EMAS).
Can offer assessment and teaching for children and young people learning English as an Additional Language (EAL), advice and support for school leaders, teachers and teaching assistants. The service run training courses to help develop expertise within schools and it has a resource library from which schools can borrow dual language books, bilingual dictionaries and cultural diversity book packs.
As a school we also liaise closely with Health and Social Care services as well as voluntary organisations to ensure we meet the needs of pupils with SEN and to support their families.
Where can I find information about Somerset’s Local SEND Offer?
Somerset’s SEND Local Offer is about services and support available locally for children and young people with Special Educational Needs and Disabilities. It can be accessed here: Somerset’s SEND Local Offer
What are the contact details of support services that can be accessed by parents and carers?
The Local Authority in Somerset provide information on local services to help children, young people and their families. Please follow this link to find the site: Support Available for Children and Families
F. What training have the staff supporting children and young people with SEN and disabilities had or are having?
Staff receive ongoing training throughout the year and has included:
· Unlocking letters and Sounds training – both external and internal
· ELSA training
· High Quality First Teaching
· SMART target setting for pupils with SEN
· Training from the AET (Autism Education Trust)
· First Aid training
· Boosting whole school Resilience
· Safeguarding and prevent training
G. How accessible is the school and how will my child be included in activities outside the classroom, including
school trips?
Is the building fully wheelchair accessible?
The main entrance to the school is flat and has a wide door, accessible for a wheelchair. There are disabled toilet facilities available in the top building, fitted with a handrail and a pull emergency cord. The school has internal emergency signage and escape routes are clearly marked. While classrooms in the top building have no direct wheelchair access from the playground, all are accessible via the main school entrance.
Will he/she be able to access all of the activities of the school and how will you help him or her to do so?
We believe in full equality for all children and, as such, all children are enabled to participate in all school activities. When planning trips, teachers ensure that the needs of all children are taken into account and that the trip will be suitable for all.
H. Transition How will the school prepare and support my child to transfer to a new school?
What preparation will there be for both the school and my child before he/she joins the school?
Joining in Reception:
· For children joining Castle Primary School in their Reception year there are multiple opportunities for Stay and Play sessions. In addition, the class teachers visit pre-schools to meet the children and, in the Summer term, do home visits. This ensures that there is plenty of opportunity for parents to discuss their child’s needs and for teachers to observe the needs of the children.
· For children who already have a professionally identified SEN, a school entry plan meeting will be held involving parents, the child and professionals from both pre-school and the school setting.
· Children joining mid-year are encouraged to come and visit the school before they start and are allocated a ‘buddy’ to support them when they first start.
How will he/she be prepared to move onto the next stage and how will you support the new school to prepare for my child?
Year 6 to secondary school
· For children with SEN transferring to the local secondary school there are visits in addition to those arranged for all Y6 children. This allows the children to become confident in the new surroundings and to meet some of the staff with whom they will be working.
· The SENDCo, Mrs Liddell, and Year 6 class teacher, meet with the SENDCo at Stanchester. This allows a transfer of information and a discussion about needs and provision when children move to Y7.
· If the child has high or complex need, the parent may also be invited to attend this meeting.
· Additional transition visits are also arranged and supported by a familiar LSA.
What information will be provided to his or her new school?
· We provide the new setting with information on current levels of achievement in reading, writing, maths and science as well as current reading and spelling ages. In addition we forward any reports written by specialists and any assessments that have been undertaken on the child.
· We also inform them of current provision and needs. IEPs and any Care and Medical Plans that identify need, and agencies involved for each child are also given. This allows a transfer of information and a discussion about needs and provision when children move to Y7.
· If the child has high or complex need, the parent may also be invited to attend this meeting.
I. How are complaints made regarding the provision for a child with Special Educational Needs or Disabilities?
What do I do if I feel that adequate provision is not being made for my child’s SEN?
In the first instance it is very important to talk to your child’s class teacher about the support and provision in place for your child and to make any complaints known so that the teacher can work with you to change the situation.
If you still do not feel that provision is adequate then you can ask for a meeting with Mrs Liddell (SENDCo/Assistant Head of School) or Mr Morton (Head of School) to discuss your complaints.
If you still feel that that your complaint has not been effectively dealt with then please follow the complaints procedure detailed in our complaints policy.
